Effect of interpersonal stress on the prediction of academic performance.

186 military cadets were administered measures of interpersonal stress (Study 1) and test anxiety (Study 2; the Test Anxiety Scale), and their GPAs and Scholastic Aptitude Test (SAT) scores were obtained. Results show that interpersonal stress, generated by competing demands for attention, decreased the power of intellectual ability tests (SAT) to predict academic performance (GPA). Stress in relations with parents and faculty reduced academic performance but did not moderate the correlations between the predictor test and the criterion. Findings have implications for selection research by indicating the need to specify the situations in which tests will best predict intellectual performance. Findings also suggest that cognitions associated with different sources of stress play a significant part in determining the impact of stress on performance. (22 ref) (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Between- and within-domain relations of students' academic emotions.

The authors investigated between- and within-domain relations of academic emotions, including students' enjoyment, pride, anxiety, anger, and boredom experienced in mathematics, physics, German, and English classes (N = 542; Grades 8 and 11). Corroborating assumptions of domain specificity, the between-domains relations of these emotions were weak and inconsistent. However, there was more domain specificity of academic emotions in Grade 11 students compared with Grade 8 students, suggesting that between-domains differentiation increased as a function of grade level. Concerning within-domain relations, emotional experiences of enjoyment and pride, anxiety, and anger and boredom were clearly differentiated. The strength of within-domain relations of academic emotions differed considerably across the 4 academic domains. However, for each of the 4 domains, within-domain relations were similar for the 2 grade levels. Methodological and educational implications as well as directions for future research are discussed. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Effects of stress inoculation training on anxiety, stress, and academic performance among adolescents.

The effectiveness of a preventive stress inoculation program for adolescents that consists of a blend of progressive muscle relaxation, cognitive restructuring, and assertiveness training was examined. Trainees were compared with an empirically derived control group on measures of anxiety, stress, and academic performance. Compared with controls, the training program participants showed significantly greater improvements on self-report measures of trait anxiety and stress-related symptoms at posttest. These improvements were maintained at a 4-wk follow-up assessment. There were no significant differences between the 2 groups in academic achievement at either posttest or follow-up. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

College students' help-seeking preferences.

136 undergraduates completed a questionnaire indicating the relative likelihood that they would turn to 7 potential helpgivers with 11 personal or 5 career problems. For personal problems, Ss indicated they would be more likely to turn to a close friend for help. For career problems, Ss stated that they would be more likely to seek help from an academic advisor, instructor, close friend, or close relative. A total of 36% and 26% of the Ss said they would seek help from a professional counselor for a personal or career problem, respectively. The extent to which these findings replicate previous research is discussed. (23 ref) (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Authoritative parenting and college students' academic adjustment and success.

This study examined connections between college students' adjustment and success and characteristics of their relationships with their parents. A sample of 236 students completed the Student Attitudes and Perceptions Survey, a 135-item anonymous self-report instrument. Students' grades, confidence level, persistence, task involvement, and rapport with their teachers were generally predicted by both current and childhood levels of parental autonomy granting, demandingness, and supportiveness. Ratings of parenting characteristics were equally predictive of adjustment and success among students living with their parents and those living on their own. They were somewhat less predictive of seniors' adjustment and success than they were for freshmen, sophomores, and juniors. These findings suggest that parenting style continues to play an important role in the academic lives of college students. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Learning disabled and normal college students' performance on reaction time and speeded classification tasks.

Examined the efficiency with which 24 learning-disabled (LD [mean Wechsler Adult Intelligence Scale—Revised Full-Scale IQ 105.04]) and 24 non-learning-disabled (NLD) college students performed basic cognitive-processing tasks. A simple visual reaction time (RT) and 3 speeded classification tasks were used. Results indicate that the LD Ss were slower and more variable on the speeded classification tasks than were the NLD Ss; however, the 2 groups did not differ on the simple visual RT task. Findings suggest that the deficits in higher cognitive processing found in younger LD children persist into early adulthood. It is argued that this failure to automatize very basic subskills may relate to central nervous system (CNS) dysfunction among the LD. (34 ref) (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Turning around reading achievement: Predictors of high school students' academic resilience.

