Comparison of Expected with Actual Field of Graduate Study: An Analysis of GRE Survey Data. GRE Board Professional Report No. 87-02P.

Autor/in	Grandy, Jerilee
Institution	Educational Testing Service, Princeton, NJ.
Titel	Comparison of Expected with Actual Field of Graduate Study: An Analysis of GRE Survey Data. GRE Board Professional Report No. 87-02P.
Quelle	(1990), (65 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Academic Aspiration; Background; Blacks; Career Choice; Change; College Students; Enrollment; Grades (Scholastic); Graduate Study; Higher Education; Hispanic Americans; Intellectual Disciplines; Majors (Students); Questionnaires; Regression (Statistics); Scores; Surveys; Test Results; Whites; Graduate Record Examinations + Suchen Sie Ihr Suchwort? Hintergrundinformation; Black person; Schwarzer; Wandel; Collegestudent; Einschulung; Notenspiegel; Aufbaustudium; Graduiertenstudium; Hauptstudium; Hochschulbildung; Hochschulsystem; Hochschulwesen; Hispanic; Hispanoamerikaner; Geisteswissenschaften; Fragebogen; Regression; Regressionsanalyse; Survey; Umfrage; Befragung; White; Weißer
Abstract	This study analyzed data from a survey conducted in 1987. The sample consisted of 2,136 examinees who took the Graduate Record Examination (GRE) during 1986-87. The purpose was to determine how well the intended field-of-study item in the GRE background questionnaire can be relied on as an indicator of what examinees will actually study in graduate school at the beginning of the next academic year. Fifty-six percent of the sample enrolled in the fall of 1987, with percentages varying somewhat across the intended fields of study. Enrollment rates did not differ significantly between Blacks, Hispanics, and Whites, nor between males and females. Subsequent enrollment was correlated slightly with college grades but not with test scores. Of examinees who specified an intended field of study, 72% were enrolled in exactly the field they had indicated on the background questionnaire. Another 10% were in a specialty field in the same department. Stepwise regression indicated that examinees with low GRE scores were somewhat more likely to change field than examinees with high scores. Test scores, grades, and known demographic variables in the GRE files with not strongly enough associated with changes in field of study to be useful as predictors of change of field. The intended field-of-study item appears to be a useful and reasonably valid indicator of actual field. Four appendixes present the background questionnaire, a definition of fields of study, change codes, and the rationale for the six-point scale of change. (Contains 23 tables and 6 references.) (SLD)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC