Although previous research has linked students' expected grades to numerous pedagogical variables, this factor has been all but ignored by instructional communication scholars. In the present study, 315 undergraduates were presented with grading scenarios representing differing combinations of course rigor, teacher immediacy, and student…

Students in their first year of university face a number of transition issues that can make realising their academic potential difficult. In the sciences, first-year courses cover a large amount of material across broad subject areas, which can make them troublesome for students without background knowledge, and students need to adapt to typically…

This study investigated the role of disablement as a predictor of academic attainment among students awarded first degrees by UK institutions of higher education in 2004-05. Disability explained only 0.1% of the variation in attainment, as measured by whether the graduates had obtained good degrees (i.e. with first-class or upper second-class…

After 1 year in the Auburn University School of Pharmacy, 77 students were analyzed to determine: what variables may reliably predict academic success, with success being defined as grade point average; what effect the PCAT has on predicting academic success; and whether a quantitative formula should be used to calculate probable success. (SW)

This study investigates the value of a potential moderator variable, student self-evaluation of previous academic effort, in increasing the validity of prediction of academic performance. Correlations between predictors and grades were consistently higher for the high level of effort group. (Author)

Questionnaires and grade point averages were used to examine the academic, psychosocial, cognitive, and demographic predictors of academic performance of first-year Australian university students. Found that previous academic performance was the most significant predictor; integration into university, self-efficacy, and employment responsibilities…

A predictive equation for estimating performance in a basic course in methods of psychological research from scores on the Differential Aptitude Test reasoning scales and on the Davis Reading Test, from measures of attitudes toward issues in psychology, and from self-ratings of abilities and of expected course grades is developed. (Author/DEP)

Examined predictors of academic achievement of 111 adult female students to provide information fo reentry admission criteria. Results showed self-confidence and past academic records, even when dated, offered a sound basis for predicting performance. Age, children, and years away from school were unrelated to success. (JAC)

Describes a placement test in general chemistry containing two paper-and-pencil Piagetian tasks. Results for 885 students accounted for only 21 percent of the criterion variable (predicted grade); suggest various reasons for this low correlation. (MLH)

Data from (n=470) students at Owens Technical College in Fall 1991 showed that high school GPA was the best predictor of grades in Basic Algebra, followed by high school rank, college GPA, ACT natural sciences, ASSET numerical skills, and ASSET elementary algebra scores. (11 references) (SW)

A study focused on two questions: whether the admissions rating scheme of Stanford University could effectively predict academic performance and whether students with different abilities gravitate to different academic departments. The relationship between academic performance and affiliation and such characteristics as sex and ethnic group were…

This study was designed to determine whether adjustments for the differential prediction observed among sex, racial/ethnic, or age subgroups in one freshman class at a college could be used to improve prediction accuracy for these subgroups in future freshman classes. (Author/LMO)

Scores on the Sixteen Personality Factor Questionnaire and grade point average were investigated as predictors of performance in an educational media course. Neither were recommended as tools for predicting course performance. (GDC)

Aptitude for academic achievement is the major intended selection criteria for college enrollment in Illinois. The differentiated system of higher education attempts to match student ability, needs and aspirations to broadly defined institutional missions, and there is a broad spectrum of diversity within that system. Aspirations for achievement,…

A job involvement measure was altered to reflect academic involvement and was employed as a predictor of academic performance. Contrary to the findings of prior industrial research, involvement was found to be correlated neither with age nor with course satisfaction; however, it did prove an efficacious predictor of course grade. (Author/JKS)