Environmental Impacts on GPA for Accelerated Schools: A Values and Behavioral Approach

Autor/inn/en	Deviney, David; Mills, LaVelle H.; Gerlich, R. Nicholas
Titel	Environmental Impacts on GPA for Accelerated Schools: A Values and Behavioral Approach
Quelle	In: Journal of Instructional Pedagogies, 3 (2010), (15 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1941-3394
Schlagwörter	Grade Point Average; Acceleration (Education); Student Adjustment; Residential Schools; High School Students; Mathematics Education; Science Education; Measures (Individuals); Educational Environment; Stress Variables; Individual Differences; Scores; Multiple Regression Analysis; School Holding Power; Predictor Variables; Student Attrition; At Risk Students; Preferences + Suchen Sie Ihr Suchwort? Acceleration; Beschleunigung; Student; Students; Adjustment; Schüler; Schülerin; Studentin; Adaptation; Heimschule; High school; High schools; Oberschule; Mathematische Bildung; Naturwissenschaftliche Bildung; Messdaten; Lernumgebung; Pädagogische Umwelt; Schulumwelt; Individueller Unterschied; Prädiktor; Schülerbeurlaubung
Abstract	This research explores the impact of students' ability to adjust to school environment at a residential accelerated upper-level high school for math and science. Students in their junior and senior years were given the DISC (Dominance, Influence, Steadiness, Conscientiousness) behavioral instrument and tracked over a two year period. The DISC has been used in job profiling to help companies make better hiring decisions such that employee retention and job success are maximized. The DISC identifies a person's adapted behaviors based on what he or she believes about the environment, and also identifies the person's natural or preferred behaviors. Stress from the environment can be measured by reviewing the difference between the adapted and natural behaviors. Dissimilarity between the adapted and natural behavioral styles would indicate more stress related to the environment. The individual difference scores for the four DISC components were added to create a new variable, TotalD. The study used multiple regression analysis to assess the impact of TotalD scores on the outgoing GPA of the student. Results indicate that the greater the TotalD score, the lower the outgoing GPA. Further analysis showed via t-tests that students with an outgoing GPA of 3.60 or higher were most affected by this TotalD score. This research illustrates that the DISC can be used with relatively young subjects to determine how well they are adjusting to the environment. Findings can also be used to help improve retention at the institution and better predict those who may be most at risk for attrition. (As Provided).
Anmerkungen	Academic and Business Research Institute. 147 Medjool Trail, Ponte Vedra, FL 32081. Tel: 904-435-4330; e-mail: editorial.staff@aabri.com; Web site: http://www.aabri.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01