College Grade Point Average as a Predictor of Adult Success: A Meta-Analytic Review and Some Additional Evidence

1989 ◽  
Vol 18 (1) ◽  
pp. 11-22 ◽  
Author(s):  
Robert D. Bretz
Keyword(s):  
Grade Point Average ◽  
Additional Data ◽  
Meta Analysis ◽  
Human Information Processing ◽  
Data Set ◽  
Grade Point ◽  
Significant Relationships ◽  
Future Success ◽  
Analytic Review ◽  
Published Research

The use of college grade point average (GPA) as a predictor of adult achievement has been debated. Prior reviews of this literature have relied on qualitative analysis to determine the usefulness of GPA in predicting future success. Since qualitative reviews are subject to our human information processing limitations, they often fail to provide definitive conclusions. This research uses meta-analytic techniques to review a substantial subset of the published research on this topic. The results generated are mixed. The overall analysis suggests that no relationship exists while subgroup analyses of success in business and success in teaching suggest that significant relationships do exist. Empirical analysis of an additional data set generally supports the finding of the meta-analysis. Three barely significant relationships are found. Based on the relative weakness of these relationships and confidence in the overall meta-analytic results, it is suggested that if a relationship does exist between GPA and job success it is tenuous at best. Since other more significant predictors of success are available, the use of GPA in this capacity is not recommended.

scholarly journals Imputing Data for the Fragile Families Challenge: Identifying Similar Survey Questions with Semiautomated Methods

2019 ◽  
Vol 5 ◽  
pp. 237802311882264 ◽  
Author(s):  
Brian J. Goode ◽  
Debanjan Datta ◽  
Naren Ramakrishnan
Keyword(s):  
Missing Data ◽  
Grade Point Average ◽  
Predictive Performance ◽  
Longitudinal Survey ◽  
Fragile Families ◽  
Material Hardship ◽  
Data Set ◽  
Grade Point ◽  
Survey Instruments ◽  
Similar Survey

The Fragile Families Challenge charged participants to predict six outcomes for 4,242 children and their families interviewed in the Fragile Families and Child Wellbeing Study. These outcome variables are grade point average, grit, material hardship, eviction, layoff and job training. The data set provided contained longitudinal survey and observational data collected on families and their children from birth to age 9. The authors used these data to create models to make predictions at age 15. The authors describe the imputation and modeling strategies that led them to make predictions ranked fifth and ninth in the material hardship and layoff categories, respectively. However, the results of the study are inconclusive with respect to increased predictive performance. The authors view this work as a first step toward organizing the Fragile Families missing data by exploiting the structure of the survey instruments.

A Meta-Analytic Review of the Relations Between Motivation and Reading Achievement for K–12 Students

2020 ◽  
Vol 90 (3) ◽  
pp. 420-456 ◽  
Author(s):  
Jessica R. Toste ◽  
Lisa Didion ◽  
Peng Peng ◽  
Marissa J. Filderman ◽  
Amanda M. McClelland
Keyword(s):  
Reading Achievement ◽  
Meta Analysis ◽  
Reading Performance ◽  
Sample Type ◽  
Active Engagement ◽  
12Th Grade ◽  
Analytic Review ◽  
Comprehensive Search ◽  
K 12 ◽  
Published Research

The purpose of this meta-analytic review was to investigate the relation between motivation and reading achievement among students in kindergarten through 12th grade. A comprehensive search of peer-reviewed published research resulted in 132 articles with 185 independent samples and 1,154 reported effect sizes (Pearson’s r). Results of our random-effects metaregression model indicate a significant, moderate relation between motivation and reading, r = .22, p < .001. Moderation analyses revealed that the motivation construct being measured influenced the relation between motivation and reading. There were no other significant moderating or interaction effects related to reading domain, sample type, or grade level. Evidence to support the bidirectional nature of the relation between motivation and reading was provided through longitudinal analyses, with findings suggesting that earlier reading is a stronger predictor of later motivation than motivation is of reading. Taken together, the findings from this meta-analysis provide a better understanding of how motivational processes relate to reading performance, which has important implications for developing effective instructional practices and fostering students’ active engagement in reading. Theoretical and practical implications of these findings for reading development are discussed.

