Prediction of College Success from Measures of Anxiety, Achievement Motivation, and Scholastic Aptitude

1964 ◽  
Vol 15 (1) ◽  
pp. 23-26 ◽  
Author(s):  
Henry H. Reiter
Keyword(s):  
High School ◽  
Achievement Motivation ◽  
College Freshmen ◽  
College Success ◽  
School Achievement ◽  
School Grade ◽  
Grade Point ◽  
Scholastic Aptitude ◽  
High School Achievement ◽  
College Grades

The nonintellectual predictors of college grades were studied by means of the EPPS, the 16 PF, the IPIT, a multiple-choice variation of the TAT, the Page Fantasy Scale, the Taylor MAS, and the Sarason TAQ. For 76 male and female college freshmen and sophomores measures of high school grade point average and EPPS n-Ach were significant predictors of college grades but measures of scholastic aptitude and anxiety were not. It was implied that high school achievement is a superior criterion for predicting college success. Adequate measures of nonintellectual variables which may contribute to that prediction are lacking.

Patterns of College Grades across Curricular Areas: Some Implications for GPA as a Criterion

1975 ◽  
Vol 12 (3) ◽  
pp. 313-321 ◽  
Author(s):  
Lyle F. Schoenfeldt ◽  
Donald H Brush
Keyword(s):  
High School ◽  
Factor Analysis ◽  
Grade Point Average ◽  
Test Scores ◽  
Scholastic Aptitude Test ◽  
School Grade ◽  
Grade Point ◽  
Scholastic Aptitude ◽  
High School Grade ◽  
College Grades

Transcript records of over 1,900 college students were transformed into a profile of grades across 12 curricular areas. The record for each subject also included high school grade point average (GPA) and the Scholastic Aptitude Test scores. Intercorrelations among the 12 college GPA variables were comparable to previous research which analyzed GPA over successive semesters. Factor analysis resulted in two GPA factors, General Academic Achievement and Grades Independent of Achievement/Aptitude, indicating that GPA is not unitary, but is also not a multifaceted composite. It was concluded that the system of grades could be considered singular for most predictive purposes.

Academic Course Grades as Better Predictors of Graduation from a Commuter-Type College Than SAT Scores

1985 ◽  
Vol 56 (2) ◽  
pp. 375-378 ◽  
Author(s):  
William F. White ◽  
William C. Nylin ◽  
Patricia R. Esser
Keyword(s):  
High School ◽  
College Freshmen ◽  
College Success ◽  
School Grade ◽  
Sat Scores ◽  
Grade Point ◽  
Course Grades ◽  
Academic Courses ◽  
Academic Profiles ◽  
High School Rank

High school transcripts of 400 college freshmen were randomly selected from an enrollment of 1990 students who entered an urban, commuter-type college in 1979. Those who were graduated four years later or who were still enrolled in good standing provided academic profiles in which the number of academic courses taken in high school was the best predictor of college success. High school rank was the second best predictor, while the high school grade point average was third best, and the SAT score, fourth. When academic courses were considered alone, the number of high school units passed in mathematics was the best predictor.

Prior Achievement and Life History Factors as Predictors of the Grade Point Averages of High School Seniors

1974 ◽  
Vol 35 (1) ◽  
pp. 131-134 ◽  
Author(s):  
Owen Scott ◽  
Janice Castles
Keyword(s):  
High School ◽  
Life History ◽  
High School Seniors ◽  
School Achievement ◽  
Correlation Coefficients ◽  
Grade Point Averages ◽  
Achievement Level ◽  
Grade Point ◽  
High School Achievement ◽  
Multiple Correlation Coefficients

With stratified samples of average ability and achievement level of male ( N = 123) and female ( N = 144) high school seniors, the authors used Grade 7 norm percentile ranks on a standardized achievement test battery and 19 Life History factors as predictors of over-all senior high school achievement. The estimated population multiple correlation coefficients were .59 and .56 for males and females, respectively. Suggestions are made for collecting specific items of information in Grade 7 as prognostic of successful high school achievement. Similar results would probably be obtained with atypical students.

scholarly journals Improving Placement Accuracy in California’s Community Colleges Using Multiple Measures of High School Achievement

