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  • 1975-1979  (3)
  • 1
    Electronic Resource
    Electronic Resource
    Predicting women's college experiences from life history data: A four-year study (1976)
    Springer
    Research in higher education 5 (1976), S. 125-140 
    Details
    ISSN: 1573-188X
    Keywords: college experiences ; life history data ; prediction ; longitudinal research
    Source: Springer Online Journal Archives 1860-2000
    Topics: Nature of Science, Research, Systems of Higher Education, Museum Science
    Notes: Abstract The present study was conducted over a four-year period to determine if life history or biographical information could be used to predict various college experiences of women. At the beginning of their freshman year, 897 women were administered a comprehensive life history questionnaire. During the last quarter of their senior year, 327 women (who received the life history questionnaire four years earlier) completed an inventory which assessed major dimensions of college experiences. Results indicated that life history data could be used to make longitudinal predictions of women's college experiences. The results were discussed in terms of their implications for counseling students in higher education.
    Type of Medium: Electronic Resource
    URL: http://dx.doi.org/10.1007/BF00992007
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    Paper (German National Licenses)
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  • 2
    Electronic Resource
    Electronic Resource
    Dimensions of faculty members' sensitivity to job satisfaction items (1977)
    Springer
    Research in higher education 6 (1977), S. 193-199 
    Details
    ISSN: 1573-188X
    Keywords: job satisfaction ; item sensitivity
    Source: Springer Online Journal Archives 1860-2000
    Topics: Nature of Science, Research, Systems of Higher Education, Museum Science
    Notes: Abstract Researchers have suggested that questionnaire item sensitivity may be a possible source of response bias in investigations using mail surveys. In conducting job satisfaction studies of faculty members in higher education, investigators have assumed that job satisfaction items are not highly sensitive to faculty members and do not vary in their degree of sensitivity. The purpose of the present research was to assess the degree of sensitivity of various job satisfaction items to faculty members and to identify dimensions of faculty members' sensitivity to these items. Results from a questionnaire returned from 354 faculty members at a large university showed that their sensitivity to job satisfaction items centered primarily in three areas: (1) concern with extrinsic job factors, (2) concern with department head actions, and (3) concern with promotion and salary. On the whole, item sensitivity appeared to be rather low. Implications and suggestions for future research are discussed.
    Type of Medium: Electronic Resource
    URL: http://dx.doi.org/10.1007/BF00991285
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    Paper (German National Licenses)
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  • 3
    Electronic Resource
    Electronic Resource
    Effect of sex, class standing, and academic performance on perceived importance of teacher behaviors (1976)
    Springer
    Research in higher education 5 (1976), S. 215-222 
    Details
    ISSN: 1573-188X
    Keywords: teacher evaluation ; teacher behaviors
    Source: Springer Online Journal Archives 1860-2000
    Topics: Nature of Science, Research, Systems of Higher Education, Museum Science
    Notes: Abstract An implicit assumption made in most teaching evaluation instruments is that teaching behaviors are equally important to students. Using specific teacher behaviors which have appeared in a number of teaching assessment devices, the importance of teacher behaviors questionnaire (ITB) was constructed to measure students' perceptions of the importance of selected teacher behaviors. Data collected from 105 college students were utilized in the present study for the following purposes: (a) to determine if there are differences among students' ratings of teaching behaviors in terms of importance and (b) to determine if the ratings of importance given to selected teacher behaviors vary according to students' sex, class standing, or academic performance. Results of the study indicated that there were significant differences in perceived importance of selected teacher behaviors. Furthermore, it was found that ratings of some of these behaviors tended to vary across sex groups. Implications for utilizing importance information as a weighting component in teaching evaluations are discussed.
    Type of Medium: Electronic Resource
    URL: http://dx.doi.org/10.1007/BF00991964
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    Paper (German National Licenses)
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