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Academic Performance, Career Potential, Creativity, and Job Performance: Can One Construct Predict Them All?
Abstract
This meta-analysis addresses the question of whether 1 general cognitive ability measure developed for predicting academic performance is valid for predicting performance in both educational and work domains. The validity of the Miller Analogies Test (MAT; W. S. Miller, 1960) for predicting 18 academic and work-related criteria was examined. MAT correlations with other cognitive tests (e.g., Raven's Matrices [J. C. Raven, 1965]; Graduate Record Examinations) also were meta-analyzed. The results indicate that the abilities measured by the MAT are shared with other cognitive ability instruments and that these abilities are generalizably valid predictors of academic and vocational criteria, as well as evaluations of career potential and creativity. These findings contradict the notion that intelligence at work is wholly different from intelligence at school, extending the voluminous literature that supports the broad importance of general cognitive ability (g).
... It is a key factor that research can consistently predict Academic Achievement (Stadler et al., 2016). Past research has centered on the direct effect of personal decent cognitive abilities of students on Academic Achievement (Kuncel et al., 2004;Miriam et al., 2011). Rohde and Thompson (2007) concluded that cognitive ability can directly affect academic achievement with a correlation of 0.38. ...
... Liu et al. (2021) measured the cognitive abilities of spatial imagination, computation, and information processing in 499 Chinese children and teamed up to analyze the association between students' academic achievement in mathematics and Chinese for two consecutive school years and found significant correlations between visualspatial imagination, computation, and information processing abilities and academic achievement. Most such previous studies have examined the single effect of cognitive ability on academic achievement at the individual student level (Kuncel et al., 2004;Miriam et al., 2011). In addition, the above findings support the knowledge process theory (Deary et al., 2006;Xu and Li, 2015), which concludes that when students' cognitive abilities are high, they are able to encode key information more quickly and accurately in memory, thus enabling the brain to output more and more effective information, resulting in better academic achievement on exams (Liu and Wang, 2000;Zhang and Zhang, 2011). ...
... Many studies are generally agreed by researchers that cognitively competent students have better Academic Achievement (Kuncel et al., 2004;Miriam et al., 2011;Stadler et al., 2016). However, there are several other researchers' studies that suggest that cognitive ability is only one of many determinants of high academic achievement of students (Shao, 1983). ...
In this study, 572 secondary school students aged 15–18 years old stage were selected to study the effect of their cognitive ability and self-discipline and planning on academic achievement. Cognitive ability was classified into memory ability, representational ability, information processing ability, logical reasoning ability, and thinking conversion ability, and analyzed the effects of these five ability values on academic achievement. The mediating effect of self-discipline ability between cognitive ability and academic achievement was analyzed using structural equation modeling (SEM), and the moderating role of planning in the mediating effect was analyzed using planning as a moderating variable. The results showed that cognitive ability can have a significant positive effect on academic achievement, while self-discipline plays a partially mediating role between cognitive ability and academic achievement, and the moderating effect of Planning is significant in the second half of the mediating effect, i.e., the effect of self-discipline on academic achievement changes as the level of planning increases, and the mediating effect is stronger in the condition of higher planning, and the mediating model with moderating effect holds.
... Die allgemeine Intelligenz (oder g-Faktor der Intelligenz) gehört zu den am häufigsten untersuchtesten Prädiktoren von objektiven Erfolgsmaßen bei Studierenden (Kuncel et al., 2004;Richardson et al., 2012). Metaanalysen, die den Zusammenhang von objektiven Laufbahnerfolgsmaßen und allgemeiner Intelligenz untersuchen, finden kleine bis mittlere Korrelationen (Stadler et al., 2016). ...
... Studien, die differenzierter vorgehen, indem sie spezifische Faktoren der allgemeinen Intelligenz (beispielsweise verbale Intelligenz) als Prädiktoren nutzen oder kristalline Intelligenz in Form von Wissen messen, finden höhere Korrelationen (Hell et al., 2008;Kuncel et al., 2004;Stadler et al., 2016). Eine derartige differenzierte Vorgehensweise entspricht den allgemeinen Studierfähigkeitstests, die oben beschrieben wurden. ...
... In anderen Erfolgsmaßen wie Forschungsoutput fallen die Korrelationen deutlich niedriger aus (Kuncel & Hezlett, 2007). Für den Miller Analogien Test berichten Kuncel et al. (2004) beispielsweise einen Zusammenhang von ρ = .39 zwischen der Studiennote und den Testergebnissen. ...
Die Personalausauswahl an Universitäten ist von hoher Relevanz. Die vorliegende Disseratation beschäftigt sich mit den Auswahlprozessen von Studierenden, Promovierenden und Postdocs und den Berufungsverfahren von Professor:innen. Der Fokus liegt auf drei elementaren Punkten der Prozesse: Verwendungshäufigkeit, Kriteriumsvalidität und Akzeptanz. Die Arbeit beantwortet die Fragen, welche Verfahren bei der Personalauswahl an Universitäten genutzt werden, wie gut sich mit verschiedenen Verfahren und Konstrukten der Erfolg von Studierenden, Promovierenden und Postdocs, und Professor:innen vorhersagen lässt und wie akzeptiert verschiedene Verfahren bei Personalauswahlverfahren an Universitäten sind. In zwei eigenen Studien werden Forschungslücken geschlossen und neue Erkenntnisse der Literatur ergänzt. Für Studie 1 wurde bei N = 164 Promovierenden erhoben, wie diese tatsächlich ausgewählt wurden. Promotionsstellen wurden am häufigsten durch frei geführte Auswahlgespräche und persönliche Kontakte besetzt. Bei N = 170 potenziellen Bewerbenden für eine Promotionsstelle wurden die Akzeptanzurteile für Auswahlverfahren erfragt. Frei geführte Auswahlgespräche, berufliche Erfahrungen, Arbeitsproben und strukturierte Auswahlgespräche erhielten die höchsten Akzeptanzwerte. Studie 2 beleuchtet die Kriteriumsvalidität und identifizierte Prädiktoren, die in einem Längsschnittdesign sowohl den objektiven als auch den subjektiven Laufbahnerfolg zwei Jahre nach Abschluss der Promotion bei N = 2 104 erfolgreich Promovierten vorhersagen konnten. Die Big Five Persönlichkeitseigenschaften Offenheit für neue Erfahrungen und Neurotizismus waren Prädiktoren für objektiven Laufbahnerfolg. Verträglichkeit und Neurotizismus konnten unterschiedliche Aspekte von subjektivem Laufbahnerfolg vorhersagen. Darüber hinaus konnte mittels Response Surface Analysen ein Persönlichkeits-Anforderungs-Fit in Offenheit für neue Erfahrungen und Extraversion objektiven Laufbahnerfolg vorhersagen.
... Cognitive ability is currently one of the most researched and stable predictors of academic performance (Stadler et al., 2016). Previous studies have focused on the direct impact of individual-level cognitive ability on academic performance (Kuncel et al., 2004;Miriam et al., 2011). In a study of 4,749 junior high school students by Xu and Li (2015), it was found that selective attention, short-term memory, and reasoning ability are significant predictors of language and mathematics performance. ...
... People have emphasized the important role of cognitive ability factors in the learning process (Kuncel et al., 2004;Miriam et al., 2011;Stadler et al., 2016). In China, many scholars have conducted research on students' academic performance and Cognitive ability, and the general public generally recognizes that students with strong Cognitive ability have good academic performance (Zhang, 2008;Xu and Li, 2015;Chen, 2016). ...
Increasing numbers of students around the world are suffering from mathematics anxiety. The main objective of this study is to investigate the relationship between mathematics anxiety and gender, grade, career choices, and academic achievement in Grade 10, 11, and 12 students. This study used the Revised Version of the Mathematics Anxiety Rating Scale to survey 1,548 high school students (570 males and 978 females) from high schools in Vietnam. A multivariate analysis of variance (MANOVA) test, Pearson correlation and multiple linear regression were used to analyze data. The results show that there are significant differences in the influence of grade, academic achievement, and students’ career choices on mathematics anxiety. Academic coping strategies, gender, grade, and career choices are significant predictors of mathematics anxiety. Grade 12 students have higher levels of mathematics anxiety than others. Students with high average mathematics scores (9.0–10.0) have higher levels of mathematics anxiety than students with lower scores. Besides, students choosing finance and economics or industrial engineering to pursue into higher education also experienced higher levels of mathematics anxiety than others. This study contributes to the general discussion about the nature of mathematics anxiety and the relationship between mathematics anxiety and academic achievement.
... There is a striking lack of studies that synthesize research evidence on selection methods for graduate study admissions while accounting for all four evaluative quality principles. Instead, the existing reviews and meta-analyses address evidence for each selection method separately: standardized testing (Kuncel & Hezlett, 2007bKuncel et al., 2004, recommendation letters (Kuncel et al., 2014), personal statements , and other various noncognitive measures (Kuncel et al., 2020;Kyllonen et al., 2005Kyllonen et al., , 2011Megginson, 2009). Moreover, these studies usually focus on predictive validity and rarely on procedural issues, with only limited or no attention to reliability, acceptability, and cost-effectiveness. ...
This review presents the first comprehensive synthesis of available research on selection methods for STEM graduate study admissions. Ten categories of graduate selection methods emerged. Each category was critically appraised against the following evaluative quality principles: predictive validity and reliability, acceptability, procedural issues, and cost-effectiveness. The findings advance the field of graduate selective admissions by (a) detecting selection methods and study success dimensions that are specific for STEM admissions, (b) including research evidence both on cognitive and noncognitive selection methods, and (c) showing the importance of accounting for all four evaluative quality principles in practice. Overall, this synthesis allows admissions committees to choose which selection methods to use and which essential aspects of their implementation to account for.
... Individual differences like the Intelligence Quotient level remain one of the most significant factors towards students' achievements. It is evident from the literature that individual student achievement is highly related to intelligence (from r=.3 to r=0.7) (Brody 1997;Gustafsson and Undheim 1996;Sattler and Ryan 2009;Chamorro-Premuzic, Quiroga, and Colom 2009;Colom and Flores-Mendoza 2007;Deary et al. 2007;Gottfredson 2002;Jensen 1998;Kuncel, Hezlett, and Ones 2004;Kyttälä and Lehto 2008;Laidra, Pullmann, and Allik 2007;Lemos et al. 2014;Neisser et al. 1996;Primi, Ferrão, and Almeida 2010;Rosander, Bäckström, and Stenberg 2011;Taub et al. 2008;Agarwal et al. 2021). (Agarwal et al. 2021) specifically targeted this fact and found that intelligence is significantly related to academic achievements. ...
This study probes the socioeconomic and school background factors that may affect students' marks in primary schools in northern Pakistan. The data was collected from four parts of the province. The result confirms that free lunch is an influential academic booster if provided to lower groups of students; in some cases, the school is away from students. Adequate staff and adequate funds, too, have elevating effects on marks. Male parents are a means of more academic gain for male students and less for females. Internet at home is a better option. Recommendations are delineated at the end.
