This document summarizes a study examining whether having close peers in the same academic major affects a student's GPA. The author hypothesizes that being surrounded by peers in one's major program leads to better academic decisions and higher GPAs. A survey collected data on 71 students, including their major, years in major, close peers in major, SAT score, gender, major GPA and overall GPA. The author plans to use regression analysis to determine if these variables, particularly close peers in major, have a statistically significant impact on major GPA. Previous related studies found mixed results on peer influences, with some showing effects on GPA and others finding no difference between social and random peers.
This paper analyzes factors that affect academic proficiency rates in Minnesota public schools. It measures the relationship between four variables - free and reduced lunch rates (FRL), expenditures per student (EXPEND/ENROL), enrollment (ENROL), and reading proficiency (READ) - and math proficiency rates using data from 325 school districts from 2012-2016. The author develops an empirical model and expects FRL and EXPEND/ENROL to have negative relationships with math proficiency, while ENROL may also negatively impact proficiency due to higher student-teacher ratios. The goal is to determine the effect of each variable and which factors positively or negatively influence proficiency.
This document reviews literature related to learned helplessness and mathematics anxiety. It discusses how learned helplessness was first studied in animals exposed to uncontrollable adverse stimuli, and how this led to motivational and cognitive deficits. Studies also found learned helplessness in humans exposed to unsolvable problems or inescapable noise. A person's attributional style regarding failure influences whether they develop a helpless response. The review also covers mathematics anxiety, its links to achievement, and potential relationships to learned helplessness.
This document summarizes a study that examined math anxiety among students at Northern New Mexico College in fall 2015. Researchers administered a math anxiety scale to 108 students enrolled in math courses out of a total of 243 students. Key findings included that Native American ethnicity was the most influential factor for higher math anxiety, while having a STEM major was the most influential for lower math anxiety. The study aimed to establish a baseline of math anxiety to inform potential redesigns of math courses to address math anxiety and improve math retention and success.
This document outlines a proposed research study that will examine how the introduction of a new, higher quality coffee machine at a university impacts student coffee choices and preferences. The researcher hypothesizes that while the new machine was desired, most students will continue choosing the cheaper original coffee despite complaints about quality. Semi-structured interviews and surveys will collect data on factors like taste, price, and perceptions of indulgence versus university lifestyle that may influence coffee selection. The goal is to evaluate if the new machine faces a similar fate as New Coke by determining what guides students' coffee decisions.
This study examines how University of Maastricht (UCM) students perceive the lack of social interaction between the different faculties in Maastricht. It aims to understand why there is little socialization across faculties, despite there being over 20,000 students. The researcher hypothesizes that the main reason is limited opportunities for students from different faculties to socialize. A deductive approach will be used, with a quantitative online survey of 5 randomly selected students from each of the 6 main faculties to test hypotheses. The expectations are that findings will provide new insights into social dynamics between faculties in Maastricht.
This research aims to understand how UCM students perceive their ability to make positive change in the world and how this perception develops during their time at UCM. The research will use a mixed methodology of quantitative and qualitative methods to gain representative data and personal insights. Surveys and interviews will examine the types of change students want to contribute to, their perceived ability to do so, and the extent to which UCM's educational system supports their goals. The research seeks to provide insights into students' concepts of positive change and determine if UCM achieves its aim of encouraging students in this area.
The document discusses a study exploring the relationship between parental expectations for their child's education and the child's grades in school. The study uses a national dataset of over 7,000 cases to analyze this relationship. It finds that on average, parents expect their child to attend at least some college. It also finds that a child's mother generally has a higher level of educational attainment than the father. The document puts forth hypotheses that higher parental expectations will lead to higher child grades both directly and indirectly by reducing behavior problems. It will use statistical analysis to test these hypotheses.
This paper analyzes factors that affect academic proficiency rates in Minnesota public schools. It measures the relationship between four variables - free and reduced lunch rates (FRL), expenditures per student (EXPEND/ENROL), enrollment (ENROL), and reading proficiency (READ) - and math proficiency rates using data from 325 school districts from 2012-2016. The author develops an empirical model and expects FRL and EXPEND/ENROL to have negative relationships with math proficiency, while ENROL may also negatively impact proficiency due to higher student-teacher ratios. The goal is to determine the effect of each variable and which factors positively or negatively influence proficiency.
This document reviews literature related to learned helplessness and mathematics anxiety. It discusses how learned helplessness was first studied in animals exposed to uncontrollable adverse stimuli, and how this led to motivational and cognitive deficits. Studies also found learned helplessness in humans exposed to unsolvable problems or inescapable noise. A person's attributional style regarding failure influences whether they develop a helpless response. The review also covers mathematics anxiety, its links to achievement, and potential relationships to learned helplessness.
This document summarizes a study that examined math anxiety among students at Northern New Mexico College in fall 2015. Researchers administered a math anxiety scale to 108 students enrolled in math courses out of a total of 243 students. Key findings included that Native American ethnicity was the most influential factor for higher math anxiety, while having a STEM major was the most influential for lower math anxiety. The study aimed to establish a baseline of math anxiety to inform potential redesigns of math courses to address math anxiety and improve math retention and success.
This document outlines a proposed research study that will examine how the introduction of a new, higher quality coffee machine at a university impacts student coffee choices and preferences. The researcher hypothesizes that while the new machine was desired, most students will continue choosing the cheaper original coffee despite complaints about quality. Semi-structured interviews and surveys will collect data on factors like taste, price, and perceptions of indulgence versus university lifestyle that may influence coffee selection. The goal is to evaluate if the new machine faces a similar fate as New Coke by determining what guides students' coffee decisions.
This study examines how University of Maastricht (UCM) students perceive the lack of social interaction between the different faculties in Maastricht. It aims to understand why there is little socialization across faculties, despite there being over 20,000 students. The researcher hypothesizes that the main reason is limited opportunities for students from different faculties to socialize. A deductive approach will be used, with a quantitative online survey of 5 randomly selected students from each of the 6 main faculties to test hypotheses. The expectations are that findings will provide new insights into social dynamics between faculties in Maastricht.
This research aims to understand how UCM students perceive their ability to make positive change in the world and how this perception develops during their time at UCM. The research will use a mixed methodology of quantitative and qualitative methods to gain representative data and personal insights. Surveys and interviews will examine the types of change students want to contribute to, their perceived ability to do so, and the extent to which UCM's educational system supports their goals. The research seeks to provide insights into students' concepts of positive change and determine if UCM achieves its aim of encouraging students in this area.
The document discusses a study exploring the relationship between parental expectations for their child's education and the child's grades in school. The study uses a national dataset of over 7,000 cases to analyze this relationship. It finds that on average, parents expect their child to attend at least some college. It also finds that a child's mother generally has a higher level of educational attainment than the father. The document puts forth hypotheses that higher parental expectations will lead to higher child grades both directly and indirectly by reducing behavior problems. It will use statistical analysis to test these hypotheses.
This study examined academic anxiety among 80 adolescent students aged 14-16 on Minicoy Island. The study aimed to measure and compare academic anxiety levels between boys and girls, and examine the relationship between school environment and academic anxiety. Students completed the Academic Anxiety Scale. Results found that 32% of students had low anxiety, 42% had average anxiety, and 26% had high anxiety. The study found no significant difference in anxiety levels between boys and girls. However, students at government schools reported higher anxiety than private schools, possibly due to poorer teaching quality at government schools. The study concluded that many students experience high academic anxiety, which can negatively impact their physical and mental health if not addressed.
Narcissism, bullying, and social dominance in youth a longitamit657720
This study examines the longitudinal relationship between narcissism and bullying in youth over 3 years. It uses person-centered analysis to identify distinct trajectories of narcissism and two forms of bullying (direct and indirect) and relates these trajectories. The study finds:
1) For girls, higher narcissism was not related to more intense bullying or higher social dominance.
