The Relationship of the Graduate Record Examination to Grade Point Average and Success in Graduate School

To determine the relationship of sex and academic performance to recommendations to graduate school, 410 letters of recommendation were examined by two raters who were blind to the sex of the applicants and referees. Letters were rated for eleven personal qualities and for indications of weaknesses. Grade point average was found to be related to ratings of intellectual potential ( p < .001), academic performance ( p < .001), research ability ( p < .02), and motivation ( p < .01). The main effect of sex of applicant was not significant for any variable; however, referees tended to describe same-sex applicants as having more motivation and fewer weaknesses than opposite-sex applicants.

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Predictive Validity of the Graduate Record Examination with and without Range Restraints

Psychological Reports ◽

10.2466/pr0.1997.81.1.211 ◽

1997 ◽

Vol 81 (1) ◽

pp. 211-220 ◽

Cited By ~ 3

Author(s):

Kenneth Oldfield ◽

Janet R. Hutchinson

Keyword(s):

Graduate Students ◽

Grade Point Average ◽

Predictive Validity ◽

Graduate School ◽

Graduate Record Examination ◽

Output Variable ◽

Grade Point ◽

Input And Output ◽

Input Variables ◽

Suggested Explanation

Most studies show that scores on the Graduate Record Examination (GRE) have low predictive validity for graduate grade point average. One suggested explanation is that the input and output variables have restricted ranges. Restriction of the input variables results when students with low GRE scores are omitted from the analysis. The output variable is constricted since most students receive an A or B in courses. However, the present study shows that the GRE has low predictive validity even when both the input and output variables are more widely distributed for a sample of graduate students. The need for better screening mechanisms to select from among applicants to graduate school is discussed.

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THE RELATIONSHIP OF DEMOGRAPHIC AND ADMISSION EXAM SCORES WITH FIRST SEMESTER GRADE POINT AVERAGE IN TWO COHORTS OF FIRST YEAR NURSING STUDENTS

Belitung Nursing Journal ◽

10.33546/bnj.628 ◽

2018 ◽

Author(s):

Christine Louise Sommers ◽

Grace Wirawan

Keyword(s):

High School ◽

Nursing Students ◽

Grade Point Average ◽

Nursing Program ◽

First Year ◽

Grade Point ◽

First Semester ◽

Exam Scores ◽

Relationship Of ◽

The Relationship

Background: As nursing programs in Indonesia admit students, it is important that student factors are identified that provide information about necessary resources that are needed to support the student, both academically and psychosocially, to succeed in the nursing program. Obejctive: The purpose of this study was to use regression analysis to analyze admission and academic data of two cohorts of nursing students to know what relationship that information has with first semester grade point average (GPA).Methods: A descriptive correlation design was used. In a previous study with one cohort of nursing students, the researcher found that the variables accounted for only 28% of the variance. This research added the variable of age, increased the categories for region of origin from five to seven, increased the categories for type of high school from three to four, and analyzed the data from two cohorts. Data from 947 students were included for analysis. Mulivariate linear regression was used to analyze the variables of city of origin, attendance at pre-nursing course, gender, age, type of high school, and admission exam scores to determine the relationship, if any, between the first semester GPA of nursing students in a large university in an urban area of Indonesia. Results: A significant relationship (p<.05) was found between experience factors, attribute factors, and academic metric factors and first semester GPA. For students admitted in 2016, the study variables accounted for 30% of the variance in GPA; for students admitted in 2017, the study variables accounted for 37% of the variance in GPA.Conclusion: It is important that student factors are identified that provide information about succeeding in the nursing program, both academically and psychosocially. Additional research is needed to identify other admission factors and any factors in the first semester that may also have a relationship with GPA.

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The relationship between college reading laboratory experience and gains in college grade point average

Journal of the Reading Specialist ◽

10.1080/19388076809557005 ◽

1968 ◽

Vol 7 (3) ◽

pp. 95-106 ◽

Cited By ~ 1

Author(s):

Inga Kromann Kelly ◽

Dorothy Mech

Keyword(s):

Grade Point Average ◽

Grade Point ◽

Laboratory Experience ◽

College Reading ◽

The Relationship

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Grit and Academic Performance in Doctor of Physical Therapy Students

Internet Journal of Allied Health Sciences and Practice ◽

10.46743/1540-580x/2020.1976 ◽

2020 ◽

Author(s):

Scott Richardson ◽

Michael Scotto ◽

MayAnne Belcina ◽

Richa Patel ◽

Kevin Wiener

Keyword(s):