... Just as we in this chapter at times highlight certain frames of reference (the scale of an individual rather than that of a classroom, for instance), mathematics education researchers frequently foreground particular aspects of mathematics identity with a view to deepening our insights relative to that specific aspect. Research in mathematics education and psychology indicate that two prominent aspects of individual student mathematics context that strongly connect to student mathematics performance are prior academic (and mathematics) performance (sometimes referred to as intelligence) (Deary et al., 2007;Frey & Detterman, 2004;Gustafsson & Undheim, 1996;Kuncel et al., 2004) and motivation (Gose et al., 1980;Schicke & Fagan, 1994;Spinath et al., 2006;Steinmayr & Spinath, 2009). These two characteristics are clearly connected in feedback loops wherein strong motivation can fuel higher performance, which can fuel further increases in performance as well as strengthened motivation; the reverse can also hold wherein lower academic performance can dampen motivation, which can contribute to further declines in performance (Guay et al., 2003;Marsh & Yeung, 1997). ...
Mathematics teaching is subject to cultural and temporal conditions. Not only do
school and societal conditions shift, and with them the composition of the student
body, but also curricular regulations and new mathematical and pedagogical insights
determine the content to be taught and the approach to learning used in mathematics classes. To reflect on mathematics teaching in a changing world, there is a need for continuous scientific research into this process of teaching mathematics. Results of this research also have a retrospective impact on mathematics teacher education insofar as the conditions of education need to be continuously adapted to the professional requirements of teachers in practice. Research on teaching mathematics thus bears a great responsibility and is a constantly evolving field of research for scholars around the globe.
This book comes at the time when the world is facing an ongoing global pandemic
and experiencing violence and unrest due to active war. This publication symbolizes a professional commitment and international collaboration par excellence apropos
teaching mathematics. The editors from three different continents and researchers
who represent sixteen institutions and eight countries worked constructively and
collaboratively with utmost respect for each other, with intentions to reflect on
existing research knowledge and to create new knowledge that can be shared and
used by other educators and researchers across the world.
In preparation for this book, our international group of researchers shared current
issues related to the evolution of research on teaching mathematics. We examined
the present state of research on mathematics teaching and discussed the theoretical and methodological challenges associated with it, including issues related to conceptualization, instrumentation, and design. Additionally, we explored the likely direction of future research developments. In our literature review and discussions on this project, it became evident that studies on teaching frequently establish direct relationships between units of analysis that, at first glance, cannot be assumed to be directly related in a chain of effects. There are examples of studies presented in this book that directly relate teacher competencies to student achievements using empirical measurement models in a causal or relational way. Without criticizing these studies across the board, however, it seems reasonable to consider moderating or intermediate variables in this chain of effects (Baron & Kenny, 1986), such as the initiated student learning activities observable by teachers in the classroom, aspects of instructional quality (e.g., classroom management or cognitive activation), or corresponding student variables such as attention and cooperation in class or students’ prior knowledge (e.g., Fig. 1).
Although there are researchers who do indeed study mediating variables (e.g.,
Blömeke et al., 2022), it became clear to us that there is a lack of a systematic
scientific overview of the complete chain of effects between teacher characteristics, activities, and students’ learning processes. Overviews of precisely these aspects of research on teaching and respective studies are scarce, which inspired this book.
... Just as we in this chapter at times highlight certain frames of reference (the scale of an individual rather than that of a classroom, for instance), mathematics education researchers frequently foreground particular aspects of mathematics identity with a view to deepening our insights relative to that specific aspect. Research in mathematics education and psychology indicate that two prominent aspects of individual student mathematics context that strongly connect to student mathematics performance are prior academic (and mathematics) performance (sometimes referred to as intelligence) (Deary et al., 2007;Frey & Detterman, 2004;Gustafsson & Undheim, 1996;Kuncel et al., 2004) and motivation (Gose et al., 1980;Schicke & Fagan, 1994;Spinath et al., 2006;Steinmayr & Spinath, 2009). These two characteristics are clearly connected in feedback loops wherein strong motivation can fuel higher performance, which can fuel further increases in performance as well as strengthened motivation; the reverse can also hold wherein lower academic performance can dampen motivation, which can contribute to further declines in performance (Guay et al., 2003;Marsh & Yeung, 1997). ...
In this chapter, we share insights and understandings from mathematics education research on internal context variables, which, for the presage-process-product frame for this book, are those characteristics of students or groups of students which affect responses to mathematics teacher behavior. We also connect student internal context to activities or actions of mathematics teachers and to student mathematics learning activities—student experiences that generatively support their internal contexts. Specifically, we trace the evolution of mathematics education research around the concepts of identity, students’ internal cognitive processes of constructing mathematics, and students’ psychosocial constructions of themselves as students of and doers of mathematics. We also highlight and characterize connections between these processes and external contexts such as teacher actions, mathematics learning activities, and student social/historical context.
... Just as we in this chapter at times highlight certain frames of reference (the scale of an individual rather than that of a classroom, for instance), mathematics education researchers frequently foreground particular aspects of mathematics identity with a view to deepening our insights relative to that specific aspect. Research in mathematics education and psychology indicate that two prominent aspects of individual student mathematics context that strongly connect to student mathematics performance are prior academic (and mathematics) performance (sometimes referred to as intelligence) (Deary et al., 2007;Frey & Detterman, 2004;Gustafsson & Undheim, 1996;Kuncel et al., 2004) and motivation (Gose et al., 1980;Schicke & Fagan, 1994;Spinath et al., 2006;Steinmayr & Spinath, 2009). These two characteristics are clearly connected in feedback loops wherein strong motivation can fuel higher performance, which can fuel further increases in performance as well as strengthened motivation; the reverse can also hold wherein lower academic performance can dampen motivation, which can contribute to further declines in performance (Guay et al., 2003;Marsh & Yeung, 1997). ...
In this chapter we investigate the evolution of research in mathematics education related to digital resources as an essential element of the external context for mathematics teachers’ professional activity. In the relevant research literature, we identified different themes and different kinds of evolution. We investigate the evolution of research with respect to educational policies related to digital resources, and to teacher integration of digital resources, including digital assessment. We also analyze the evolution of research concerning the quality of digital curriculum resources, and discuss emerging research questions related to mathematics and programming; to collective dimensions of teachers’ work with digital resources; and about the COVID-19 pandemic consequences. The different kinds of research developments are a result of evolution in the external context, or from more general trends in the research in mathematics education. We finally discuss possible directions for future research.
... Just as we in this chapter at times highlight certain frames of reference (the scale of an individual rather than that of a classroom, for instance), mathematics education researchers frequently foreground particular aspects of mathematics identity with a view to deepening our insights relative to that specific aspect. Research in mathematics education and psychology indicate that two prominent aspects of individual student mathematics context that strongly connect to student mathematics performance are prior academic (and mathematics) performance (sometimes referred to as intelligence) (Deary et al., 2007;Frey & Detterman, 2004;Gustafsson & Undheim, 1996;Kuncel et al., 2004) and motivation (Gose et al., 1980;Schicke & Fagan, 1994;Spinath et al., 2006;Steinmayr & Spinath, 2009). These two characteristics are clearly connected in feedback loops wherein strong motivation can fuel higher performance, which can fuel further increases in performance as well as strengthened motivation; the reverse can also hold wherein lower academic performance can dampen motivation, which can contribute to further declines in performance (Guay et al., 2003;Marsh & Yeung, 1997). ...
Lesson planning, assessment, and reflection constitute the key actions that teachers perform when students are not present in the classroom (henceforth, “Type D” variable). These “pre- and post-”actions are the most direct ways through which teachers shape their observable teaching work as mediated by their goals for their teaching. These goals are representations of teachers’ epistemological commitments apropos of teaching mathematics, whether those commitments be consciously espoused or unconsciously reproduced due to constraints within which they work. In this chapter, we survey the literature on lesson planning, assessment, and reflection according to eight epistemological paradigms that are widely known in the field of mathematics teaching. These epistemological paradigms are: Situated Learning Theory, Behaviorism, Cognitive Learning Theory, Social Constructivism, Structuralism, Problem Solving, Culturally Relevant Pedagogy, and Project- and Problem-Based Learning. We situate other perspectives on learning theory, which are derivatives of these prevailing paradigms, within this overarching frame. Our literature search revealed that some of the theoretical perspectives are well-reported in the literature whilst others have not received the same amount of attention from researchers. We detail each perspective, providing a definition, goals for teaching, pros and cons, and examples from the literature. We posit that, with the advent of the digital era of mathematics education, researchers must engage more explicitly with the theoretical perspectives we identified as underserved and must reckon with their own epistemological commitments more intentionally when reporting on studies regarding Type D.
... In this context, it is crucial to equip engineers with the necessary skills to innovate and tackle challenges. However, a risk-averse mindset among students has become a hindrance to their learning and growth, hindering their ability to develop skills in critical thinking, problem solving, and value creation [6]. This research paper aims to address this challenge through the introduction of an innovative multi-disciplinary project-based pilot course called "Innovation Through Making". ...
... Intelligent individuals' advanced cognitive abilities predispose them to learning resulting in positive effects on various indicators of academic achievement (Kuncel, Hezlett, & Ones, 2004). Accordingly, intelligent individuals might also list honors and awards in the Accomplishments section on LinkedIn. ...
Recruiters routinely use LinkedIn profiles to infer applicants’ key personality traits like narcissism and intelligence. However, little is known about LinkedIn profiles’ predictive potential to accurately infer personality. According to Brunswik’s lens model, accurate personality inferences depend on (a) the presence of valid cues in LinkedIn profiles containing information about users’ personality and (b) the consistent utilization of valid cues. We assessed narcissism (self-report) and intelligence (aptitude tests) in a mixed sample of 406 students/professionals along with 64 deductively derived LinkedIn cues coded by 3 trained coders. Applying nested cross-validated elastic nets, we demonstrate that (a) LinkedIn profiles contain valid information about users’ narcissism (e.g., uploading a background picture) and intelligence (e.g., listing many accomplishments). Furthermore, (b) mechanical perceivers like machine learning algorithms use these valid cues consistently so that the elastic nets attained substantial prediction accuracy (r = .28/.32 for narcissism/intelligence). This way, we uncover LinkedIn profiles’ potential to accurately infer personality: Personality can be inferred accurately if (a) the valid cues contained in LinkedIn profiles are (b) used consistently like a mechanical perceiver does. The results have practical implications for improving recruiters’ accuracy and foreshadow potentials of automated LinkedIn based personality assessments for recruitment purposes.
... Traditionally, high school grades and scores on standardized tests (e.g., intelligence tests) are considered predictors of college or university persistence, academic performance, and success (Sulaiman and Mohezar, 2006;Friedman and Mandel, 2011;Sparkman et al., 2012;van der Zanden et al., 2018). However, according to more recent studies, these explain only a modest amount of variance in a student's academic performance (Kuncel et al., 2004;Sparkman et al., 2012), and that is why researchers focus on nontraditional predictors of academic performance and success: study skills or social relationships (van der Zanden et al., 2018), emotional intelligence (Sparkman et al., 2012), personality variables (Mills and Blankstein, 2000), academic self-concept (Wouters et al., 2011), the level of anxiety (Křeménková et al., 2019) or motivation (Steinmayr and Spinath, 2009;van der Zanden et al., 2018). ...
