The value of this study though small in sample lies in its support of the notion that personality and attitude information may be useful in combination with intellective and other variables in predicting achievement in at least some academic settings. The search for personality variables that predict academic success should be continued with sexes…

This study investigates the relationship, if any, between the complexity of resident assistants' cognitive systems and their abilities to predict the academic performance of students. The results indicate no evidence to support this conception. Results did indicate, however, a significant correlation between resident assistants' predictions and…

Examined the validity of a cognitive attribution model by studying the reactions of 216 college freshmen to their first-semester grades. Results confirmed the attribution of success and failure to ability and the attribution of failure to task difficulty. Attribution of success to task ease was not confirmed. (JAC)

Describes a library skills program, developed as part of a student development course for college freshmen. Goals and classroom activities are described. Feedback indicated the program was effective in increasing knowledge of available resources. (JAC)

Examined variables to describe at-risk students among 400 first-semester freshmen, based on test scores, demographics, and a mailed survey. Results showed student observations about their early experiences on campus and their reported future plans were the best predictors. Useful predictors from precollege data involved academic achievement and…

Examined the relationship between sex-role expectations and intended student participation in extracurricular activities. Undergraduate students (N=3,451) were asked to read extracurricular items and rate them according to their personal opinion of whether the activity was masculine, feminine, or both. Results showed that college students do…

Examined the relationship between self-concept of ability, academic aptitude, math and verbal skills, and achievement in technologically oriented college curricula in college freshmen (N=302). Results indicated that self-concept of ability is positively correlated with academic success. (LLL)

Briefly describes a noncredit course at Mundelein College in Chicago which attempts to help high risk freshmen acquire appropriate study skills, habits and attitudes. (Author/CJ)

Entering college freshmen were administered the Mooney Problem Checklist during summer orientation. The problems endorsed by students who later sought counseling were compared with the problems endorsed by students who did not seek counseling. Few between-group differences were found. (Author)

Examined academic performance of freshman college student athletes (N=141) at six private institutions in the National Collegiate Athletic Association, Division I-A. Found athletes who did not compete (redshirts) were more likely than those who competed to end the year in poor academic standing despite having been admitted under normal admission…

Freshmen participating in the honors program had higher levels of achievement after one year than did an equivalent comparison group and a comparison group of randomly selected freshmen. (Author)

Examined the relationship between individual temperament and initial adjustment to residential college living. Students (N=70) completed a packet of several questionnaires. Results showed that the temperament dimensions of adaptablity and attention were significantly correlated with affective adjustment measures. (BH)

Outlines six sources of stress for college freshmen, including poor preparation, social distractions, family crisis, financial stress, confused career direction, and situational experiences such as health problems. Suggested sources of help are discussed. (JAC)

Provides a rationale for the development of courses for freshmen that are designed to help them achieve the most benefit from their college experience. Discusses course goals, format, credit, grading, content, enrollment, and evaluation. (JAC)