2) For boys, highly narcissistic boys were more likely than peers to show elevated direct and indirect bullying.
3) Among narcissistic youth, only those who engage in high bullying were high in social dominance.
Brian Espinoza - Academic Help-Seeking Behavior and the Effects of Socioecono...Brian Espinoza
This study examines the relationship between socioeconomic status and academic help-seeking behaviors among college students. The author administered a 24-question survey to 54 college students through Amazon Mechanical Turk to collect data on respondents' socioeconomic backgrounds and likelihood of seeking academic help. Socioeconomic status and likelihood indexes were calculated based on respondents' answers. The findings showed an underrepresentation of upper-class students, possibly due to the incentive structure of Mechanical Turk. When focusing on lower-middle class students, the results suggest those from higher socioeconomic backgrounds were more likely to seek academic help.
- The document is a research report on students' preferences for studying alone or in groups.
- A survey of 79 students at Taylor's University found that more female students preferred studying alone compared to male students. However, more students of both genders preferred working in groups.
- Students reported their preference to study alone was due to factors like being easily distracted, following friends on breaks, and a risk of wasting time. They felt group work was more beneficial for problem solving and bonding with friends.
This document is a social psychology research report on students' preferences for studying alone or in groups. It includes an abstract, introduction, methodology, data collection, discussion, references, appendix, and appreciation sections. The key findings are:
- 79 students at Taylor's University Lakeside Campus completed a survey on their study preferences.
- More male students preferred studying alone compared to females, who slightly preferred studying in groups. However, over 50% of both genders felt neutral about their preference.
- For working, both genders showed a decreased preference for working alone compared to studying alone.
- Students generally prefer solo study due to risks of distraction and wasted time in groups, despite evidence groups are more efficient.
The document summarizes a study that examined the relationship between shyness and academic performance in university students. 242 undergraduates completed questionnaires measuring shyness, loneliness, anxiety and academic factors. Results showed shyness correlated with increased loneliness and anxiety but did not directly correlate with GPA. However, high levels of both loneliness and anxiety interacted to negatively impact GPA. Shy students also reported lower class participation and extracurricular involvement. The study found no significant effects of shyness alone on academic performance, but that related factors like anxiety and loneliness could influence GPA.
Psyc 255 case study paper instructionsreviewed for fall d 2020 YASHU40
This document provides instructions for a case study assignment in a psychology course. Students must answer 4 questions about case studies in 2-4 pages using APA format. They must include a title page, references page, and headings for each question. The questions address defining a case study, advantages and disadvantages, reasons for using the approach, and sources of information. Proper APA formatting, citations, and at least 2 references are required. The assignment is due in Module 5.
This document presents the research findings of a study on labeling theory and its impact on juvenile behavior in high schools. The study utilized questionnaires distributed to students across two high schools to collect primary data, along with statistical data from school administrators. Key findings included that lower class boys and middle class girls were more susceptible to deviant acts. Peer pressure was identified as the main motivation for such acts. Over 80% of respondents believed dysfunctional families contributed to the number of deviants in schools. The research aimed to understand the motivations and impacts of labeling on juvenile behavior, in fulfillment of the sociology syllabus requirements.
The document contains reflections from three teachers - Meagan Harrelson, James English, and Amanda Mears - on completing a research project on the transition from middle school to high school. They discuss challenges finding appropriate research articles, what they learned about the importance of social and academic support during the transition, and how the project improved their understanding of empirical research. The document also provides annotations for 12 research articles referenced in the project on topics like changes in student attendance and alcohol use during the transition, the effects of school characteristics on development, and interventions to improve graduation rates.
The Effect of Extracurricular Activities on Academic PerformanceShelby Ullrich
This study examined the relationship between extracurricular involvement and academic performance in college students. The researcher hypothesized that greater extracurricular involvement would be positively correlated with better academic performance. A survey was administered to 20 undergraduate students measuring their extracurricular hours, leadership roles, and self-reported academic performance. The results found no significant correlation between extracurricular involvement and academics. The researcher suggests the relationship is complex and influenced by many factors. Limitations include the small sample size and use of self-reported measures.
Bullying is a worldwide issue that can be seen in any school; it is not limited to one type of
public, private, primary or secondary, urban or rural institution and, as a result, brings anxiety, decreased
school absenteeism, academic school performance, and can even contribute to the suicide of bullying victims.
Anonymity Versus Publicity of Answers and Reported Self-EsteemDanielle Hoyt
This study examined how anonymity and publicity impact self-reported self-esteem scores. 60 undergraduate students completed a self-esteem measure either anonymously online, in-person with written responses, or in-person verbally. Results showed the anonymous online scores were significantly lower than the written in-person scores, partially supporting the hypothesis that increased publicity correlates with higher self-esteem scores. However, no other conditions differed significantly. Gender did not impact results. Limitations included a small homogenous sample from one university. Future research could explore how situational factors impact anonymity and publicity effects on self-esteem.
The Relationship Between SNS Usage and Academic Performances: The Mediating R...carolzhu
1) The study examined the relationships between SNS usage, academic procrastination, and academic performance among Chinese college students.
2) The results showed that Weibo usage was positively correlated with academic procrastination, while Renren usage was negatively correlated.
3) Academic procrastination was found to be negatively correlated with emotions and attitudes towards study but was not correlated with academic performance.
4) The study suggests academic procrastination may mediate the relationship between SNS usage and emotions/attitudes towards study.
The document summarizes a study that examined the relationship between time spent on social media and GPA among upper-division students at CSUEB. The researchers administered an anonymous survey asking about social media use, GPA, age, major, and study time. A Kruskal-Wallis test found significant differences in median GPA between different social media time ranges, with lower GPAs associated with more time on social media. The analysis concluded that excessive social media time can negatively impact academic performance.
This document discusses several studies that have examined the relationship between social media use and students' academic performance. Some key findings include:
1) Studies have found lower GPAs among heavy social media users, with Facebook users averaging a GPA of 3.0-3.5 compared to 3.5-4.0 for non-users.
2) Excessive time spent on social media is associated with less time spent studying, which can negatively impact grades.
3) However, some studies have found no correlation, suggesting social media may now be integrated into student life without harming academic performance.
4) The relationship between social media use and academic performance is complex with many possible influencing factors.
This study investigated the relationship between personality traits, length of friendship, and assumed similarity among college student friends. 86 student participants completed personality assessments about themselves and their friend. Results showed that friends had significantly similar personalities, though this was not significantly affected by length of friendship. Extraversion and Neuroticism showed some weak correlations with assumed similarity, but the relationships failed to achieve statistical significance. The study provided additional data on personality similarity and assumed similarity among friends.
This document summarizes a research study on factors affecting mathematics performance of high school students at Laguna State Polytechnic University in the 2009-2010 academic year. The study examines student-related factors like interest in mathematics, study habits, and teacher-related factors such as personality traits, teaching skills, and instructional materials. It provides background information on the importance of mathematics and reviews previous related studies. The research methodology, data collection instruments, and statistical analysis plan are also outlined.
This study explored the use of peer feedback to enhance the quality of student online postings. Fifteen graduate students participated in an online course where they received instructor feedback for the first half and peer feedback for the second half. Surveys and interviews assessed students' perceptions of giving and receiving feedback. Postings were rated pre- and post-peer feedback using Bloom's taxonomy. Results found students valued feedback and peer feedback maintained posting quality. However, limitations included a small sample size, short course duration, and discussion questions that did not elicit higher-order thinking.
The document summarizes a seminar on research methods in distance education, with a focus on design-based research. It discusses four main research paradigms - quantitative, qualitative, critical, and design-based research. Design-based research is presented as a methodology developed by educators that focuses on iterative design, testing, and evaluation of learning innovations in authentic contexts. Examples of design-based research studies and results from a survey on social software use among distance learners are also summarized.
