Students on varying degrees of academic probation were randomly assigned to one of three intervention strategies that incorporated controlled content but divergent levels of intrusiveness. The most intrusive intervention resulted in higher cumulative grade point averages and higher retention rates. Students with the highest risk of dismissal were…

Examined the academic success of 215 first-generation students at a public research university by examining non-cognitive variables and SAT scores. Found that non-cognitive variables are better indicators for continuing enrollment and moderate predictors for GPAs of students of color. (EV)

A study of employment patterns, employment attitudes, and grade point averages of pharmacy students found over 60 percent, as many females as males, working during the school year. Working and nonworking students shared the same opinions on the effects of working on academic achievement and reported similar grade point averages. (MSE)

The impact of developmental advising activities with high-achieving Black students at Indiana University of Pennsylvania was investigated. Results indicate that involvement in developmental advising had a positive impact on participating students' cumulative grade point average. (Author/MLW)

The imposter phenomenon is an intense feeling of intellectual inauthenticity experienced by many high-achieving individuals. In a study with 127 undergraduates, greater family achievement orientation was associated with higher levels of the imposter phenomenon. Higher levels of the phenomenon were associated with higher grade point averages for…

A meta-analytic review was conducted on published studies examining the relationship between performance on the quantitative and verbal components of the Graduate Record Examination (GRE) and graduate grade point average. Results suggest that the quantitative and verbal components of the GRE possess minimal predictive validity. (SLD)

This study compared the grade point averages and learning styles (social, independent, applied, conceptual, or combination) of 796 first-year students in 5 institutions of higher education in a southern state. Analysis indicated effects of learning styles, sex, and race on academic achievement. Findings suggest a need for administrative and…

A study of the relationship of high school academic and vocational education courses to success in college for 224 freshmen found that courses taken in high school are not significantly related to college grade point average or college graduation. (JOW)

Examines academic, social, and personal-emotional adjustment, as well as institutional attachment for women (N=198) attending a predominantly white coeducational research university. Significant main effects were found on academic achievement for year in college. Students differed on personal-emotional adjustment by race. Academic adjustment and…

Utilizes the Students' Perception of Control Questionnaire (SPOCQ) with college students (N=147). Internal consistency and intercorrelations of SPOCQ subscales were acceptable. SPOCQ scores were related to self-esteem and grade point average. There were differences in SPOCQ scores for males and females and in the relation to self-esteem.…

Examines the relationships among goal orientations, the use of cognitive strategies, and academic achievement for 234 undergraduate students at the United Arab Emirates University. Finds that performance-goal orientation had a negative effect on grade-point average (GPA), whereas learning-goal orientation had a positive effect mediated by…

Investigated student attendance/transfer patterns and effects on student achievement at an urban university and three community colleges. Examination of student records (n=504) found 80 percent of students fell within six attendance patterns. On average, 80 percent of transfer credits were accepted by the university. Patterns in grade point…

Focuses on the relationship between racial identity and academic achievement for African American college students. Results with 248 students suggest that racial centrality moderates the relationship between the two so that assimilation and nationalist ideologies are negatively associated with grade point average (GPA) and a minority ideology is…

Assesses how accurately psychology undergraduates perceive: (1) the importance of various graduate admission criteria, including minimum grade point averages needed for consideration by graduate programs; (2) the length of time required to complete graduate degrees; and (3) starting salaries at various educational levels. Presents and discusses…

Interviewed high-achieving minority high school students about competition for grades they perceived in their schools. Students reported: competing for grades; believing that competition was beneficial; focusing on grade point average to help them improve their grades; and monitoring the grades of other students. They did not comment on…