Analysis of the Revised Student Descriptive Questionnaire: Phase II. Predictive Validity of Academic Self-Report. College Board Report No. 89-8.

Autor/inn/en	Freeberg, Norman E.; und weitere
Institution	College Entrance Examination Board, Princeton, NJ.
Titel	Analysis of the Revised Student Descriptive Questionnaire: Phase II. Predictive Validity of Academic Self-Report. College Board Report No. 89-8.
Quelle	(1989), (21 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Academic Achievement; Class Rank; College Freshmen; Grade Point Average; Higher Education; Predictive Validity; Predictor Variables; Racial Differences; Regression (Statistics); Sex Differences; Student Characteristics; Test Use; SAT (College Admission Test); Student Descriptive Questionnaire + Suchen Sie Ihr Suchwort? Schulleistung; Studienanfänger; Hochschulbildung; Hochschulsystem; Hochschulwesen; Prädiktor; Rassenunterschied; Regression; Regressionsanalyse; Sex difference; Geschlechtsunterschied; Testanwendung
Abstract	An initial study of the revised (1985) Student Descriptive Questionnaire (SDQ) of the College Board found it to be of sufficient accuracy to fulfill its intended purposes. This second phase examined the adequacy of the SDQ in terms of the predictive validity of its student academic self-report information against a criterion of first-year college achievement. Findings with 10,573 first-year students indicate that the validities are consonant with earlier study results using the original version of the SDQ, as well as with other similar self-report instruments used with college applicants. This was evident in the overall magnitudes of the validities obtained, the precision of prediction in multiple regression equations, and in differences between validities for school-reported and student-reported high school academic achievement (as grade point average and class rank). Results indicated a slight but consistent superiority for school-reported information. In multiple predictions based on either school- or student-reported information, apparent differences were found in the relative contributions of predictor variables (Scholastic Aptitude Test results and high school academic achievement); in the relative importance of the predictors for subgroups based on race, and to a lesser degree, on sex; and in differing roles for grade point average and class rank as predictors. (Contains 9 tables and 32 references.) (Author/SLD)
Anmerkungen	College Board Publications, Box 886, New York, NY 10101 ($7).
Erfasst von	ERIC (Education Resources Information Center), Washington, DC