An Evaluation of a Self-Protection Skills Program for the Mildly Handicapped

The purpose of the present investigation was to determine the effects of a self-protection curriculum with a group of 10 junior high special education students. The curriculum (Ryerson & Sunden, 1981) was designed to increase the student's ability to identify strangers, recognize unsafe situations, use refusal skill, and understand acceptable and unacceptable touch. The effects of the curriculum were examined using a multiple baseline pre-posttest design across subjects. The results indicated a significant improvement in self-protection skills. Post testing data indicated the self-protection skills ere maintained over time.     

Facilitating the Academic Success of International Students

International seminarians seeking an education at academic institutions located in the United States often face a host of learning challenges. Seminary faculty that teach in these institutions are often confronted with a need to adjust their teaching methods to facilitate learning by international students. This essay outlines specific strategies to facilitate academic success of international seminarians by offering specific teaching methods for faculty and learning strategies for international students. Topics include training faculty in how to respond to diverse learning styles, expanding learning environments beyond the classroom, methods for enhancing student participation, and development of assignments. Strategies for student success include developing skills in how to improve note taking, critical reading, and writing.     

Vocational Counselor Success Rate as a Criterion for Client Assignment

Although researchers have suspected that rehabilitation counselors may often experience different success rates with different kinds of clients, little effort has been made to determine the best methods of assigning clients to counselors. Our study represents an attempt to provide insight into the desirability of assigning clients to counselors with a high proportion of successful closures with members of the clients' disability group. The criterion of desirability was the Cooper-Rubin suitability-of-placement index. Results indicated no positive relationship between counselors' proportion of successful closures and their average Cooper-Rubin index scores.     

Instructional Uses of Microcomputers With Elementary Aged Mildly Handicapped Children

The goal of this article is to evaluate what we know about the instructional use of computers with young children and to suggest some priorities for their use with mildly handicapped children. While it is clear that computers can be programmed to provide effective instructions in a variety of skills, with mildly handicapped children they appear particularly suited to the delivery of highly motivational, speed oriented practice on basic academic skills in reading and math. Examples of currently available software are presented and evaluated in light of this priority, and needs for the future in terms of teacher training, service delivery systems, and hardware and software developments are disucssed.     

Sales Success as Predicted by A Process Measure of Adaptability

Previous studies of sales performance have not used process measures to evaluate the sales interaction as it occurred. The purposes of this paper are to propose the use of a process measure of adaptability and to determine whether observed adaptability behaviors could predict sales success. Salespeople's observed adaptability was positively related to two measures of sales success in a sample of telemarketing sales representatives.

A process measure of adaptability could be used to facilitate the selection of sales trainees by encouraging marketers to hire people who exhibit more adaptability during interactions. Sales training could also be used to teach current salespeople to adjust their dominance levels in order to project more adaptability in sales interactions.     

Religiousness as a Predictor of Academic Performance among High-school Students

Although efforts to improve academic performance previously have focused on school reform, conditions outside school hold the key to increasing our children's academic achievement. The purposes of this study were (1) to determine the relationship between religiousness and academic achievement and (2) to develop a general model that can be generalizable across various ethnic groups. The data from the first follow-up (1990) and second follow-up (1992) of the National Educational Longitudinal Study of 1988 (NELS:88) were utilized in this study. Hierarchical regression and path analysis were employed. The result of the analysis shows that religiousness has a significant impact on academic achievement even though socioeconomic status is accounted for in advance in the analysis model. In the general model for various ethnic groups, student academic performance is determined by religiousness, socioeconomic status, locus of control, and strict parenting. Suggestions for future research are offered.     

Ethical Academic Judgments and Behaviors: Applying a Multidimensional Ethics Scale to Measure the Ethical Academic Behavior of Graduate Students

Using Reidenbach and Robin's Multidimensional Ethics Scale, this study investigated the relationships between background variables and students' ethical evaluations, judgments, and behavioral intentions using 3 scenarios involving dilemmas related to academic dishonesty. The sample included 436 master's students and 142 doctoral students. The study found that the participants used a combination of ethical philosophies to make ethical decisions. The respondents judged improper citations more harshly than acts of inappropriate authorship or the falsification of data. The doctoral students generally considered behaviors related to plagiarism and falsification to be more unethical than the master's students did, though no gender differences were found.     

Use of the Social Comparison Procedure to Evaluate the Reading Performance of Mildly Handicapped Pupils

A simple social comparison procedure to use as a practica1 guide in determining the appropriateness of a reading mainstreaming program for mildly handicapped pupils.     

Academic Hardiness as a Moderator between Evaluative Concerns Perfectionism and Academic Procrastination in Students

Abstract

Academic procrastination is a common phenomenon in students that can have a negative impact on effective learning, academic achievement, self-esteem, and quality of life. This study examined the associations among the two dimensions of perfectionism (personal standards perfectionism and evaluative concerns perfectionism), academic hardiness, and academic procrastination, as well as the moderating role of academic hardiness in the relationship between the two dimensions of perfectionism and academic procrastination. Participants of this study included 410 high school students in grades 9 to 12 from six schools in Tehran, Iran who completed the Almost Perfect Scale-Revised, the Academic Hardiness Scale, and the Procrastination Assessment Scale. The results indicated that personal standards perfectionism and academic hardiness had negative relationships with academic procrastination, whereas evaluative concerns perfectionism had a positive relationship with academic procrastination. Interaction-moderation analysis demonstrated that academic hardiness only played a buffering role in the relationship between evaluative concerns perfectionism and academic procrastination. The results of this study elucidate the experience of academic procrastination in students and highlight the role of academic hardiness and personal standards perfectionism. Implications for educators and psychologists are discussed.     

