Meera Komarraju

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Personality and learning styles are both likely to play significant roles in influencing academic achievement. College students (308 undergraduates) completed the Five Factor Inventory and the Inventory of Learning Processes and reported their grade point average. Two of the Big Five traits, conscientiousness and agreeableness, were positively related with(More)
The current study examined ethnic differences in horizontal and vertical dimensions of individualism and collectivism among 96 African American and 149 European American college students. Participants completed the 32-item Singelis et al. (1995) Individualism/Collectivism Scale. Multivariate analyses of variance results yielded a main effect for ethnicity,(More)
This article describes the development of an instrument to measure the multiple dimensions of student-faculty interactions. The sample consisted of 318 students (114 males, 203 females; 58% White, 16% African American, 9% Hispanic Americans) who completed the Student-Professor Interaction Scale (SPIS). Eight dimensions were identified, with Cronbach alphas(More)
S • 2002 Coordinated by REACH (ResearchEnriched Academic Challenge) Student Center Gallery Lounge March 25, 2002 Southern Illinois University Carbondale The Undergraduate Research Forum is part of REACH (Research-Enriched Academic Challenge), a campus-wide program for undergraduates coordinated by the Office of Research Development and Administration. For(More)
The authors examined ethnic differences in endorsement of the Protestant work ethic (PWE; M. Weber, 1905) among Black (n = 96) and White (n = 149) college students and tested whether differences in ethnic identity and perceptions of social class mediated the relationship between ethnicity and the endorsement of PWE values. Blacks were higher in levels of(More)
a r t i c l e i n f o We conducted the first tests of implicit academic identity (social versus studious) in relation to explicit academic identity (social versus studious), self-efficacy and self-esteem as predictors of self-determined motivation and goals (performance and learning). In Study 1, 366 undergraduates completed measures of implicit(More)
The accreditation standards summarized below are to be applied within the context of the ''Guiding Principles of Accreditation" summarized on pp. 2-5 of the Guidelines and Principles for Accreditation of Programs in Professional Psychology (G&P). The principles emphasize: • Broad and general preparation for practice at the entry level • Focused and in-depth(More)
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