Are SSATs and GPA Enough? A Theory-Based Approach to Predicting Academic Success in Secondary School

Autor/inn/en	Grigorenko, Elena L.; Jarvin, Linda; Diffley, Ray; Goodyear, Julie; Shanahan, Edward J.; Sternberg, Robert J.
Titel	Are SSATs and GPA Enough? A Theory-Based Approach to Predicting Academic Success in Secondary School
Quelle	In: Journal of Educational Psychology, 101 (2009) 4, S.964-981 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0022-0663
DOI	10.1037/a0015906
Schlagwörter	Private Schools; College Preparation; Residential Schools; Academic Achievement; Grade Point Average; Competition; Prediction; Locus of Control; Self Efficacy; Standardized Tests; Predictive Validity; Motivation; Educational Indicators; Connecticut + Suchen Sie Ihr Suchwort? Private school; Privatschule; Heimschule; Schulleistung; Wettkampf; Vorhersage; Self-efficacy; Selbstwirksamkeit; Standadised tests; Standardisierter Test; psychologische; Motivation (psychologisch); Educational indicato; Bildungsindikator
Abstract	Two studies were carried out to predict academic success in the highly competitive environment of a private preparatory school, Choate Rosemary Hall. The 1st study focused on the question of whether there are indicators beyond middle school grade-point average (GPA) and standardized test scores that might enhance the validity of measures for predicting success of students attending Choate. The results indicated the importance of taking into account aspects of self-regulated learning (SRL), such as academic self-efficacy, academic motivation, academic locus of control, and measures of the WICS (Wisdom, Intelligence, Creativity Synthesized) theoretical framework. Both sets of SRL and WICS indicators demonstrated incremental validity in predicting success at Choate. The 2nd study preliminarily evaluated the value of including indicators of aspects of the SRL and the WICS theoretical framework into the Choate admission process. The results of this study examined the utility of using quantified indicators other than middle-school GPA and standardized test scores for making admission decisions. (Contains 10 tables and 9 footnotes.) (As Provided).
Anmerkungen	American Psychological Association. Journals Department, 750 First Street NE, Washington, DC 20002-4242. Tel: 800-374-2721; Tel: 202-336-5510; Fax: 202-336-5502; e-mail: order@apa.org; Web site: http://www.apa.org/publications
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10