Validity of Graduate Record Examinations (GRE) general test scores for admissions to colleges of veterinary medicine

From the standpoint of test validation, veterinary medicine provides both a unique context in which to study the validity of Graduate Record Examinations (GRE) test scores and a singular opportunity to address the shortcomings typical of many GRE validity studies. This article documents a study of the validity of the GRE General Test for predicting 1st-year grade averages in a comprehensive sample of veterinary medical colleges. For each of 16 veterinary medical colleges, statistical corrections were applied to correct for the effects of range restriction in the predictors and unreliability of the criterion. When fully corrected for both range restriction and unreliability, the resulting validity coefficients were, on average,.53 for the combination of all 3 GRE General Test scores,.59 for undergraduate grade point average, and.71 for GRE scores and undergraduate grade point average together.     

Graduate Student Selection: Graduate record examination,socioeconomic status,and undergraduate grade point average as predictors of study success in a western European University

Graduate students' mobility has increased within Europe. Yet, empirical evidence on the validity of standardized admission tests in Europe is still scarce. The aim of the present study was therefore to investigate the incremental validity of the GRE® revised general test above undergraduate grade point average (U‐GPA) by focusing on a multinational sample of master students (N = 282) enrolled at a Dutch university. Results indicated that the Analytical Writing part of the GRE predicts graduate grade point average above and beyond U‐GPA. Furthermore, the results suggest that the relationship is independent of students' socioeconomic status as indexed by parental education. Implications for graduate student selection in a European context are discussed.     

Relations between CBM (oral reading and maze) and reading comprehension on state achievement tests: A meta-analysis

The purpose of this study was to examine the validity of two widely used Curriculum-Based Measures (CBM) in reading—oral reading and maze—in relation to reading comprehension on state tests using a meta-analysis. A total of 61 studies (132 correlations) were identified across Grades 1 to 10. A random-effects meta-analysis was conducted to estimate the average correlations between the two CBM tasks and reading comprehension on state tests, and to analyze the effects of potential moderating variables (characteristics of study, students, CBM, and state tests). Results revealed that the average correlation for oral reading was significantly larger than that for maze when all grade levels were included together in the analysis. When grade levels were separated, the difference between average correlations was only at the higher grades (Grades 4–10), favoring oral reading. In terms of correlations by grade level, oral reading and maze showed a similar pattern; that is, correlations were comparable across elementary grades, but decreased for secondary grades. In addition to the type of CBM and grade level differences, type of publication, type of state tests (commercial versus state-developed), and time interval between CBM and state tests were significant sources of variance in correlations. Implications for research and educational practice are discussed highlighting the somewhat different conclusions from previous literature, especially regarding the use of CBM for older students.     

Inventory and expressive measures of locus control and academic performance: a 5-year outcome study

Inventory and expressive measures of locus of control were used in a effort to assess their long term potential for predicting academic performance. Thus 45 male graduate students from three diverse major areas and 45 male high ability undergraduates were initially administered Rotter locus of control and Autobiography locus of control scales. Academic data regarding grade point average and baccalaureal or doctoral degree attainment were gathered five years later. The hypotheses were supported to the extent that low to moderate significant correlations were found between the two locus of control scales and subsequent academic performance. The strongest relationships were found between locus of control and graduate degree attainment, with graduate student internals significantly more likely to earn the doctorate within 5-year period than externals. It was speculated that the externals might be a more persistent group, but the internals were more likely to either attain the degree within 5 years, or drop out. And within this study's restricted ability ranges, locus of control personality measures proved to be better predictors of degree attainment than conventional ability scales.     

Children in Conflict (Book)

Inventory and expressive measures of locus of control were used in a effort to assess their long term potential for predicting academic performance. Thus 45 male graduate students from three diverse major areas and 45 male high ability undergraduates were initially administered Rotter locus of control and Autobiography locus of control scales. Academic data regarding grade point average and baccalaureal or doctoral degree attainment were gathered five years later. The hypotheses were supported to the extent that low to moderate significant correlations were found between the two locus of control scales and subsequent academic performance. The strongest relationships were found between locus of control and graduate degree attainment, with graduate-student internals significantly more likely to earn the doctorate within 5-year period than externals. It was speculated that the externals might be a more persistent group, but the internals were more likely to either attain the degree within 5 years, or drop out. And within this study's restricted ability ranges, locus of control personality measures proved to be better predictors of degree attainment than conventional ability scales.     

Predicting Intentions to Use Condoms: A Meta-Analysis and Comparison of the Theories of Reasoned Action and Planned Behavior1

A meta-analysis was conducted on 23 psychosocial predictors of intentions to use condoms. Data from 67 independent samples were included in the review. Findings demonstrated that demographic, sexual experience, and personality variables had small average correlations with intentions. Knowledge about HIV/AIDS and perceptions of the threat of disease were also weakly related to decisions about using condoms. Attitudes and subjective norms from the theory of reasoned action, on the other hand, demonstrated medium to strong effect sizes. Two components of social influence not specified by the theory of reasoned action also received support. Evidence suggested that perceived behavioral control from the theory of planned behavior was a reliable predictor of behavioral intentions and explained variance over and above the effects of attitudes and subjective norms.     

