Ted Bartlett

Date of Award

6-2004

Degree Type

Dissertation

Degree Name

Doctor of Education (EdD)

Department

College of Education, Doctoral Program

First Advisor

Harrigan, Margaret M.

Second Advisor

Kaltsas, John

Third Advisor

Taccarino, John

Abstract

The primary purpose of this research was to examine the relationship between the 50-item Success Tendencies Indicator (STI), composed of the two subscales, the Success Tendencies Scale (STS) and the Positive Impression Scale (PIS), and the academic achievement and behavioral adjustment of high school freshmen. The STI was administered by social studies teachers in a suburban public high school in the Mid-Western United States at the end of the 1999–2000 school year. Data from 338 freshman students were analyzed. Success was indicated by a high weighted Grade Point Average (GPA) and a low Discipline Incidents Number (DIN). Scores on the STS showed a significant positive correlation to GPA and a significant negative correlation to DIN. The Cronbach alpha of the STS, indicating internal reliability of the instrument, was determined. Through factor analyses, the alphas of possible STS subscales and their correlations to GPA and DIN were determined. The results suggest that the multidimensional STS and its subscales, or “clusters,” can be used as instruments to indicate personality and other variables associated with high school academic and behavioral success, informing a developmentally-appropriate and preventive curriculum and allowing counseling resources to be focused more effectively to build on student strengths and to address student weaknesses.

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