The study is based on dispositional (career motivation) and social-cognitive (generalized self-efficacy) theories of personality, further on the expectancy-value theory of achievement motivation and future time perspective theory (task value, time, and study environment). The study aimed to explain the mechanism of the prediction relationship between motivation and students' performance. It was assumed that skills of planning and organizing (operationalized as generalized self-efficacy and learning strategies) mediate the prediction of motivation (career motivation and task value) on students' success (operationalized as academic achievement and employability). In two studies (N = 313, N = 219), the hypotheses of the mediation models were supported by structural equation modeling. Generally, the skills of organizing/planning fully mediated the students' performance, measured as academic achievement and employability (number of employers). The results show the importance of combining dispositional motivation characteristics with dynamic planning skills on the way to students' success. Traditional psychological predictors of performance, like general mental ability and conscientiousness, were not controlled. Higher education institutions could support motivated students on their way to success by teaching them how to plan and organize specific steps on their way to success.
... Among those researches, the factor of gender has been regarded as an important influencing factor, and this view has been supported by many experiments. More than ten years ago, some researchers were beginning to see clues to solving these long-standing problems: general intelligence is the most prominent predictor of academic success [1][2][3]. 2001 Over time, most experiments in this area also considered the role of gender. They found that, in general, girls tended to outperform boys in school [4][5][6][7][8][9]. ...
A persistent question in academia is the impact of gender differences on reading comprehension. English reading is an important part of English teaching in senior high school and occupies the largest proportion of the college entrance examination. High School English Curriculum Standards require that reading teaching should not only improve students' reading ability but also cultivate students' ability to effectively use English reading strategies. However, the authors found that there is a big difference in the English achievement of girls and boys, and there are many problems in the application of reading strategies. Given this, the author has carried out an investigation and research in this direction. In the study, the authors dissect this problem in depth and the three areas are: gender differences affect reading comprehension and attitudes; gender differences lead to differences in critical thinking that affect reading ability, and gender differences and empathy while reading. The paper will start by comparing the experimental conclusions of some outstanding scientists and expand the analysis of the reasons behind them. Finally, the paper summarize the researchers views and conclusions on this topic from three perspectives.
... This implies that, the level of education of CEAs has a predictive effect on the organizational performance of CHED. Kuncel et al. (2004) also found out that education facilitates performance in most jobs. Gold et al. (2001) argued that educated respondents are suitable for knowledge management capacity (KMC) practices because they are aware of the KM activities in the organization. ...
The study assessed community extension agents’ perceived effect of knowledge management capacity on the performance of the Cocoa Health and Extension Division (CHED) in Ghana. A descriptive correlation survey design was used. A hundred and sixty-six (166) randomly sampled Cocoa Extension Agents (CEA) from thirty (30) Districts in three (3) Cocoa regions of Ghana partook in the study. Data were analyzed using frequencies, percentages, means, standard deviation, correlation coefficients and ordinary least square regression. A statistically significant relationship (P<5%) was found between organizational performance and both knowledge management process and knowledge management infrastructure. The best predictors of organizational performance were knowledge management culture (36%), sex (6%), knowledge management acquisition (5%), level of education (3%) and knowledge management application (1%). The study concluded that, the overall rating of the knowledge management process, knowledge management infrastructure and leadership style were high in CHED. The study recommends CHED should boost its knowledge management technology infrastructure, develop a unique knowledge management culture, improve its knowledge management acquisition process by revamping its ICT units, intensifying on-the-job trainings, inspiring self-search and discovery, encouraging knowledge sharing and minimizing bureaucratic structures.
... Besides cognitive abilities, a blend of personality characteristics may make it necessary to be successful in medical studies and eventually in the medical profession, as per the evidence that observed personality traits is one of the main non-intellectual variables predicting academic achievement in the higher education [27]. While students' cognitive abilities and prior achievement are known to be among the best single predictors of academic success [28], studies have also supported that personality can predict academic performance where conscientiousness is consistently and positively related to first-year academic achievement, with specific qualities such as selfdiscipline and perseverance contributing to academic success [29]. Meanwhile, motivation can energise and direct one's behaviour towards achievement and has been linked to being an important determinant of academic success [25]. ...
Background
Our study determined Multiple Mini-Interview (MMI) effectiveness in evaluating specific skill sets based on medical students’ performances during the undergraduate years and compared the academic performances of medical students who appeared for onsite/online MMI.
Methods
A retrospective study of 140 undergraduate medical students between 2016 and 2020 included data on age, gender, pre-university results, MMI scores, and examination results. Appropriate non-parametric tests were applied to compare the students’ MMI and academic performances.
Results
Ninety-eight students from cohorts 12 to 15 had an overall MMI score of 69.0(IQR: 65.0—73.2)/100 and an overall Cumulative Grade Point Average(GPA) of 3.64 (3.42—3.78)/5.0. Spearman’s correlation revealed a significantly positive relationship between MMI and cGPA (rho = 0.23) and GPA from the first 2 semesters (GPA1 rho = 0.25, GPA2 rho = 0.27). This observation was similar to that for station A in the first year (cGPA rho = 0.28, GPA1 rho = 0.34, GPA2 rho = 0.24), and in station B (GPA4 rho = 0.25) and D (GPA3 rho = 0.28, GPA4 rho = 0.24) in the second year. Of twenty-nine cohort16 students, 17(58.6%) underwent online and 12(41.4%) offline modes of MMI assessment, respectively. The overall median MMI score was 66.6(IQR: 58.6—71.6)/100, and the overall median cGPA was 3.45 (3.23—3.58)/5.0. When comparing the median marks of cohort16 groups, the online group scored significantly higher marks for station D than the offline group (p = 0.040).
Conclusion
Correspondence between MMI scores and cGPA predicted MMI scoring during student selection and entry process might ensure the success of their academic performance in medical school.
... The disability of the student in understanding the concept of the subject is crucial as it reflects academic success. Furthermore, it leads to the prior prediction on student achievement (Kuncel et al., 2004;Hailikari et al., 2007). ...
... To face these uncontrollable changes and situations, individuals need to master stresscoping skills associated with career uncertainties and unanticipated changes, as well as become more effective and efficient at their jobs, which requires high levels of cognitive and emotional adjustment skills (Coetzee and Harry, 2014). Regarding cognitive adjustment skills, over the past few decades, meta-analyses have found individuals' general mental ability (i.e., g) to be a predictor of job performance and success (Hunter, 1986;Schmidt and Hunter, 1998;Kuncel et al., 2004). However, more studies have shown that IQ has little predictive power for job performance and it has less predictive power than it once did (i.e., Jencks, 1998), which might be due to the "Flynn effect" (Flynn, 2007). ...
Career success has been considered equally important for both personal and organizational development. The purpose of the current study was to examine how trait emotional quotient (EQ) and adversity quotient (AQ) contribute to individuals’ objective career success (job position) and subjective career success (organizational commitment). Participants included 256 Chinese adults who completed four measurements—the Self-Reported Emotional Intelligence Test, Resilience Scale, Grit Scale, and the Affective, Continuance, and Normative Commitment Scale—and provided demographic information. After validating the four scales used in this study, multiple regression analysis revealed that only one aspect of trait EQ (regulation of emotion) positively predicted one component of organizational commitment (affective commitment). Adversity quotient was measured on two dimensions: resilience and grit. Only consistency of interest (grit) positively predicted affective commitment. Perseverance of effort (grit) and acceptance of self and life (resilience) positively predicted normative commitment. Personal competence (resilience) positively predicted continuance commitment but negatively predicted normative commitment. Only acceptance of self and life (resilience) positively predicted job position. Overall, these findings demonstrate the specific influence of trait EQ and AQ on career success for organizational professionals who want to improve organizational productivity as well as individuals who want to achieve success at work.
... The theory relates to the study as it looks at different perspectives to background motivations and their influence on academic performance of students studying a specialized field such as ceramics. According to Kuncel et al., (2004), cognitive abilities and background knowledge are good predictors of academic success. ...
This study assessed the performance of ceramic students with different backgrounds at Kwame Nkrumah University of Science and Technology in Kumasi, Ghana, using the cross-sectional design. A total of 170 students were sampled using a simple random sampling technique. A questionnaire yielded the Cronbach’s Alpha of 0.89 which confirmed the required reliability of the instrument. Data was treated using t-test and ANOVA so as to establish the difference in performance by learners categorized according to their backgrounds. The study established no significant difference in performance between students with arts and those without arts background in SHS. The study did not establish difference in performance by students categorized according to their genders. The performance of second year students was significantly lower than that of the first and third and fourth years combined. This might be due to the fact that second years curriculum is the beginning of studio practice where students struggle to learn how to throw on the potter’s wheel and begin producing arts works. The study recommends that SHS teachers should enhance the teaching strategies of arts studies at the SHS level so that students who went through the studies might even outperform those who did not take the subject at the SHS level. Students in second year of studies need more attention as they navigate their path in the manipulation of clay for them to perform better in their studies before they join the two final years of ceramic studies.
... Cognitive ability is a strong predictor of job performance by managers and CEOs, and there is a very close correlation between academic achievement in the form of a university education and job performance (Wally and Baum 1994;Kuncel, Hezlett, and Ones 2004;Falato, Li, and Milbourn 2015). However, similar criticisms as to those for elite private schools have been leveled at the Oxford and Cambridge universities, particularly in the nineteenth century when the average chairman in our sample was of university age, in that they did not typically offer subjects of direct relevance to business and industry (Sanderson 1999, pp. ...
Alfred Marshall argued that the malaise of public companies in Edwardian Britain was due to the separation of ownership from control and a lack of professional management. In this paper, we examine the ownership and control of the c.1,700 largest British companies in 1911. We find that most public companies had a separation of ownership and control, but that this had little effect on their performance. We also find that manager characteristics that proxy for amateurism are uncorrelated with performance. Ultimately, our evidence suggests that, if Marshall was correct in identifying a corporate malaise in Britain, its source lay elsewhere.
... It might be that, as conjectured above, effects of intelligence on investment traits become particularly visible in late adolescence, due to older adolescents' stronger autonomy and sense of personal agency. Having a higher Gf increases the likelihood of favorable outcomes in achievement-related tasks (Roth et al., 2015), but also of more successful achievement experiences in general (Kuncel et al., 2004). In accordance with the skill development model (Calsyn & Kenny, 1977), more success inside and outside school might lead to more selfconfidence, higher ability self-concepts and, subsequently, to increasing levels of HS. ...
Introduction:
Investment theories have claimed reciprocal relations between intelligence and investment traits (i.e., personality traits related to seeking out, and dealing with, cognitive challenges). However, previous research has primarily addressed the effects of investment traits on intellectual development (environmental enrichment hypothesis) and often focused on either childhood or later adulthood. The present study investigated the effects of intelligence on investment traits (environmental success hypothesis) from mid to late adolescence.