This document summarizes a research study on bullying policies in schools. The study surveyed six schools on their implementation of bullying prevention policies based on Olweus's framework. Key findings include:
1. Schools have an unclear or incomplete definition of bullying that does not adequately address the power imbalance element.
2. Implementation of policies is more reactive than proactive, with stronger compliance on reactive measures like response procedures.
3. Areas needing improvement include baseline surveys, awareness campaigns, staff training, resources, and external accountability measures.
Recommendations focus on strengthening accountability, training, engagement, resources to support a more proactive approach to prevention.
The document describes how ASP pages are displayed and processed. It involves the following steps:
1) The browser requests the file from the server.
2) The server searches for and retrieves the file from its hard drive. If there is ASP code, it is processed.
3) The server returns the file to the browser.
4) The browser interprets the ASP file and displays it.
This study examined academic anxiety among 80 adolescent students aged 14-16 on Minicoy Island. The study aimed to measure and compare academic anxiety levels between boys and girls, and examine the relationship between school environment and academic anxiety. Students completed the Academic Anxiety Scale. Results found that 32% of students had low anxiety, 42% had average anxiety, and 26% had high anxiety. The study found no significant difference in anxiety levels between boys and girls. However, students at government schools reported higher anxiety than private schools, possibly due to poorer teaching quality at government schools. The study concluded that many students experience high academic anxiety, which can negatively impact their physical and mental health if not addressed.
Narcissism, bullying, and social dominance in youth a longitamit657720
This study examines the longitudinal relationship between narcissism and bullying in youth over 3 years. It uses person-centered analysis to identify distinct trajectories of narcissism and two forms of bullying (direct and indirect) and relates these trajectories. The study finds:
1) For girls, higher narcissism was not related to more intense bullying or higher social dominance.
2) For boys, highly narcissistic boys were more likely than peers to show elevated direct and indirect bullying.
3) Among narcissistic youth, only those who engage in high bullying were high in social dominance.
Brian Espinoza - Academic Help-Seeking Behavior and the Effects of Socioecono...Brian Espinoza
This study examines the relationship between socioeconomic status and academic help-seeking behaviors among college students. The author administered a 24-question survey to 54 college students through Amazon Mechanical Turk to collect data on respondents' socioeconomic backgrounds and likelihood of seeking academic help. Socioeconomic status and likelihood indexes were calculated based on respondents' answers. The findings showed an underrepresentation of upper-class students, possibly due to the incentive structure of Mechanical Turk. When focusing on lower-middle class students, the results suggest those from higher socioeconomic backgrounds were more likely to seek academic help.
- The document is a research report on students' preferences for studying alone or in groups.
- A survey of 79 students at Taylor's University found that more female students preferred studying alone compared to male students. However, more students of both genders preferred working in groups.
- Students reported their preference to study alone was due to factors like being easily distracted, following friends on breaks, and a risk of wasting time. They felt group work was more beneficial for problem solving and bonding with friends.
This document is a social psychology research report on students' preferences for studying alone or in groups. It includes an abstract, introduction, methodology, data collection, discussion, references, appendix, and appreciation sections. The key findings are:
- 79 students at Taylor's University Lakeside Campus completed a survey on their study preferences.
- More male students preferred studying alone compared to females, who slightly preferred studying in groups. However, over 50% of both genders felt neutral about their preference.
- For working, both genders showed a decreased preference for working alone compared to studying alone.
- Students generally prefer solo study due to risks of distraction and wasted time in groups, despite evidence groups are more efficient.
The document summarizes a study that examined the relationship between shyness and academic performance in university students. 242 undergraduates completed questionnaires measuring shyness, loneliness, anxiety and academic factors. Results showed shyness correlated with increased loneliness and anxiety but did not directly correlate with GPA. However, high levels of both loneliness and anxiety interacted to negatively impact GPA. Shy students also reported lower class participation and extracurricular involvement. The study found no significant effects of shyness alone on academic performance, but that related factors like anxiety and loneliness could influence GPA.
Psyc 255 case study paper instructionsreviewed for fall d 2020 YASHU40
This document provides instructions for a case study assignment in a psychology course. Students must answer 4 questions about case studies in 2-4 pages using APA format. They must include a title page, references page, and headings for each question. The questions address defining a case study, advantages and disadvantages, reasons for using the approach, and sources of information. Proper APA formatting, citations, and at least 2 references are required. The assignment is due in Module 5.
This document presents the research findings of a study on labeling theory and its impact on juvenile behavior in high schools. The study utilized questionnaires distributed to students across two high schools to collect primary data, along with statistical data from school administrators. Key findings included that lower class boys and middle class girls were more susceptible to deviant acts. Peer pressure was identified as the main motivation for such acts. Over 80% of respondents believed dysfunctional families contributed to the number of deviants in schools. The research aimed to understand the motivations and impacts of labeling on juvenile behavior, in fulfillment of the sociology syllabus requirements.
The document contains reflections from three teachers - Meagan Harrelson, James English, and Amanda Mears - on completing a research project on the transition from middle school to high school. They discuss challenges finding appropriate research articles, what they learned about the importance of social and academic support during the transition, and how the project improved their understanding of empirical research. The document also provides annotations for 12 research articles referenced in the project on topics like changes in student attendance and alcohol use during the transition, the effects of school characteristics on development, and interventions to improve graduation rates.
The Effect of Extracurricular Activities on Academic PerformanceShelby Ullrich
This study examined the relationship between extracurricular involvement and academic performance in college students. The researcher hypothesized that greater extracurricular involvement would be positively correlated with better academic performance. A survey was administered to 20 undergraduate students measuring their extracurricular hours, leadership roles, and self-reported academic performance. The results found no significant correlation between extracurricular involvement and academics. The researcher suggests the relationship is complex and influenced by many factors. Limitations include the small sample size and use of self-reported measures.
Bullying is a worldwide issue that can be seen in any school; it is not limited to one type of
public, private, primary or secondary, urban or rural institution and, as a result, brings anxiety, decreased
school absenteeism, academic school performance, and can even contribute to the suicide of bullying victims.
Anonymity Versus Publicity of Answers and Reported Self-EsteemDanielle Hoyt
This study examined how anonymity and publicity impact self-reported self-esteem scores. 60 undergraduate students completed a self-esteem measure either anonymously online, in-person with written responses, or in-person verbally. Results showed the anonymous online scores were significantly lower than the written in-person scores, partially supporting the hypothesis that increased publicity correlates with higher self-esteem scores. However, no other conditions differed significantly. Gender did not impact results. Limitations included a small homogenous sample from one university. Future research could explore how situational factors impact anonymity and publicity effects on self-esteem.
The Relationship Between SNS Usage and Academic Performances: The Mediating R...carolzhu
1) The study examined the relationships between SNS usage, academic procrastination, and academic performance among Chinese college students.
2) The results showed that Weibo usage was positively correlated with academic procrastination, while Renren usage was negatively correlated.
3) Academic procrastination was found to be negatively correlated with emotions and attitudes towards study but was not correlated with academic performance.
4) The study suggests academic procrastination may mediate the relationship between SNS usage and emotions/attitudes towards study.
The document summarizes a study that examined the relationship between time spent on social media and GPA among upper-division students at CSUEB. The researchers administered an anonymous survey asking about social media use, GPA, age, major, and study time. A Kruskal-Wallis test found significant differences in median GPA between different social media time ranges, with lower GPAs associated with more time on social media. The analysis concluded that excessive social media time can negatively impact academic performance.
This document discusses several studies that have examined the relationship between social media use and students' academic performance. Some key findings include:
1) Studies have found lower GPAs among heavy social media users, with Facebook users averaging a GPA of 3.0-3.5 compared to 3.5-4.0 for non-users.
