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An examination of the relationship b...

Rogers, Keba Marguerita.

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An examination of the relationship between academic achievement, peer tutoring, academic self-concept, and personal self-concept.

紀錄類型:	書目-語言資料,印刷品 : Monograph/item
正題名/作者:	An examination of the relationship between academic achievement, peer tutoring, academic self-concept, and personal self-concept./
作者:	Rogers, Keba Marguerita.
面頁冊數:	55 p.
附註:	Source: Dissertation Abstracts International, Volume: 71-11, Section: B, page: .
Contained By:	Dissertation Abstracts International71-11B.
標題:	Education, Evaluation. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3423512
ISBN:	9781124245218

An examination of the relationship between academic achievement, peer tutoring, academic self-concept, and personal self-concept.
Rogers, Keba Marguerita.

An examination of the relationship between academic achievement, peer tutoring, academic self-concept, and personal self-concept. - 55 p.

Source: Dissertation Abstracts International, Volume: 71-11, Section: B, page: .

Thesis (Ph.D.)--State University of New York at Buffalo, 2010.

The purpose of the present study was to examine the relationship between academic achievement, as measured by high school GPA and cumulative undergraduate GPA, peer tutoring, academic self-concept, and personal self-concept. A total of 50 students (treatment=29, control=21) from a university in Western, NY participated in this study. The results of this study did not yield significant results. In other words, time spent in tutoring, academic self-concept, personal self-concept, and high school GPA did not account for significant variance in cumulative undergraduate GPA. Implications of the study and suggestions for future research are discussed.

ISBN: 9781124245218Subjects--Topical Terms:

1669638
Education, Evaluation.

An examination of the relationship between academic achievement, peer tutoring, academic self-concept, and personal self-concept.
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500 $a Adviser: LeAdelle Phelps.
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520 $a The purpose of the present study was to examine the relationship between academic achievement, as measured by high school GPA and cumulative undergraduate GPA, peer tutoring, academic self-concept, and personal self-concept. A total of 50 students (treatment=29, control=21) from a university in Western, NY participated in this study. The results of this study did not yield significant results. In other words, time spent in tutoring, academic self-concept, personal self-concept, and high school GPA did not account for significant variance in cumulative undergraduate GPA. Implications of the study and suggestions for future research are discussed.
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