Literaturnachweis - Detailanzeige
| Autor/inn/en | Ree, Malcolm James; und weitere |
|---|---|
| Institution | Air Force Systems Command, Brooks AFB, TX. |
| Titel | General Cognitive Ability Predicts Job Performance. Interim Technical Paper for Period November 1990 - November 1991. |
| Quelle | (1992), (27 Seiten)
PDF als Volltext kostenfreie Datei |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Monographie |
| Schlagwörter | Adult Education; Cognitive Ability; Criterion Referenced Tests; Evaluation Criteria; Experience; Job Performance; Military Training; Postsecondary Education; Prediction; Predictive Measurement; Specifications; Vocational Aptitude; Armed Services Vocational Aptitude Battery |
| Abstract | A study investigated the roles of general ability and specific abilities as predictors of several job performance criteria for Air Force enlistees in eight jobs. Subjects were 1,545 Air Force enlistees entering from 1984 through 1988 who had tested with the Armed Services Vocational Aptitude Battery (ASVAB) parallel forms 11, 12, or 13. Subjects had completed both basic military training and technical training and were for the most part working in their first term of enlistment. They were mostly white, male, 17 to 23 years old, high school or better graduates, with an average job tenure of about 28 months. General cognitive ability and specific abilities (the interaction of general ability and experience) were defined by scores on the first and subsequent principal components of the enlistment and selection and classification test, the ASVAB. Multiple regression analyses conducted in correlation matrices corrected for range restriction revealed that general ability was the best predictor of all criterion measures and that specific abilities added a statistically significant but practically small amount to predictive efficiency. For classification of large numbers of applications into large numbers of jobs, the incremental prediction due to specific abilities could be useful. (Contains 47 references.) (YLB) |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
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