2) Excessive time spent on social media is associated with less time spent studying, which can negatively impact grades.
3) However, some studies have found no correlation, suggesting social media may now be integrated into student life without harming academic performance.
4) The relationship between social media use and academic performance is complex with many possible influencing factors.
This study investigated the relationship between personality traits, length of friendship, and assumed similarity among college student friends. 86 student participants completed personality assessments about themselves and their friend. Results showed that friends had significantly similar personalities, though this was not significantly affected by length of friendship. Extraversion and Neuroticism showed some weak correlations with assumed similarity, but the relationships failed to achieve statistical significance. The study provided additional data on personality similarity and assumed similarity among friends.
This document summarizes a research study on factors affecting mathematics performance of high school students at Laguna State Polytechnic University in the 2009-2010 academic year. The study examines student-related factors like interest in mathematics, study habits, and teacher-related factors such as personality traits, teaching skills, and instructional materials. It provides background information on the importance of mathematics and reviews previous related studies. The research methodology, data collection instruments, and statistical analysis plan are also outlined.
This study explored the use of peer feedback to enhance the quality of student online postings. Fifteen graduate students participated in an online course where they received instructor feedback for the first half and peer feedback for the second half. Surveys and interviews assessed students' perceptions of giving and receiving feedback. Postings were rated pre- and post-peer feedback using Bloom's taxonomy. Results found students valued feedback and peer feedback maintained posting quality. However, limitations included a small sample size, short course duration, and discussion questions that did not elicit higher-order thinking.
The document summarizes a seminar on research methods in distance education, with a focus on design-based research. It discusses four main research paradigms - quantitative, qualitative, critical, and design-based research. Design-based research is presented as a methodology developed by educators that focuses on iterative design, testing, and evaluation of learning innovations in authentic contexts. Examples of design-based research studies and results from a survey on social software use among distance learners are also summarized.
This document summarizes a research study on bullying policies in schools. The study surveyed six schools on their implementation of bullying prevention policies based on Olweus's framework. Key findings include:
1. Schools have an unclear or incomplete definition of bullying that does not adequately address the power imbalance element.
2. Implementation of policies is more reactive than proactive, with stronger compliance on reactive measures like response procedures.
3. Areas needing improvement include baseline surveys, awareness campaigns, staff training, resources, and external accountability measures.
Recommendations focus on strengthening accountability, training, engagement, resources to support a more proactive approach to prevention.
The document describes how ASP pages are displayed and processed. It involves the following steps:
1) The browser requests the file from the server.
2) The server searches for and retrieves the file from its hard drive. If there is ASP code, it is processed.
3) The server returns the file to the browser.
4) The browser interprets the ASP file and displays it.
The document describes several common probability distributions used to model random phenomena, including the binomial, geometric, negative binomial, Poisson, uniform, and exponential distributions. It provides the probability mass or density functions that define each distribution, as well as the mean and variance formulas. Examples are given for how each distribution can be applied to problems involving random events like coin flips, dice rolls, polling, customer arrivals, and more.
This is a paper presentation held by Rafael Dowsley at the 1st International Workshop on Cloud Security and Data Privacy by Design (CloudSPD'15) in Limassol, Cyprus.
PaaSword: A Holistic Data Privacy and Security by Design Framework for Cloud ...PaaSword EU Project
This is a paper presentation held by Dr. Yiannis Verginadis at the 5th International Conference on Cloud Computing and Services Science (CLOSER 2015) in Lisbon, Portugal. The authors outline significant security challenges presented when migrating to a cloud environment and described a novel holistic framework that aspires to alleviate these challenges, corresponding to the high level description of the vision of the PaaSword project.
The document discusses the PIC-18 microcontroller. It describes the PIC-18 as an 8-bit microcontroller with 16-bit instruction sets, 256 bytes of EPROM, 2KB of SRAM, and 32KB of flash memory. It operates at 40MHz and has features like a 10-bit A/D converter, instruction pipelining, and low power consumption. The document also provides details on the pin diagram, architecture, memory organization, addressing modes, and pipelining of the PIC-18 microcontroller.
PaaSword's main idea, technical architecture and scientific challenges PaaSword EU Project
This document provides an overview of the PaaSword project, including its goals, architecture, and requirements. PaaSword aims to provide data privacy and security for cloud applications and storage by designing encryption and access policies into applications from the start. The architecture includes a central administration component, application development zone, PaaSword execution container, and tenant operational zone. Requirements were gathered from various stakeholders and include both functional and security requirements related to encryption, key management, access policies, and more.
BOOTCAMP: STARTUP AGILE
En este nuevo Bootcamp de Incutex nos visita Eduardo Coll, Founding Partner y especialista tecnológico asesor y mentor de Incutex . Entre otras cosas, veremos casos de distintas tecnologías que las #StartupsIncutex han aplicado y los efectos en el corto, mediano y largo plazo, casos de estrategias agile para organizar y arrancar una startup y la aplicación de agile en otras industrias que no son software.
Contenidos:
1 - Agile Methodologies, nivelamos para arriba.
2 - Historias Ágiles: cómo crear y facturar una empresa en 3 semanas.
3 - Ejemplos concretos de practicas agiles en proyectos: Continuos delivery.
4 - Aplicando agile en otras industrias que no son software.
Towards Efficient and Secure Data Storage in Multi-Tenant Cloud-Based CRM Sol...PaaSword EU Project
This is a paper presentation held by Dr. Simone Braun at the 1st International Workshop on Cloud Security and Data Privacy by Design (CloudSPD'15) in Limassol, Cyprus. This paper aims at defining a roadmap to derive a holistic framework providing data privacy and security by design in the context of cloud-based multi-tenant customer relationship management (CRM) systems. As a CRM system developed for SMEs CAS PIA serves as an example for typically occurring data structures and use cases including the innovative concept of user-defined security levels for different data types. A scenario and requirements analysis for motivating the need for a suitable user-context-specific security concept and a data and privacy preserving framework is presented.
deVilliers Communications branding and print design case studiesNick de Villiers
This document provides information about hosting events at Searcys | The Gherkin including:
- The restaurant and bar can be exclusively hired for events holding up to 260 people for drinks receptions or 140 for fine dining.
- Room hire for exclusive use is £10,000 + VAT from 18:30-23:00, with additional fees for extending past 23:00 or for extra equipment.
- A minimum food and beverage spend of £5,500 + VAT is required for dinners or £7,200 + VAT for drinks receptions.
Running Head HOMESCHOOLS MORE BENEFICIAL 1HOMESCHOOLS MORE B.docxcowinhelen
Running Head: HOMESCHOOLS MORE BENEFICIAL 1
HOMESCHOOLS MORE BENEFICIAL 9
Are Homeschools more beneficial than Public Schools?
2/14/2017
Prospectus
Summary
Should kids be homeschooled, or are they fine in public schools? Not many parents ask themselves this question. However, the number of students who are being homeschooled has been growing significantly within the last several years. The main idea of this paper is why parents, in general, believe public schools are good. Do parents believe public schools are better simply because they don't have the choice to homeschool their children?
Description
This paper will focus on the overall result of homeschooling and public schools. The reasons as to why some parents prefer home schools over public schools will also be explored. Individuals have not invested much of their time to look at the benefits accruing from schooling. People are sending their kids to public schools, but they do not agree completely with everything presented in those schools. The increasing number of parents who are thinking of homeschooling their own children instead of sending them to a public schools indicates a disagreement on the policies and methods of teaching in public schools. One of the controversies revolves around the amount of time and attention that the children need in order to succeed. Others involve the environment with which the student interacts with on a daily basis, which some argue that is more safe and controlled in homeschools.
Research Question
Does homeschooling tend to produce more successful children in the future?
