The implications of these results for assessing symptoms of inattention and hyperactivity in college students are discussed.

91 upper-level undergraduates completed the Attributional Style Questionnaire and the Center for Epidemiologic Studies Depression Scale; scores on these inventories were correlated with students' cumulative grade point averages. Students with pessimistic attributional style scores had higher depression scores than students with optimistic attributional style scores and those with higher depression scores had lower grade point averages. The need for longitudinal evaluation of changes in these associations is discussed.

The purpose of this study was to compare student performance on unproctored open book online exams to performance on traditional proctored paper and pencil exams. Data were collected over 12 semesters from students enrolled in a hybrid upper-level psychology course at a southeastern liberal arts university (N=274). In each semester the course was taught by the same instructor. During six semesters students completed the exams online and were allowed to use their textbook and notes; during the other six semester the students took the exams in the classroom, with the instructor present, and without access to their books and notes. Students scored significantly higher on the online exams compared to students who took the paper and pencil exams. Students who took the online exams scored significantly lower on the other course assignments compared to students who took the exams in the classroom. Additionally, students who took the online exams earned more As and Bs in the course than students who took the classroom exams. Implications for effectively incorporating online testing into a hybrid course are discussed.

~sP~cFIRST OBJECTIVE OF THIS RESEARCH was to come the demographic and academic profiles of introductory iology students who completed Web-based courses (n = 62) to those who completed traditional lecture-based courses (n = 77). The second objective was to determine the extent to which demographic variables (age, gender, and race), academic variables (high school grade point average, and verbal and quantitative Scholastic Assessment Test scores) differentially predicted exam performance in the two learning environments. The demographic and academic profiles of students in the two learning environments were similar, with the exception of racial composition. The Web-based courses had a significantly lower percentage of racial minorities than the lecture-based courses. Hierarchical regression analysis indicated that race was a significant predictor of exam performance in the Web-based courses but not in the lecture-based courses.