Publication Date


Advisor(s) - Committee Chair

Faye Robinson, Emmett Burkeen, Norman Deeb

Degree Program

Department of Counseling and Student Affairs

Degree Type

Education Specialist


This study was undertaken in an effort to identify the marginal students at Western Kentucky University who will succeed academically only if they receive special help. Thirty-four male and eleven female marginal freshmen (ACT scores 13 to 17; GPAs 1.9 to 2.2) were tested with the Edwards Personal Preference Schedule (EPPS) to explore the possible relationship of the EPPS need for achievement (n Ach) to the academic success of the marginal freshmen. A secondary purpose was to determine if the need for achievement had a significant relationship to the number of hours for which the students initially registered and the number of hours carried to the end of the semester. The subjects were divided into three n Ach groups based on the scores obtained: Low (1-10), Medium (11-16), and high (17-23). Data on college GPAs and beginning and ending hours attempted were analyzed statistically across the n Ach groups. The three groups did not differ significantly on college CPA. The beginning and ending hours of males in the low and medium n Ach groups differed significantly; no significant difference was found for males in the high n Ach group or for the females. Additional explorations were made into the relationship between other factors (personality needs, high school class size, sex) and academic achievement. Nothing of significance was found.


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