The Utility of the GRE Analytical Score for Selection into a Graduate Program in Educational Psychology.

Autor/inn/en	Mowsesian, Richard; Hays, William L.
Titel	The Utility of the GRE Analytical Score for Selection into a Graduate Program in Educational Psychology.
Quelle	(1982), (16 Seiten)Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; Monographie
Schlagwörter	Abstract Reasoning; Academic Aptitude; Aptitude Tests; College Applicants; College Entrance Examinations; Educational Psychology; Graduate Students; Graduate Study; Higher Education; Predictive Validity; Quantitative Tests; Graduate Record Examinations + Suchen Sie Ihr Suchwort? Abstraktes Denken; Denken; Aptitude test; Eignungsprüfung; Eignungstest; College applications; Studienbewerber; Aufnahmeprüfung; Erziehungspsychologie; Pädagogische Psychologie; Graduate Study; Student; Students; Aufbaustudium; Graduiertenstudium; Hauptstudium; Studentin; Hochschulbildung; Hochschulsystem; Hochschulwesen
Abstract	The Graduate Record Examination (GRE) Aptitude Test has been in use since 1938. In 1975 the GRE Aptitude Test was broadened to include an experimental set of items designed to tap a respondent's recognition of logical relationships and consistency of interrelated statements, and to make inferences from abstract relationships. To test the predictive efficiency of the GRE analytical score as a separate part of the admission process to a graduate program in Educational Psychology, GRE Aptitude scores, sex, and ethnicity of 472 subjects were analyzed. Results showed that the Analytical Score contributed little to the predictive efficiency of graduate school admission when used in combination with the other GRE scores, but was equally useful when used independently. Sex differences were noted only on Quantitative Scores. For foreign and minority groups, other selection criteria influenced admission decisions more than the GRE Aptitude Scores. The findings suggest that the Analytical Reasoning component of the GRE Aptitude Test may provide a way to tap independent thinking and analytical reasoning powers prior to making the admission decision. (JAC)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC