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1.
The augmented theory of successful intelligence [Sternberg, R. J. (2003b). Wisdom, intelligence, and creativity synthesized. New York: Cambridge University Press] postulates that intelligence comprises creative skills in generating novel ideas; analytical skills in discerning whether they are good ideas; practical skills in implementing the ideas and persuading others of their worth; and wisdom-based skills in employing one's creative, analytical, and practical skills for a common good. The article summarizes three projects designed to identify gifts. In the Rainbow Project, my colleagues and I found that it was possible substantially to increase prediction of first-year university academic performance and simultaneously reduce ethnic-group differences on the predictive test, relative to a standardized test used for admissions in the United States. In the Kaleidoscope Project, my colleagues and I found that students admitted for expanded skills performed as well as did other students, without the ethnic-group differences typically obtained in such measures. In the Aurora Project, Elena Grigorenko, Mei Tan, and their colleagues are seeking to identify giftedness in students at the upper elementary grades. All three projects show that it is possible to apply the augmented theory of successful intelligence in ways that enhance gifted identification.  相似文献   

2.
This study examined the relation of learning disabilities (LD) and gender with emotional intelligence in 128 college students. Fifty-four students with LD (32 men and 22 women) and 74 without LD (34 men and 40 women) attending two colleges and one university participated in the study. Emotional intelligence was assessed using the Emotional Quotient Inventory (EQ-i; BarOn,1997), a self-report instrument designed to measure interpersonal and intrapersonal skills, stress management, adaptability, and general mood. A 2-way multivariate analysis of variance (MANOVA) was performed to examine the main effects of LD and gender and the interaction of the two main effects on the five composites of the EQ-i. Students with LD had fewer credits and lower scholastic aptitude test (SAT) scores, high school grade point averages (GPAs), and college GPAs than students without LD; women students were older and had higher college GPAs than men students. Results of the MANOVA indicated significant main effects of both LD and gender; no significant interaction occurred. Post hoc univariate analyses of the five composites revealed significant differences between students with LD and students without LD on stress management and adaptability, significant differences between men and women students on interpersonal skills, and significant differences of the interaction of LD and gender on interpersonal skills.  相似文献   

3.
Previous research notes the importance of understanding racial/ethnic differential prediction of college grades across multiple institutions. Institutional variation in selection indices is especially important given some states' laws governing public institutions' admissions decisions. This paper employed multilevel moderated multiple regression to study the variation of selection indices across 30 institutions and the accuracy of selection indices in predicting college grades for students of different racial/ethnic backgrounds. Several benefits of multilevel models for cross-institutional differential prediction studies were described and include: controlling for institutional differences in range restriction, providing reliability estimates of least squares estimates, and adjusting criterion scores for differences in coursework difficulty. The findings from this study provide evidence of institutional variation in selection indices, which challenges current laws aimed at standardizing them. Specifically, there was evidence that the predictor slope coefficients varied across institutions, in addition to the estimates that measured intercept differences for African and Asian American students. Across universities, the results mirrored previous findings: high school grade point average (GPA) differentially predicted grades for African Americans, SAT verbal scores differentially predict grades for Asian Americans, and SAT math scores were better predictors of Asian Americans' grades.  相似文献   

4.
Recent research has shown that admissions tests retain the vast majority of their predictive power after controlling for socioeconomic status (SES), and that SES provides only a slight increment over SAT and high school grades (high school grade point average [HSGPA]) in predicting academic performance. To address the possibility that these overall analyses obscure differences by race/ethnicity or gender, we examine the role of SES in the test‒grade relationship for men and women as well as for various racial/ethnic subgroups within the United States. For each subgroup, the test‒grade relationship is only slightly diminished when controlling for SES. Further, SES is a substantially less powerful predictor of academic performance than both SAT and HSGPA. Among the indicators of SES (i.e., father's education, mother's education, and parental income), father's education appears to be strongest predictor of freshman grades across subgroups, with the exception of the Asian subgroup. In general, SES appears to behave similarly across subgroups in the prediction of freshman grades with SAT scores and HSGPA.  相似文献   