Psychological Acculturation of Ethnic Minorities Into White Anglo American Culture: Consequences and Predictors1

The United States is comprised of a patchwork of ethnic groups. To varying degrees, such groups have become acculturated into the White Anglo American culture. Our study is an attempt to examine the consequences and predictors of psychological acculturation. The data were taken from 320 students attending a large state university on the West Coast of the United States. Our results show that grade point average (GPA) and income earned were positively related to psychological acculturation. Religion, ethnicity, age of entry to the United States, enrollment in a graduate program, and self‐esteem affected psychological acculturation. The implications of the results are discussed.     

Is the meta-analysis of correlation coefficients accurate when population correlations vary?

One conceptualization of meta-analysis is that studies within the meta-analysis are sampled from populations with mean effect sizes that vary (random-effects models). The consequences of not applying such models and the comparison of different methods have been hotly debated. A Monte Carlo study compared the efficacy of Hedges and Vevea's random-effects methods of meta-analysis with Hunter and Schmidt's, over a wide range of conditions, as the variability in population correlations increases. (a) The Hunter-Schmidt method produced estimates of the average correlation with the least error, although estimates from both methods were very accurate; (b) confidence intervals from Hunter and Schmidt's method were always slightly too narrow but became more accurate than those from Hedges and Vevea's method as the number of studies included in the meta-analysis, the size of the true correlation, and the variability of correlations increased; and (c) the study weights did not explain the differences between the methods.     

Exploring the effect of stress on mood, self-esteem, and daily habits with psychology graduate students

There are few empirical studies on the issues of psychology graduate students beyond dissertation research. Data from a sample of 65 psychology graduate students were analyzed to explore how stress relates to self-esteem, mood, and daily habits (eating, sleeping, smoking, exercise, and alcohol consumption). The results suggest that sleep patterns, exercise habits, and negative mood were significant correlates and predictors of stress. Findings prompt further investigation of the effects of the stress on psychology graduate students, which might aid in developing interventions leading to increased productivity, satisfaction, and global well-being for both graduate students and faculty.     

Utilizing Need for Cognition and Perceived Self‐Efficacy to Predict Academic Performance1

A study was conducted to determine whether academic performance could be predicted on the bases of the constructs need for cognition (NFC) and academic self‐efficacy. Two hypotheses were generated: Positive correlations will be found between academic self‐efficacy, NFC, and grade point average (GPA); and efficacy and NFC will serve as significant predictors of GPA. The path mediation technique recommended by Baron & Kenny (1986) for testing mediated relationships was also performed in order to assess the causal direction of the NFC and academic self‐efficacy variables. Participants were 138 undergraduate students. The first hypothesis was generally supported in that significant correlations were found between NFC, efficacy beliefs, and GPA. In support of the second hypothesis, path analysis revealed that NFC and academic self‐efficacy were significant predictors of GPA. Furthermore, the NFC‐GPA relationship was shown to be mediated by efficacy beliefs.     

The operational validity of a video-based situational judgment test for medical college admissions: illustrating the importance of matching predictor and criterion construct domains

This study is part of a trend of examining noncognitive predictors, for example, a situational judgment test (SJT), as supplements to cognitive predictors for making college admission decisions. The authors examined criterion data over multiple academic years and universities. The criterion domain was broadly conceptualized, including both cognitive and interpersonal domains. The sample consisted of 7,197 candidates of the Medical and Dental Studies Admission Exam in Belgium. Results confirmed the importance of cognitive predictors. A video-based SJT was differentially valid for predicting overall grade point average for different curricula. The SJT showed incremental validity over cognitively oriented measures for curricula that included interpersonal courses, but not for other curricula. The SJT became more valid through the years. This demonstrates the importance of carefully specifying predictor- criterion linkages and of differentiating both predictor and criterion constructs.     

Opening up in the classroom: effects of expressive writing on graduate school entrance exam performance

Our study sought to determine whether experimental disclosure could improve exam performance and psychological health in students taking a graduate school entrance exam. Students preparing for the GRE, MCAT, LSAT, or PCAT were randomly assigned to write expressively about their upcoming exam or to a neutral writing condition. Participants completed measures of depressive symptoms and test anxiety before and after writing, and exam scores were collected. The experimental disclosure group had significantly higher test scores and significantly lower pre-exam depressive symptoms than the neutral writing group. Although benefits for depressive symptoms were found in expressive writers regardless of exam type, the advantage of expressive writing for test performance was only observed in students taking the MCAT or LSAT.     