Guiding Questions
Does the amount of attention given to students affect their overall success?
Does the studying and playing environment in school affect the children positively or negatively?
How can parents provide the best education for their children?
Annotated bibliographyBouwer, C., Schalkwyk, L, V. (2011). Homeschooling: Heeding the voices of learners. Education as Change, 15(2), 179-190.
In this paper, Bouwer unusually seeks the feedback from the students in homeschools. He performs this case study by conducting interviews with parents and their children to ask them about their views on their own homeschools. He also takes a closer look at the feedback from both the parents, as well as their children and compares them in order to find any dissimilarities. The article explores the conflicting feedback from the children, which will provide a strong counterargument for my essay. The article comes from a journal article which gives a high credibility to rely on.
Brain, D, R. (2011). 2.04 Million Homeschool students in the United States in 2010. Salem, OR: National Home Education Research Institute.
The report follows previous research concerning the number of students who are homeschooled. Brain utilizes previous research records, and data from federal agencies and states in order to estimate the current number of homeschooled students. The article ...
The document discusses a study that examined whether there is a difference in grade point average (GPA) between working and non-working college students at Los Angeles City College (LACC). An independent samples t-test was conducted using a sample of 12 students, with 6 working students and 6 non-working students. The results showed no significant difference in GPA between the two groups. This suggests that, at LACC, working does not negatively impact student GPA on average. However, the study notes that more research is needed to examine additional factors that could influence GPA.
Discussion 5Critically think about ethnocentrism, culture, andLyndonPelletier761
Discussion 5
Critically think about ethnocentrism, culture, and how these concepts impact research. Familiarize yourself with the objectives in Module 5 as well as the assigned course materials, videos, articles, and introduction. Use the assigned readings for this week as a primary reference as well as material from the Saint Leo Online Library for peer reviewed sources and to find relevance to this week’s topic. Please share your information with our classmates on this thread.
Questions:
1. Define culture, ethnocentrism and social construction. What are ways in which ethnocentrism can be avoided when conducting research? What core values or ethical principles are violated when ethnocentrism is not avoided and is included in research in the form of a bias?
2. How does avoiding ethnocentrism and including diversity in one’s research positively impact the quality of one’s work? How will you use what you have learned about diversity and ethnocentrism in your own life both as a student and in a future career in the field of psychology?
Articles to read:
Marshall, A., & Batten, S. (2004). Researching across cultures: Issues of ethics and power. Forum: Qualitative Social Research, 5. Retrieved from http://www.qualitative-research.net/index.php/fqs /article/view/572/1241
Medin, D. L., & Lee, C. D. (2012). Presidential column. Diversity makes better science. Observer, 25. Retrieved from http://www. psychologicalscience.org/ index.php/publications/ observer/2012/may-june-12/diversity-makes-better-science.html
Redding, R. E. (2001). Sociopolitical diversity in psychology: The case for pluralism. American Psychologist, 56(3), 205-215. doi:10.1037/0003-066X.56.3.205
5
Recommendations for Solving Equity Gaps at James Monroe High School, Virginia
Michael Whitener
School of Education, Liberty University
In partial fulfillment of EDUC 816
Interview Questions
Central Question:
How can the gaps in college readiness between students from low-income and underserved communities and those from wealthy and majority groups be eliminated?
Interview Questions
1. What parameters/Indicators are used to determine whether a student is college-ready or not?
The question is crucial in identifying whether the instructors are aware of the factors that contribute to college readiness among the students. Several indicators influence college readiness. Such parameters are combined before understanding whether a high school student is college-ready. Some indicators accurately show students’ college preparedness, while others give a false picture. Leeds & Mokher (2019) showed that using placement tests to assign students to developmental courses results in frequent misplacement. The authors used data from Florida. They concluded that it might be preferable to choose cutoffs that minimize misplacement than to use new metrics (Leeds & Mokher, 2019). Also, they proposed that each state use metrics that are unique to their con ...
Ewa 4
Vincent Ewa Topic: What do we know about school discipline reform?
February 11, 2017
Article Review # 1
Bibliography entry:
Steinberg, Matthew P., and Johanna, Lacoe. "What do we know about school discipline reform?." Education Next 17, no. 1 (Winter2017 2017): 44-52. Education Research Complete, EBSCOhost.
Purpose: The U.S. Department of Education’s Office for Civil Rights announced this spring that the number of suspensions and expulsions in the nation’s public schools had dropped 20 percent between 2012 and 2014.
Authoraffiliations:
· Steinberg – The University Pennsylvanian’s Graduate School of Education
· Lacoe - Researcher at Mathematica Policy Research
Summary:
According to the department of Education office for civil rights, there has been a drop of suspensions and expulsions in public schools between 2012 and 2014. There have been moves to abolish the use of suspensions and expulsion by some policy makers. Furthermore, there have also been complains that suspensions and expulsions where used in a way that was not fair and discriminative of other students. Others do also believe that the abolishment of such punishment would result to a better working environment. There has also been a push by politicians including Barak Obamas government, which advocated for an alternative kind of punishment for students found on the wrong line of the school rules. This involved a joint venture by the Department of Education and the Department of Justice who eventually arrived on measures to improve the school climate and the discipline among students. They also send a strict warning of racism when it comes to disciplining of students at school. It is evident also that the move for discipline reforms has gone to the grassroots, which is the state and school district levels. Example is the District of Colombia.
A critical look on the effects of this alternative ways of suspension should be made. Various statistical reports have brought out variety of evidences. Example is the documentation in disparities in school in school discipline and race. In addition is the statistical report by the National Centre for Education show a downward trend in suspensions, student victimization and reports of bullying. It also shows decline in suspensions and expulsions. There has also been more that 30% if teachers reporting of disruption to studies due to behavior and tardiness. Evidence of exposure to extreme harsh conditions such has students exposed to Hurricanes tend to be out of school for a given time while dealing with the disaster. Finally, exposure to disruptive peers tends to affect students later in their studies.
Statistics also show disproportionate rates of suspension with it mainly affecting students of a specific race and also students with disabilities. Most of these being racial especially among the blacks in preschool, primary, middle and high schools. This has also created gaps between blacks ...
- The document summarizes a case study investigating factors that influence student satisfaction with academic advising.
- The researchers hypothesized 8 variables were important, including relationships with faculty and administration.
- The most important variable was relationships with faculty, as positive relationships increased the odds of being satisfied by 360%. Positive relationships with administration and receiving academic support were also important.
- The researchers recommend universities focus on strengthening relationships between advisors and advisees to improve student satisfaction.
This document summarizes a qualitative study that examined how two community college mathematics instructors engage their students in learning mathematics. The study involved initial interviews with each instructor followed by two classroom observations. It was found that both instructors used techniques like real-world examples, humor, connecting to prior knowledge, individual attention, student participation at the board, and interaction between student, teacher and subject matter. These strategies seemed effective at engaging students. The document provides background on the researcher and reviews some prior literature on student engagement related to school size, dropout rates, and teacher practices. It describes the original methodology of seeking consent from a high school and community college teacher but challenges obtaining approval from "gatekeepers" at the institutions.
The document discusses standardized test scores and their use in college admissions. It notes that only 25% of high school students score well enough on the ACT to be considered ready for college. It argues that education has become too focused on standardized test preparation rather than creativity or student strengths. This causes anxiety for students who feel they must score well on tests like the ACT or SAT to be successful in college and careers. More research is needed to determine if standardized test scores alone are reliable predictors of college success or if a broader view of students should be considered.
This document provides an overview of the Encouraging Students to Excel Professionally (e-STEP) program, which aims to reduce dropout rates in Atlanta Public Schools. The program targets high school counselors and will teach them how to identify at-risk students and provide resources to help motivate students to graduate. It analyzes factors contributing to dropout rates and reviews theories and research on the issue. The program goals are for counselors to better recognize at-risk students, understand existing dropout prevention resources, and take more initiative in motivating students. A needs assessment will be conducted to design the program based on counselors' schedules and schools' needs.