Love and Other Grades

2015 ◽  
Vol 19 (1) ◽  
pp. 81-97 ◽  
Author(s):  
Julia Schmidt ◽  
Brian Lockwood
Keyword(s):  
Academic Performance ◽  
Romantic Relationships ◽  
Grade Point Average ◽  
Romantic Relationship ◽  
University Administrators ◽  
Student Body ◽  
Data Set ◽  
Grade Point ◽  
Logistic Regression Models ◽  
Adolescent Students

Of the few studies that have examined the effects of romantic relationships on academic performance, most have been concerned with adolescent students. This study analyzes a data set of more than 300 students at a midsized, private University in the northeast United States to determine if participating in a romantic relationship predicts grade point average or course attendance. The results of multivariate analyses indicate that being in a romantic relationship while in college is significantly associated with class absences, but not with grade point average. Specifically, logistic regression models show that participation in a romantic relationship more than doubles the odds of failing to attend three or more class meetings per course in a semester. Practical implications of these findings include the consideration of romantic relationships among the undergraduate student body by university administrators and faculty when attempting to address course attendance concerns. Additionally, this study suggests that future researchers examine the characteristics of romantic relationships and romantic partners in order to more fully understand how such relationships might affect the academic performance of university students.

Can We Predict Podiatric Medical School Grade Point Average Using an Admission Screen?

2012 ◽  
Vol 102 (6) ◽  
pp. 499-504 ◽  
Author(s):  
Graham P. Shaw ◽  
Evelio Velis ◽  
David Molnar
Keyword(s):  
Medical School ◽  
Grade Point Average ◽  
Test Score ◽  
College Admission ◽  
Medical College Admission Test ◽  
Data Set ◽  
Grade Point ◽  
First Semester ◽  
Medical College ◽  
Admission Test

Background: Most medical school admission committees use cognitive and noncognitive measures to inform their final admission decisions. We evaluated using admission data to predict academic success for podiatric medical students using first-semester grade point average (GPA) and cumulative GPA at graduation as outcome measures. Methods: In this study, we used linear multiple regression to examine the predictive power of an admission screen. A cross-validation technique was used to assess how the results of the regression model would generalize to an independent data set. Results: Undergraduate GPA and Medical College Admission Test score accounted for only 22% of the variance in cumulative GPA at graduation. Undergraduate GPA, Medical College Admission Test score, and a time trend variable accounted for only 24% of the variance in first-semester GPA. Conclusions: Seventy-five percent of the individual variation in cumulative GPA at graduation and first-semester GPA remains unaccounted for by admission screens that rely on only cognitive measures, such as undergraduate GPA and Medical College Admission Test score. A reevaluation of admission screens is warranted, and medical educators should consider broadening the criteria used to select the podiatric physicians of the future. (J Am Podiatr Med Assoc 102(6): 499–504, 2012)

College Grade Point Average as a Predictor of Adult Success: A Reply

1989 ◽  
Vol 18 (2) ◽  
pp. 235-241 ◽  
Author(s):  
David A. Dye ◽  
Martin Reck
Keyword(s):  
Job Performance ◽  
Grade Point Average ◽  
Personnel Management ◽  
Research Effort ◽  
Potential Usefulness ◽  
Grade Point ◽  
College Gpa ◽  
Job Success ◽  
Analytic Review

The following is a reply to an article which appeared in the Spring 1989 issue of Public Personnel Management, entitled “College Grade Point Average as a Predictor of Adult Success: A Meta-Analytic Review and Some Additional Evidence,” by Robert D. Bretz, Jr. The article that follows suggests that the conclusions made by Bretz about college GPA as a predictor of job success need to be reconsidered. The purposes of this reply article are to suggest why the results presented by Bretz have likely underestimated the potential usefulness of college GPA as a predictor of job success, and to highlight the findings of a recent comprehensive research effort to investigate the effectiveness of measures of education, including college GPA, as predictors of job performance.1

Drug Use in a Small Midwestern Community and Relationships to Selected Characteristics

1993 ◽  
Vol 23 (3) ◽  
pp. 247-258 ◽  
Author(s):  
Barbara S. Thomas
Keyword(s):  
Gender Differences ◽  
High School Students ◽  
Grade Point Average ◽  
Grade Level ◽  
School Students ◽  
Grade Point ◽  
Drug Of Choice ◽  
Significant Relationships ◽  
Grade Level Differences ◽  
And Gender

A description of 1074 high school students' alcohol and other drug (AOD) use along with the consequences of such use was supplemented with comparisons of grade level and gender differences and analyses of the relationships between AOD use and incidence of adverse consequences with grade point average, attendance at religious services, frequency of dating, frequency of driving a car and frequency of having trouble at school. Alcohol was clearly the drug of choice and produced a variety of adverse consequences. Most frequently reported were arguments, trouble with parents and at school and nausea or vomiting. Grade level differences were found, but few significant gender differences emerged. Significant relationships between AOD use and consequences with all other independent variables were found.