5.
This study investigates the establishment and benefits of the comprehensive admissions type recently introduced into Korean universities. We analyse undergraduate students' academic achievement and career readiness across three different admissions types in a medium‐sized university: rolling, comprehensive and regular. First, a series of mixed ANOVAs examined longitudinal changes for academic achievement and a set of ANOVAs found differences for academic achievement, within each semester. Specifically, students admitted via comprehensive admissions were found to have grade point averages (GPAs) similar to students admitted via regular admissions. Second, two‐way MANOVA examined students' career readiness by admissions type and academic standing. Students admitted through comprehensive admissions were found to exhibit a higher level of career readiness across academic years. The implications for admissions types in Higher Education are discussed.  相似文献   

6.
Extensive research has examined the validity and fairness of standardized tests in academic admissions. However, due to their underrepresentation in higher education, American Indians have gained much less attention in this research. In the present study, we examined for American Indian students (1) group differences on SAT scores, (2) the predictive and incremental validity of SAT over high school grades, (3) the effect of socioeconomic status on SAT validity, (4) differential prediction in the use of SAT scores, and (5) potential omitted variables that could explain differential prediction for American Indian students. Results provided evidence of predictive and incremental validity of SAT scores, and the validity of SAT scores was largely independent of socioeconomic status. Overprediction was found when using SAT scores to predict college performance and it was reduced when including high school grades as an additional predictor. This study provides substantial evidence of the validity and fairness of SAT scores for American Indians.  相似文献   

7.
In the context of college admissions, the current study examined whether differential prediction of first‐year grade point average (FYGPA) by gender could be explained by an omitted variable problem—namely, academic discipline, or the amount of effort a student puts into schoolwork and the degree to which a student sees him/herself as hardworking and conscientious. Based on nearly 10,000 college students, the current study found that differences in intercepts by gender were reduced by 45% with the inclusion of academic discipline in a model that already included high school grade point average (HSGPA) and ACT Composite score. Moreover, academic discipline resulted in an additional 4% of variance accounted for in FYGPA. Gender differences in slopes were not statistically significant (p > .001) regardless if academic discipline was included in the model. The findings highlight the utility of taking a more holistic approach when making college admission decisions. Namely, the inclusion of noncognitive measures has benefits that are twofold: increased predictive validity and reduced differential prediction.  相似文献   

8.
《教育心理学家》2012,47(1):5-17
University admissions tests should predict an applicant's ability to succeed in college, but how should this success be defined and measured? The status quo has been to use 1st-year grade point average (FYGPA) as the key indicator of college success, but a review of documents such as university mission statements reveals that universities expect students to develop a broad range of skills that are not always fully captured by FYGPA. In this article, evidence related to college and university documents are reviewed and analyzed for common links with regard to the essential capabilities these institutions purport to seek and to develop in their students. A conceptual model outlining what outcomes admissions tests ought to predict is then presented and discussed. Finally, the article considers whether admissions testing ought to be based on an applicant's aptitude, ability, or achievement in the essential skill areas that most universities aim to develop in their students.  相似文献   

9.
Successful completion of a university degree is a complex matter. Based on considerations regarding the demands of acquiring a university degree, the aim of this paper was to investigate the utility of complex problem-solving (CPS) skills in the prediction of objective and subjective university success (SUS). The key finding of this study was that CPS was not only strongly correlated to objective university success but also explained university grade point averages (GPA) of N?=?78 German business students even after intelligence and high-school GPA were controlled for. In addition, priority setting while working on a complex problem explained self-rated SUS. Given this incremental validity over the most established predictors of objective university success and its versatility, we argue that CPS may be a valuable addition to existing predictors in university applicant selection.  相似文献   

10.
Using data from a sample of 10 colleges at which most students had taken both SAT I: Reasoning tests and SAT II: Subject tests, we simulated the effects of making selection decisions using SAT II scores in place of SAT I scores. Specifically, we treated the students in each college as forming the applicant pool for a more select college, and then selected the top two thirds (and top one third) of the students using high school grade point average combined with either SAT I scores or the average of SAT II scores. Success rates, in terms of first-year grade point averages, were virtually identical for students selected by the different models. The percentage of African American, Asian American, and White students selected varied only slightly across models. Appreciably more Mexican American and Other Latino students were selected with the model that used SAT II scores in place of SAT I scores because these students submitted subject test scores for the Spanish test on which they had high scores.  相似文献   