1. Need all 3 article read and compared answering the questions I .docxjackiewalcutt
1. Need all 3 article read and compared answering the questions I have left blank Please expound on article 2 & 3 on every question just incase. Document name is
psy801.v10r.expandedcomparisonmatrix_student_1.docx
Use Article1
Use Article 2
Use Article 3
2. Need a 1500 word paper written (instructions below)
Comparing all 3 articles I HAVE CHOSEN and answering the questions below.
Your comparisons should answer the following questions:
a) In which study(ies) are the themes of the literature review similar? Different?
b) Who (if any) are the authors that you see in common to the literature review of all three studies?
c) In which study(ies) does the data appear to support the conclusion?
d) In which study(ies) does the conclusion answer the research question?
e) What questions would you ask the author(s)?
College of Doctoral Studies
Expanded Comparison Matrix
Article 1
Article 2
Article 3
Title/Author(s)
Individual and Situational Predictors of Workplace Bullying: Why Do Perpetrators Engage in Bullying of Others?
Hauge, Skogstad, & Einarsen, (2009)
Does Trait Anger, Trait Anxiety or Organizational Position Moderate the Relationship Between Exposure to Negative Acts and Self-Labeling as a Victim of Workplace Bullying?
Vie & Einarsenm, (2010)
Developmental stage of performance in reasoning about school bullying.
Joaquim, (2014)
Persistent GCU library link
http://web.ebscohost.com.library.gcu.edu:2048/ehost/pdfviewer/pdfviewer?sid=2c49d06c-c95e-48b4-aeaa-8eecbf8a7e59%40sessionmgr113&vid=10&hid=123
http://web.ebscohost.com.library.gcu.edu:2048/ehost/detail?vid=21&hid=123&sid=2c49d06c-c95e-48b4-aeaa-8eecbf8a7e59%40sessionmgr113&bdata=JnNpdGU9ZWhvc3QtbGl2ZSZzY29wZT1zaXRl#db=psyh&AN=2010-22566-006
http://library.gcu.edu:2048/login?url=http://search.ebscohost.com.library.gcu.edu:2048/login.aspx?direct=true&db=a9h&AN=97347305&site=ehost-live&scope=site
Purpose of the study
What is the author’s rationale for selecting this topic? Does he build a strong case?
The purpose of the study is to examine why perpetrators bully co-workers.
The assumption has been that stressful workplace conditions lead to bullying. Less research has been devoted to why perpetrators engage in bullying. This study addresses a gap in the literature by exploring individual and situational variables that contribute to bullying in the workplace.
Yes, the researchers provide a strong justification for their research, identifying what has been studied and what needs to be studied (a gap in the literature).
The aim of this study was to examine whether the relationship between exposure to negative acts and self-labeling as a victim of bullying was moderated by trait anger and trait anxiety or by the target’s organizational position.
The assumption has been that self-labeling does not bare a relationship with anger, anxiety or position. Previous research has been conducted to prove that the above factors are ...
Week 3 Journal Epsteins SixUsing the Journal tab, reflect and r.docxjessiehampson
Week 3 Journal Epstein's Six
Using the Journal tab, reflect and respond to the following question:
Thinking about the readings and your authentic personal experience, based on Epstein’s six types of involvement interactions, which ones have you observed?
Carefully review the Grading Rubric (Links to an external site.) for the criteria that will be used to evaluate your journal entries.
INSTRUCTOR GUIDANCE
WEEK THREE
*Special thanks to Dr. Patrice Jones for sharing her original guidance in this document.
Over the past two weeks, you’ve read about the positive educational benefits of a family, community, and school partnership. Involvement from all stakeholders has been shown to help overcome learning obstacles both inside and outside the classroom (Blank, Jaobson, & Melaville, 2012; Peters, 2012). Begin Week Three by watching the two minute video
CNN: Why Parents Matter in Education (Links to an external site.), where correspondent Carl Azuz asks students about their perspective on parental involvement in education. While you’re watching this video, think about your own education, the education of your children, and the parents who are involved in the school where you are teaching. Can you relate to what these students are saying? Is this interview an accurate representation of your personal and/or professional experiences?
This week, you will read chapter five in your textbook which discusses some of the barriers of parental involvement in the areas of support, engagement, and participation. According to Hjalmarson (2011), placing parents in different tiers, and differentiating strategies related to the tiers, allows school members to be more successful in getting parents engaged. She believes that, like students, parents fall into categories depending on their individual needs. Once the categories are created, they can then be tailored with specific communication and engagement strategies for parent involvement success. Tier I, for example, is what she labels “the ideal parents.” Those who fall in this category are committed to being involved in their child’s education. They volunteer at school events, attend PTA meetings, and have open lines of communication. To what extent should parents who are involved in the Tier 1 category, take on the responsibility of getting other parents involved? What obstacles might they face if taking on this role?
Dr. Joyce Epstein, author of School, Family and Community Partnerships, designed a framework similar to the tier system to help educators create differentiated school-family-community programs. This one and a half minute video, Six Types of Parental Involvement and Practices (Links to an external site.), provides a brief summary for each type of involvement. The framework includes the following information in each category:
• A brief definition of the parents who fall into each category
• Sample activities to engage each category
• Challenges educators may face with familie ...
Week 4 Discussion 1Employee Testing Please respond to the fo.docxcockekeshia
Week 4 Discussion 1
"Employee Testing" Please respond to the following:
· Evaluate the types of employee testing that companies may require that are discussed in the text. Determine the two tests that you consider the most important. Support your reasoning.
· Go to Human Metric’s Websiteand take the Jung Typology Test™ (sample of the Myers Briggs personality test). Next, examine your test results. Determine whether you believe this type of personality test is beneficial to an organization. Support your position
Week 4 Discussion 2
"Employee Selection" Please respond to the following:
· Compare and contrast the structured interview, situational interview, and behavioral interview. Determine which type of interview would be more beneficial when interviewing applicants. Support your selection.
· In the selection of the candidate, determine if the manager should make the final choice or if others should be included in the final decision. Support your position.
Assignment 2: Job Analysis / Job Description
Due Week 4 and worth 100 points
Go to YouTube, located at http://www.youtube.com/, and search for an episode of “Under Cover Boss”. Imagine you are the CEO of the company in the selected episode.
Write a two to three (2-3) page paper in which you:
1. Compare two (2) job positions from the episode and perform a job analysis of each position.
2. Describe your method of collecting the information for the job analysis (i.e., one-on-one, interview, survey, etc.).
3. Create a job description from the job analysis.
4. Justify your belief that the job analysis and job description are in compliance with state and federal regulations.
5. Use at least three (3) quality academic resources in this assignment. Note: Wikipedia and other Websites do not qualify as academic resources.
Your assignment must follow these formatting requirements:
· Be typed, double spaced, using Times New Roman font (size 12), with one-inch margins on all sides; citations and references must follow APA or school-specific format. Check with your professor for any additional instructions.
· Include a cover page containing the title of the assignment, the student’s name, the professor’s name, the course title, and the date. The cover page and the reference page are not included in the required assignment page length.
The specific course learning outcomes associated with this assignment are:
· Formulate HRM strategies and policies to recruit, select, place, and retain the most efficient and effective workforce.
· Develop effective talent management strategies to recruit and select employees.
· Design processes to manage employee performance, retention, and separation.
· Use technology and information resources to research issues in strategic human resource development.
· Write clearly and concisely about strategic human resource development using proper writing mechanics.
2
Article Review Paper #2
Summary:
The article is based on the findings of a survey that was admi.
