Academic achievement and student perception of importance of non-cognitive correlates

dc.contributor.advisorSanders, Stanley G.
dc.contributor.committeeMemberAtkinson, Gene
dc.contributor.committeeMemberCarbonari, Joseph P., Jr.
dc.contributor.committeeMemberStovall, Franklin L.
dc.creatorEichman, Nelson Franklin, 1934-
dc.description.abstractProblem. The purpose of this study was three-fold: first, to identify factors which have been recognized in earlier research as being non-cognitive correlates of academic achievement; second, to develop an instrument which would measure the perceptions of students as to the relative importance of these non-cognitive correlates; and, third, to determine whether students' perceptions of the relative importance of non-cognitive correlates of academic achievement significantly affected academic success. Procedures. A thorough survey of the literature and research identified a list of predictors of academic achievement. This list was refined through consolidation of statements of similarity. The refined list was adapted to eleven statements in language appropriate for fifth-grade students. A pilot study was conducted in a neighboring school district. [...]
dc.description.departmentEducation, College of
dc.format.digitalOriginreformatted digital
dc.rightsThis item is protected by copyright but is made available here under a claim of fair use (17 U.S.C. Section 107) for non-profit research and educational purposes. Users of this work assume the responsibility for determining copyright status prior to reusing, publishing, or reproducing this item for purposes other than what is allowed by fair use or other copyright exemptions. Any reuse of this item in excess of fair use or other copyright exemptions requires express permission of the copyright holder.
dc.subjectAcademic achievement
dc.subjectMotivation in education
dc.titleAcademic achievement and student perception of importance of non-cognitive correlates
dc.type.genreThesis of Education, College of of Houston of Education


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