{"id":{"repo_id":"mississippi","oai_identifier":"oai:egrove.olemiss.edu:etd-1626"},"canonical_url":"https://search.dev.ndltd.org/etd/mississippi/oai:egrove.olemiss.edu:etd-1626","repository":{"repo_id":"mississippi","name":"University of Mississippi","base_url":"https://egrove.olemiss.edu/do/oai/"},"display":{"title":"The Relationship Between Note-Taking Method And Grade Point Average When Controlling For Act Score And Self-Regulation Ability In Undergraduate Students","abstract":"A sample of 130 students from a mid-sized research university in the southern United States were asked questions about their note-taking practices, particularly about the percentage of classes in which they had taken notes on a laptop for both the previous semester and for their entire undergraduate career. Note-taking method was then entered as an independent variable along with composite ACT score and each students' score on the Self Regulation Survey (SRS) (Schwarzer, Diehl, & Schmitz, 1999) into a multiple regression analysis to determine the extent to which there is a relationship between note-taking method and grade point average. No significant relationship was found between note-taking method and grade point average for either the fall 2016 semester or for students' overall grade point average. While there is a relationship between composite ACT score and grade point average, no relationship was found between students' scores on the Self Regulation Survey and grade point average. Although not a focus of the study, the researcher did find a significant relationship between composite ACT score and note taking method. This relationship merits additional research.","abstract_html":"A sample of 130 students from a mid-sized research university in the southern United States were asked questions about their note-taking practices, particularly about the percentage of classes in which they had taken notes on a laptop for both the previous semester and for their entire undergraduate career. Note-taking method was then entered as an independent variable along with composite ACT score and each students' score on the Self Regulation Survey (SRS) (Schwarzer, Diehl, & Schmitz, 1999) into a multiple regression analysis to determine the extent to which there is a relationship between note-taking method and grade point average. No significant relationship was found between note-taking method and grade point average for either the fall 2016 semester or for students' overall grade point average. While there is a relationship between composite ACT score and grade point average, no relationship was found between students' scores on the Self Regulation Survey and grade point average. Although not a focus of the study, the researcher did find a significant relationship between composite ACT score and note taking method. This relationship merits additional research.","abstract_has_math":false,"creators":["Gurley, Donna Lee"],"institution":null,"degree_name":"Ph.D. in Higher Education","degree_level":"Dissertation","degree_discipline":"Leadership and Counselor Education","degree_department":null,"school":null,"contributors":["K. B. Melear","Karen K. Kellum","John Holleman"],"advisors":[],"committee_chairs":[],"committee_members":[],"year":2018,"date_issued":"2018-01-01T08:00:00Z","date_published":"2018-01-01T08:00:00Z","updated_at":"2026-07-24T03:05:43Z","subjects":["Computers","Grade Point Average","Handwriting","Higher Education","Laptops","Note Taking"],"languages":[],"rights":[],"rights_urls":[],"identifier_entries":[]},"links":{"outbound_url":"https://egrove.olemiss.edu/etd/627","outbound_label":"Repository record","outbound_source":"dc:identifier"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:contributor","label":"Contributor","values":["K. B. Melear","Karen K. Kellum","John Holleman"]},{"key":"dc:creator","label":"Author","values":["Gurley, Donna Lee"]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"dc:date.available","label":"Dc Date Available","values":["2019-06-20T07:00:00Z"]},{"key":"thesis:degree_discipline","label":"Discipline","values":["Leadership and Counselor Education"]},{"key":"thesis:degree_level","label":"Degree Level","values":["Dissertation"]},{"key":"thesis:degree_name","label":"Degree Name","values":["Ph.D. in Higher Education"]}]},{"id":"subjects_keywords","label":"Subjects and Keywords","entries":[{"key":"dc:subject","label":"Dc Subject","values":["Computers","Grade Point Average","Handwriting","Higher Education","Laptops","Note Taking"]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier","label":"Identifier","values":["https://egrove.olemiss.edu/etd/627"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description.abstract","label":"Abstract","values":["A sample of 130 students from a mid-sized research university in the southern United States were asked questions about their note-taking practices, particularly about the percentage of classes in which they had taken notes on a laptop for both the previous semester and for their entire undergraduate career. Note-taking method was then entered as an independent variable along with composite ACT score and each students' score on the Self Regulation Survey (SRS) (Schwarzer, Diehl, & Schmitz, 1999) into a multiple regression analysis to determine the extent to which there is a relationship between note-taking method and grade point average. No significant relationship was found between note-taking method and grade point average for either the fall 2016 semester or for students' overall grade point average. While there is a relationship between composite ACT score and grade point average, no relationship was found between students' scores on the Self Regulation Survey and grade point average. Although not a focus of the study, the researcher did find a significant relationship between composite ACT score and note taking method. This relationship merits additional research."]},{"key":"dc:title","label":"Title","values":["The Relationship Between Note-Taking Method And Grade Point Average When Controlling For Act Score And Self-Regulation Ability In Undergraduate Students"]}]}],"canonical_facts":{"dc:contributor":["K. B. Melear","Karen K. Kellum","John Holleman"],"dc:creator":["Gurley, Donna Lee"],"dc:date.available":["2019-06-20T07:00:00Z"],"dc:description.abstract":["A sample of 130 students from a mid-sized research university in the southern United States were asked questions about their note-taking practices, particularly about the percentage of classes in which they had taken notes on a laptop for both the previous semester and for their entire undergraduate career. Note-taking method was then entered as an independent variable along with composite ACT score and each students' score on the Self Regulation Survey (SRS) (Schwarzer, Diehl, & Schmitz, 1999) into a multiple regression analysis to determine the extent to which there is a relationship between note-taking method and grade point average. No significant relationship was found between note-taking method and grade point average for either the fall 2016 semester or for students' overall grade point average. While there is a relationship between composite ACT score and grade point average, no relationship was found between students' scores on the Self Regulation Survey and grade point average. Although not a focus of the study, the researcher did find a significant relationship between composite ACT score and note taking method. This relationship merits additional research."],"dc:identifier":["https://egrove.olemiss.edu/etd/627"],"dc:subject":["Computers","Grade Point Average","Handwriting","Higher Education","Laptops","Note Taking"],"dc:title":["The Relationship Between Note-Taking Method And Grade Point Average When Controlling For Act Score And Self-Regulation Ability In Undergraduate Students"],"thesis:degree_discipline":["Leadership and Counselor Education"],"thesis:degree_level":["Dissertation"],"thesis:degree_name":["Ph.D. in Higher Education"]},"updated_at":"2026-07-24T03:05:43Z"}