Summary. A great deal of research effort has sought to identify factors associated with successful academic performance. The more consistent findings suggest generally that intellectual ability and previous examination performance are the strongest determinants of attainment, whilst within the dispositional domain of personality, extraversion and emotional stability claim some importance, albeit that findings in the latter area have been surprisingly inconclusive. This paper reports the findings of a study which examined the dispositional associates of GCE O‐/A‐level performance, employing a sample of 356 two‐year, full‐time GCE A‐level students who entered further education and sixth form colleges immediately after completing their fifth form work in schools. A method of cluster analysis was used to identify student types based on selected dispositional characteristics. Within‐cluster regression analysis was then employed in order to determine the relative weight attached to the student dispositional characteristics in explaining their GCE O‐and A‐level performance. The potential of the clusters is confirmed by the high predictive power associated with the multiple regression model employed and, in particular, the considerable explanatory power associated with the students' measured dispositional characteristics.
Despite its status as the largest youth-serving organization in the United States, there is a dearth of empirical scholarship about LGBTQ+ youth within 4-H; research examining 4-H professionals’ competencies to effectively support LGBTQ+ youth is even more scarce. To address this gap in the literature, this quantitative study explored the knowledge, skills, and dispositions of 4-H professionals in North Carolina as they relate to working with LGBTQ+ youth. Seventy-five professionals responded to an online survey. Professionals displayed higher levels of knowledge than skills or dispositions, were more knowledgeable about how to support LGB youth compared to transgender and gender expansive youth, and expressed the need for and substantial interest in professional development. Rural professionals tended to report lower knowledge, skills, and dispositions compared to professionals working in urban/suburban settings. This article presents the study’s findings and explores implications for future research and practice.
This study set out to examine and identify differences in GCE O/A-level performance of a sample of further education and sixth-form college students, employing selected biographical, intellectual and dispositional measures. The sample comprised 356 two-year, full-time students who entered further education and sixth-form colleges immediately after completing their fifth-form work in schools. The results show that taking account of students' dispositional characteristics significantly increases the explained variation in attainment beyond that accounted for by intellectual ability and previous examination performance. Also indicated are significant differences in the factors associated with examination success; these are shown to be related to students who attend different types of institution. The findings would appear to have implications for current policies concerned with the educational provision for students in the 16-19 age range.
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