Literaturnachweis - Detailanzeige
Autor/inn/en | Mattern, Krista; Sanchez, Edgar; Ndum, Edwin |
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Titel | Why Do Achievement Measures Underpredict Female Academic Performance? |
Quelle | In: Educational Measurement: Issues and Practice, 36 (2017) 1, S.47-57 (11 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
Sprache | englisch |
Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
ISSN | 0731-1745 |
DOI | 10.1111/emip.12138 |
Schlagwörter | Females; Academic Achievement; Predictive Validity; Grade Point Average; College Students; Gender Differences; College Admission; College Entrance Examinations; Student Behavior; ACT Assessment |
Abstract | In the context of college admissions, the current study examined whether differential prediction of first-year grade point average (FYGPA) by gender could be explained by an omitted variable problem--namely, academic discipline, or the amount of effort a student puts into schoolwork and the degree to which a student sees him/herself as hardworking and conscientious. Based on nearly 10,000 college students, the current study found that differences in intercepts by gender were reduced by 45% with the inclusion of academic discipline in a model that already included high school grade point average (HSGPA) and ACT Composite score. Moreover, academic discipline resulted in an additional 4% of variance accounted for in FYGPA. Gender differences in slopes were not statistically significant (p > 0.001) regardless if academic discipline was included in the model. The findings highlight the utility of taking a more holistic approach when making college admission decisions. Namely, the inclusion of noncognitive measures has benefits that are twofold: increased predictive validity and reduced differential prediction. (As Provided). |
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Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
Update | 2020/1/01 |