Status quo bias in information system adoption: a meta-analytic review

2016 ◽  
Vol 40 (7) ◽  
pp. 998-1017 ◽  
Author(s):  
Cheng-Chieh Wu
Keyword(s):  
Information System ◽  
Institutional Environment ◽  
Meta Analysis ◽  
Status Quo ◽  
Status Quo Bias ◽  
Institutional Pressures ◽  
Data Set ◽  
Content Type ◽  
Analytic Review ◽  
The Status

Purpose The purpose of this paper is to clarify the influence of status quo on information system (IS) adoption. Organizations often substantially allocate resources to leverage existing IT investments. The incumbent system deployment and the institutional environment will exert the influence on the new IS adoption of firms. The findings provide insights for explaining why firms conservatively react toward an emerging IT innovation. Design/methodology/approach The research design of the present study is consisted of the following steps. First, the related theoretical foundations of system adoption are reviewed for constructing the research framework. Second, based on the status quo bias theory, this study proposes a conceptual model. Third, the research data set was constructed through collecting manuscripts by conducting journal-by-journal searching in electronic databases. Finally, the protocol proposed by Lipsey and Wilson (2001) was used to conduct the meta-analysis. Findings Through a meta-analysis with 34 published studies, this study provides three observations. First, the results provide supports for the magnitude and significance of proposed relationships. Second, the relationships between status quo factors, expectations, and IS adoption are indeed related. Third, the considerable variability across effect sizes can be attributed to the type of adoption, the type of focal system, and the type of institutional pressures. Research limitations/implications Although the meta-analytic results provide supports for the significance and magnitude of proposed relationships, the follow-up manuscripts searching and further analyses are needed. Originality/value This research presents a collective understanding of systems adoption from status quo bias perspective. The findings provide insights for further researches on IS adoption.

Predicting Teacher Performance With Test Scores and Grade Point Average: A Meta-Analysis

2009 ◽  
Vol 46 (1) ◽  
pp. 146-182 ◽  
Author(s):  
Jerome V. D’Agostino ◽  
Sonya J. Powers
Keyword(s):  
Grade Point Average ◽  
Test Scores ◽  
Meta Analysis ◽  
Service Level ◽  
Mediating Effects ◽  
Preparation Programs ◽  
Grade Point ◽  
The Public ◽  
Additional Information ◽  
Teaching Competence

A meta-analysis was conducted to examine the degree to which teachers’ test scores and their performance in preparation programs as measured by their collegiate grade point average (GPA) predicted their teaching competence. Results from 123 studies that yielded 715 effect sizes were analyzed, and the mediating effects of test and GPA type, criterion type, teaching level, service level, and decade of data collection were considered. It was found that test scores were at best modestly related to teaching competence and that performance in preparation programs was a significantly better predictor of teaching skill. Results revealed that test scores likely do not provide additional information beyond preservice performance to safeguard the public from incompetent teaching.

scholarly journals Teaching-Learning Conceptions and Academic Achievement: The Mediating Role of Test Anxiety

2016 ◽  
Vol 5 (3) ◽  
pp. 308 ◽  
Author(s):  
Gokhan Bas
Keyword(s):  
Academic Achievement ◽  
Grade Point Average ◽  
Test Anxiety ◽  
Grade Point ◽  
Mediating Role ◽  
Significant Relationships ◽  
Teaching Learning ◽  
Learning Conceptions ◽  
The Relationship

The current research aimed at examining the mediating role of test anxiety in the relationship between teaching-learning conceptions and academic achievement. The correlation investigation model was adopted in this research. The participants of the research were volunteering teachers (n = 108) and students (n = 526) from five different high schools. For data collection, the “teaching-learning conceptions scale” (Chan & Elliott, 2004), the “Westside test anxiety scale” (Driscoll, 2007), and the “Grade point average determination form” were used. The data was analysed using hierarchical multiple regression analysis. According to the results obained, it was found that there were significant relationships amongst teaching-learning conceptions, test anxiety, and academic achievement. Furthermore, it was concluded that test anxiety mediated the relationship between teaching-learning conceptions and academic achievement significantly. 

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