In a national, longitudinal database, factors were examined that enabled public school students on a path toward failure to significantly improve reading achievement by high school graduation. Youths who faced the proximal risk of low achievement during the transition to high school were vulnerable to continued low achievement or failure; yet, a small number improved reading proficiency from failing the basic level to passing the intermediate or advanced levels. Being Caucasian, being female, having an internal locus of control, and taking an academic curriculum in high school independently predicted academic resilience. The role of student socioeconomic status in predicting resilience was explained by psychological and school environment variables. The path between locus of control and resilience was partly mediated by high school curriculum; the path between 8th-grade educational aspirations and resilience was fully mediated by curriculum. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Desire for control and academic performance.

Examined the relationship of desire for control (DFC) and academic performance. 65 undergraduates completed the Desirability of Control Scale. The Ss were asked to estimate their grade point average (GPA) for the current quarter and entire academic year, to estimate the number of hours they studied per week, and how important grades were to them. Two years later, the academic records of 54 Ss who gave permission were examined. High DFC Ss had higher grades than low DFC Ss. 84.6% of the students in the sample who achieved a GPA of 3.0 or better during the 2-yr period were high DFC students. High DFC Ss indicated they placed greater importance on grades and studied more per week than did low DFC Ss. (French abstract) (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Reinforcing math with more math: Choosing special academic activities as a reward for academic performance.

Conducted 2 studies to assess the practical utility of using special academic activities to reinforce academic performance and to determine whether offering the child free choice of these special activities would further increase his or her performance. Results from Exp I with 48 4th graders and Exp II with 16 4th graders support the use of special academic activities as successful reinforcers of academic productivity, but gave only minimal support to choice as an effective reinforcer. There was some evidence, however, that if choice is to serve as a reinforcer, it may do so best when the activities made available to the child are of at least moderate interest. (21 ref) (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Self-esteem and self-estimates of academic performance.

Used 3 measures of self-esteem to test the hypothesis that 36 undergraduates with low self-esteem would predict getting lower grades on an examination than 36 high-self-esteem Ss. The hypothesis was confirmed (p     

Teachers' judgments of students' academic functioning: A comparison of actual and predicted performances.

The relationship between teachers' judgments of students' academic achievement and students' performances on an achievement test was investigated. The study included 12 teachers and 47 1st–4th graders students randomly selected from Wisconsin public schools. Teachers filled out the Academic Competence Scale from the Social Skills Rating System—Teacher version and 1 questionnaire for each student, which required teachers to predict how students would do on each item of the Kaufman Test of Educational Achievement, Brief form (K-TEA). Students were then administered the K-TEA by a qualified examiner. Teachers' judgments of students' academic achievement on the Academic Competence Scale were correlated moderately highly with students' actual K-TEA scores. Furthermore, mean percent agreement between teachers' item predictions and students' actual performances on the K-TEA was moderately high. Lastly, there was partial support for the prediction that teachers were better predictors of higher achieving than lower achieving students. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Attachment at school age and academic performance.

The association between attachment and school-related cognitive functioning was longitudinally examined for a French Canadian sample of 108 school-age children. The affective quality of mother-child interaction patterns, child cognitive engagement, and quality of child attachment to mother were evaluated during a laboratory visit that included a separation-reunion procedure occurring when the children were approximately 6 years of age. Children's mastery motivation and academic performance were assessed 2 years later (at age 8). Analyses indicated that secure children had higher scores than their insecure peers on communication, cognitive engagement, and mastery motivation. Controlling children were at greatest risk for school underachievement, with the poorest performance on all measures except mastery motivation. Avoidant and ambivalent children were lowest on mastery motivation. Results of mediational analyses support the salience of mother–child interactional processes and child cognitive engagement at school age in explaining relations between attachment and cognitive functioning in school. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Academic achievement and self-evaluations of academic performance.

