A Multivariate Analysis of Academic Advising: Case Study of Research in an Instructional Development Setting.

Autor/inn/en	Foshay, Wellesley R.; und weitere
Titel	A Multivariate Analysis of Academic Advising: Case Study of Research in an Instructional Development Setting.
Quelle	(1977), (42 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Academic Ability; Academic Achievement; Academic Advising; Aptitude Treatment Interaction; College Curriculum; College Freshmen; Counseling Effectiveness; Curriculum Development; Educational Attitudes; Grade Point Average; Grade Prediction; Higher Education; Informal Assessment; Instructional Design; Locus of Control; Motivation; Multiple Regression Analysis; Predictor Variables; Questionnaires; Rating Scales; Self Evaluation; Student Characteristics; Success; SAT (College Admission Test) + Suchen Sie Ihr Suchwort? Schulleistung; Akademischer Rat; Studienanfänger; Curriculum; Development; Curriculumentwicklung; Lehrplan; Entwicklung; Educational attitude; Bildungsverhalten; Erziehungseinstellung; Hochschulbildung; Hochschulsystem; Hochschulwesen; Lesson concept; Lessonplan; Unterrichtsentwurf; psychologische; Motivation (psychologisch); Prädiktor; Fragebogen; Rating-Skala; Erfolg
Abstract	Two studies are described which capitalize on the strengths of the instructional development process for research purposes. Typically, developed courses have carefully-designed learning environment specifications, replicable instructional treatments, and well-proven achievement measures. A battery of questionnaires and rating scales concerning interests, activities, and attitudes including a locus of control scale were administered to college freshmen in eight courses. The full-time academic advisors of those students were administered an Advisor's Judgment Questionnaire to record their assessment of the students. A multiple correlation was computed for the prediction of course grades for 152 students using eight variables, which included the Scholastic Aptitude Test (SAT), previous grade point average (GPA), and advisor judgment. The multiple correlation, without SAT or GPA, was only slightly lower using seven predictor variables. It was inferred that part of the valid variance in advisor judgment was gained in face-to-face meetings. Some recommendations for attending to additional information when advising students were made; it was suggested that the student's use of time and motivation for alternatives are also predictors of academic success. (Author/CTM)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC