Dr. David E. Deviney
Major Longitudinal Research Project - Working with Drs. LaVelle Mills and Nick Gerlich, West Texas A&M University, we are currently conducting a two-year longitudinal research project with the Arkansas School for Science, Mathematics and the Arts (A part of the University of Arkansas System). This research explores various predictors of success at a residential gifted and talented upper-level high school for math and science. Students in their junior and senior years are given the DISC (Dominance, Influence, Steadiness, Conscientiousness) behavioral instrument and tracked over a two year period to identify predictor attributes of success. Data has been collected from approximately 330 students, including academic and personal demographic information along with DISC scores. Research began in March, 2007.
This research illustrates that the DISC can be used with relatively young subjects prior to their entering the job market and can successfully be used as a predictive tool. The DISC can thus be used to predict short- and long-term phenomena (from academic success to job success). The findings can also be used to help improve retention at the institution and better predict those who may be at most risk of attrition. Project completion estimated to be summer of 2009.
Graduate Student Awareness of Study Strategies – Students in their first semester of graduate work in business programs are ask to access their study strategies using the Learning and Study Strategies Inventory (LASSI). Students will again be assessed after approximately one semester. The research includes a predictive model to show the relationship between subscale scores and student success; a comparison of the pre- and post-test scores; and a comparison of those who have had the LASSI with those who have not taken the LASSI. The purpose of the study is:
1. Examine the subscale scores and student success in online courses and in traditional campus-based courses.
2. Raise the student’s awareness of the importance of
a. their need for effectiveness in the skill component of strategic learning (information processing, selecting main ideas and test strategies);
b. the will component of strategic learning (anxiety, attitude and motivation); and
c. the self-regulation component of strategic learning (concentration, self-testing, study aids, and time management).
Research is being conducted in association with Drs. LaVelle Mills and Nick Gerlich and is in progress.