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The relationship of academic achieve...

Yeh, Hsiang-yeng.

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The relationship of academic achievement to the variables of achievement motivation, study habits, intellectual development, and Junior College Joint Entrance Examination scores among junior college students in the Republic of China.

Record Type:	Electronic resources : Monograph/item
Title/Author:	The relationship of academic achievement to the variables of achievement motivation, study habits, intellectual development, and Junior College Joint Entrance Examination scores among junior college students in the Republic of China./
Author:	Yeh, Hsiang-yeng.
Published:	Ann Arbor : ProQuest Dissertations & Theses, : 1991,
Description:	224 p.
Notes:	Source: Dissertation Abstracts International, Volume: 52-03, Section: A, page: 8590.
Contained By:	Dissertation Abstracts International52-03A.
Subject:	Educational psychology. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=9123711

The relationship of academic achievement to the variables of achievement motivation, study habits, intellectual development, and Junior College Joint Entrance Examination scores among junior college students in the Republic of China.
Yeh, Hsiang-yeng.

The relationship of academic achievement to the variables of achievement motivation, study habits, intellectual development, and Junior College Joint Entrance Examination scores among junior college students in the Republic of China. - Ann Arbor : ProQuest Dissertations & Theses, 1991 - 224 p.

Source: Dissertation Abstracts International, Volume: 52-03, Section: A, page: 8590.

Thesis (Ed.D.)--University of Missouri - Saint Louis, 1991.

The primary purpose in conducting this study was to investigate the relationships between academic achievement and achievement motivation, study habits, stage of intellectual development, and JCJEE scores among junior college students in Taiwan. A secondary purpose was to explore the interaction effects among the variables (achievement motivation, study habits, stage of intellectual development, and JCJEE scores) which influence students' academic achievement.Subjects--Topical Terms:

517650
Educational psychology.

The relationship of academic achievement to the variables of achievement motivation, study habits, intellectual development, and Junior College Joint Entrance Examination scores among junior college students in the Republic of China.
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008 180830s1991 ||||||||||||||||| ||eng d
035 $a (MiAaPQ)AAI9123711
035 $a AAI9123711
040 $a MiAaPQ $c MiAaPQ
100 1 $a Yeh, Hsiang-yeng. $3 3284995
245 1 4 $a The relationship of academic achievement to the variables of achievement motivation, study habits, intellectual development, and Junior College Joint Entrance Examination scores among junior college students in the Republic of China.
260 1 $a Ann Arbor : $b ProQuest Dissertations & Theses, $c 1991
300 $a 224 p.
500 $a Source: Dissertation Abstracts International, Volume: 52-03, Section: A, page: 8590.
500 $a Chair: Dennis K. Smeltzer.
502 $a Thesis (Ed.D.)--University of Missouri - Saint Louis, 1991.
520 $a The primary purpose in conducting this study was to investigate the relationships between academic achievement and achievement motivation, study habits, stage of intellectual development, and JCJEE scores among junior college students in Taiwan. A secondary purpose was to explore the interaction effects among the variables (achievement motivation, study habits, stage of intellectual development, and JCJEE scores) which influence students' academic achievement.
520 $a Achievement Motivation Questionnaire, Survey of Study Habits and Attitudes and Scale of Intellectual Development were administered to 802 junior college students who enrolled in Min-Hsin Engineering Junior College during the first semester of 1989-90 school year in Taiwan. Of these students, 705 or 87.91% completed three questionnaires and served as subjects. Other student data collected included grade point average and Junior College Joint Entrance Examination scores, as recorded in the college Office of the Registrar. Pearson product-moment correlations and stepwise multiple regression were used to determine the relationships between academic achievement and each of the following individual variables: achievement motivation, study habits, stage of intellectual development, and JCJEE scores. Analysis of Variance (ANOVA) was used to test whether there were interaction effects among achievement motivation, study habits, stage of intellectual development, and JCJEE scores when they were combined to predict the academic achievement.
520 $a The major findings and conclusions of the study were: (1) A weak but positive correlation was found between achievement motivation and academic achievement, and achievement motivation interacted with study habits when predicting academic achievement; (2) Study habits was the most important predictor on academic achievement, but good students preferred to study hard rather than have better study methods; (3) This group of subjects, with a mean age of 16 years and having not made a conscious decision about their careers and marriages, demonstrates only one stage of intellectual development in the data analysis; and, (4) Because JCJEE scores only had a low correlation with academic achievement for the subjects in this study, it is suggested that JCJEE scores is a minor initial predictor of academic achievement.
520 $a Based on the findings and conclusions, the researcher presented recommendations to the instructors/educators in junior college, as well as recommendations for additional research.
590 $a School code: 0481.
650 4 $a Educational psychology. $3 517650
650 4 $a Educational tests & measurements. $3 3168483
650 4 $a Higher education. $3 641065
690 $a 0525
690 $a 0288
690 $a 0745
710 2 $a University of Missouri - Saint Louis. $3 1017796
773 0 $t Dissertation Abstracts International $g 52-03A.
790 $a 0481
791 $a Ed.D.
792 $a 1991
793 $a English
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=9123711