An Analysis of Academic Reputation as Perceived by Consumers of Higher Education

A college\u27s academic reputation (AR) plays a significant role in positioning the institution. Survey responses of college-bound high school seniors suggest that a majority of respondents view successful postgraduate careers as very important to the perception of AR and very likely to be attributed to a college with very good AR. A principle components factor analysis revealed three factors that describe the perception of AR (i.e., Academic Concerns, Campus Ethos, Practical Value). In a similar analysis three factors were found likely to be associated with very good AR (i.e., Curricular Concerns, Exclusivity, Career Preparation)

Conscientiousness is Key: Incentives for Attendance Make Little Difference.

This study examined differences in class attendance at different levels of conscientiousness and incentives (3.5% vs. 6% of course points). Results of a 2 × 2 (Level of Incentives × Level of Conscientiousness) ANOVA indicated a significant main effect for conscientiousness. Conscientiousness accounted for 14% of the variance in attendance, compared to 1% for incentives. Attendance appears to be influenced more by conscientiousness than by incentives

An Analysis of Academic Reputation as Perceived by Consumers of Higher Education

A college\u27s academic reputation (AR) plays a significant role in positioning the institution. Survey responses of college-bound high school seniors suggest that a majority of respondents view successful postgraduate careers as very important to the perception of AR and very likely to be attributed to a college with very good AR. A principle components factor analysis revealed three factors that describe the perception of AR (i.e., Academic Concerns, Campus Ethos, Practical Value). In a similar analysis three factors were found likely to be associated with very good AR (i.e., Curricular Concerns, Exclusivity, Career Preparation)

Self-Efficacy Matters More Than Interruptions in a Sequential Multitasking Experiment

Interruptions and multitasking have received a great deal of attention from researchers. The present study is the first to examine task self-efficacy along with interruptions in an experimental multitasking framework. Perceptions of resumption lag times and task rehearsal were also examined. Participants (N= 110) completed a primary task (puzzle) with some being interrupted to pursue a secondary task (a word search) either once or four times. Uninterrupted participants completed the puzzle 26% faster than those interrupted once and 30% faster than those interrupted four times. However, self-efficacy predicted performance much more strongly than did interruptions, and therefore should receive more attention in future studies. Participants generally disagreed that they experienced resumption lags or task rehearsal. Practically, the results indicate that training to the point of high self-efficacy on tasks will do more to enhance performance than would eliminating interruptions. In reality, such training is likely easier to accomplish

Aptitude is Not Enough: How Personality and Behavior Predict Academic Performance

The study investigated the incremental validity of Big Five personality traits for predicting academic criteria (college GPA, course performance) while controlling for academic ability (SAT). Results showed that conscientiousness incrementally predicted each criterion over SAT. Results also showed that behavior (attendance) incrementally predicted GPA and course performance and it mediated the relationship between conscientiousness and both academic criteria. Personality measures are promising predictors of academic outcomes and they may have usefulness in admissions and student development

Factors That Predict Academic Reputation Don\u27t Always Predict Desire to Attend

The study assessed indicators of educational quality and selectivity as predictors of Academic Reputation (AR) and desire to attend a college. Surveys were mailed to 1,004 high school seniors randomly selected from a large database, yielding 198 respondents. Educational quality indicators were regressed on AR. Curriculum rigor and social/cultural activities were significantly predictive of AR. Class size and individualized attention from faculty were not. Curriculum rigor and individualized faculty attention were predictive of desire to attend. Class size and social/cultural activities were not. Selectivity variables (min. high school GPA, class rank, SAT scores) were regressed on AR and all were significantly predictive. However, none predicted desire to attend. The results challenge notions about relationships between AR and educational quality and selectivity indicators and their usefulness in enhancing desire to attend

Predicting Leader Emergence with Bright and Dark Traits

Leader emergence was regressed on five factor model (FFM; NEO Five-Factor Inventory) traits and four additional traits (achievement, dominance, aggression, and Machiavellianism) in a sample of 280 undergraduates (229 women (82%), 51 men; M age = 19.7 (SD = 1.4). The Jackson Personality Research Form (Jackson, Personality research form manual (3rd ed.). Port Huron, MI: Sigma Assessment Systems, Inc.) measured achievement, dominance, and aggression. Christie and Geis’ (Studies in machiavellianism. San Diego: Academic Press) Mach IV scale measured Machiavellianism. In an independent groups analysis, six of the nine traits showed significant differences, indicating that leaders are less neurotic and Machiavellian, and more extroverted, open, agreeable, and dominant. However, in a logistic regression analysis, which controlled for shared variance among traits, only extraversion, openness, and dominance predicted leader emergence. Previous studies that did not use regression models showed significant differences for a large number of traits. Results from the present study indicate the importance of accounting for shared variance when analyzing personality traits in order to develop parsimonious models

Personality Oriented Job Analysis to Identify Non-Cognitive Factors for a Doctor of Physical Therapy Program in the United States

It aimed to conduct a personality oriented job analysis to identify non-cognitive factors that may predict successful performance or performance difficulties in doctorate in physical therapy (DPT) students. The study employed focus groups and a survey with 9 DPT subject matter experts. Focus group participants including 3 DPT faculty members and 4 recent graduates of the DPT program identified 22 non-cognitive factors. Out of them, 15 factors were possibly associated with successful performance and 7 factors were possibly associated with performance difficulties. The questionnaire employing the Combination Job Analysis Method resulted in 12 factors which could be used in selection, and 10 which could be incorporated into training. The present study employed an established job analysis method using subject matter experts to identify a broad array of factors that go beyond what previous studies have examined, and which may predict success or difficulties in a DPT program

Modeling the Stress Process: Personality Eclipses Dysfunctional Cognitions and Workload in Predicting Stress

In the occupational stress literature, research results demonstrate that the trait of neuroticism (or negative affectivity) is related to perceived stress, in some cases, regardless of the level of external stressors such as workload. Further, dysfunctional thinking patterns can create or worsen psychological stress. Taking a holistic approach, our model of the stress process included three important constructs: traits, cognitions, and workload. Traditional conceptualizations of the stress process suggest that increases in workload result in increased perceived stress. Results from the stress model, tested using structural equation modeling (χ 2(4)=8.73, p \u3e.05), suggest that the primary driver of perceived stress is neuroticism (β =.52, p \u3c .01) and not self-reported workload (β = .09, p \u3c .05). Further, the results supported the stress perception hypothesis, and not the differential exposure hypothesis. These results have important implications for researchers conducting stress intervention research; focusing on traits and cognitions may be an effective way to alleviate stress. Portions of this data were presented at the Eastern Psychological Association Conference, Boston, MA, March, 2005. Support of this research was provided by a Sacred Heart University Research and Creativity Grant

Single And Multiple Interruptions Increase Task Performance Time, But Don\u27t Affect Stress, Pressure or Flow

We compared task performance time and psychological reactions for uninterrupted, single interrupted, and multiple interrupted conditions. For 110 undergraduates, those who were uninterrupted while completing a jigsaw puzzle were 26% faster than the single interruption, and 30% faster than the multiple interruption conditions. Single and multiple interruption conditions were not significantly different. Participants in the multiple interruption condition felt more stress than those in the uninterrupted condition, although stress levels were low in both conditions. Perceptions of time pressure and flow were not different across conditions. Performance on the interrupting task (a word search puzzle) was not significantly different across conditions. An interruption or multiple interruptions significantly and substantially slowed performance although participants were not psychologically bothered by being interrupted