Why High School Grades Are Better Predictors of On-Time College Graduation than Are Admissions Test Scores: The Roles of Self-Regulation and Cognitive Ability

Autor/inn/en	Galla, Brian M.; Shulman, Elizabeth P.; Plummer, Benjamin D.; Gardner, Margo; Hutt, Stephen J.; Goyer, J. Parker; D'Mello, Sidney K.; Finn, Amy S.; Duckworth, Angela L.
Titel	Why High School Grades Are Better Predictors of On-Time College Graduation than Are Admissions Test Scores: The Roles of Self-Regulation and Cognitive Ability
Quelle	In: American Educational Research Journal, 56 (2019) 6, S.2077-2115 (39 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0002-8312
DOI	10.3102/0002831219843292
Schlagwörter	Grades (Scholastic); Predictor Variables; Time to Degree; Scores; Self Management; Cognitive Ability; College Applicants; College Entrance Examinations; High School Seniors; Predictive Validity; Academic Persistence; Bachelors Degrees; Educational Attainment; SAT (College Admission Test); ACT Assessment + Suchen Sie Ihr Suchwort? Notenspiegel; Prädiktor; Selbstmanagement; Denkfähigkeit; College applications; Studienbewerber; Aufnahmeprüfung; 'Bachelor''s degrees'; Bachelor-Studiengang; Bildungsabschluss; Bildungsgut; Assessment; Eignungsprüfung; Eignungstest; Hochschulzulassung
Abstract	Compared with admissions test scores, why are high school grades better at predicting college graduation? We argue that success in college requires not only cognitive ability but also self-regulatory competencies that are better indexed by high school grades. In a national sample of 47,303 students who applied to college for the 2009/2010 academic year, Study 1 affirmed that high school grades out-predicted test scores for 4-year college graduation. In a convenience sample of 1,622 high school seniors in the Class of 2013, Study 2 revealed that the incremental predictive validity of high school grades for college graduation was explained by composite measures of self-regulation, whereas the incremental predictive validity of test scores was explained by composite measures of cognitive ability. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01