TTU/GTE‐PREP: An example of corporate industry's impact on a high‐ability programme for pre‐college students

1991 ◽  
Vol 22 (1) ◽  
pp. 35-39 ◽  
Author(s):  
Michelle Ramsey ◽  
Derald Walling
Keyword(s):  
College Students ◽  
High Ability

Effects of Reward on Creativity in College Students of Two Levels of Ability

1982 ◽  
Vol 54 (1) ◽  
pp. 43-48 ◽  
Author(s):  
James D. Moran ◽  
Ellen Y. Y. Liou
Keyword(s):  
College Students ◽  
Cognitive Ability ◽  
Creative Thinking ◽  
Detrimental Effect ◽  
High Ability ◽  
Completion Task ◽  
Picture Completion ◽  
Subject Variables ◽  
Better Than

This study investigated the effects of reward on the creativity of 80 college students. Subjects at two levels of cognitive ability were assigned to either a rewarded or nonrewarded condition for group administration of two subtests of the Torrance Tests of Creative Thinking (Figural Form B). Differences were obtained as a function of reward, task, and subject variables. On the Picture Completion task, the nonrewarded group performed better than the rewarded group, especially on the flexibility measure. On the Circles task, reward led to a decrement in performance for students of high ability but facilitated the performance of students low in ability. The findings suggest that tangible incentives may have a detrimental effect on creativity in certain contexts.

scholarly journals Read Something Once, Why Read it Again?: Repetitive Reading and Recall

1989 ◽  
Vol 21 (4) ◽  
pp. 351-360 ◽  
Author(s):  
Jerrold E. Barnett ◽  
Richard W. Seefeldt
Keyword(s):  
College Students ◽  
Transfer Test ◽  
Poor Readers ◽  
High Ability ◽  
Test Results ◽  
Good Readers ◽  
Instruction Group ◽  
Processing Strategies ◽  
High Ability Students ◽  
Facilitated Recall

Seventy-two college students were instructed that they would be reading a text either once or twice. Then, half of each instruction group were allowed to read the text once, and half were required to read the text twice. All subjects were then tested for factual retention and for transfer. The instruction that a text could be read twice facilitated recall, even if the text was only read once. Reduced anxiety appears to be the simplest explanation for this. Reading a text twice increased factual retention, but on the transfer test, an interaction with ability was found. Only high ability students showed improvement with a second reading on the transfer test. Results are interpreted in terms of Mayer's processing strategies in that good readers benefit both qualitatively and quantitatively from repetition. Poor readers benefit only quantitatively from the opportunity to reread.

scholarly journals Locus of control, academic self-concept, and academic dishonesty among high ability college students

2014 ◽  
pp. 88-114 ◽  
Author(s):  
Anne Rinn ◽  
Janette Boazman ◽  
Ann Jackson ◽  
Brenda Barrio
Keyword(s):  
United States ◽  
College Students ◽  
Locus Of Control ◽  
Academic Dishonesty ◽  
The Self ◽  
Self Concept ◽  
High Ability ◽  
Southwestern United States ◽  
External Locus ◽  
Control Scale

The purposes of the current study were to evaluate a measure of academic dishonesty and examine high ability college students’ loci of control and its effect on behaviors of academic dishonesty, as moderated by academic self-concept. A total of 357 high ability college students enrolled at two universities in the southwestern United States took part in this study. Variables and the moderation of academic self-concept were examined for the aggregate group (n = 357) and for the disaggregate honors and non-honors groups. Students completed the Rotter Internal-External Locus of Control Scale (Rotter, 1966), the Self-Description Questionnaire III (Marsh, 1989), and a scale to measure academic dishonesty based on the work of Geddes (2011). A 17-item measure of academic dishonesty was developed. Results indicate locus of control does not significantly predict academic dishonesty for the non-honors group, but several relationships were found among variables for the aggregate group and for the honors and non-honors groups.

Using Self-Concept Instruments With High-Ability College Students

2008 ◽  
Vol 52 (3) ◽  
pp. 232-242 ◽  
Author(s):  
Anne N. Rinn ◽  
Lindy G. Cunningham
Keyword(s):  
College Students ◽  
Self Concept ◽  
High Ability

Grading System and Student Effort

2017 ◽  
Vol 12 (1) ◽  
pp. 107-128 ◽  
Author(s):  
Valentina Paredes
Keyword(s):  
College Students ◽  
Previous Literature ◽  
Grading System ◽  
High Ability ◽  
Student Effort ◽  
Grading Systems ◽  
Low Levels ◽  
High Ability Students ◽  
Unique Dataset ◽  
Low Ability

Several papers have proposed that the grading system affects students’ incentives to exert effort. In particular, the previous literature has compared student effort under relative and absolute grading systems, but the results are mixed and the implications of the models have not been empirically tested. In this paper, I build a model where students maximize their utility by choosing effort. I investigate how student effort changes when there is a change in the grading system from absolute grading to relative grading. I use a unique dataset from college students in Chile who faced a change in the grading system to test the implications of my model. My model predicts that, for low levels of uncertainty, low-ability students exert less effort with absolute grading, and high-ability students exert more effort with absolute grading. The data confirm that there is a change in the distribution of effort.

High-Ability College Students and Undergraduate Honors Programs: A Systematic Review

2019 ◽  
Vol 42 (3) ◽  
pp. 187-215
Author(s):  
Anne N. Rinn ◽  
Jonathan A. Plucker
Keyword(s):  
College Students ◽  
Systematic Review ◽  
Empirical Studies ◽  
Research Literature ◽  
Limited Attention ◽  
Honors Programs ◽  
High Ability ◽  
Honors Education ◽  
The Past ◽  
High Ability Students

Meeting the intellectual needs of high-ability students does not end upon graduation from high school. However, limited attention is paid to the important topic of postsecondary advanced learning in the research literature. In this systematic review, we identified 52 empirical studies published during the past 15 years. Results suggest various cognitive and psychosocial factors influence achievement among high-ability college students and that honors programming leads to positive student outcomes. The findings are discussed in light of the need for an understanding of high-ability college students and postsecondary honors education.

Lessons Learned From Coaching Postsecondary Students With Traumatic Brain Injury

2020 ◽  
Vol 5 (1) ◽  
pp. 88-96
Author(s):  
Mary R. T. Kennedy
Keyword(s):  
College Students ◽  
Traumatic Brain Injury ◽  
Brain Injury ◽  
Sense Of Self ◽  
Scientific Evidence ◽  
Sudden Onset ◽  
Lessons Learned ◽  
Speech Language Pathologists ◽  
The Brain ◽  
Exhaustive List

Purpose The purpose of this clinical focus article is to provide speech-language pathologists with a brief update of the evidence that provides possible explanations for our experiences while coaching college students with traumatic brain injury (TBI). Method The narrative text provides readers with lessons we learned as speech-language pathologists functioning as cognitive coaches to college students with TBI. This is not meant to be an exhaustive list, but rather to consider the recent scientific evidence that will help our understanding of how best to coach these college students. Conclusion Four lessons are described. Lesson 1 focuses on the value of self-reported responses to surveys, questionnaires, and interviews. Lesson 2 addresses the use of immediate/proximal goals as leverage for students to update their sense of self and how their abilities and disabilities may alter their more distal goals. Lesson 3 reminds us that teamwork is necessary to address the complex issues facing these students, which include their developmental stage, the sudden onset of trauma to the brain, and having to navigate going to college with a TBI. Lesson 4 focuses on the need for college students with TBI to learn how to self-advocate with instructors, family, and peers.

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