Development and Validation of Measures of Noncognitive College Student Potential. Research Report 2011-1

Autor/inn/en	Schmitt, Neal; Billington, Abigail; Keeney, Jessica; Reeder, Matthew; Pleskac, Timothy J.; Sinha, Ruchi; Zorzie, Mark
Institution	College Board
Titel	Development and Validation of Measures of Noncognitive College Student Potential. Research Report 2011-1
Quelle	(2011), (44 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	College Students; Gender Differences; Ethnic Groups; Correlation; Grade Point Average; Achievement; Regression (Statistics); Meta Analysis; Student Attitudes; Student Behavior; Student Characteristics; College Admission; Admission Criteria; Predictor Variables; Cognitive Ability; Success; Scoring; Test Reliability; Rating Scales; Citizenship Responsibility; Intention; Likert Scales; College Entrance Examinations; Counseling; Cultural Influences; ACT Assessment; SAT (College Admission Test) + Suchen Sie Ihr Suchwort? Collegestudent; Geschlechterkonflikt; Ethnie; Korrelation; Performance; Leistung; Regression; Regressionsanalyse; Meta-analysis; Metaanalyse; Schülerverhalten; Student behaviour; Hochschulzugang; Hochschulzulassung; Zulassung; Admission; Admission procedures; Zulassungsbedingung; Zulassungsverfahren; Prädiktor; Denkfähigkeit; Erfolg; Bewertung; Testreliabilität; Rating-Skala; Likert-Skala; Aufnahmeprüfung; Counselling; Beratung; Cultural influence; Kultureinfluss; Assessment; Eignungsprüfung; Eignungstest
Abstract	Noncognitive attributes as the researchers have measured them do correlate with college GPA, but the incremental validity associated with these measures is relatively small. The noncognitive measures are correlated with other valued dimensions of student performance beyond the achievement reflected in college grades. There were much smaller differences between males and females and ethnic subgroups compared to the differences displayed by cognitive predictors; use of a battery of admission tools that includes both sets or measures will usually result in a more demographically diverse student body at little or no decrement in average student performance. The following are appended: (1) Conceptual Definitions of Student Performance Dimensions Represented in the Biodata Scales, the SJT and the Self-Rating BARS Instrument; (2) Means, Standard Deviations and Intercorrelations between Measures of the Biodata Dimensions and SJI; (3) Comparison of Applicants to Incumbent Students in Previous Data Collection; (4) Correlations between Predictor and Outcome Variables (Combined Meta-analytically) in the 2004 and 2007 Samples and the Intercorrelations between the Outcomes; (5) Incremental Validity of Biodata and SJT: Hierarchical Regression Results; (6) Meta-analytic Findings for Subgroup Differences from Three Samples; (7) Demographic Composition: Percent of Ethnic Subgroups Admitted under Various Levels of Selectivity Using Composites of Cognitive or Both Cognitive and Noncognitive Measures; (8) Means and Standard Deviations of the Clusters on Attitudinal, Behavioral and Performance Outcomes; and (9) Profile of cognitive and noncognitive dimensions for the five clusters of students. (As Provided).
Anmerkungen	College Board. 250 Vesey Street, New York, NY 10281. Tel: 212-713-8000; e-mail: research@collegeboard.org; Web site: http://research.collegeboard.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01