大学生学习成功感的初步研究

本研究以上海市1362名大学生为被试,编制了大学生学习成功感量表,并分析了不同性别、年级大学生的学习成功感.研究结果表明,大学生学习成功感量表具有较高的信度和效度,可以作为评鉴大学生学习成功感的有效工具;因素分析结果表明大学生学习成功感量表包括:与学习本身有关的积极情感、与他人有关的积极情感、积极的自我评价和消极的自我评价四个因子.不同性别大学生的学习成功感有显著性差异,女生的学习成功感显著高于男生;不同年级大学生的学习成功感也有显著差异,大学一年级学生的学习成功感比大学三年级学生的学习成功感高.     

中学生学习成绩抱负水平的指导对学习成功感的影响研究

研究以100名中学生为被试,进行了学习成绩抱负水平指导的实验。研究采用集体指导和个别谈话的方式,配以强化问卷,经过半年的实证研究,发现指导中学生设置恰当的学习成绩抱负水平,可以促进其学习成功感的提高。研究表明,可以采取适当的方法,发挥学习成绩(分数)(抱负水平)的积极作用。     

Self-Instruction Training to Increase Academic Performance of Educationally Handicapped Children

Two experiments were designed to test the effects of self-instructional procedures on the academic performance of educationally handicapped children. Self-instructional training consisted of general self-instruction components coupled with explicit instruction in task components. Experiemnt 1 included two severly educationally handicapped children in which self-instruction training for reading comprehension and spelling was assessed. Generalization of training effects was evaluated across person, task, and setting Experiment 2 included one child in which self-instructional training for mathematics and generalization to a classroom setting was evaluated. A multiple baseline design was used in Experiment 1 and a reversal design in Experiment 2 to assess treatment effects. For both experiments, self-instructional training improved academic performance. Generalization occurred across person and task in Experiment 1 and setting in Experiment 2. It was concluded that successful academic performance occurs when self-isntructional statements integrate global strategies while simultaneously directing attention to task specific information.     

Reading Ability as a Predictor of Academic Procrastination Among African American Graduate Students

The present study examined the relationship between reading ability (i.e., reading comprehension and reading vocabulary) and academic procrastination among 120 African American graduate students. A canonical correlation analysis revealed statistically significant and practically significant multivariate relationships between these two reading ability variables and graduate students' levels of academic procrastination. Specifically, the first canonical correlation analysis revealed a statistically significant and practically significant multivariate relationship between reading ability and academic procrastination resulting from fear of failure. The second canonical correlation analysis revealed a statistically significant and practically significant multivariate relationship between reading ability and academic procrastination associated with writing a term paper, performing administrative tasks, attending meetings, keeping up with weekly reading assignments, and, most notably, performing academic tasks. Implications are discussed in the context of designing and implementing strategies designed to improve African American student performance and instruction in graduate-level courses.     

Meanings of Education for University Students: Academic Motivation and Personal Values as Predictors

We conducted two studies to determine the meanings that undergraduate students ascribe to their education and how these meanings relate to relevant psychological constructs: academic motivation and values. Ten meanings emerged: career preparation, independence, finding direction for the future, learning, self-development, taking the next step, making social connections, changing the world, stress, and escape. Support was found for many of the predicted relationships. For example, enjoyment motivation positively predicted all of the meanings, except taking the next step, stress, and escape. Also as expected, the values of intellectualism and academic achievement positively predicted learning, self-development, and changing the world. However, contrary to expectations, valuing physical development also emerged as a significant predictor of several of the meanings of education.     

A Vocational Evaluation Program for Handicapped Students: Focus on the Counselor's Role

The author describes a multidisciplinary vocational evaluation program for handicapped students that integrates the vocational evaluation and special education triennial reevaluation processes.     

Improving Prediction of Academic Achievement for Transfer Students

The most widely used index for admission of transfer students, grade-point average at prior college, was found to be minimally correlated with subsequent grades. Better predictors of transfer GPA were high school GPA and scores on tests of English usage and mechanical reasoning. While based on 260 transfers at one university, these results suggest that a combination of other academic and intellective variables should replace the traditional transfer predictor—a C average at some other school.     

学习成功感的影响因素研究

在理沦研究的基础上．从情境、抱负和归因等方而时学习成功感的影响因素加以研究,并尝试用结构方程建模的方法将主要的影响因素建构成一个理论模型。结构方程模型的研究结果表甽,积极的课堂情境、积极的家庭情境、抱负和归因都对学习成功感有着直接的影响;而a,积极的课堂情境和积缴的家庭情境也会通过影响个体的抱负水平和归因方式而间接地影响学习成功感．