College students often make informal evaluations of their own course performance. Previous research has shown that the accuracy of these self-evaluations is correlated positively with actual course achievement; however, no one has yet explained why such a relationship exists. It was hypothesized that poor students make less accurate performance evaluations because they know less about the criteria by which their work will be judged. To test that hypothesis, 52 students in an introductory psychology course graded their own work and that of others on both a midterm and a final examination and described their instructor's grading criteria on each occasion. As expected, poor students were less accurate than others at evaluating their own course performance. Poor and good students did not differ, however, in their ability to accurately evaluate the performance of others. The relative inaccuracy of the poor students' self-evaluations was not due to a lack of knowledge about the instructor's grading criteria, but instead involved a failure to apply those criteria to their own course work. (51 ref) (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Elaborative verbal rehearsals and college students' cognitive performance.

Two experiments were conducted to determine the potential of elaborative verbal rehearsal (EVR) as a learning strategy for high-risk college students. In Exp 1, a correlational inquiry was used to explore the relation between Ss' EVRs and their overall test performance. Sixty-four Ss studied an extended text, prepared an EVR, and then took the test. There were significant correlations between the quality of Ss' EVRs and their overall test performance. In Exp 2, 50 Ss were trained to produce either EVRs or verbatim rehearsals and then took the same test in immediate and delayed conditions. The EVR Ss performed significantly better on almost every variable. EVRs appear to be a powerful learning strategy for high-risk students. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Approval motive and self-estimates of academic performance.

Selected 50 high- and low-approval-motivated undergraduates based on Marlowe-Crowne Social Desirability scale scores. Ss were asked to estimate what their performance would be on a course examination after having numerous similar exams in the preceding months on which to base their estimates. Results indicate that high-approval-motivated Ss were significantly more accurate in their expectancy ratings and lower in their numerical estimates than low-approval-motivated Ss. However, both groups overestimated actual test performance. Theoretical implications and suggestions for methodological modifications are discussed. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Social cognitive predictors of Mexican American college students' academic and life satisfaction.

In this study, we used Lent's (2004) social cognitive model of well being to examine the academic and life satisfaction of 457 Mexican American college students attending a Hispanic-Serving Institution. Using structural equation modeling, results indicated that the model provided a good fit to the data. Specifically, we found positive relations from positive affect to enculturation, acculturation, college self-efficacy, academic satisfaction, and life satisfaction; from enculturation to college self-efficacy; from acculturation to college self-efficacy and college outcome expectations; from college self-efficacy to college outcome expectations, academic goal progress, academic satisfaction, and life satisfaction; from college outcome expectations to academic satisfaction; from academic goal progress to academic and life satisfaction; and from academic satisfaction to life satisfaction. Findings indicated the model was invariant across gender groups, and overall, 38% and 14% of the variance in academic satisfaction and life satisfaction, respectively, were explained by the predictor variables. Implications for research and practice are discussed. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Brief bimanual force pulses: Correlations between the hands in force and time.

Three experiments assessed coupling phenomena in the coordination of bimanual force pulses. Experiment 1 required symmetric force pulses (equal target forces and rise times for both hands) using the index finger of each hand. As the authors expected, on the basis of bimanual pointing movement results, this experiment revealed positive correlations between both the force rise times and the force amplitudes of the two hands. Experiments 2 and 3 included asymmetric conditions with different target force amplitudes (Experiment 2) or target rise times (Experiment 3). In Experiment 2 force amplitudes but not rise times were fully decoupled in the asymmetric condition. In the asymmetric condition of Experiment 3, however, neither rise times nor force amplitudes were fully decoupled. The results suggest a hierarchical control structure with temporal control dominating nontemporal control of bimanual force coordination. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Test anxiety and academic performance: The effects of study-related behaviors.

Investigated (a) the relationship of test anxiety to academic performance in college students, (b) differences in study-related behaviors between high and low test-anxious Ss, and (c) differential effectiveness of study-related behaviors for both groups. Undergraduate Ss were 65 high and 31 low scorers on the Test Anxiety Scale. Results demonstrate a significant decrement in GPA associated with test anxiety. High test-anxious Ss were also found to have poorer study skills. For high test-anxious Ss, quality of study habits and amount of study time were positively related to academic performance, whereas missing classes and delaying exams were inversely related to performance. Findings are discussed in terms of the prevailing interference model of test anxiety. (17 ref) (PsycINFO Database Record (c) 2010 APA, all rights reserved)