FUTURE ORIENTATION AND HIGH ACADEMIC ACHIEVEMENT IN ECONOMICALLY DISADVANTAGED, INNER-CITY COLLEGE STUDENTS.
Item
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Title
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FUTURE ORIENTATION AND HIGH ACADEMIC ACHIEVEMENT IN ECONOMICALLY DISADVANTAGED, INNER-CITY COLLEGE STUDENTS.
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Identifier
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AAI8601641
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identifier
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8601641
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Creator
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FREIRE, DAVID EVELIO.
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Contributor
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Harold Wilensky
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Date
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1985
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Language
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English
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Publisher
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City University of New York.
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Subject
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Education, Educational Psychology
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Abstract
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The relationship of temporal dimensions to college achievement was investigated in 122 high and low achieving, economically and educationally disadvantaged, inner-city college students. They were chosen from the Baruch, City and Hunter Colleges of The City University of New York. A standardized procedure assessed: time orientation through graphic linear representations of long-term intervals; temporal expectations and extension through Wallace's Open Events Test; hopeful temporal anticipations through Beck's Hopelessness Scale; and temporal continuity through Wessman's Continuity Scale. The data were analyzed by t-tests (two-tailed), then correlated with grade point average, followed by a multiple regression to predict to college grade point average. All the above temporal measures were found to be significantly related to college achievement. However, the groups did not differ on the California Psychological Inventory's Self-Control Scale, although some trends emerged in the predicted direction. A theoretical discussion touching on the issue of teleological conceptualizations in human behavior is presented. The implications of the results are discussed. Various cognitive modes of intervention are extrapolated from the findings and presented. Overall, this investigation conceptualized academic achievement as involving psychological skills that can be researched effectively, and consequently taught to students by deliberate and systematic interventions.
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Type
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dissertation
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Source
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PQT Legacy CUNY.xlsx
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degree
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Ph.D.
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Program
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Psychology
