The development and validation of the Course Structure Inventory (CSI), a measure of student attitude toward course structure and course difficulty, is described. Correlations of the CSI with measures of arousal-seeking tendency, achievement motivation and dogmatism were explored. (Author/PN)

A model was proposed to examine the effects of mathematical aptitude and academic orientation on performance. The calculated path coefficients did not strongly support the model. Mathematical aptitude has a direct effect on college performance, whereas the effect of academic orientation was mediated by high school performance and mathematical…

Providing additional data concerning the reliability and discriminant validity of Aiken's Enjoyment of Mathematics and Value of Mathematics Scales resulted in a degree of correlation between scales lower than for Aiken's data. Also, the view that the scales measure different aspects of attitude toward mathematics was supported. (PN)

The development of the Gable-Roberts Attitude Toward School Subjects (GRASS) measure is described. Content validity is discussed; construct validity and alpha reliability data gathered on 893 high school students are presented for the attitude dimensions: General Interest, Usefulness, and Relevance. (Author)

College students (n=491) were sampled to determine the extent to which attitudes toward mathematics can be viewed as reflections of other personality characteristics, as opposed to manifestations of a single underlying attitude toward mathematics. (Author/PN)

An extension of Tinto's model of the college dropout process was tested with freshmen at an Australian university. The college entrance examination was a relatively valid predictor of whether students will pass, achieve honors, or fail or withdraw. Nonintellective factors were not valid predictors of academic progress. (Author/BW)

A study of the relationship between attitudes toward school and learning among pupils in grades one through six in two different models of instruction revealed four significant correlations among twelve calculated. The implication was that attitudes toward school were not systematically related to learning among elementary pupils. (Author)

Investigates the consistency of self concept at lower grade levels and evaluates the factor structure of the self concept instruments designed for use with younger children. (Author/DEP)

The responses of five samples of elementary and secondary school students to the Brooks Student Questionnaire were factor analyzed. Extracted factors, centile norms, and reliability data are reported. (Author/JKS)

A job involvement measure adapted to reflect course involvement was unrelated to age, sex, class rank, and tested verbal ability. However, it was significantly and positively related to achievement motivation, locus of control, Protestant ethic attitudes, academic satisfaction, and performance. (Author/CP)

Concurrent validity studies are reported for the School Attitude Measures (SAM), a recently developed school affective assessment procedure. The studies were conducted at three grade levels (5th, 8th, 11th) with a total sample of 153 subjects. Results indicated that the SAM shows promising concurrent validity related to the criterion measures…

The aims of the present study were methodological and substantive; validity and reliability of the Optimism-Pessimism Test Instrument (OPTI) were tested. Moderate, but significant, correlations were found between OPTI and attitude toward school, self-concept, delay of gratification, and locus of control. (GK)

A shortened Study Attitudes and Methods Survey (SAMS) was administered to 181 community college students. Four original factors remained in the new version: academic interest--love of learning; study anxiety; manipulation; and alienation toward authority. Academic drive--conformity and study methods were dropped, while facilitative study behaviors…