中国当代研究生的情感素质现状及其影响因素

为揭示当代研究生情感素质及所受因素影响状况, 用自编问卷调查全国3类地区14座城市51所高校的10056名研究生。结果发现：研究生情感素质呈2层面6大类33种情感的结构; 爱国感、责任感、信用感、自立感、自尊感、成就感等水平较高, 正直感、宽恕感、人文美感、表达自己情绪能力等较低; 不同性别、获奖经历、学科研究生的情感素质有结构性差异; 核心价值观认同、对舆论关注、人际关系、自我要求等对其情感素质有正向影响; 研究生理智情感等高于本专科生。总之, 当代研究生情感素质总体尚好, 各部分发展不均衡, 发展水平受社会、人际和自我等多方因素影响。     

Graduate admissions criteria in psychology: an update

Ratings of importance were reviewed for nine graduate admissions criteria for the 573 graduate degree programs listed in American Psychological Association's Graduate Study in Psychology (2003). Overall, the three criteria receiving the highest percentages of importance ratings were letters of recommendation, statement of goals and objectives, and grade point average. Importance ratings varied depending on the degree programs offered. Results are discussed in terms of the advice offered students interested in admission to graduate school and the importance of students tailoring their graduate admissions process to their specific degree program.     

Ethical issues in graduate education

Concern about the employment prospects of Ph.D.’s in the sciences and engineering has prompted overdue interest in the ethical aspects of graduate education. It is not possible to isolate an ethical inquiry that focuses solely on job-related issues. The ethical problems in graduate education are each related to employment, but none is related to employment only. We can illuminate potential ethical problems by considering conflicts of interest at each point from the decision to offer a graduate program through the treatment of its alumni. Such consideration prompts reassessment of program content, relations with students, and the objectives of graduate programs. This paper is a revised and expanded version of a presentation given at the American Association for the Advancement of Science meeting in Seattle, WA, February, 1997, during a program organized by the National Science Foundation (“Ethics, Employment, and Graduate Education in Science and Engineering,” Rachelle Hollander, Organizer). Samuel Gorovitz is Professor of Philosophy and of Public Administration at Syracuse University.     

A Meta‐analysis of Letters of Recommendation in College and Graduate Admissions: Reasons for hope

Letters of recommendation are used extensively in academic admissions and personnel selection. Despite their prominence, comparatively little is known about their predictive power for multiple outcomes. This meta‐analysis combine the existing literature for college grade point average (GPA), academic outcomes of GPA, performance ratings, degree attainment, and research productivity for nonmedical school graduate programs, and GPA and internship performance ratings for medical school students. Intercorrelations with other commonly used predictors are also estimated and used to estimate incremental predictive power. Overall, letters of recommendation, in their current form, are generally positively but weakly correlated with multiple aspects of performance in post‐secondary education. However, letters do appear to provide incremental information about degree attainment, a difficult and heavily motivationally determined outcome.     

Criminal thinking and recidivism: Meta-analytic evidence on the predictive and incremental validity of the Psychological Inventory of Criminal Thinking Styles (PICTS)

Two meta-analyses were performed on the Psychological Inventory of Criminal Thinking Styles (PICTS: Walters, 1995) as a predictor of recidivism. Seven samples from six different studies (5 published, 1 unpublished) were included in the first meta-analysis. The results revealed a pooled mean effect size (r) of .20 for the reconstructed General Criminal Thinking score (GCT_rc), a pooled mean effect size of .17 for the reconstructed Proactive Criminal Thinking score (P_rc), and a pooled mean effect size of .17 for the reconstructed Reactive Criminal Thinking score (R_rc). Data from three of these studies (4 samples) were sufficient to perform a meta-analysis of the incremental validity of the GCT_rc. In all four samples, the GCT_rc score predicted recidivism above and beyond the contributions of age and criminal history, with a mean effect size (odds ratio) of 1.27. Whereas the PICTS GCT_rc score satisfied two of the three criteria for dynamic risk (i.e., dynamic risk factors are statistically and clinically significant predictors of outcome and are incrementally valid relative to well-established static risk factors), there is a need for additional data to assess its standing on the third criterion (i.e., changes in dynamic risk factors predict outcome and changes in outcome risk).     

Emotional self‐efficacy,graduate employability,and career satisfaction: Testing the associations

Graduate employability has been the subject of little empirical research. There are a number of difficulties in defining and measuring graduate employability, which means that there is a paucity of research that looks at its predictors and outcomes. Previous work has proposed that emotional competence improves graduate employability, and this study further investigates this idea by examining the association between emotional self‐efficacy and employability. Also investigated is the association between employability and career satisfaction. Working graduates (N = 306) completed measures of emotional self‐efficacy, self‐perceived employability, and career satisfaction, and the data were analysed using structural equation modelling. We found emotional self‐efficacy to be an important predictor of graduate employability. Additionally, we found that graduate employability mediates the relationship between emotional self‐efficacy and career satisfaction. Some recommendations, in light of these findings, are discussed.