This study explores how the relationship between college students' learning strategies and their grade point average (GPA) differs across two culturally different institutions. Surveys of 621 students at a South Korean university and 824 students at a university in the USA were used to assess four types of learning strategies: motivation-related,…

This quantitative study examined first-year university and community college students who were former Advancement Via Individual Determination (AVID) high school students. Participants in this study were students from groups that are underrepresented in higher education. In the first sample of 329 graduates, grade point average and college credit…

Results from the analyses of data from 463 former college students between the ages of 25 and 34 years old identify those most likely to reenroll in higher education in the near future. Those who intend to reenroll are more likely to be members of minority groups, younger, single, and recently laid-off, have earned more credits, and hold strong…

This study examined some student-related variables (interest in higher education, psychological resilience and study habit) as predictors of academic achievement among 131 (M (mean) = 28.17, SD (standard deviation) = 1.61) first year psychology students in the Introduction to Developmental Psychology class in UWI (The University of the West…

A Norwegian translation of the Approaches to Studying Inventory (ASI-32) was administered to 1477 adult students attending flexible study programs in higher education in Norway (2004-05). The intention was to investigate their approaches to studying, taking into account their educational backgrounds and their present, challenging study conditions.…

The 11th International Conference on Educational Data Mining (EDM 2018) is held under the auspices of the International Educational Data Mining Society at the Templeton Landing in Buffalo, New York. This year's EDM conference was highly competitive, with 145 long and short paper submissions. Of these, 23 were accepted as full papers and 37…

The developmental psychology literature has focused on strategy use and comprehension monitoring of children performing simple memory tasks; however, less attention has been given to the same factors in older subjects engaged in more complex cognitive tasks. In order to evaluate study strategy effectiveness, and students' ability to self-monitor…

Research has confirmed the common belief that instructional outcomes are influenced by "extraneous variables." It is important to separate the contributions of the teacher from the contributions of extraneous factors to student learning, and that is the purpose of the IDEA system's adjusted ratings. To adjust scores on the IDEA Center's…

The study sought to identify and measure factors in course achievement in actual college courses acorss subject areas and instructors, and to assess their influence on indicators of learning or achievement in these courses. Data sources included: interviews with instructors in two introductory economics courses and one introductory biology course;…

A short version of the Approaches to Studying Inventory administered to 169 college psychology students in early semester revealed that scores for meaning orientation did not predict academic performance in any way, whereas there was a very small negative correlation between reproducing orientation and academic achievement. Internal reliability of…

The effectiveness of the Student Attitude Inventory (SAI) in predicting college success was examined. The SAI contains 47 items that identify students on the basis of (1) motivation, (2) study methods, (3) examination technique, and (4) lack of distractions toward academic work. (Editor/LBH)

A study of 11 courses in 2 institutions (n=999 students) indicates that courses and teaching in which students have adopted deeper strategies for learning also have higher student ratings, supporting, in general, the validity of student ratings. (Author/MSE)

Recent literature on student characteristics and their predictive potential for academic achievement is reviewed. The results are often contradictory, and generally account for little variance beyond that accounted for by tests of intellectual ability. The usefulness of the cluster analysis approach is demonstrated. (Author/LBH)

Results suggest that while homework assignments, tests, and required texts increase the time students allot to a given course, and time allocated to a given course has a positive effect on course grades, the combination has a negative effect on course grade. High school performance is positively related to time given to a course but not to course…