Abstract
A study was made of the relationships between student characteristics of sex, creativity, life history, and academic achievement and students' perceptions of six aspects of college instruction—instructional objectives, human relations, use of instructional resources, motivation, content meaningfulness, and measurement and evaluation. Ss were 51 male and 133 female undergraduates. Two of the student characteristics, sex and academic achievement, were significantly related to one or more of the aspects of students' perception of instruction. Females perceived their motivation more favorably and meaningfulness of content less favorably than did males. For the males, academic achievement was significantly related to perception of instruction with grade point average and human relations making the largest relative contribution to the relationship.
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