Estimating graduate admission standards in psychology.

Autor/inn/en	Millimet, C. Raymond; Flume, Mary E.
Titel	Estimating graduate admission standards in psychology.
Quelle	In: Research in higher education, (1982) 2, S.125-137Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0361-0365
DOI	10.1007/BF00973714
Schlagwörter	Linear Model; Graduate School; Factorial Design; Education Research; High Category
Abstract	Abstract Because publicized minimum criteria for graduate school admission are rarely sufficient to gain entrance to the school of one's choice, a study was undertaken to estimate the actual or “effective” admission standards to graduate school. Booklets composed of 27 hypothetical graduate school applicants conforming to a 3 (GPA) × 3 (GRE) × 3 (trait adjectives) factorial design were evaluated by graduate program chairpersons from the marginal, low, middle, and high categories of the Roose and Andersen (1970), Cox and Catt (1977), and Endler et al. (1978) ranking systems of schools in psychology. Results showed that a linear model of judgment would account for the ratings of potential for success in graduate school and the decision to accept or reject the hypothetical applicants. GRE scores accounted for about twice as much variance (30%) as GPA (16%), which accounted for about twice as much variance (7%) as trait adjectives. The Roose and Andersen listing was shown to be the most acceptable ranking system when estimating “effective” graduate admission standards.
Erfasst von	OLC
Update	2023/2/05