2019 ◽  
Vol 47 (2) ◽  
pp. 178-211 ◽  
Author(s):  
Peter Riley Bahr ◽  
Loris P. Fagioli ◽  
John Hetts ◽  
Craig Hayward ◽  
Terrence Willett ◽  
...  
Keyword(s):  
High School ◽  
Community College ◽  
Research Effort ◽  
School Achievement ◽  
Placement Tests ◽  
College Level ◽  
Grade Point ◽  
Predicting Performance ◽  
High School Achievement ◽  
Four Levels

Objective: Standardized placement tests remain the primary means by which new community college students are assessed and placed in the hierarchy of math and English coursework. A growing body of evidence indicates that placement tests tend to underestimate students’ likelihood of achieving passing grades in college-level courses, leading to students being misplaced in developmental coursework, slowing their academic progress, and increasing their likelihood of dropping out of college. This article discusses the results of a statewide research effort to improve the accuracy of student placement in math and English in the California Community College system. Method: Decision tree methods were applied to high school and college transcript data to identify key measures of high school achievement that predict performance in nine levels of community college math courses (three developmental and six college level) and four levels of community college English courses (three developmental and one college level). Results: Cumulative high school grade point average (GPA) is the most consistently useful predictor of performance across levels of math and English coursework, and a higher GPA is necessary to signal readiness for college-level coursework in math than is necessary to signal readiness for college-level coursework in English. In addition, cumulative GPA combined with specific indications of progress in the high school curriculum is frequently useful for predicting performance in math among direct matriculants and for predicting performance in both math and English among nondirect matriculants. Conclusion: Drawing on the findings, placement rules that colleges can apply directly in their placement processes are developed and validated.

What Amount of Algebra is Retained by College Freshmen?

1925 ◽  
Vol 18 (4) ◽  
pp. 219-225
Author(s):  
Walter Crosby Eells
Keyword(s):  
High School ◽  
College Freshmen ◽  
School Achievement ◽  
High School Algebra ◽  
High School Achievement ◽  
Freshman Students

The object of this paper is to report the results of giving the Hotz high school algebra scales to a group of freshman students at Whitman College, and to compare these results with those in other schools and with the Hotz standards of high school achievement.

College Dropouts and Difference Scores

1963 ◽  
Vol 13 (3) ◽  
pp. 905-906 ◽  
Author(s):  
Lewis R. Aiken
Keyword(s):  
High School ◽  
Academic Achievement ◽  
Achievement Motivation ◽  
The Other ◽  
Aptitude Tests ◽  
Difference Scores ◽  
Scholastic Aptitude ◽  
Academic Achievement Motivation ◽  
College Dropouts ◽  
College Grades

It is shown that not only will the usual predictors of college grades such as the Scholastic Aptitude Tests-Verbal and Mathematical (SAT-V & SAT-M) and rank in high school graduating class (HSR) differentiate significantly between college dropouts and non-dropouts but that scores obtained by converting SAT-V, SAT-M, and HSR to normalized T scores and computing the differences between HSR and the other two variables will also distinguish dropouts from non-dropouts. It is felt that such difference scores may be useful indicators of academic achievement motivation.

Sex differences in school achievement: what are the roles of personality and achievement motivation?

2008 ◽  
Vol 22 (3) ◽  
pp. 185-209 ◽  
Author(s):  
Ricarda Steinmayr ◽  
Birgit Spinath
Keyword(s):  
Sex Differences ◽  
Goal Orientation ◽  
Achievement Motivation ◽  
School Achievement ◽  
Grade Point ◽  
Motivational Constructs ◽  
School Attainment ◽  
Work Avoidance ◽  
Math Grades ◽  
Gender Specific

It is consistently reported that despite equal cognitive ability, girls outperform boys in school. In several methodological steps, the present study examined sex differences in school achievement and some of the most important personality and motivational constructs in a sample of 204 females and 138 adolescent males (mean age M = 16.94 years; SD = 0.71). Grades in Math and German as well as grade point average (GPA) served as achievement criteria. Intelligence, the Big Five of personality and motivational variables (achievement motives, goal orientation, task values and ability self‐concepts) served as predictors. After controlling for intelligence, girls' grades were significantly better than boys'. Mean sex differences were found for most variables. There were no gender‐specific associations between predictors and grades. Agreeableness, work avoidance, ability self‐concepts and values ascribed to German mediated the association between sex and grades in German. Controlling for ability self‐concepts and values ascribed to Math enhanced the association between sex and math grades. We concluded that personality and motivation play important roles in explaining sex differences in school attainment. Results are discussed against the background of practical and methodological implications. Copyright © 2008 John Wiley & Sons, Ltd.

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