Method:
In a 3-year longitudinal survey (2008-2011) covering four measurement occasions, the predictive effects of both fluid and crystallized intelligence on intraindividual change in both the achievement motive (i.e., hope for success and fear of failure) and need for cognition were examined. Overall, 476 adolescents (t1 : Mage = 16.43, SD = 0.55; 51.3% girls) from Germany participated.
Results:
Second-order latent growth models indicated that fluid intelligence predicted a steeper growth in hope for success (β = .40), but was unrelated to change in the other investment traits. Crystallized intelligence had no effects on the investment traits under study.
Conclusions:
The results contribute to the research on the bidirectionality of intelligence and investment traits and add to our understanding of personality development from mid to late adolescence. Specifically, they underline the importance of nurturing hope for success especially in individuals with lower intelligence, but also show that support for the environmental success hypothesis seems to be limited to certain investment traits.
... This short definition provides some scope to the effort, but there are many paths to enhanced mental performance (Hertzog et al., 2008). For example, some efforts try to predict professional success from potential candidates (Deary, 2012;Kuncel et al., 2004), whereas other efforts explore the cognitive benefits from health and fitness improvements (Hillman et al., 2008;Voss et al., 2013). There is little debate about the malleability of cognitive functioning from the empirical results. ...
Cognitive enhancement platforms have received growing interest as a means to improve workplace performance. Among the many commercial and professional organizations exploring cognitive training, the United States military has begun exploring the potential added value of cognitive enhancement tools. Whereas most platforms offer automated or algorithm-based solutions to support cognitive training, special operations have developed the role of a cognitive coach to support training. The current discussion provides several lessons learned when trying to bridge cognitive systems and enhancement tools within military operations that should apply to any organization seeking to improve cognitive performance among already high-performing personnel.
... With regard to academic performance, its prediction has been a relevant topic for a long time and different variables have been analysed to help explain the academic results of schoolchildren. Different research has related it to individual characteristics of basic cognitive processes such as processing speed, working memory, fluid intelligence, etc. (El Jaziz et al. 2020;Kiuru et al. 2012;Kuncel et al. 2004;Richardson et al. 2012;Sternberg et al. 2001). However, academic performance as a product of learning serves as an indicator of the level of learning (Alquichire R and Arrieta R 2018). ...
The concept of intelligence has been extensively studied, undergoing an evolution from a unitary concept to a more elaborate and complex multidimensional one. In addition, several research studies have focused their efforts for decades on the study of intelligence as a predictor of academic performance of students at different educational stages, being a stable and highly relevant predictor along with other variables such as executive functions, social context, culture or parental guardianship. Thus, the present study, based on a systematic review and meta-analysis, includes 27 studies with a total sample of 42,061 individuals. The main objective was to analyse the relationship between intelligence and academic performance using different predictive models that include moderating variables such as country of origin, type of intelligence, gender and age. The findings of this research highlight the significant, positive and moderate relationship between intelligence and academic performance (r = 0.367; p < 0.001), highlighting the predictive capacity on school performance when the type of intelligence (general and implicit; 35%) or the country of origin (45%) is taken as a moderating variable, with the explanatory models on age or sex not being significant. Therefore, it can be concluded that intelligence, in addition to being a good predictor of academic performance, is influenced depending on the type of intelligence or theoretical model taken as a reference, and also depending on the country or culture of origin.
... These findings were observed in both the language and mathematics scores, except for the rIFG in the language outcomes. Several findings have displayed that IA is the most stable and powerful predictor of SA in standardized tests 1,2,13,14,[17][18][19][56][57][58][59][60][61][62][63][64] . The mean correlation between general intelligence and academic performance is approximately 0.50, but it varies considerably depending on the variability of the measures and samples 14,[65][66][67] . ...
How well students learn and perform in academic contexts is a focus of interest for the students, their families, and the entire educational system. Although evidence has shown that several neurobiological factors are involved in scholastic achievement (SA), specific brain measures associated with academic outcomes and whether such associations are independent of other factors remain unclear. This study attempts to identify the relationship between brain structural parameters, and the Chilean national University Selection Test (PSU) results in high school graduates within a multidimensional approach that considers socio-economic, intellectual, nutritional, and demographic variables. To this end, the brain morphology of a sample of 102 students who took the PSU test was estimated using Magnetic Resonance Imaging. Anthropometric parameters, intellectual ability (IA), and socioeconomic status (SES) were also measured. The results revealed that, independently of sex, IA, gray matter volume, right inferior frontal gyrus thickness, and SES were significantly associated with SA. These findings highlight the role of nutrition, health, and socioeconomic variables in academic success.
... Batey and Furnham (2008) found that self-rated creativity was unrelated to cognitive ability while other studies examining the relationship between self-rated creativity and psychometrically measured cognitive ability suggest correlations of around .30-.40 (Ackerman & Wolman, 2007;Freund & Kasten, 2011). Meta-analytic ndings by Kuncel, Hezlett, and Ones (2004) reveal a .36 correlation between cognitive ability and evaluations of an individual's creative potential. ...
This chapter examines how individual creativity and teamwork impact team creativity in part through self-efficacy mechanisms. At the team level, it examines the role played by creative collective-efficacy and teamwork collective-efficacy mechanisms in a team’s creative performance. It concludes that the individual differences leading to fit with the creative task may differ from those leading to fit with teamwork. That is, individuals may prefer creative tasks due to relatively high creative self-efficacy and relatively good performance on creative tasks but may not want to work in teams because of low teamwork self-efficacy and low performance as a team player. However, while traits are stable, efficacy beliefs can be positively influenced by managers. Therefore, interventions aimed at building efficacy beliefs are useful when organizations cannot select individuals solely according to a set of desirable stable trait characteristics.
... For instance, Aberg et al. reported a positive association between cardiorespiratory fitness and cognitive performance in adolescents (18 years old) [7]. In the same line, meta-analytical evidence supports a direct association between both PA levels and fitness with academic performance and cognitive performance in children and adolescents [8][9][10], which is in turn related to having a better quality of life and success in the future [11,12]. Indeed, strong evidence supports a beneficial effect of regular PA and exercise on markers of cognitive performance, notably executive functioning, cognitive flexibility, language skills, attention, working memory, or processing speed [1,4,10]. ...
Strong evidence supports physical activity and fitness levels being positively associated with cognitive performance and overall academic performance in youth. This also applies to sports participation. However, whether participation in sports at the elite level is associated with greater academic performance remains unknown. Thus, the present study aimed to compare the academic performance of young elite athletes to that of control students, as well as to analyze whether the type of sport mediates these results. Between 2010 and 2019, all students from the last Baccalaureate course of the Spanish Elite Sport High School—which also includes non-elite athletes and recreational athlete students, who were categorized as controls—participated in this study. Academic performance was assessed through both the grade point average of the two last Baccalaureate courses and through the average grades from the University Entrance Examinations. Athletes were categorized attending to different sport classifications. A total of 1126 adolescents (570 girls, 18.2 ± 0.6 years) participated in the study, of which 483 and 643 were categorized as elite athletes and control students, respectively. Elite athletes attained a lower overall academic performance than controls (p < 0.001), which was confirmed for both sexes (p < 0.001). These differences were separately confirmed for most academic subjects (p < 0.05), as well as when attending to different sport classifications (all p > 0.05). Young elite athletes attained a lower academic performance than their non-elite peers, regardless of their type of sport. These findings highlight the importance of programs aimed at facilitating dual careers among young elite athletes.
... Prior research has demonstrated that creativity positively affects job performance. Kuncel et al. (2004) discovered, for instance, that cognitive intelligence capacities, such as creativity, are reliable indicators of an individual's work performance. According to Gong et al. (2009), employee performance is significantly affected by creativity. ...
As a result of Korea's strong hierarchical tradition, leaders in Korean ICT service organizations frequently disregard the relevance of their emotional expressions, which may be associated with the overall outcomes of team members' creativity and performance. Consequently, the goal of this study is to gain a deeper understanding of the relationship between team leaders' negative emotional displays and team members' positive and negative emotional responses, as well as the moderating effect of temporal diversity. Using data collected from 251 individuals in 50 teams across three Korean ICT businesses, structural equation models were evaluated. In order to explore the moderating effect of two temporal diversity theories based on emotion as social information theory, the model was separated into temporary and permanent teams. The findings of the global model reveal that members' emotional responses to perceived leaders' negative emotional displays are connected with their innovation and performance. Furthermore, only in a permanent team context do perceived leaders' negative emotional displays have a positive effect on team members' job performance. The findings have implications for how leaders might manage their emotional outbursts to boost the creativity and performance of their team members. This study added the context of ICT service firms to earlier research on emotion as social information theory. Field managers may find findings addressing the moderating influence of temporal diversity useful.
... Intelligence is considered the "most important trait or construct in all of psychology" (Schmidt, 2009, p. 4). As such, intelligence plays a crucial role for success in both work and education (Kuncel et al., 2004). ...
... Various studies have shown the relationship between cognitive ability and academic achievement, with strong associations found across different measures and domains for all ages and on all educational levels (e.g., r = .32 -.76; Lechner et al., 2017; see also Kuncel et al., 2004;Deary et al., 2007). Conscientiousness as described in the FFM (e.g., McCrae & Costa, 1987) is defined as "socially prescribed impulse control that facilitates task-and goal-directed behavior, such as thinking before acting, delaying gratification, following norms and rules and planning, organizing, and prioritizing tasks" (John et al., 2008, p. 120). ...
Cognitive ability is the most powerful predictor of academic achievement. However, increasing attention is being paid to the role of personality traits in students’ academic achievement. Results indicate incremental effects beyond cognitive ability, especially for conscientiousness. Investigating the interplay of conscientiousness and cognitive ability can increase understanding of students’ academic achievement and learning. This study examined whether there are interaction effects of a synergistic or compensatory nature. We applied the approach of integrative data analysis, using four highly powered data sets with a total of 18,637 upper secondary school students in Germany to investigate this research question across four different achievement measures and three educational domains (i.e., school subjects). We used an integrative approach and pooled the results across the four samples to obtain an average estimate of the hypothesized interaction effects. Findings support a small synergistic interaction, indicating that conscientiousness moderates the association between cognitive ability and achievement. This means conscientiousness can enhance the positive effects of cognitive ability. In conclusion, results highlight the role of the type of academic measure used and the domain investigated in understanding how personality and achievement are related, providing evidence of the interplay between effort-related traits such as conscientiousness and cognitive ability.
... Liu measured the cognitive abilities of spatial imagery, computation, and information processing in 499 Chinese children and teamed up to correlate students' Academic Achievement in mathematics and Chinese over two consecutive school years and found considerable associations between visual-spatial imagery, computation, and information processing abilities and Academic Achievement (Liu et al., 2021). Most of the previous studies of this type have been on the single effect of cognitive ability on Academic Achievement at the individual student level (Kuncel et al., 2004;Miriam et al., 2011). Chen (2016) argues that cognitive ability has a significant impact on the future direction of students, students with strong cognitive ability more likely to attend general high school and those with weak cognitive ability only going to vocational school. ...
