Dean W. Ginther

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.

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.

The Effects of Purpose and Frequency on Vocabulary Learning from Written Context of High and Low Ability Reading Comprehenders.

Abstract This study was conducted to investigate the effects of purpose for reading and frequency of encounters with unknown words in written context on learning from context tasks performed by good and poor reading comprehenders. One hundred nineteen sixth‐grade subjects classified as having high or low reading ability on the basis of their SRA Test reading comprehension scores were randomly assigned to purpose‐specified and no‐purpose‐specified groups, and to 4‐encounters and 10‐encounters groups. After reading either two or five series of six brief passages in which six nonsense words were embedded, subjects completed two vocabulary tasks. There were main effects for reading level and frequency, but not for purpose. No significant interactions were found. Results provide at least partial support for Sternbergs model of verbal comprehension. Inconsistencies between results of the study and both Sternbergs model and current research literature are identified.

Mathematics Course Grades and Attitudes in Mathematics for Students Enrolled in Three University Colleges

Correlations between mathematics course grades and scores on the Mathematics Attitudes Scale were analyzed for 56 students enrolled in the College of Arts and Sciences, 52 students in the College of Business and Technology, and 69 students in the College of Education. Significant correlations were found for students enrolled in the College of Arts and Sciences and the College of Education, with one exception (the Importance of Mathematics for the College of Arts and Sciences). None of the correlations were significant for the College of Business and Technology. Further study was suggested.