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The Validity of Seven Easily Obtainable Economic and Demographic Predictors of Achievement Test Performance.
Peer reviewed Peer reviewed
May, Robert J., Jr.; And Others – Educational and Psychological Measurement, 1978
Seven easily obtainable background variables, such as number of persons, rooms, or cars per family dwelling; kindergarten attendance; and sex were found to have a multiple correlation of .52 with a standard achievement test for a large sample of fourth grade pupils in a metropolitan school district. (JKS)
Descriptors: Academic Achievement, Demography, Economic Factors, Grade 4
The Direct and Indirect Contributions of a Series of Intellective and Non-Intellective Student Attributes to the Prediction of High School and College Achievement: A Path Analytic Model.
Peer reviewed Peer reviewed
DeBoer, George E. – Educational and Psychological Measurement, 1981
A path analytic model is hypothesized and tested to explain the effect of a series of intellective and nonintellective student attributes on high school achievement and college achievement. Patterns of predictability for male and female students are compared. (Author/GK)
Descriptors: Academic Achievement, Academic Aptitude, Higher Education, Hypothesis Testing
The Utility of Discriminant Analysis for Predicting Graduation from a Master of Business Administration Program.
Peer reviewed Peer reviewed
Breaugh, James A.; Mann, Rebecca B. – Educational and Psychological Measurement, 1981
The extent to which successful completion of the Master of Business Administration (MBA) degree could be predicted from readily available admissions data was examined. Results of the discriminant analysis showed that the two criterion groups (graduates and nongraduates) could be differentiated. (Author/GK)
Descriptors: Academic Achievement, Business Administration Education, College Admission, Discriminant Analysis
Biographical and Educational Correlates of Graduate and Professional School Admissions Test Scores
Peer reviewed Peer reviewed
Baird, Leonard L. – Educational and Psychological Measurement, 1976
To understand the functions of graduate level admissions tests, the characteristics of students who scored high compared with those who scored low on three tests were examined on the basis of correlates of each of the tests with a large number of other variables reflecting the students' background and educational characteristics. (Author/RC)
Descriptors: College Entrance Examinations, Correlation, Graduate Study, Higher Education
Short-Term Predictive Validity of Demographic, Affective, Personal, and Cognitive Variables in Relation to Two Criterion Measures of Cheating Behaviors.
Peer reviewed Peer reviewed
Antion, David L.; Michael, William B. – Educational and Psychological Measurement, 1983
An investigation of 148 community college students regarding cheating behaviors on a final multiple-choice test did not lend support for the association of personality constructs with cheating behaviors except for the anxiety construct. Self-reported grade point average and test score were negatively related to cheating. (Author/PN)
Descriptors: Achievement Need, Anxiety, Behavior Problems, Cheating
The Predictive Validity of Selected Admissions Variables Relative to Grade Point Average Earned in a Master of Business Administration Program.
Peer reviewed Peer reviewed
Paolillo, Joseph G. P. – Educational and Psychological Measurement, 1982
Stepwise linear regression analysis determined the relative importance of the selection variables used in predicting graduate grade point average in a Masters of Business Administration program. Nonquantitative admissions measures which might be used for the same purpose are briefly discussed. (Author/PN)
Descriptors: Academic Achievement, Admission Criteria, Business Administration Education, College Entrance Examinations
Learning Processes and Background Characteristics as Predictors of Tertiary Grades.
Peer reviewed Peer reviewed
Watkins, David – Educational and Psychological Measurement, 1986
Learning processes, as measured by the Approaches to Studying Inventory, contributed to the prediction of freshman grades of 181 Australians. Other measures, such as college entrance examinations, locus of control, and student background characteristics, had less predictive ability. (GDC)
Descriptors: Academic Achievement, Cognitive Style, Cognitive Tests, College Entrance Examinations