In this study, cognitive ability was classified into memory ability, representational ability, information processing ability, logical reasoning ability, and thinking conversion ability, and analyzed the effects of these five ability values on academic achievement. Structural equation modeling (SEM) was used to analyze the moderating effect of Self-monitoring between cognitive ability and Academic Achievement, using students’ Self-monitoring as moderating variables. The results of the study showed that cognitive ability can significantly and positively affect academic achievement, while Self-monitoring can significantly moderate the effect of cognitive ability on academic performance, with a significant moderating effect on math subjects and English subjects among achievement subjects, and the higher the value of cognitive ability, the stronger the moderating effect.
... Kognitive Fähigkeiten stellen neben Noten ebenfalls einen häufig untersuchten Prädiktor für Studienerfolg dar. In einer Metaanalyse von Kuncel et al. (2004) werden mittlere korrigierte Korrelationen verbaler Intelligenztests zu Studiendurchschnittsnoten um 0,40 berichtet. ...
In dem Beitrag geht es um die Beschreibung eines Instrumentes zur Erfassung von Teilbereichen allgemeiner Studierfähigkeit. Das Instrument greift die bisher selten verwendete Methode auf, Studierfähigkeit aus Sicht der abnehmenden Institutionen durch eine Analyse der Lehrmaterialien zu erfassen. Für seine optimale Passgenauigkeit wurden zunächst universitäre Lehrmittel und Prüfungen der 16 größten Studienfächer in der Schweiz in einer speziellen Grob- und Feinkodierung analysiert, um die Anforderungen zu Studienbeginn empirisch zu bestimmen. Auf Basis der Kodierungen wurde das Instrument konstruiert. Im Beitrag wird diese Vorgehensweise anhand der beiden Tests für Mathematik und Erstsprache als Bestandteile des Instruments beschrieben. Die Daten eines Nachfolgepanels, bei der rund 1000 Studierende längsschnittlich zu ihrem Studienerfolg befragt wurden, erlauben Aussagen zur prädiktiven Validität der Tests. Implikationen für die Konstruktion und Nutzung eines solchen Verfahrens werden aufgezeigt.
... Another measurement consideration is what outcomes we should be targeting for improvement. Psychometric intelligence predicts learning and skill development (Beier & Ackerman, 2005;Burgoyne et al., 2016) and numerous real-world outcomes (Kuncel et al., 2004). However, it is not necessarily the case that engagement with those activities will directly affect intelligence (Sala & Gobet, 2017;Simons et al., 2016). ...
In light of normative declines in some areas of cognition with age, this chapter considers the potential of behavioral pathways for mitigating and delaying these declines. In particular, it reviews evidence for causal effects of activity engagement and social integration on cognitive development in adulthood, noting some of the challenges in interpreting existing literature for guiding policy and practice. It also discusses some of the neurocognitive, socioemotional, and motivational mechanisms that may contribute to effects of engagement and social integration on cognitive health and concludes with an argument for the utility of an ecological approach to develop principles of lifespan cognitive health.
The present study tests the idea that individuals high on both trait Openness-to-Experience and fluid intelligence can suffer from an overactive mental state that depletes cognitive capability and leads to restless and impulsive behavior. In all, 118 participants (58 females, 59 males) were tested using the multidimensional assessment of fluid intelligence (GIA), an Open-to-Experience trait measure (HEXACO), and Levenson's secondary psychopathy questionnaire. Although analysis of variance (ANOVA) analyses revealed no interaction between Openness and fluid intelligence, an examination of the lower-order items of Openness and GIA revealed significant interactions in the female sample, particularly with esthetic appreciation. The results also suggest Openness as a unique predictor of secondary psychopathy, however the same does not hold true for fluid intelligence. The findings are discussed in relation to personnel selection procedures. Key considerations for attention capacity and activation theory are proposed. Sample size limitations are acknowledged.
The purpose of the present study was to evaluate the reliability and validity of the General Aptitude Test (GAT), a national instrument for the measurement of aptitude/achievement in the Kingdom of Saudi Arabia as a function of daytime testing. Participants were 722 students who took on the GAT across morning and evening administrations in a within-person pre-post design. Participants were matched for gender, parental education, and test center characteristics (i.e., size). The GAT was tested for its psychometric properties and its measurement invariance across time of day. Results pointed to a significant misfit using an exact invariance protocol. Specifically, there was a large number of non-invariant items pointing to Differential Item Functioning (DIF). Second, internal consistency reliabilities were consistently lower during morning testing compared to evening testing as evidenced using both statistical and visual means. Concerns about dimensionality were also raised for the morning compared to the evening administration. Last, comparison of performance levels indicated that morning testing was associated with significant decrements in performance across all domains compared to performance levels during evening testing. The results have implications for the validity of measurement and public testing policy if test validity during morning administration is compromised.
In this revised and updated edition of Hunt's classic textbook, Human Intelligence, two research experts explain how key scientific studies have revealed exciting information about what intelligence is, where it comes from, why there are individual differences, and what the prospects are for enhancing it. The topics are chosen based on the weight of evidence, allowing readers to evaluate what ideas and theories the data support. Topics include IQ testing, mental processes, brain imaging, genetics, population differences, sex, aging, and likely prospects for enhancing intelligence based on current scientific evidence. Readers will confront ethical issues raised by research data and learn how scientists pursue answers to basic and socially relevant questions about why intelligence is important in everyday life. Many of the answers will be surprising and stimulate readers to think constructively about their own views.
During the Covid-19 era, Ghana's cocoa sector relied heavily on mobile phone agriculture for extension delivery services, aiming to enhance climate-smart agricultural activities and overcome physical limitations. However, there is limited literature on the role of mobile phones in extension delivery during the pandemic. The study investigated the effectiveness of mobile phone agriculture in extension delivery and its relationship with climate-smart agricultural practices in Ghana's cocoa sector during the pandemic. The study selected 152 community extension agents in the Ashanti Region. The cross-sectional data was estimated using frequencies, percentages, means, standard deviations Pearson, Point Biserial, Spearman rho, and ordinary least squares regression. The result indicates a positive correlation between mobile phone agriculture extension delivery and climate-smart agricultural practices. Additionally, there was a significant relationship between climate-smart practices and factors such as knowledge, skills, frequency, and intensity of phone use. However, years of experience and age showed a negative relationship. The findings showed that funding, knowledge of use, and years of experience as influential factors in climate-smart agricultural activities facilitated by mobile phone extensions. To reach underserved cocoa communities, the Ghana Cocoa Board must enhance the capacity of community extension agents. Countries considering an intensive adoption of mobile phone agriculture for innovative extension services in climate-smart agriculture should consider factors like knowledge, skills, duration, frequency, and financial investments in acquiring, converting, applying, protecting, and distributing climate-smart agricultural information. The study contributes to mitigating the negative impact of climate change through the application of climate-smart information in agriculture.
Despite the popularity of strategy courses and the fact that managers make consequential decisions using ideas they learn in such courses, few studies examine the learning outcomes of taking a strategy course—a research gap most likely the result of the methodological challenges of measuring these outcomes in realistic ways. This paper provides a large-sample study of what individuals learn from taking a strategy course and how those learning outcomes depend on individual characteristics. We examine how 2,269 master of business administration (MBA) students evaluate real-world video cases before and after taking the MBA core strategy course at a large U.S. business school. We document several changes in their performance, mental representations, and self-perceptions. Among other findings, we show that taking a strategy course improves strategic decision making, increases the depth of mental representations and the attention paid to broader industry and competitive concerns, and boosts students’ confidence, while making them more aware of the uncertainty pervading strategic decisions. We also find that the magnitude and significance of these changes are associated with individual characteristics, such as cognitive ability, prior knowledge, and gender.
Research on gender issues and mathematics education is often conducted in classroom settings and/or with teachers, students, and parents. However, perspectives about mathematics from adults beyond teachers and parents can have an impact on students. Thus, we conducted research in Australia and Canada about the general public’s views of gender and mathematics. Participants (n = 405) were surveyed using a questionnaire in which all questions were worded in a non-binary manner. In this article, we focus on participants’ views about gender and mathematics ability, and the importance of studying mathematics by gender. We report both overall trends and trends by demographic group (country, gender, age, and education level). The majority of participants indicated that there was no relationship between gender and mathematics ability or between gender and the importance of studying mathematics. Participants with gendered views typically felt that boys/men/males are better at mathematics and that it was more important for girls/women/females to study mathematics. Although the findings were generally encouraging, the existence of sexist, stereotyped views highlights the need for additional work to probe people’s views of gender and mathematics. Our study is an example of mathematics education research conducted in a gender-inclusive way.
Im Hinblick auf die Entwicklung von Handlungskompetenz werden bei Studierenden mit Berufsziel «Lehrperson» kognitive und nicht kognitive Eingangsvoraussetzungen zunehmend beachtet. Der Einfluss auf den Studienerfolg ist jedoch empirisch noch nicht hinreichend geklärt. Der vorliegende Beitrag untersucht anhand von Längsschnittdaten für zwei Deutschschweizer Gruppen von 74 Studierenden der Lehrpersonenbildung und 463 Studierenden anderer Studiengänge die Effekte von kognitiven Voraussetzungen und Studienwahlmotiven auf Bachelorabschlussnoten. Den Pfad- und Strukturgleichungsmodellen zufolge unterscheidet sich in den beiden Gruppen die Bedeutsamkeit einzelner Prädiktoren für den jeweiligen Studienerfolg.
The last decades have seen a number of developments highlighting the need for evidence-based selection methods for admissions to research masters’ programs. Among them are: (1) a switch from an open admissions model and the weighted lottery approach to selective admissions, (2) yearly increasing numbers of (inter)national applicants, (3) rising diversification of application files and a commitment of universities to the diversity mission, and (4) increasing societal expectations for fair, objective, inclusive, and transparent admissions. Accordingly, among the stakeholders (applicants, admissions committee, policy makers) calls for such an evidence base have grown louder. This dissertation seeks to enlarge the evidence base which is sought to (a) to contribute to the research field of student selection and (b) to help admissions committees to choose evidence-based selection methods for their selection decisions.
In doing so, this dissertation aims to evaluate available selection methods in regard to their validity, acceptability by stakeholders, procedural issues, and transparency. As part of this dissertation, a number of selection methods have been assessed for their predictive validity. Additionally, a review has been conducted evaluating a wide range of selection methods used in STEM-related disciplines. Based on this dissertation, a number of recommendations can be formulated. First, the use of selection methods that lack predictive validity should be discontinued. Second, evidence-based selection methods should constitute an important part of a sound admissions process. Finally, researchers and admissions practitioners alike should perhaps remain open to alternative ways of admissions rather than selective admissions in their current form.
Established and well-known employers in Bangladesh often complain that suitable candidates are not available for employment in their organizations, despite the millions of unemployed graduates in the country. This bears clear witness that graduates in Bangladesh are mostly unable to fulfill the needs and expectations of established and well-known employers. Employing a qualitative research approach, this article explores the desired employability skills and graduates’ work readiness from the perspective of established and well-known employers in Bangladesh. The study identified the desired skills and traits as ‘communication’ ‘teamwork and collaboration’, ‘problem solving’, ‘computer literacy and technical skill’, ‘honesty and integrity’, ‘hardworking and willingness to take on extra work’, ‘achievement orientation’, ‘adaptability’, ‘time management’, ‘leadership’, ‘personality’ and ‘academic results and knowledge’. The study also revealed that graduates mostly lack the necessary skills as envisaged by Bangladeshi employers. As employers have outright authority in the selection of graduates, it is suggested that universities work together with industries to develop the skills and traits they demand. This is the first study, to the authors’ knowledge, to explore employability skills and graduates’ work readiness from the perspective of established and well-known employers in Bangladesh.