11.
College students commonly have considerable course choice, and they can differ substantially in the proportion of their coursework taken at an advanced level. While advanced coursework is generally viewed as a desirable component of a student's education, research has rarely explored differences in student course‐taking patterns as a measure of academic success in college. We examined the relationship between the SAT, high school grade point average (HSGPA), and the amount of advanced coursework taken in a sample of 62 colleges and 188,985 students. We found that both the SAT and HSGPA predict enrollment in advanced courses, even after controlling for advanced placement (AP) credits and demographic variables. The SAT subtests of Critical Reading, Writing, and Math displayed differential relationships with advanced course‐taking dependent on student major. Gender and race/ethnicity were also related to advanced course‐taking, with women taking more advanced courses in all major categories except for science, technology, engineering, and mathematics (STEM) where they took fewer, even after controlling for other variables. Socioeconomic status had a negligible relationship with advanced course‐taking. This research broadens our understanding of academic achievement in college and the goals of admissions in higher education.  相似文献   

12.
Wainer and Steinberg (1992) showed that within broad categories of first-year college mathematics courses (e.g., calculus) men had substantially higher average scores on the mathematics section of the SAT (SAT-M) than women who earned the same letter grade. However, three aspects of their analyses may lead to unwarranted conclusions. First, they focused primarily on differences in SAT-M scores given course grades when the more important question for admissions officers is the difference in course grades given scores on the predictor. Second, they failed to account for differences among calculus courses (e.g., calculus for engineers versus calculus for liberal arts students). Most importantly, Wainer and Steinberg focused on the use of SAT-M as a single predictor. A reanalysis presented here indicated that a more appropriate composite indicator made up of both SAT-M and high school grade point average demonstrated minuscule gender differences for both calculus and precalculus courses.  相似文献   

13.
常桐善 《考试研究》2009,(2):116-127
“彩虹项目”是由美国大学委员会资助的大学招生研究项目,其目的是探索研究大学招生中考核学生创新和实践能力的必要性。研究结果表明测评这两项能力在大学招生中具有极其重要的意义和价值。增加这项评价有利于对申请学生的能力进行更加全面的考核,不仅可以提高对大学GPA的预测效度,而且可以削减由于弱势群体和其他学生在大学入学标准考试中的不同表现所造成的招生偏差,使招生更具有卓越性和公平性。本文扼要介绍和阐述“彩虹项目”研究的理论基础、考核创新和实践能力的内容、考试结果对大学GPA的预测效度以及在美国塔夫茨大学的实践经验。  相似文献   

14.
The prevalence of homeschooling in the United States is increasing. Yet little is known about how commonly used predictors of postsecondary academic performance (SAT, high school grade point average [HSGPA]) perform for homeschooled students. Postsecondary performance at 140 colleges and universities was analyzed comparing a sample of traditional students matched to a sample of 732 homeschooled students on four demographic variables, HSGPA, and SAT scores. The matched sample was drawn from 824,940 traditional students attending the same institutions as the homeschooled students, which permitted a very precise level of matching. This comparison did not show a difference in first‐year college GPA (FGPA) or retention between homeschooled and traditional students. SAT scores predicted FGPA and retention equally well for both groups, but HSGPA was a weaker predictor for the homeschooled group. These results suggest that, among college students, those who were homeschooled perform similarly to traditionally educated students matched on demographics and academic preparedness, but there are practical implications for college admissions in the use of HSGPA versus standardized test scores for homeschooled students.  相似文献   

15.
For group projects to be pedagogically successful, instructors must understand how students view group work, factors that influence students’ perceptions about group work, and students’ views about the importance of group work. Understanding these factors will provide instructors with guidance in effectively using group projects in their courses. This study examines how students perceive group work after completing a semester-long group project. Our sample consists of 145 students taking an upper division research methods class in the Department of Sociology and Criminal Justice at a large regional university. Our data support the idea that small groups may work more effectively together than larger ones, that high grade point average students have more concerns than others about group work and that those with more time demands are less positive than others about group work. The authors suggest strategies for successful group work in classes.  相似文献   

