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Showing 1 to 15 of 145 results Save | Export
Campbell, Fiona B. – ProQuest LLC, 2017
The purpose of this study was to explore the relationship between assessment of critical thinking as admission criteria as a predictor of success in the completion of an associate degree respiratory care program. The research site was a community college located in the southern United States. The sample included 176 students who completed Health…
Descriptors: Critical Thinking, Success, Associate Degrees, Health Education
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Dong, Ying; Stupnisky, Robert H.; Obade, Masela; Gerszewski, Tammy; Ruthig, Joelle C. – Social Psychology of Education: An International Journal, 2015
Causal attributions (explanations for outcomes) have been found to predict college students' academic success; however, not all students attributing success or failure to adaptive (i.e., controllable) causes perform well in university. Eccles et al.'s ("Achievement and achievement motives." W.H. Freeman, San Francisco, pp 75-145, 1983)…
Descriptors: Attribution Theory, Academic Achievement, Success, College Students
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Matthews, Michael S.; Farmer, Jennie – Australasian Journal of Gifted Education, 2017
Dynamic assessment methods, initially developed by Feuerstein in the 1970s, have been recommended as being more equitable for identifying the academic abilities of students who may not perform well on traditional assessments due to these learners' cultural, linguistic, or economic differences from the population for whom the traditional measures…
Descriptors: Academic Achievement, Achievement Gains, Predictive Measurement, Hispanic American Students
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Stadler, Matthias J.; Becker, Nicolas; Greiff, Samuel; Spinath, Frank M. – Higher Education Research and Development, 2016
Successful completion of a university degree is a complex matter. Based on considerations regarding the demands of acquiring a university degree, the aim of this paper was to investigate the utility of complex problem-solving (CPS) skills in the prediction of objective and subjective university success (SUS). The key finding of this study was that…
Descriptors: Success, Predictive Validity, Predictor Variables, Problem Solving
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Livieris, Ioannis E.; Mikropoulos, Tassos A.; Pintelas, Panagiotis – Themes in Science and Technology Education, 2016
Educational data mining is an emerging research field concerned with developing methods for exploring the unique types of data that come from educational context. These data allow the educational stakeholders to discover new, interesting and valuable knowledge about students. In this paper, we present a new user-friendly decision support tool for…
Descriptors: Predictive Measurement, Decision Support Systems, Academic Achievement, Exit Examinations
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Conijn, Rianne; Snijders, Chris; Kleingeld, Ad; Matzat, Uwe – IEEE Transactions on Learning Technologies, 2017
With the adoption of Learning Management Systems (LMSs) in educational institutions, a lot of data has become available describing students' online behavior. Many researchers have used these data to predict student performance. This has led to a rather diverse set of findings, possibly related to the diversity in courses and predictor variables…
Descriptors: Blended Learning, Predictor Variables, Predictive Validity, Predictive Measurement
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Soltaninejad, Mehraneh – Malaysian Online Journal of Educational Sciences, 2015
The purpose of this study is to examine the relationships between achievement goal orientations and Learning Strategies. The sample of study consists of 350 public high school students (135 males and 215 females, mean age: 17 ± 0.65) from two high schools in Kerman province of Iran selected by random multistage cluster sampling method. In this…
Descriptors: Goal Orientation, Learning Strategies, Structural Equation Models, Investigations
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Peters, S. Colby; Woolley, Michael E. – Children & Schools, 2015
Data from the School Success Profile generated by 19,228 middle and high school students were organized into three broad categories of risk and protective factors--control, support, and challenge--to examine the relative and combined power of aggregate scale scores in each category so as to predict academic success. It was hypothesized that higher…
Descriptors: Academic Achievement, Success, Risk, Risk Assessment
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Lindsey, Beth A.; Nagel, Megan L. – Physical Review Special Topics - Physics Education Research, 2015
We have conducted an investigation into how well students in introductory science classes (both physics and chemistry) are able to predict which questions they will or will not be able to answer correctly on an upcoming assessment. An examination of the data at the level of students' overall scores reveals results consistent with the…
Descriptors: Accuracy, Self Evaluation (Individuals), Metacognition, Prediction
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Slanger, William D.; Berg, Emily A.; Fisk, Paul S.; Hanson, Mark G. – Journal of College Student Retention: Research, Theory & Practice, 2015
Ten years of College Student Inventory (CSI) data from one Midwestern public land-grant university were used to study the role of motivational factors in predicting academic success and college student retention. Academic success was defined as cumulative grade point average (GPA), cumulative course load capacity (i.e., the number of credits…
Descriptors: Longitudinal Studies, Cohort Analysis, Student Motivation, Academic Achievement
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Gorvine, Benjamin J.; Smith, H. David – Teaching of Psychology, 2015
This study describes the use of a collaborative learning approach in a psychological statistics course and examines the factors that predict which students benefit most from such an approach in terms of learning outcomes. In a course format with a substantial group work component, 166 students were surveyed on their preference for individual…
Descriptors: Prediction, Predictive Measurement, Success, Psychology
Northwest Evaluation Association, 2014
Recently, the Northwest Evaluation Association (NWEA) completed a study to connect the scale of the North Carolina State End of Grade (EOG) Testing Program used for North Carolina's mathematics and reading assessments with NWEA's Rausch Interval Unit (RIT) scale. Information from the state assessments was used in a study to establish…
Descriptors: Alignment (Education), Testing Programs, Equated Scores, Standard Setting
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Schumacher, Gary; Grigsby, Bettye; Vesey, Winona – International Journal of Educational Management, 2015
Purpose: One bad hiring decision can lead to low student achievement. Research supports that teachers are the most influential factor in student success. As a result, principals' current practice of hiring teachers based on intuition and likeability must change. Given the current high stakes era, principals need reassurance that the teachers they…
Descriptors: Teacher Behavior, Teacher Effectiveness, Teacher Recruitment, Teacher Selection
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Blikstein, Paulo; Worsley, Marcelo; Piech, Chris; Sahami, Mehran; Cooper, Steven; Koller, Daphne – Journal of the Learning Sciences, 2014
New high-frequency, automated data collection and analysis algorithms could offer new insights into complex learning processes, especially for tasks in which students have opportunities to generate unique open-ended artifacts such as computer programs. These approaches should be particularly useful because the need for scalable project-based and…
Descriptors: Programming, Computer Science Education, Learning Processes, Introductory Courses
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Stemler, Steven E. – Educational Psychologist, 2012
University admissions tests should predict an applicant's ability to succeed in college, but how should this success be defined and measured? The status quo has been to use 1st-year grade point average (FYGPA) as the key indicator of college success, but a review of documents such as university mission statements reveals that universities expect…
Descriptors: Evidence, Grade Point Average, Academic Achievement, College Admission
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