In this chapter we discuss the link between intelligence and problem-solving. To preview, we argue that the ability to solve problems is not just an aspect or feature of intelligence – it is the essence of intelligence. We briefly review evidence from psychometric research concerning the nature of individual differences in intelligence, and then review evidence for how intelligence relates to complex problem-solving. We also consider the question of what mechanisms might underlie both problem-solving and intelligence, focusing on fluid intelligence and some of our own research on placekeeping ability. We then discuss the predictive validity of intelligence as it relates to job performance, mortality, expertise, and academic achievement. We also discuss practical uses of intelligence tests. Finally, we consider the question of whether intelligence as problem-solving ability can be improved through training. We close with directions for future research.
Objective
To test the association of early disease severity with grade 12 standards tests performance in individuals with childhood-onset chronic rheumatic diseases (ChildCRDs), including juvenile arthritis and systemic autoimmune rheumatic diseases.
Methods
We used linked provincial administrative data to identify ChildCRD patients born between 1979 and 1998 in Manitoba, Canada. Primary outcomes were Language and Arts achievement index (LAI) and Maths achievement index (MAI) scores from grade 12 standards tests results and enrollment data. A secondary outcome was enrollment in grade 12 by age 17 years. Latent class trajectory analysis identified disease severity groups using physician visits following diagnosis. Multivariable linear regression tested the association of disease severity groups with LAI and MAI scores, and logistic regression tested the association of disease severity with age-appropriate enrollment, after adjusting for sociodemographic factors and psychiatric morbidities.
Results
The study cohort included 541 patients (70.1% females). A 3-class trajectory model provided the best fit; it classified 9.7 % as severe, 54.5% as moderate and 35.8% as mild disease. After covariate adjustment, severe disease was associated with poorer LAI and MAI scores but not with age-appropriate enrollment.
Conclusion
Among ChildCRD patients, those with severe disease performed more poorly in grade 12 standards tests, independent of sociodemographic and psychiatric risk factors. Clinicians should work with educators and policymakers to advocate for supports to improve education outcomes of ChildCRD patients.
Objective:
Although intelligence and personality traits have long been recognized as key predictors of students' academic achievement, little is known about their longitudinal and reciprocal associations. Here, we charted the developmental interplay of intelligence, personality (Big Five) and academic achievement in 3,880 German secondary school students, who were assessed four times between the ages 11 and 14 years (i.e., in grade 5, 6, 7, and 8).
Method:
We fitted random-intercept cross-lagged panel models (RI-CLPs) to investigate reciprocal within-person associations between (a) academic achievement and intelligence, (b) academic achievement and personality, as well as (c) intelligence and personality.
Results:
The results revealed negative within-person associations between Conscientiousness and Extraversion assessed at the first wave of measurement and intelligence assessed at the second wave. None of the reciprocal personality-achievement associations attained statistical significance. Academic achievement and intelligence showed reciprocal within-person relations, with the strongest coefficients found for achievement longitudinally predicting intelligence.
Conclusions:
Our work contributes to developmental theorizing on interrelations between personality, intelligence, and academic achievement, as well as to within-person conceptualizations in personality research.
Background
Our study determined Multiple Mini-Interview (MMI) effectiveness in evaluating specific skill sets based on medical students’ performances during the undergraduate years and compared the academic performances of medical students who appeared for onsite/online MMI.
Methods
A retrospective study of 140 undergraduate medical students between 2016 and 2020 included data on age, gender, pre-university results, MMI scores, and examination results. Appropriate non-parametric tests were applied to compare the students’ MMI and academic performances.
Results
Ninety-eight students from cohorts 12 to 15 had an overall MMI score of 69.0(IQR: 65.0–73.2)/100 and an overall Cumulative Grade Point Average(GPA) of 3.64 (3.42–3.78)/5.0. Spearman’s correlation revealed a significantly positive relationship between MMI and cGPA (rho = 0.23) and GPA from the first 2 semesters (GPA1 rho = 0.25, GPA2 rho = 0.27). This observation was similar to that for station A in the first year (cGPA rho = 0.28, GPA1 rho = 0.34, GPA2 rho = 0.24), and in station B (GPA4 rho = 0.25) and D (GPA3 rho = 0.28, GPA4 rho = 0.24) in the second year. Of twenty-nine cohort16 students, 17(58.6%) underwent online and 12(41.4%) offline modes of MMI assessment, respectively. The overall median MMI score was 66.6(IQR: 58.6–71.6)/100, and the overall median cGPA was 3.45 (3.23–3.58)/5.0. When comparing the median marks of cohort16 groups, the online group scored significantly higher marks for station D than the offline group (p = 0.040).
Conclusion
Correspondence between MMI scores and cGPA predicted MMI scoring during student selection and entry process might ensure the success of their academic performance in medical school.
The NYU Teaching and Learning master’s program has a progressive curriculum and
teaches for creative freedom and intrinsic motivation in their classrooms. If the program is effective, it is creating more creative, intrinsically motivated, and innovative teachers, who implement non-traditional pedagogies. If graduates of the program teach towards creativity in
their classrooms, the program is successful in impacting classroom pedagogy, student creativity, and what we define effective teaching to be. (New York University 2022) The goal of this research is to know if teachers that graduate from this program feel that they do implement non-traditional pedagogies that are geared toward creative freedom in their classrooms now or if they have continued on the path of traditional teaching pedagogies.
Through analyzing the data in this research study, it is reasonable to conclude that the English Teaching and Learning master’s program at NYU is effective in creating teachers who use non-traditional pedagogies and care about inspiring creativity in their students.
The aim of this study was to examine the effect of relaxation training on anxiety and academic achievement in adolescents. By this mean,40girl students of second grade of middle school in Tehran were selected using random cluster sampling and screening in anxiety by completing Zoong anxiety self-reporting questionnaire (1970) and divided into two tests and control groups by random assignment. Then, the test group (one hour sessions and 3 sessions in per week) were taught relaxation training through 12 educational sessions and it is noteworthy that no education was given to control group. Upon completion of educational sessions both test and control groups were tested again with Zoong anxiety self-reporting questionnaire. To examine the participants' academic achievement, the grade point average (GPA( of the first term for pre- test and GPA of the second term for post- test were taken into account. The results of a MANCOVA showed that relaxation training reduced anxiety and increased academic achievement ( p
Recently, multiple, speeded assessments (e.g., "speeded" or "flash" role-plays) have made rapid inroads into the selection domain. So far, however, the conceptual underpinning and empirical evidence related to these short, fast-paced assessment approaches has been lacking. This raises questions whether these speeded assessments can serve as reliable and valid indicators of future performance. This article uses the notions of stimulus and response domain sampling to conceptualize multiple, speeded behavioral job simulations as a hybrid of established simulation-based selection methods. Next, we draw upon the thin slices of behavior paradigm to theorize about the quality of ratings made in multiple, speeded behavioral simulations. In two studies, various assessor pools assessed a sample of 96 MBA students in 18 3-min role-plays designed to capture situations in the junior management domain. At the individual speeded role-play level, reliability and validity were not ensured. Yet, aggregated across all assessors' ratings of all speeded role-plays, the overall score for predicting future performance was high (.54). Validities remained high when assessors evaluated only the first minute (vs. full 3 min) or received only a control training (vs. traditional assessor training). Aggregating ratings of performance in multiple, heterogeneous situations that elicit a variety of domain-relevant behavior emerged as key requirement to obtain adequate domain coverage, capture both ability and personality (extraversion and agreeableness), and achieve substantial validities. Overall, these results show the importance of the stimulus and response domain sampling logic and send a strong warning to using "single" speeded behavioral simulations in practice. (PsycInfo Database Record (c) 2022 APA, all rights reserved).
Begriff und Konstrukt – »Drei-Ringe-Modell« und »Triadisches Interdependenzmodell« – Das »Münchner Hochbegabungsmodell« und seine Erweiterung – Hochbegabung als hohe Ausprägung von g – Wider die »Kreativität« in der Hochbegabtenidentifikation – Administrative Hochbegabungskonzeptionen – Gardners »Multiple Intelligenzen« – Mehrphasiges Vorgehen bei der Hochbegabtenidentifikation – Hochbegabtenidentifikation durch Eltern, Lehrer oder Peers? Eigenschaften Hochbegabter – Fördermaßnahmen – Überspringen und vorzeitige Einschulung –Aspekte innerer Differenzierung – Akzeptanz von Fördermaßnahmen – Literatur.
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[Concept and construct –"Three Ring Model" and "Triadic Interdependence Model" – The "Munich Model of Giftedness" and its extension –Giftedness as a high general intelligence g – The problem of "creativity" – Administrative conceptions of giftedness – Gardner's "Multiple Intelligences" – Measurement and identification – Multi-stage approach to identifying gifted –Identification by parents, teachers or peers? – Characteristics of gifted – Nurturing the gifted – Grade skipping and early school entry –Internal differentiation – Acceptance of nurturing activities – References]
This study examined the effect of transport management practices on firms' performance in Lagos State, Nigeria. Purposive sampling was used to select ten food and beverages companies listed on the Nigerian Stock Exchange (NSE). Data obtained were analyzed using factor analysis and multiple regression. The results of the factor analysis revealed a KMO value of .546; p = 0.000. The total variance explained by the eight factors retained when rotated using Varimax = 47.071%. Consequently, the 13 factor loadings were then used as factor scores for Multiple Regression. The results of the multiple regression showed that transport management practices have a significant effect on the logistics performance of the sampled firms thereby influencing firms' performance (R 2 = 0.626, F-= 34.971, p = .000). However, only the coefficients of three factors were significant with p = 0.000. These factors are freight expenses; shipment tracking; vehicle routing and scheduling with standardized coefficients of 0.737; 0.196 and 0.173 respectively. The findings suggest the need for managers of the sampled firms to develop a dynamic transportation strategy for their supply chains that must be responsive, both as to service and cost demands and also implement the Logistics 4.0 in order to further drive performance.
Biologically based senescence processes and cumulative opportunities for experience collectively give rise to profound changes in cognition in later adulthood, the trajectories of which vary considerably across individuals. This review focuses on how cognitive aging is shaped by engagement—defined as the ongoing investment of personal resources (e.g., time, attention) to activities, social networks, and experiences—through the adult life span. We review evidence for the effects of different forms of engagement on cognitive aging and consider plausible mechanistic pathways for such effects. Working within an ecological framework, we consider “design solutions” for lifestyle engagement to shape adult cognitive development given the necessary trade-offs endemic to goal-directed systems (e.g., current needs versus long-term preparation, flexibility versus robustness, exploration versus exploitation). Given the limited evidence for broad-based effects of skill training on late-life cognitive health, we argue that a promising paradigm for successful cognitive aging will be to probe synergistic effects of engagement on cognitive aging. Recent developments in personal technology offer promise for innovation in intervention and in measurement.
