Bernadette M. Gadzella

STUDENT-LIFE STRESS INVENTORY: IDENTIFICATION OF AND REACTIONS TO STRESSORS

The purposes of the study were to analyze responses to a stress inventory and assess significance of differences by gender and stress groups on the stressors and reactions to them. The subjects were 290 volunteers who responded to the Student-life Stress Inventory. Analyses showed the inventory is reliable and valid. Differences were noted by gender and amount of stress for types of stressors students experienced and reactions to them.

Study Skills, Self-Concept, and Academic Achievement

This study investigated the relationships between study skills, self-concept, and academic achievement and whether the self-report measures contributed to the prediction of grade-point average for 110 university students. Analysis showed that study skills, self-concepts, and academic achievement correlated significantly with each other; rs ranged from .03 to .52. In addition to the total study skills score, two measures of study skills (oral reporting and interpersonal relations) and one measure of self-concept (personal self) contributed to the prediction of grade-point average.

Study Skills, Learning Processes and Academic Achievement

Correlations between scores on the Deep Processing Scale of the Inventory of Learning Processes, the CAI Study Skills Test scales and academic achievement as GPA were assessed. Also, differences between deep and shallow processors on study skills were examined for 132 undergraduates from psychology classes. Knowledge of certain study skills is related to a students facility in deep processing, while knowledge of other study-skills strategies is largely unrelated to deep or shallow processing styles of learning. Deep and shallow processors did not differ significantly on study skills, although mean scores for deep processors were consistently higher.

STRESS AS PERCEIVED BY PROFESSIONALS

This study investigated differences in stress by sex, levels, age, and job classifications as perceived by 173 professionals. Subjects responded to the Tennessee Stress Scale-L questionnaire which provides measures for the three subscales (Stress Producers, Coping Mechanisms, and Stress Symptoms) and Total Stress. Significant differences were found between sexes and among stress levels, age groups, and job classifications on various subscales and total stress measures.

Differences in Learning Processes and Academic Achievement

This study investigated the relationships among the scales of the Inventory of Learning Processes, differences between high and low academic achievers, and differences between deep and shallow processors on learning strategies and academic achievement for 158 undergraduate college students. Significant correlations among the scales were noted, significant differences between high and low academic achievers appeared on Deep Processing and Fact Retention scales, and differences between deep and shallow processors were noted on Elaborative Processing, Fact Retention, Methodical Study scales, and GPA. Suggestion was made for offering strategy-training programs for students.

Critical Thinking and Mental Ability Groups

This study investigated the effects of teaching critical thinking using different approaches. 118 university students, who were identified as being of high, average, and low mental abilities, participated in the study. Analysis confirmed that critical thinking can be taught effectively. The students of high and average mental ability reported higher scores on a critical thinking test after information and exercises on critical thinking were given to them. A different approach in teaching critical thinking would be needed with the students of low mental ability if they are to profit from the information.

Locus of Control Differences among Stress Groups

To assess among 3 groups differing in stress significance of differences in their scores on locus of control scales (Internal, Powerful Others, and Chance), 2 groups of college undergraduates (123 and 160 subjects) were tested. In both samples analysis indicated significant differences among the 3 groups in scores on the Powerful Others and Chance (external) scales, with the severely stressed group scoring higher than the milder stress groups. No significant differences were found on the Internality scale.

Correlations of Self-Concept with Locus of Control and Academic Performance:

Correlations between selected scales of the Tennessee Self-concept Scales, Levensons Internal, Powerful Others and Chance Locus of Control Scales, and GPA were explored for 129 university students. Significant positive correlations were obtained between the Internal Scale and most self-concept scores and significant negative correlations between Powerful Others and Chance Scales and most self-concept scores, respectively. GPA correlated significantly with self-satisfaction scores but not with locus of control scores. When men were considered separately, significant negative correlations were found between most self-concept scores and scores on the Powerful Others and Chance Scales. This was not the case for women.

Effectiveness of Exposure to Study Techniques on College Students' Perceptions.

AbstractEighty students who were given study technique guides, took quizzes, and participated in class discussions were matched with 80 students who were not exposed to these aids and activities. Subjects were matched on sex, college status, race, and mental ability and reading test scores. Each group responded to the Survey of Study Habits and Attitudes three times during the semester. Trend analytical results showed significant (a) difference on Teacher Approval scale, with the experimental group scoring higher, (b) differences on five scales over trials reflecting upward shifts, and (c) differences on five scales on interactions displaying reverse patterns of perceptions on study habits by the two groups. Analysis of the semester grade-point averages showed no significant differences between the groups.

Relation between Measures of Critical Thinking and Learning Styles

This study investigated differences and relationships between critical thinking and learning styles for 184 students majoring in Elementary Education, Health and Physical Education, Psychology and Special Education, and Secondary and Higher Education. Analyses showed some significant differences among groups in learning style and critical thinking and relationships between the variables studied.