Examining the Predictive Validity of GRE Scores on Doctoral Education: Students' Success and Methodology Choices in the Dissertation Process

Autor/inn/en	Rockinson-Szapkiw, Amanda J.; Bray, Oliver R., Jr.; Spaulding, Lucinda S.
Titel	Examining the Predictive Validity of GRE Scores on Doctoral Education: Students' Success and Methodology Choices in the Dissertation Process
Quelle	In: Journal of College Student Retention: Research, Theory & Practice, 16 (2014) 2, S.203-217 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1521-0251
DOI	10.2190/CS.16.2.c
Schlagwörter	Predictive Validity; Doctoral Programs; College Entrance Examinations; Success; Doctoral Dissertations; Scores; Academic Persistence; Regression (Statistics); Research Methodology; Program Evaluation; Admission Criteria; Educational Administration; Student Records; Predictor Variables; Data Analysis; Graduate Study; Multivariate Analysis; Graduate Record Examinations + Suchen Sie Ihr Suchwort? Doktorandenprogramm; Aufnahmeprüfung; Erfolg; Doctoral dissertation; Doctoral thesis; Doctoral theses; Dissertationsschrift; Regression; Regressionsanalyse; Research method; Forschungsmethode; Programme evaluation; Programmevaluation; Admission; Admission procedures; Zulassungsbedingung; Zulassungsverfahren; Zulassung; Bildungsverwaltung; Schuladministration; Schulverwaltung; Schülerakte; Prädiktor; Auswertung; Aufbaustudium; Graduiertenstudium; Hauptstudium; Multivariate Analyse
Abstract	This study examines how GRE scores can be used to better understand Education doctoral candidates' methodology choices for the dissertation as well as their persistence behaviors. Candidates' of one online doctoral education program were examined. Results of a MANOVA suggested that there is no difference in GRE scores based on doctoral candidates' choice of methodology. Although GRE scores did not differ based on methodology choice, results of the regression analysis indicated that the linear combination of candidates' verbal reasoning scores, quantitative reasoning scores, writing scores, and methodology choices accounted for significant variability in the number of semesters it took for them to complete their dissertations. The GRE writing score and methodology choice were the strongest predictors of time to completion. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01