Expected final online publication date for the Annual Review of Developmental Psychology, Volume 4 is December 2022. Please see http://www.annualreviews.org/page/journal/pubdates for revised estimates.
This article summarizes the practical and theoretical implications of 85 years of research in personnel selection. On the basis of meta-analytic findings, this article presents the validity of 19 selection procedures for predicting job performance and training performance and the validity of paired combinations of general mental ability (GMA) and the 18 other selection procedures. Overall, the 3 combinations with the highest multivariate validity and utility for job performance were GMA plus a work sample test (mean validity of .63), GMA plus an integrity test (mean validity of .65), and GMA plus a structured interview (mean validity of .63). A further advantage of the latter 2 combinations is that they can be used for both entry level selection and selection of experienced employees. The practical utility implications of these summary findings are substantial. The implications of these research findings for the development of theories of job performance are discussed.
The authors evaluated an improved procedure for range-restriction corrections in meta-analysis When population correlations were approximately normally distributed, the new nonlinear range-correction procedure improved the accuracy of the Schmidt-Hunter (S-H) interactive method in estimating both the mean (M(rho)) and standard deviation (SD(rho)) of population correlations, making it the most accurate of the procedures examined. In the homogeneous case (SD(rho) = 0), the nonlinear range correction again improves accuracy of estimates of SD(rho). In this important case, Taylor Series Approximation (TSA) 1 is considerably less accurate than the S-H interactive and the TSA2 procedures, and N. S. Raju, M. J. Burke, J. Normand, and G. M. Langlois's (1991) procedure yields the least accurate estimates of SD(rho). Finally, the authors found that the nonlinear range-correction procedure produces improvements in the accuracy of the interactive method even under extreme violations of the normality assumption.
Given the overwhelming research evidence showing the strong link between general cognitive ability (GCA) and job performance, it is not logically possible for industrial -organizational (I/O) psychologists to have a serious debate over whether GCA is important for job performance. However, even if none of this evidence existed in I/O psychology, research findings in differential psychology on the nature and correlates of GCA provide a sufficient basis for the conclusion that GCA is strongly related to job performance. In I/O psychology, the theoretical basis for the empirical evidence linking GCA and job performance is rarely presented, but is critical to understanding and acceptance of these findings. The theory explains the why behind the empirical findings. From the viewpoint of the kind of world we would like to live in - and would like to believe we live in - the research findings on GCA are not what most people would hope for and are not welcome. However, if we want to remain a science-based field, we cannot reject what we know to be true in favor of what we would like to be true.
Adolescents identified before the age of 13 (N = 320) as having exceptional mathematical or verbal reasoning abilities (top 1 in 10,000) were tracked over 10 years. They pursued doctoral degrees at rates over 50 times base-rate expectations, with several participants having created noteworthy literary, scientific, or technical products by their early 20s. Early observed distinctions in intellectual strength (viz., quantitative reasoning ability over verbal reasoning ability, and vice versa) predicted sharp differences in their developmental trajectories and occupational pursuits. This special population strongly preferred educational opportunities tailored to their precocious rate of learning (i.e., appropriate developmental placement), with 95% using some form of acceleration to individualize their education.
Meta-analysis is arguably the most important methodological innovation in the social and behavioral sciences in the last 25 years. Developed to offer researchers an informative account of which methods are most useful in integrating research findings across studies, this book will enable the reader to apply, as well as understand, meta-analytic methods. Rather than taking an encyclopedic approach, the authors have focused on carefully developing those techniques that are most applicable to social science research, and have given a general conceptual description of more complex and rarely-used techniques. Fully revised and updated, Methods of Meta-Analysis, Second Edition is the most comprehensive text on meta-analysis available today. New to the Second Edition: * An evaluation of fixed versus random effects models for meta-analysis* New methods for correcting for indirect range restriction in meta-analysis* New developments in corrections for measurement error* A discussion of a new Windows-based program package for applying the meta-analysis methods presented in the book* A presentation of the theories of data underlying different approaches to meta-analysis
A broad understanding of the skills and characteristics associated with successful performance in graduate school was developed through discussions with two groups of distinguished graduate faculty members, 15 in all. The first group consisted of psychologists with expertise in cognition and assessment. The second group was composed of faculty from other fields. These discussions had four major outcomes. The first was a characterization of the graduate education process as a form of apprenticeship that was suggestive of the kinds of skills and characteristics that contribute to success in many graduate programs. The second outcome was the identification of critical skills associated with scholarly and professional competence not currently measured by graduate admissions tests. A tentative list of the following seven competencies was developed: (1) communication; (2) creativity; (3) explanation; (4) motivation; (5) planning; (6) professionalism; and (7) synthesis. The last two outcomes concerned the assessment of these competencies through discipline-specific simulation testing and exercises that would allow students to display the identified competencies. An appendix lists the faculty consultants. (Contains 1 table and 42 references.) (Author/SLD)
Based on data from 4 independent studies reported by R. Vineberg and E. N. Taylor (1972) with a total sample size of 1,474, path analysis was used to examine the causal impact of job experience on job knowledge, performance capability as measured by job sample tests, and supervisory ratings of job performance. Findings support the conclusion that (1) when mean job experience is 2–3 yrs, there is substantial variance in job experience and (2) when the jobs are of an intermediate complexity level, job experience has a substantial direct impact on job knowledge and a smaller direct impact on performance capabilities as assessed by job sample measures. Job experience also has a substantial indirect effect on work sample performance through its effect on job knowledge, which, in turn, was found to be the strongest determinant of work sample performance. The pattern and magnitude of causal effects of general mental ability were similar to those of job experience. The effect of job knowledge on supervisory ratings was several times stronger than the effect of job sample performance, confirming the findings of J. E. Hunter (1983). When job experience was held constant, the direct impact of ability on the acquisition of job knowledge increased substantially, and this, in turn, increased the indirect effect of ability on job sample performance. (28 ref) (PsycINFO Database Record (c) 2012 APA, all rights reserved)
Comments on R. J. Sternberg and R. K. Wagner's (see record
1993-32168-001) article concerning the flaws of the "
g-ocentric" view of intelligence and job performance, arguing that Sternberg and Wagner attempt to introduce 2 new constructs, tacit knowledge and practical intelligence, that are not needed in determining job performance. These constructs are redundant with the existing construct of job knowledge, which is broader and more powerful. (PsycINFO Database Record (c) 2012 APA, all rights reserved)
Examined the structural validity of the multiple-choice items of the Sternberg Triarchic Abilities Test (STAT) regarding the existence and separability of the 3 aspects (creative, analytical, and practical) of intelligence in 3 content modalities, by using the techniques of confirmatory factor analysis on a combined sample of 3,278 school students (12–18 yrs old) from the US, Finland, and Spain. The results of the comparison of a number of models—using the strategy of hierarchical confirmatory factor analysis (HCFA) and comparing nested and alternative models, specified under different assumed theories relative to a unidimensional concept of general intelligence, a traditional factorial concept, and a triarchic model—illustrate that the second-order factor model based on the triarchic theory of intelligence achieves the best (albeit far from perfect) fit to the empirical data. The results of this study provide some support for the construct validity of the STAT and of the triarchic theory of intelligence on which it is based. (PsycINFO Database Record (c) 2012 APA, all rights reserved)
Personnel psychologists have traditionally believed that employment test validities are situation specific. This study presents a Bayesian statistical model that is based on the alternate hypothesis that variation in validity outcomes from study to study for similar jobs and tests is artifactual in nature. Certain outcomes using this model permit validity generalization to new settings without carrying out a validation study of any kind. Where such generalization is not justified, the procedure is considered to provide an improved method of data analysis and decision making for the necessary situational validity study. Application to 4 distributions of empirical validity coefficients is presented to demonstrate the power of the model. (22 ref) (PsycINFO Database Record (c) 2012 APA, all rights reserved)
Tested F. L. Schmidt and J. E. Hunter's (1977) Bayesian validity generalization procedure. This procedure was applied to 56 distributions of validity coefficients drawn from 698 published and unpublished studies representing 5 clerical job families, 10 test types, and 2 classes of criteria—job proficiency and training success. Results show that most of the between-study variation in empirical validity results is accounted for by 4 statistical artifacts, thus casting doubt on the belief that employment test validities are situationally specific. In most cases, generalization of validity to similar clerical jobs or new settings appears to be justified, even where the hypothesis of situational specificity can not be rejected with certainty. The correlation between mean test type validities for proficiency and training criteria was high, indicating that, contrary to previous belief, similar ability measures are predictive of both criterion types. (45 ref) (PsycINFO Database Record (c) 2012 APA, all rights reserved)
This study used Monte Carlo simulation to examine the increase in accuracy resulting from 2 statistical refinements of the interactive Schmidt-Hunter procedures for meta-analysis: the use of the mean correlation instead of individual correlations in the estimation of sampling error variance, and a procedure that takes into account the nonlinear nature of the range-restriction correction. In all of the cases examined, these refinements increased the accuracy of the interactive procedure in estimating the variance of population correlations and resulted in more accuracy than other procedures examined. The use of the mean correlation in the sampling error variance formula also increased the accuracy of variance estimates for the multiplicative and Taylor Series procedures. (PsycINFO Database Record (c) 2012 APA, all rights reserved)
This article summarizes the practical and theoretical implications of 85 years of research in personnel selection. On the basis of meta-analytic findings, this article presents the validity of 19 selection procedures for predicting job performance and training performance and the validity of paired combinations of general mental ability (GMA) and the 18 other selection procedures. Overall, the 3 combinations with the highest multivariate validity and utility for job performance were GMA plus a work sample test (mean validity of .63), GMA plus an integrity test (mean validity of .65), and GMA plus a structured interview (mean validity of .63). A further advantage of the latter 2 combinations is that they can be used for both entry level selection and selection of experienced employees. The practical utility implications of these summary findings are substantial. The implications of these research findings for the development of theories of job performance are discussed. (PsycINFO Database Record (c) 2012 APA, all rights reserved)
Using both the Bayesian validity generalization procedure presented in F. L. Schmidt et al (see record
1980-24541-001) and a second, recently developed Bayesian procedure, this study shows that most of the between-study variance in 4 distributions of observed validity coefficients of the Programmer Aptitude Test for measures of proficiency on the job is artifactual. The average percentage of variance accounted for by artifacts was 69 using the Schmidt et al procedure (without the Fisher's
z transformation) and 65 using the new procedure. These figures were lower (39 and 41%, respectively) for the single distribution of training criterion validities. Results for both procedures indicate that validities were generalizable to new settings in 4 of 5 cases. Further analyses indicated that corrections for sampling error alone were sufficient to support the conclusions of validity generalizability. (35 ref) (PsycINFO Database Record (c) 2012 APA, all rights reserved)
Explores the role of early supervisory experience and cognitive ability in 1st-line supervisor performance. Similar to the F. L. Schmidt et al (see record 1986-31441-001) study of nonsupervisors, this research tested structural models hypothesizing relationships among supervisory experience, cognitive ability, supervisory knowledge and proficiency, and performance ratings, using a sample of 570 2nd-tour soldiers. The Schmidt et al model with an additional ability → experience path provided the best fit. The significant ability → experience path was interpreted as indicating that demonstrated ability contributes to soldiers being given the opportunity to obtain supervisory experience. Experience had a greater impact on supervisor proficiency than on supervisor knowledge. Ability had a greater impact on supervisor knowledge than on proficiency. Discussion focuses on the personal characteristics that might be involved in being assigned supervisory responsibilities.
