The Validity of Self-Reported Grade Point Averages, Class Ranks, and Test Scores: A Meta-Analysis and Review of the Literature

2005 ◽  
Vol 75 (1) ◽  
pp. 63-82 ◽  
Author(s):  
Nathan R. Kuncel ◽  
Marcus Credé ◽  
Lisa L. Thomas
Keyword(s):  
Test Scores ◽  
Meta Analysis ◽  
Grade Point Averages ◽  
Review Of The Literature ◽  
Grade Point

Working on Grade Point Average, test Accuracy, and Attendance of High School Students

1996 ◽  
Vol 78 (1) ◽  
pp. 41-42 ◽  
Author(s):  
Grant Lenarduzzi ◽  
T. F. McLaughlin
Keyword(s):  
High School ◽  
High School Students ◽  
Grade Point Average ◽  
Test Scores ◽  
Grade Point Averages ◽  
Test Accuracy ◽  
Lower Grade ◽  
School Students ◽  
Grade Point ◽  
School Year

The present analysis examined grade point averages (GPA), subject-matter test scores, and attendance for 274 students enrolled in a high school at the beginning of the 1992–1993 school year by the number of hours worked per week in the previous year (1991–92) and in the current school year (1992–1993). The over-all outcomes indicated that working fewer than 10 hours per week had small adverse effects on each measure. Students working from 10 to 20 hours per week had lower grade point averages and attendance. Students working over 20 hours per week had depressed test scores and grade point averages and more absences than other students who worked less or did not work.

Variations in a University Subject Pool as a Function of Earlier or Later Participation and Self-Report: A Replication and Extension

2002 ◽  
Vol 91 (2) ◽  
pp. 553-570 ◽  
Author(s):  
Larry C. Bernard ◽  
R. Patricia Walsh
Keyword(s):  
Grade Point Average ◽  
Test Scores ◽  
Grade Point Averages ◽  
Self Report ◽  
Grade Point ◽  
Temporal Sampling ◽  
Subject Pool ◽  
Neo Personality Inventory Revised ◽  
Scholastic Assessment Test ◽  
Personality Patterns

The present study replicated and extended earlier research on temporal sampling effects in university subject pools. Data were obtained from 236 participants, 79 men and 157 women, in a university subject pool during a 15-wk. semester. Without knowing the purpose of the study, participants self-selected to participate earlier (Weeks 4 and 5; n = 105) or later (Weeks 14 and 15; n = 131). Three hypotheses were investigated: (1) that the personality patterns of earlier and later participants on the NEO Personality Inventory–Revised and the Personality Research Form differ significantly, with earlier participants scoring higher on the latter scales reflecting social responsibility and higher on former Conscientiousness and Neuroticism scales; (2) that there are similar significant differences between participants in the earlier and later groups compared to the male and female college normative samples for the two tests; and (3) that earlier participants will have higher actual Scholastic Assessment Test scores and Grade Point Averages. Also investigated was whether participants' foreknowledge that their actual Scholastic Assessment Test scores and Grade Point Averages would be obtained would affect their accuracy of self-report. In contrast to prior research, neither the first nor second hypothesis was supported by the current study; there do not appear to be consistent differences on personality variables. However, the third hypothesis was supported. Earlier participants had higher actual high school Grade Point Average, college Grade Point Average, and Scholastic Assessment Test Verbal scores. Foreknowledge that actual Scholastic Assessment Test scores and Grade Point Averages would be obtained did not affect the accuracy of self-report. In addition, later participants significantly over-reported their scores, and significantly more women than men and more first-year than senior-year subjects participated in the early group.

Learning Associations Consistent and Inconsistent with the Representativeness Heuristic

1976 ◽  
Vol 39 (3_suppl) ◽  
pp. 1323-1326
Author(s):  
Stephen R. Diamond ◽  
Thomas P. Cafferty
Keyword(s):  
Test Scores ◽  
Grade Point Averages ◽  
The Other ◽  
Learning Paradigm ◽  
Grade Point ◽  
Paired Associates ◽  
Representativeness Heuristic ◽  
The Subject ◽  
The Relationship

24 subjects learned test scores and grade point averages with r = 0, r = .7, and r = 1 in a paired-associates learning paradigm in which they were instructed to observe the relationship between the numbers and to guess those numbers they did not remember on the basis of the relationship. It was hypothesized that intermediate correlations are difficult for subjects to utilize. The r = 1 deck was easier to learn than the other two, and the r = 0 and r = .7 decks did not differ significantly. The position of the deck influenced performance only in the r = .7 deck. In that deck performance was worst when the deck occupied the first position, when the subject was presumably most influenced by the relation-seeking set instructions. The results supported the hypothesis that intermediate correlations present particular difficulties.