16.
As a first step in developing a model of academic dismissal, logistic regression was employed to analyze predictors of academic performance (academic dismissal versus satisfactory performance) for first-time freshmen after one semester in an eastern state university. The analyses for each of two entry years produced very similar results. The analyses indicated that academic performance was highly related to high school academic grade point average (gpa). After controlling for SAT Verbal and SAT Math scores and high school academic gpa, race and the academic grouping of the student's major were significantly related to academic performance. However, for students of a given race and in a given academic grouping with the same SAT Verbal scores, the same SAT Math scores, and the same high school academic gpas, there was no significant difference in the predicted probability of academic dismissal for (1) men and women students, (2) dormitory and commuter students, and (3) full-time and part-time students.  相似文献   

17.
The validity of the SAT as an admissions criterion for Latinos and Asian Americans who are not native English speakers was examined. The analyses, based on 1997 and 1998 UCSB freshmen, focused on the effectiveness of SAT scores and high school grade-point average (HSGPA) in predicting college freshman grade-point average (FGPA). When regression equations were estimated based on all students combined, some systematic prediction errors occurred. For language minorities, using only high school grades as a predictor led to predicted FGPAs that tended to exceed actual FGPAs, particularly for Latinos. Including SAT scores in the equation notably reduced prediction bias. Further analyses showed that, while HSGPA had the highest correlation with FGPA for most groups, SAT verbal score was the strongest predictor of FGPA for language minorities in 1998. An overriding conclusion is that combining data across language groups can obscure important test validity information.  相似文献   

18.
Previous research has established that SAT scores and high school grade point average (HSGPA) differ in their predictive power and in the size of mean differences across racial/ethnic groups. However, the SAT is scaled nationally across all test takers while HSGPA is scaled locally within a school. In this study, the researchers propose that this difference in how SAT scores and HSGPA are scaled partially explains differences in validity and subgroup differences. Using a large data set consisting of 170,390 students each of whom matriculated at one of 114 separate colleges, the researchers find that awarding SAT scores by ranking SAT within a high school generally results in substantial reduction in the size of subgroup mean differences for this predictor. However, validity for predicting first‐year GPA is also reduced by a small amount. Conversely, placing HSGPA onto a nationally normed metric through the use of multiple regression procedures results in a moderate increase in the size of subgroup mean differences, while also producing a small increase in validity. Taken together, these findings suggest that differences in predictor scaling can partially explain differences in the size of subgroup mean differences between HSGPA and SAT scores and have implications for predictive power.  相似文献   

19.
Abstract

Prior research estimating the effect of Catholic schooling has focused on high school, where evidence suggests a positive effect of Catholic versus public schooling. In this article, we estimate the effect of attending a Catholic elementary school rather than a public school on the math and reading skills of children in kindergarten through fifth grade. We use nationally representative data and a set of matching estimators to estimate the average effect of Catholic schooling and the extent to which the effect varies across educational markets. When we use public school students nationwide or within the same county to provide a counterfactual estimate of how Catholic school students would have performed in public schools, we find strong evidence indicating that Catholic elementary schools are less successful at teaching math skills than public schools (Catholic school students are 3–4 months behind public school students by third and fifth grade), but no more or less successful at teaching reading skills. Moreover, unlike prior research, we find no consistent evidence that the effects of Catholic schooling vary substantially by race or urbanicity, though our power to detect such differences is weak.  相似文献   

20.
Using a multi-source, multi-measure research design involving 507 high school students and their teachers, we compared prediction of these students’ academic achievement by a composite of students’ and teachers’ measures of students’ self-regulation (SR) with a composite of students’ and teachers’ measures of students’ self-discipline (SD). Hierarchical regression analyses revealed that the SR composite was more predictive of students’ grade point average and performance on a state-wide achievement test than the SD composite. Confirmatory factor analyses showed that, although SD and SR latent factors correlated significantly, a two-factor solution provided an acceptable fit for the results. Structural Equation Modeling analyses indicated that the SR latent factor predicted both measures of students’ achievement significantly, but the SD factor did not predict either achievement measure significantly. No significant gender differences were found with students’ SD, SR, or achievement measures. These results suggest a path for integrating two relatively separate streams in self-regulation research on the basis of a well-established distinction between learning and performance processes.  相似文献   

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