Abstract
The investigation examined (a) perceptions held by students of their preparation to do college-level work, (b) attitudes towards the Developmental Studies program and the university, and (c) knowledge of Developmental Studies as predictors of academic performance. In addition, the high school grade point average (GPA) and the College Board Scholastic Aptitude Test scores were employed as predictors in order to provide a standard by which to compare the predictive efficiency of the student-perception variables. The academic variables, in comparison with those associated with student perceptions, accounted for more variance in first-quarter GPA. Of the student-perception variables, those related to a student's estimation of preparation for college-level courses appeared to have the most direct relationships to first-quarter GPA.
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