Correlations among College Students' Grade Point Averages and American College Test Scores

1995 ◽  
Vol 76 (1) ◽  
pp. 336-338 ◽  
Author(s):  
Terry F. Pettijohn
Keyword(s):  
College Students ◽  
High School ◽  
Test Scores ◽  
American College Test ◽  
Grade Point Averages ◽  
Grade Point ◽  
College Gpa ◽  
High School Gpa

This study examined whether students who did well in high school continued their success in college. For the 42 students who completed the survey, a significant correlation of .62 was found between 4-yr. high school GPA and college GPA and a significant correlation of .63 between American College Test scores and college GPA. Apparently, students who succeeded in high school continue to succeed in college.

Predicting Teacher Performance With Test Scores and Grade Point Average: A Meta-Analysis

2009 ◽  
Vol 46 (1) ◽  
pp. 146-182 ◽  
Author(s):  
Jerome V. D’Agostino ◽  
Sonya J. Powers
Keyword(s):  
Grade Point Average ◽  
Test Scores ◽  
Meta Analysis ◽  
Service Level ◽  
Mediating Effects ◽  
Preparation Programs ◽  
Grade Point ◽  
The Public ◽  
Additional Information ◽  
Teaching Competence

A meta-analysis was conducted to examine the degree to which teachers’ test scores and their performance in preparation programs as measured by their collegiate grade point average (GPA) predicted their teaching competence. Results from 123 studies that yielded 715 effect sizes were analyzed, and the mediating effects of test and GPA type, criterion type, teaching level, service level, and decade of data collection were considered. It was found that test scores were at best modestly related to teaching competence and that performance in preparation programs was a significantly better predictor of teaching skill. Results revealed that test scores likely do not provide additional information beyond preservice performance to safeguard the public from incompetent teaching.

scholarly journals Indications and outcomes of enterovesical and colovesical fistulas: systematic review of the literature and meta-analysis of prevalence

BMC Surgery ◽  
2021 ◽  
Vol 21 (1) ◽  
Author(s):  
Stefano Granieri ◽  
Francesco Sessa ◽  
Alessandro Bonomi ◽  
Sissi Paleino ◽  
Federica Bruno ◽  
...  
Keyword(s):  
Systematic Review ◽  
Clinical Symptoms ◽  
Rare Complication ◽  
Meta Analysis ◽  
Treatment Options ◽  
Palliative Surgery ◽  
Review Of The Literature ◽  
Colovesical Fistula ◽  
Level Of Evidence ◽  
Meta Analyses

Abstract Background Entero-colovesical fistula is a rare complication of various benign and malignant diseases. The diagnosis is prominently based on clinical symptoms; imaging studies are necessary not only to confirm the presence of the fistula, but more importantly to demonstrate the extent and the nature of the fistula. There is still a lack of consensus regarding the if, when and how to repair the fistula. The aim of the study is to review the different surgical treatment options, focus on surgical indications, and explore cumulative recurrence, morbidity, and mortality rates of entero-vesical and colo-vesical fistula patients. Methods A systematic review of the literature was conducted according to PRISMA guidelines. Random effects meta-analyses of proportions were developed to assess primary and secondary endpoints. I2 statistic and Cochran’s Q test were computed to assess inter-studies’ heterogeneity. Results Twenty-two studies were included in the analysis with a total of 861 patients. Meta-analyses of proportions pointed out 5, 22.2, and 4.9% rates for recurrence, complications, and mortality respectively. A single-stage procedure was performed in 75.5% of the cases, whereas a multi-stage operation in 15.5% of patients. Palliative surgery was performed in 6.2% of the cases. In 2.3% of the cases, the surgical procedure was not specified. Simple and advanced repair of the bladder was performed in 84.3% and 15.6% of the cases respectively. Conclusions Although burdened by a non-negligible rate of complications, surgical repair of entero-colovesical fistula leads to excellent results in terms of primary healing. Our review offers opportunities for significant further research in this field. Level of Evidence Level III according to ELIS (SR/MA with up to two negative criteria).

Sign in / Sign up

Export Citation Format

Share Document