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Online Learning and Student Satisfaction: Academic Standing, Ethnicity and Their influence on Facilitated Learning, Engagement, and Information Fluency
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Bradford, George; Wyatt, Shelly – Internet and Higher Education, 2010
A study by Mullen and Tallent-Runnels (2006) found significance in the differences between online and traditional students' reports of instructors' academic support, instructors' demands, and students' satisfaction. They also recognized that the limitation to their study was their demographic data. In an original report funded by the Alfred P.…
Descriptors: Electronic Learning, Ethnicity, Student Attitudes, Satisfaction
Black Student, White Campus: Structural, Interpersonal, and Psychological Correlates of Success.
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Allen, Walter R. – Journal of Negro Education, 1985
Found low intercorrelations among social involvement, academic achievement, and occupational aspiration in a national sample of Black undergraduates attending predominantly White, State-supported universities. Suggests that future research on Black student success should explore factors internal to the person, institutional characteristics, and…
Descriptors: Academic Achievement, Black Students, College Students, Higher Education
Partial- and Non-Response Bias Effects in a Nationwide Sample.
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Creech, F. Reid – 1975
The non-response bias analysis of data from a stratified nationwide probability sample of high school seniors produced evidence in support of the hypothesis that nonrespondents tend to be of lower "educational level" than respondents. A partial-response bias analysis of the same data indicated that there were similarities between the biases of…
Descriptors: Academic Achievement, Bias, Grade 12, National Surveys
Selected Results of the Munich Longitudinal Study of Giftedness: The Multidimensional/Typological Giftedness Model.
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Perleth, Christopher; And Others – Roeper Review, 1993
This article describes the Munich Longitudinal Study of Giftedness (initially including about 25,000 students) and concludes that, although the multidimensional model proved to be useful in predicting achievement behavior, the typological attempts failed. Distinct differences between academically gifted and creatively gifted students were found.…
Descriptors: Academic Achievement, Academically Gifted, Creativity, Elementary Secondary Education
Self-Concept and Participation in School Activities Reanalyzed.
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Winne, Philip H.; Walsh, John – Journal of Educational Psychology, 1980
Yarworth and Gauthier (EJ 189 606) examined whether self-concept variables enhanced predictions about students' participation in school activities, using unstructured stepwise regression techniques. A reanalysis of their data using hierarchial regression models tested their hypothesis more appropriately, and uncovered multicollinearity and…
Descriptors: Extracurricular Activities, High Schools, Hypothesis Testing, Multiple Regression Analysis
Concepts of School Effectiveness as Derived from Research Strategies: Differences in the Findings.
Airasian, Peter W.; And Others – 1979
The methodological parameters of evaluative research studies help to identify a conceptualization of the phenomenon under investigation. Holistic critiques that identify the conceptual models under which the research was conducted shed light on the validity of the disparate inferences made from a number of studies of schools and school…
Descriptors: Academic Achievement, Concept Formation, Data Analysis, Data Collection