Reilly and Chao (1982) reviewed information related to the validity and fairness of eight different alternatives to traditional paper-and-pencil tests measuring cognitive abilities. The eight categories of predictors reviewed included biodata, interviews, peer evaluations, self-assessments, reference checks, grades, expert judgment, and projective techniques. Because of increased research activity in several areas, we decided to expand the list of alternatives to a total of 18 categories. The 18 categories were grouped into four large classes as follows:
Personnel selection research provides much evidence that intelligence (g) is an important predictor of performance in training and on the job, especially in higher level work. This article provides evidence that g has pervasive utility in work settings because it is essentially the ability to deal with cognitive complexity, in particular, with complex information processing. The more complex a work task, the greater the advantages that higher g confers in performing it well. Everyday tasks, like job duties, also differ in their level of complexity. The importance of intelligence therefore differs systematically across different arenas of social life as well as economic endeavor. Data from the National Adult Literacy Survey are used to show how higher levels of cognitive ability systematically improve individual's odds of dealing successfully with the ordinary demands of modern life (such as banking, using maps and transportation schedules, reading and understanding forms, interpreting news articles). These and other data are summarized to illustrate how the advantages of higher g, even when they are small, cumulate to affect the overall life chances of individuals at different ranges of the IQ bell curve. The article concludes by suggesting ways to reduce the risks for low-IQ individuals of being left behind by an increasingly complex postindustrial economy.
Models of the structure of cognitive abilities suggested by Spearman, Thurstone, Guilford, Vernon and Cattell-Horn are reviewed. It is noted that some of the models include a general intellectual factor (g) while others do not. It is also noted that some models are nonhierarchical, while in others more narrow abilities are subsumed under broader abilities in a hierarchical pattern. An empirical study in which a test battery of 16 tests was administered to some 1000 subjects in the 6th grade is reported. Using the LISREL technique to test different models, good support is obtained for oblique primary factors in the Thurstone tradition as well as for the second-order factors fluid intelligence, crystallized intelligence, and general visualization hypothesized by Cattell and Horn. It is also found, however, that the second-order factor of fluid intelligence i is identical with a third-order g-factor. On the basis of these results a three-level model (the HILI-model) is suggested, with the g-factor at the top, two broad factors reflecting the ability to deal with verbal and figural information, respectively, at the second-order level, and the primary factors in the Thurstone and Guilford tradition at the lowest level. It is argued that most previously suggested models are special cases of the HILI-model.
Pt. 1, History and organization of psychological examining and the materials of examination; pt. 2, methods of examining: history, and development, preliminary results; pt. 3, Measurements of intelligence in the United States army.
Critical incidents were used to collect faculty ratings of graduate student performance in departments of chemistry, English, and psychology. Separate factor analyses in each of three fields produced eight factors which were fairly consistent with respect to item loadings across fields. Factors were labeled independence and initiative, conscientiousness, critical facility, enthusiasm, research and experimentation, communication, teaching skills and persistence. In addition, faculty ratings of each incident with respect to its importance or relevance for success were obtained. Importance ratings were most similar for psychology and chemistry and least similar for chemistry and English.
Three data sets are analyzed that permit double cross-validation of a test battery against criterion variables in a number of educational programs or jobs. The validity of the first general factor score is compared with that obtained from the set of cross-validated regression weights, and is found to account, respectively, for approximately 85, 90 and 120 percent as much criterion variance as the cross-validated regression weights. Small further contributions appear to be made by a mechanical/technical and by a psychomotor factor. However, for a wide range of criterion variables the major role in validity appears to be played by a common general factor.
The triarchic theory of human intelligence provides a broader basis for understanding intelligence than do many, if not most theories of intelligence. The theory is called “triarchic” because it consists of three parts. The first part relates intelligence to the internal world of the individual, specifying the mental mechanisms that lead to more or less intelligent behaviour. This part of the theory specifies three kinds of mental processes that are instrumental in learning how to do things, planning what things to do and how to do them, and in actually doing the things. The second part of the theory specifies at what point in a persons’ experience with tasks or situations intelligence is most critically involved in handling of those tasks or situation In particular, this part of the theory emphasises the roles of dealing with novelty and of automatising mental processing in intelligence. The third part of the theory relates intelligence to the external world of the individual, specifying three kinds of macroprocesses — adaptation, selection and shaping — that characterise intelligent behaviour in the everyday world. This part of the theory thus emphasises the role of environmental context in determining what constitutes intelligent behaviour in a given milieu.
Whether measures of different intellectual abilities are positively intercorrelated has been a topic of interest and debate since the turn of the century. The data from an article by Guilford pivotal to this debate are reexamined. It is argued that, contrary to the original claim of the article, the data set of over 7,000 correlations does not provide support for the existence of zero correlations among tests of intellectual abilities.
For a sample of 63 graduate students, 33 of whom did complete and 30 of whom did not complete a doctoral program in Educational Administration at the State University of New York at Albany, statistically nonsignificant point biserial coefficients of 0.140 and 0.087 were determined respectively for the total scores on the aptitude portion of the Graduate Records Examination and scores on the Miller Analogies Test relative to the dichotomous criterion of completion or lack of completion.
It is our position that a complete understanding of human intellectual development is of ultimate interest to researchers and of great import to society. In this article, we ask questions that reflect common themes seen in the debate regarding the nature and importance of general cognitive ability (i.e., the g factor), sources of individual and group differences, and the viability of arguments against g theory. We also examine questions reflecting aspects of these debates that are commonly ignored or misconstrued. Our goal is to help researchers and debaters continue or begin to ask clear, critical, and dispassionate questions about g that will stimulate productive research and promote informed public policy.
The purpose of the paper is to describe a more generally applicable method of factor analysis which has no restrictions as regards group factors and which does not restrict the number of general factors that are operative in producing the intercorrelation. Applications of the method to different types of correlation problems are suggested. (PsycINFO Database Record (c) 2012 APA, all rights reserved)
"Pooled ratings of 51 Minnesota's PhD's in psychology (1935-1950) were obtained from graduate faculty members on the following three characteristics: (a) Intellectual competence; (b) Research capacity; and (c) Administrative, clinical, or service competence." These ratings were correlated with scores on the Miller test. A statistically significant correlation between Miller scores and ratings of intellect (Rho = .50, SE
rho = .14) is noted. (PsycINFO Database Record (c) 2012 APA, all rights reserved)
Meta-analysis (Hunter, Schmidt, & Jackson, 1982) of 50 assessment center studies containing 107 validity coefficients revealed a corrected mean and variance of .37 and .017, respectively. Validities were sorted into five categories of criteria and four categories of assessment purpose. Higher validities were found in studies in which potential ratings were the criterion, and lower validities were found in promotion studies. Sufficient variance remained after correcting for artifacts to justify searching for moderators. Validities were higher when the percentage of female assessees was high, when several evaluation devices were used, when assessors were psychologists rather than managers, when peer evaluation was used, and when the study was methodologically sound. Age of assessees, whether feedback was given, days of assessor training, days of observation, percentages of minority assessees, and criterion contamination did not moderate assessment center validities. The findings suggest that assessment centers show both validity generalization and situational specificity. (PsycINFO Database Record (c) 2012 APA, all rights reserved)
A method for estimating the reliability of letter grades assigned to students on the basis of two or more achievement evaluations is presented. Using scores on 5 achievement tests in introductory psychology, the reliability of final letter grades was computed to be .80. Use of test scores instead of letter grades resulted in a .83. Several conclusions are drawn. (PsycINFO Database Record (c) 2012 APA, all rights reserved)
Reexamines the nature of individual differences in novel and practiced performance on skill learning tasks from an information processing framework. Two major sources of data and discussion are reanalyzed and critically evaluated. One source concerns the changes in interindividual between-subjects variability with task practice; the other pertains to associations between intellectual abilities and task performance during skill acquisition. Early studies yielded mixed results regarding the convergence or divergence of individual differences with practice. Other studies indicated small or trivial correlations between individual differences in intelligence and "gain" scores. More recent studies indicated small correlations between performance measures on skill learning tasks and standard intellectual and cognitive ability measures, as well as increasing amounts of task-specific variance over learning trials. Data confirm the proposition that individuals converge on performance as tasks become less dependent on attentional resources with practice. When appropriate methodological techniques are used and crucial task characteristics are taken into account, intellectual abilities play a substantial part in determining individual differences in skill learning. (PsycINFO Database Record (c) 2012 APA, all rights reserved)
The use of such measures as
k for evaluating the predictive efficiency of correlation coefficients has led to considerable pessimism with regard to the practical utility of the validity coefficients which are ordinarily obtained for industrial and educational tests. However, the predictive efficiency of a validity coefficient will be a function of the proportion of individuals considered satisfactory on the basis of some criterion measure and the proportion of the tested group which is selected. Therefore the forecasting value may be considerably higher than is indicated by
k. Based on Pearson's "Tables for finding the volumes of the normal bivariate surface," 11 tables are presented from which relationships may be found among the size of the validity coefficient, the proportion of individuals considered satisfactory, the proportion of tested individuals to be selected, and the proportion of those selected who will be satisfactory. (PsycINFO Database Record (c) 2012 APA, all rights reserved)
Employers and academics have differing views on the value of grades for predicting job performance. Employers often believe grades are useful predictors, and they make hiring decisions that are based on them. Many academics believe that grades have little predictive validity. Past meta-analyses of the grades–performance relationship have suffered either from small sample sizes or the inability to correct observed correlations for research artifacts. This study demonstrated the observed correlation between grades and job performance was .16. Correction for research artifacts increased the correlation to the .30s. Several factors were found to moderate the relationship. The most powerful factors were the year of research publication and the time between graduation and performance measurement. (PsycINFO Database Record (c) 2012 APA, all rights reserved)
Psychologists and educational specialists with expertise in areas related to intelligence testing responded to a questionnaire dealing with a wide variety of issues constituting the IQ controversy. Overall, experts hold positive attitudes about the validity and usefulness of intelligence and aptitude tests. Tests are seen as adequately measuring most important elements of intelligence, although the tests are believed to be somewhat racially and socioeconomically biased. There is overwhelming support for a significant within-group heritability for IQ, and a majority of respondents feel that black-white and socioeconomic status IQ differences are also partially hereditary. Problems with intelligence tests are perceived in the influence of nonintellectual characteristics on test performance and in the frequent misinterpretation and overreliance on test scores in elementary and secondary schools. Despite these difficulties, experts favor the continued use of intelligence and aptitude tests at their present level. (PsycINFO Database Record (c) 2012 APA, all rights reserved)