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Yeany, Russell H.; And Others – 1979
This study looks at the effect of objective referenced formative diagnostic testing followed with remediation assignments on three cognitive levels of science achievement and the attitudes of university students, and determines if the effects of treatment were consistent across student locus of control levels. The subjects of the study were 60…
Descriptors: Biology, College Science, Diagnostic Tests, Educational Research

Schafer, John E. – Journal of Research in Science Teaching, 1981
Reports on effects of Individualized Goal Setting (IGS) Audio Tutorial (AT) instruction compared to classic AT instruction and effects of pretesting compared to no pretesting on students' locus of control. Indicates no significant effect on students' locus of control between IGS-AT v AT or between pretesting v no pretesting. (DS)
Descriptors: Biology, College Science, College Students, Higher Education
Samers, Bernard N. – 1982
This study investigated the effect of cognitive style on continuing education of scientists and engineers and the interaction of cognitive style with motivation for and inhibition of continuing education. The Group Embedded Figures Test for field dependence/independence, Adult Nowicki-Strickland Internal-External Scale for locus of control, and a…
Descriptors: Cognitive Style, College Science, Engineering Education, Engineers

Haury, David L. – Journal of Research in Science Teaching, 1989
Examines the relationship between science locus of control (SciLOC) orientation and attitudes toward teaching science among 104 preservice elementary school teachers. Path analysis of the proposed causal model accounts for 57 percent of the variance in expressed attitudes and 11 percent of the variance in SciLOC orientation. (Author/YP)
Descriptors: Attitude Measures, Attitudes, College Science, Elementary School Teachers
Helseth, Edwin A.; And Others – 1981
Reported are results of a study that examined the relationships between university students' entry characteristics and achievement in biology. Variables judged most likely to be predictors of achievement were: (1) scholastic aptitude (quantitative and verbal); (2) level of cognitive development; (3) locus of control; (4) grade point average; (5)…
Descriptors: Academic Achievement, Aptitude, Biology, Cognitive Development
Yeany, Russell H.; And Others – 1981
Reported are results of a replicated study designed to examine the relationships between university students' entry characteristics and achievement in biological science. Variables selected for examination included scholastic aptitude test (SAT) scores (quantitative and verbal); locus of control; grade point average; and achievement motivation.…
Descriptors: Academic Achievement, Biology, College Science, College Students

Horak, Willis J.; Slobodzian, Kurt A. – Journal of Research in Science Teaching, 1980
Utilizes ATI methods to study relationships between locus of control and preservice science education achievement in science content and science process under high- and low-structured instructional treatments. Findings show that, overall, a high-structure condition was most effective but that internal students achieved more in a low-structured…
Descriptors: Aptitude Treatment Interaction, Classroom Environment, College Science, Educational Research

Deboer, George E. – Journal of Research in Science Teaching, 1984
Determined importance of transition between a student's initial collegiate science experience and the decision to continue in science, and whether reasons students give to explain their success or failure in their first course are related to that decision. Results demonstrate a sense of competence for students who continue in science. (Author/JM)
Descriptors: Academic Persistence, Attribution Theory, College Science, Higher Education

Johnson, T. Franklin; Butts, David P. – Journal of Research in Science Teaching, 1983
Investigated relationships among college students (N=76) science achievement, engaged time (observed and perceived), personal characteristics of academic aptitude, reasoning ability, attitude toward science, and locus of control. Among the results reported are significant relationships between engaged time measures and achievement, and between…
Descriptors: Academic Achievement, Academic Aptitude, Cognitive Processes, College Science
Benson, Jean S.; Yeany, Russell H. – 1980
Reported is a study that explores the effect on student achievement of diagnostic-prescriptive instructional strategies on preservice elementary education majors (N=43) enrolled in an introductory biology course. Factors of pre-treatment achievement and locus of control were analyzed as well. Units on Mendelian genetics, modern genetics, and…
Descriptors: Biology, College Science, Diagnostic Teaching, Educational Research

Yeany, Russell, J.; And Others – Journal of Research in Science Teaching, 1980
Cites results of a study that assessed the effects of diagnostic prescriptive teaching strategies and locus of control on various cognitive levels of science achievement of college biology students, also examined the interaction between the instructional strategy and students' locus of control. Students' attitudes were also examined. (CS)
Descriptors: Aptitude Treatment Interaction, Biology, College Science, Diagnostic Teaching

Scharmann, Lawrence C. – Science Education, 1988
Examines the possible influence of locus of control orientation and its relationship to critical aptitudes and developmental variables. Studies six discriminator variables in order to predict an understanding of the nature of science among preservice elementary teachers with respect to locus of control orientation. (CW)
Descriptors: Academic Achievement, Attribution Theory, College Science, Elementary Education
Yeany, Russell H.; And Others – 1981
Reported are results of a study designed to replicate a study at North Carolina State University which investigated the effectiveness of a diagnostic/prescriptive system for increasing the science achievement of university students and examined the relationship between selected student characteristics and participation in voluntary diagnosis.…
Descriptors: Academic Achievement, Biology, College Science, College Students
Yeany, Russell H.; And Others – 1980
Results are reported of a study that: (1) examined the relationships between university students' entry characteristics and achievement in biological science; and (2) assessed the effectiveness of interactive instructional video-tapes in improving science achievement. Among the variables examined as likely to predict achievement were scholastic…
Descriptors: Aptitude Treatment Interaction, Biology, Cognitive Development, College Science
Yeany, Russell H.; Adams, Wenda J. – 1981
This paper summarizes and compares three studies which used different approaches to diagnostic/prescriptive instruction: (1) voluntary diagnosis and remediation; (2) required diagnosis with no formal remediation; and (3) required diagnosis with prescribed remediation. It includes an examination of the influence of selected student entry…
Descriptors: Academic Achievement, Biology, College Science, College Students
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