{"id":{"repo_id":"texas-state","oai_identifier":"oai:digital.library.txst.edu:10877/19794"},"canonical_url":"https://search.dev.ndltd.org/etd/texas-state/oai:digital.library.txst.edu:10877/19794","repository":{"repo_id":"texas-state","name":"Texas State University","base_url":"https://digital.library.txst.edu/server/oai/request"},"display":{"title":"An Examination of Interpersonal Competitiveness for Grades Among Undergraduate Engineering Students","abstract":"This study surveyed over 400 undergraduate engineering students to explore interpersonal competitiveness for grades as a function of gender and classification. The survey measured interpersonal 15 items measured on a Likert scale. The results indicated that the male undergraduate engineering students were significantly more interpersonally competitive for grades than their female peers. No interaction was found between gender and classification when measuring interpersonal competitiveness for grades. While the second hypothesis was that seniors would be more competitive than freshman of the same gender, the opposite results were indicated by this survey. The results of this study may be useful in considering programs for increasing retention of students in engineering.","abstract_html":"This study surveyed over 400 undergraduate engineering students to explore interpersonal competitiveness for grades as a function of gender and classification. The survey measured interpersonal 15 items measured on a Likert scale. The results indicated that the male undergraduate engineering students were significantly more interpersonally competitive for grades than their female peers. No interaction was found between gender and classification when measuring interpersonal competitiveness for grades. While the second hypothesis was that seniors would be more competitive than freshman of the same gender, the opposite results were indicated by this survey. The results of this study may be useful in considering programs for increasing retention of students in engineering.","abstract_has_math":false,"creators":["Jones, Theresa L."],"institution":"Southwest Texas State University","degree_name":"Master of Arts","degree_level":"Masters","degree_discipline":"Educational Administration and Psychological Services","degree_department":null,"school":null,"contributors":[],"advisors":["Lyman, Barbara G."],"committee_chairs":[],"committee_members":["Payne, Emily Miller","Woods, Sherry E."],"year":1998,"date_issued":"1998-05","date_published":"1998-05","updated_at":"2026-07-27T21:22:30Z","subjects":["engineering","higher education","college students","competition"],"languages":["en"],"rights":[],"rights_urls":[],"identifier_entries":[]},"links":{"outbound_url":"https://hdl.handle.net/10877/19794","outbound_label":"Handle","outbound_source":"dc:identifier.uri"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:contributor.advisor","label":"Advisor","values":["Lyman, Barbara G."]},{"key":"dc:contributor.committeemember","label":"Committee Member","values":["Payne, Emily Miller","Woods, Sherry E."]},{"key":"dc:creator","label":"Author","values":["Jones, Theresa L."]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"dc:date.accessioned","label":"Dc Date Accessioned","values":["2024-11-18T16:31:31Z"]},{"key":"dc:date.available","label":"Dc Date Available","values":["2024-11-18T16:31:31Z"]},{"key":"dc:date.issued","label":"Date","values":["1998-05"]},{"key":"dc:type","label":"Dc Type","values":["Thesis"]},{"key":"thesis:degree_discipline","label":"Discipline","values":["Educational Administration and Psychological Services"]},{"key":"thesis:degree_level","label":"Degree Level","values":["Masters"]},{"key":"thesis:degree_name","label":"Degree Name","values":["Master of Arts"]},{"key":"thesis:institution_name","label":"Thesis Institution Name","values":["Southwest Texas State University"]}]},{"id":"subjects_keywords","label":"Subjects and Keywords","entries":[{"key":"dc:subject","label":"Dc Subject","values":["engineering","higher education","college students","competition"]}]},{"id":"language_rights","label":"Language and Rights","entries":[{"key":"dc:language.iso","label":"Language (ISO)","values":["en"]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier.uri","label":"Identifier URI","values":["https://hdl.handle.net/10877/19794"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description.abstract","label":"Abstract","values":["This study surveyed over 400 undergraduate engineering students to explore interpersonal competitiveness for grades as a function of gender and classification. The survey measured interpersonal 15 items measured on a Likert scale. The results indicated that the male undergraduate engineering students were significantly more interpersonally competitive for grades than their female peers. No interaction was found between gender and classification when measuring interpersonal competitiveness for grades. While the second hypothesis was that seniors would be more competitive than freshman of the same gender, the opposite results were indicated by this survey. 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