1 Running Head: ARTICLE CRITIQUE
Article Critique – Task Stream Assignment
EDF 5481
Florida International University
ARTICLE CRITIQUE 2
Article Critique – Task Stream Assignment
Introduction Summary
The article I critiqued is called “Interactions Among Online Learners: A Quantitative
Interdisciplinary Study” by Pawan Jain, Sachin Jain, and Smita Jain, 2011. The study focuses on
the amount of interaction students have with each other and with their professors to identify if
interaction levels differ among disciplines.
Research Problem
The major research problem identified in the study is that there is not enough research
concerning the matter of online interaction. The majority of the completed research is very
discipline specific and cannot be generalized. The author’s justification for conducting the study
was to remedy the lack of prior research on this increasingly important topic. The purpose is “to
fill the gap and try to understand the relationship between the interaction and differences in
discipline;” however, the authors also noted that this was “one” of the purposes of the study and
failed to mention any other purpose.
While the authors did not specifically discuss their decision to utilize a quantitative
approach in this study, it was clearly justified by their need to examine the relationship between
discipline and study interaction. The theoretical basis that is used as the basis for this study is
that increased interaction within an online course will ultimately lead to a better designed course
and better outcomes for students grades. Further, the authors attest that much of the literature is
inadequate for their study due to the specificity of the studies, disallowing them to be universally
applied.
ARTICLE CRITIQUE 3
The research question is “do the differences in the discipline area impact the overall
interaction among learners as defined by the number of learner-learner interactions?” The
hypothesis that was tested is “there is no significant relationship between the number of learner-
learner interactions and discipline area.” The only noted relationship that could be inferred
between the theory and the research question/hypotheses is that there are not any studies that
have been conducted that measure said information in a way that can be used for their purposes.
They note the importance of learner-learner interaction as a major pedagogical design; however,
they continued to note the lack of available research.
METHODS SUMMARY
Measurement
The primary concepts/variables in this study were the observations of the amount of
discussion posts by students in 39 different courses across 4 disciplines (College of Education,
College of Business, College of Arts and Sciences and the College of Health Sciences). The
identified independent variable was the 4 categories of discipline; the dependent variable ...
1. 1
Choosing friends wisely: The impact of having close peers within one’s academic program.
Kathleen McCunney
Econ 3598
3/13/2014
2. 2
Introduction:
As students advance from high school to college, the floodgate of outside influence
opens. During grades eight through 12, students must maintain grades with outside pressures
consisting of mainly extra-curricular and weekend activities. However, the transition into the
diversified life of a college student introduces more friends, activities, and responsibilities. Do
these added influences, specifically by peers, affect a student’s academic ability (Grade Point
Average)?
A common cliché, ‘birds of a feather flock together’, implies that those with similar
characteristics are drawn to one another. If this were to hold true, it would be safe to assume that
college students of similar traits or interests would tend to attract one another. With that being
said, there could also be reason to believe that students with the same academic interests, that
being their major, would spend enough time together to be considered an influence on one
another. This leads to the question of whether or not having close peers (defined as spending 10
or more hours together) in the same major program at a university will influence their GPAs.
Having the answer to this question would be of significant importance to a university
aiming to increase the academic achievements of their students. If the amount of peers following
the same academic program as one student’s leads to them having a higher GPA than not having
any then it would be in the university’s interest to aim to group them together. This could be
done by assigning roommates freshman and sophomore year, allowing for reassignment if a
change of major occurs.
3. 3
Literature Review:
In a study done at Dartmouth, research found that peers tend to have an effect on GPA
throughout freshman year (Sacerdote, 2001). The study specified that the randomly assigned
roommates would affect each other’s GPA’s negatively at a decreasing rate as the years passed.
Their model puts GPA of student “j” as the dependent variable, controlled by three known
variables. The three known variables include the measure of high school academic ability of their
roommate, student “i”, high school academic ability of themselves, and GPA of student “i”. The
model allows for a general error term as well as an error term for each of the two academic
ability measurements. From there an OLS regression was ran finding that there is indeed a
freshman year effect on GPA.
An article by Li Han and Tao Li, published in the Economics Of Education Review, took
a similar approach to Sacerdote’s. They instead chose to investigate gender differences when it
came to peer influences. When they separated the results by male and female, they got slightly
different results than Sacerdote’s. Because their study was done in China, they used a variable
called “CET” which is comparable to the SAT in the United States. They found that when
concerning the GPA of women, their own CET scores had no significant effect. However, when
it came to women whose CET scores were in the bottom 50%, they found that peers with higher
CET scores had a positive effect on their GPA. The students with CET scores in the top 50%
suffered no negative influence on GPA. Because of this, Han and Li go as far to say that it would
be in a college’s best interest to mix female students who have proven to have different academic
abilities (Han and Li, 2007).
A separate study published in the Journal of Economic Perspectives concludes that living
with a binge drinker will have a negative effect on GPA (Kremer & Levy, 2008). The controls in
4. 4
this study were not strictly numerical, however. Kremer and Levy’s model was based around the
dependent variable, college GPA. They controlled for high school GPA, admissions test scores,
and family background. Their dummy variables included answers to the questions of whether
they drank before college. Ultimately, they argued that the college roommates’ inherent need for
bonding led to a decrease in GPA through increased binge drinking.
Lastly, an article published in the Journal of Public Economics found that social peers
have no greater influence on academic performance than a random peer (Foster, 2006). In his
study, Foster found that the coefficients of friend effects (.19 and -.06 for men and women
respectively) and random peers (.12 and -.05) varied so insignificantly that he could conclude
that there is no merit in attributing GPA to choice of friends.
Unlike Sacerdote, my research aims to find whether roommates with similar interests will
have an impressionable effect on GPA, as opposed to a random assignment. Therefore, my study
will not be time-lapsed. Because Temple does not currently assign roommates according to
academic interests, I cannot do a four year collection of data.
Although I am encouraged to see a study like Han and Li’s that shows there is a peer
influence on GPA, I will not be separating men from women in my study.
Unlike Kremer and Levy, I will not be controlling for a close peer’s need for bonding. I
will be analyzing whether being surrounded by those following similar academic programs will
lead to better or worse academic decisions.
The biggest difference between my study and Foster’s is that I group “peers” and
“friends” into the same category. Instead of separating social friends from academic peers, I
5. 5
chose to only include the peers in the same major as someone, who they also spend 10 or more
hours a week with.
Hypothesis and Model:
My hypothesis states that the amount of close peers (spending 10 or more hours a week
with them) a student has that are in the same academic program (major) as them will affect their
GPA. My reasoning for this is based on how a peer group operates. There exists an incentive to a
certain degree to be in the loop within one’s group of peers. For example, missing a lecture that
multiple peers have attended comes with an opportunity cost. The cost of missing the lecture can
lead to confusion in group discussions, a lower grade than one’s peers, etc. My argument is that
the incentive to be involved in group discussion and homework groups, and maintaining similar
GPAs to peers will ultimately lead to more lectures attended and a higher level of care of the
material being studied.
Students also have the ability to measure benefits within their peer groups. The benefit of
having friends with the same assignments and exam schedule could be insurmountable. Having
multiple sources of knowledge, excluding a professor or tutor, can be seen as a benefit without
cost. I exclude professors and tutors because reaching them for questions can come at a cost to a
student. For example, going to a teacher’s office hour may cut into time used for a higher-utility
gaining activity. A student may choose to make their roommates or friends a group of people
they can ask academic questions to in order to maximize utility.