Physical Therapy ◽

Grade Point Average ◽

Graduate School ◽

Preliminary Evidence ◽

Physical Therapy Students ◽

School Grade ◽

Convenience Sample ◽

Grade Point ◽

Doctor Of Physical Therapy ◽

Therapy Program

Purpose: The purpose of this study was to determine whether a physical therapy student’s level of grit positively correlates to graduate school grade point average. Methods: Participants were a convenience sample recruited from the class of 2021 in the Doctor of Physical Therapy program at Franklin Pierce University in Goodyear, Arizona. Subjects completed the Short Grit Scale (Grit-S) as a measure of grit. These scores were compared with participants’ graduate school grade point average using a Spearman Rho statistical test with data analysis completed using SPSS software. Results: 27 participants (15 males, 12 females) with mean grit score of 3.76 ± 0.48 and mean grade point average 3.72 ± 0.18. Spearman Rho correlation was .463 (p < .05). Conclusion: A significant moderate positive correlation between grit and graduate school grade point average in physical therapy students was found. These findings indicate preliminary evidence that may be useful for admissions considerations for DPT programs.

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Online Self-Regulatory Learning Behaviors as a Mediator in the Relationship between Online Course Perceptions with Achievement

The International Review of Research in Open and Distributed Learning ◽

10.19173/irrodl.v9i2.516 ◽

2008 ◽

Vol 9 (2) ◽

Cited By ~ 42

Author(s):

Lucy Barnard ◽

Valerie Paton ◽

William Lan

Keyword(s):

Academic Achievement ◽

Grade Point Average ◽

Learning Outcomes ◽

Student Perceptions ◽

Positive Relationship ◽

Online Course ◽

Grade Point ◽

Learning Behaviors ◽

Self Regulatory Learning ◽

The Relationship

Positive perceptions of online course communication and collaboration have been associated with better academic outcomes, while self-regulatory learning behaviors have also been linked to academic achievement and other positive learning outcomes. In the current study, we examined whether self-regulatory learning behaviors may be considered as mediating the relationship between student perceptions of online course communication and collaboration with academic achievement as measured by grade point average (GPA). Results indicate that online self-regulatory learning behaviors, though not strongly associated with academic achievement in and of themselves, do mediate the positive relationship between student perceptions of online course communication and collaboration with academic achievement.

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Preliminary Report on the Validity of the Scholastic Aptitude Test in Iran

Psychological Reports ◽

10.2466/pr0.1978.43.1.99 ◽

1978 ◽

Vol 43 (1) ◽

pp. 99-102

Author(s):

A. A. Hosseini

Keyword(s):

Grade Point Average ◽

Test Scores ◽

Scholastic Aptitude Test ◽

Ministry Of Education ◽

Aptitude Test ◽

Grade Point ◽

Scholastic Aptitude ◽

National Examinations ◽

Twelfth Grade ◽

The Relationship

This study investigated the relationship between the Scholastic Aptitude Test scores of the National Organization for Education Evaluation of the Iranian Ministry of Sciences and Higher Education and the grade point average (GPA) of the twelfth grade National Examinations of the Iranian Ministry of Education. The test scores of 1170 freshmen correlated significantly with the GPA of the twelfth grade National Examinations. Some evidence for the construct validity of the test is cited.

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Relationship of Rigidity to Academic Achievement and Occupational Choice of Accounting Students

Psychological Reports ◽

10.2466/pr0.1976.38.3.711 ◽

1976 ◽

Vol 38 (3) ◽

pp. 711-721 ◽

Cited By ~ 1

Author(s):

Sara H. Dinius ◽

Sherwood C. McIntyre

Keyword(s):

Grade Point Average ◽

Occupational Choice ◽

Statistical Significance ◽

Demographic Data ◽

Accounting Students ◽

School Grade ◽

Grade Point ◽

High School Grade ◽

Average High School ◽

Relationship Of

250 university students were administered the “Einstellung” Water Jug Test. College grade point average, high school grade point average and American College Testing Program scores were collected for 184 of the subjects. Six measurements from the Einstellung test were analyzed to determine their power to (1) discriminate accounting majors from non-accounting majors (majors) and (2) discriminate students who were successful in accounting from those who were not (success). Two measurements significantly discriminated subjects by major and four measurements discriminated subjects by success. Three measurements from the Einstellung test were intercorrelated with the demographic data; nine of the correlations showed statistical significance. A multiple correlation, in which success was the criterion and the eight measures the predictors, showed a multiple R = .640. It was concluded that the addition of the Einstellung test to a traditional testing battery will raise the level of the “predictive plateau.”

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