6. 6
My model will include the independent variables of number of years in major, number of
close peers within the same major, SAT score, overall GPA, and dummy variable of gender. My
dependent variable will be GPA within one’s major. My model will look like:
Y = β0 + β1X1 + β2X2 + β3X3 +β4X4 + B5X5 + µ
where Y is major GPA, β0 is a constant, β1, β2, β3, and β4 are arbitrary coefficients of years in
major (X1), number of close peers in same major, (X2), SAT out of 1600 (X3), and overall GPA
(X5), respectively. The β5 term is a coefficient, 0 for female and 1 for male, for X5, gender. The
last term, µ, represents the overall error term. I plan to run a regression using excel to find if any
of these variables are statistically significant in determining GPA.
Data:
My database consists of 71 observations. There are eight Economics majors, 17 Finance, 7
math, 6 Math Econ, 16 risk, and 1 of each of the following: Architecture, Facilities Management,
Entrepreneurship, Marketing, Accounting, Risk Management, International Business, Criminal
Justice, Education, Art History, Women Studies, Graphic/Interactive Design, Kinesiology, and
Undeclared. The data was constructed from a questionnaire consisting of the following seven
questions:
1) What is your major?
2) How many years have you been in your major?
3) How many close peers do you have within you major? (This is someone you would spend
10 or more hours a week with)
4) What was your SAT score out of 1600?
5) Do you define yourself as male or female?
6) What is your GPA within your major?
7) What is your overall GPA?
7. 7
The survey received 42 online responses. I had to eliminate 3 of those responses due to
missing answers. The online program I used for my questionnaire was SurveyMonkey. I chose
SurveyMonkey because they allow you to chose the type of question you are answering. For
example, question 2 was multiple choice but I was able to have a “if other, please explain”
comment box. I had one response that chose “if other” and in the comment box they explained
they’d only been in their current major for 1 semester (half of a year). For example, two of the
three surveys had no answer for number 6. This left me with a total of 39 online response. The
remaining 32 were collected in person from a hard-copy of the same survey. The students were
found in the following classes at Temple: Mathematical Economics, Global Development,
International Monetary Economics, Numerical Analysis, and Energy, Ecology, and the
Economy. I handed out hard copies prior to my classes beginning. For example, I collected 8
responses from my Global Development class and 17 from International Monetary Economics.
The other 7 were collected from the other classes I’ve mentioned.
Based on this data, my model looks like this:
GPA = β0 + β1*(years in major) + β2*(number of close peers in major) + β3*(SAT score out of
1600) + β4*(overall GPA) + β5*(0 for male, 1 for female) + µ.
In order to conceptualize the data I’ve received so far, I’ve arranged this summary of
statistics for all numerical observations:
Table 1 Mean Min Max
# Years in Major 2.56 0.5 5.00
# Close Friends 4.44 0.00 15.00
SAT 1200.56 1000.00 1420.00
Major GPA 3.25 1.80 4.00
8. 8
Overall GPA 3.22 2.00 4.00
The number of observations is currently at 71. Being that the average SAT score is about
1200, it is safe to assume that the surveyed students are beginning with an already high academic
ability. It is also interesting that the average overall GPA is a few hundredths of a point lower
than Major GPA. Although there is not much difference between the two, I would’ve expected
the average overall GPA to be higher. Overall GPA can include non-major courses such as
General Education requirements. These classes are often less academically straining.
Empirical Results and Discussion
Upon running my regression I found these results:
Table 2 Coefficients Standard Error t Stat P-value
Intercept 0.54 0.56 0.97 0.33
# Years in Major -0.04 0.04 -1.15 0.25
# Close Friends 0.01 0.01 1.31 0.20
SAT (1600) 0.00 0.00 0.42 0.68
Overall GPA 0.78 0.10 7.91 0.00
Male (0) or Female (1) 0.1 0.09 1.15 0.26
My R-squared value was 0.49. Firstly, I found that the number of years within one’s
major has a negative effect on GPA (-0.04). This is a fairly reasonable concept. As someone
progresses through their major, it can be assumed that the classes they take become more and
9. 9
more challenging. For example, someone in an Economics major may begin by taking
Introduction to Microeconomics. As their academic program progresses, classes such as
econometrics may be introduced, which is much more demanding.
The coefficient for number of close peers is relatively small, at 0.01. The p-value for this
variable, 0.20, is not considered statistically significant. Based on this number alone, I cannot
reject the null hypothesis. This simply means I cannot reject the accusation that friends have no
effect on GPA. In fact, the only statistically significant p-value would be for overall GPA. The p-
value of 0.00 shows that there is 100% significance in the null hypothesis. The null hypothesis in
this case would be that overall GPA has no effect on Major GPA. This will be commented on
further in my conclusion.
As seen above in Table 2, there is a coefficient of 0.00 for the effect of SAT score on
major GPA. Coupled with the p-value of 0.68, this shows that there is a high chance that a
student’s SAT score will have no effect on their college GPA.
Overall, the results did not allow me to reject the null hypothesis that close peers within a
student’s major will not affect their GPA. From the information, it is more likely that the amount
of time spent in a major and a student’s overall GPA will be the most determining factor (of the
factors I chose to evaluate) when it comes to GPA. This is an interesting finding, given how it
can help universities.
Conclusion
Like I mentioned before, I cannot reject the null hypothesis in this study. However, there
is still much to be learned. For example, my findings somewhat correlate with Han and Li’s.
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Their study recognized the positive effects of mixing students with different abilities. Though I
aimed to prove differently, my results indicate that this could be true. With this information,
universities could base their roommate assignments on this. There is also something to be said
regarding the lack of effect SAT scores have on GPA. The SAT is a rule of thumb college’s base
some, if not most, of their acceptance decisions on. Assuming universities aim to have excelling
students with high GPA, this indicates their selection process may be misleading.
All of these conclusions are drawn based on the fact that this study is 100 per-cent
accurate. However, that is not a safe assumption. There were a couple of hardships in conducting
this research that should be mentioned. Firstly, this is a relatively small sample size. A sample
size of 71 compared to large scale university enrollment is miniscule. An ideal sample would’ve
been about 500 students with diversity amongst majors. I would’ve liked to find out if the GPAs
varied across majors.
Another possible discrepancy was the surveying process. Online surveys were difficult
because there were no forms of communication. If someone had trouble regarding a question,
there was no way to ask me about it. Communication was not a problem regarding hard-copy
handouts. However, they still were not easy. As a graduating senior, I am in my smallest class
sizes in five years. My last writing intensive class, Econ 3596 has only 6 students, myself
included. When I handed out the survey, my classmates were apprehensive when returning them.
One of my peers even said “but how is this 100% anonymous if you’re only collecting five
papers? You know our majors!” This was ultimately true. I explained they’d be added to a pile of
other paper responses but I could still feel the hesitation.
Overall, this research study was an interesting experience. The process was long and
meticulous but ultimately extremely beneficial to my Economics IQ. If I had more time, I would
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have surveyed a lot more students and done all of the surveys in a lecture setting, as opposed to
small classes. I also would have brought my questionnaire to Dr. Stull ahead of time. I originally
sent out a questionnaire which did not ask for a control for academic ability (SAT score). This
left me with only 2 weeks to gain as many responses as possible before presenting to my peers.
Time limits aside, I appreciated the findings of the study. This project, despite being unable to
reject the null hypothesis, was both useful and eye-opening.
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References:
Sacerdote, Bruce. 2001. “Peer effects with random assignment: results for Dartmouth
roommates.” Quarterly Journal of Economics
Kremer, M. & Levy, D. 2008. “Peer effects and Alcohol Use among College Students.” The
Journal of Economic Perspectives Vol 22, No. 3 pp 189-206.
Foster, Gigi. 2006. “It’s not your peers, and it’s not your friends: Some progress toward
understanding the educational peer effect mechanism” Journal of Public Economics Vol 90, No.
8-9 pp 1455-1475
Han, Li & Li, Tao. 2009. “The gender difference of peer influence in higher education”
Economics of Education Review Vol 28 pp 129-134