Kriteriálno-prediktívna validita prijímacích testov na Katedre psychológie FF TU v rokoch 2000 až 2009

Zoznam použitej literatúry

Abedi, J. (1991). Predicting graduate academic-success from undergraduate academic-performance - a canonical correlation study. Educational and psychological measurement, vol. 51, no. 1, pp. 151-160. ISSN 0013-1644.

Allen, J. - Robbins, S.B. - Sawyer, R. (2010). Can measuring psychosocial factors promote college success? Applied measurement in education, vol. 23, no. 1, pp. 1-22. ISSN 0895-7347.

Ayala, R.J. (2009). The Theory and Practice of Item Response Theory (Methodology In The Social Sciences). 1th ed. New York: The Guilford Press, 448 pp. ISBN 978-1-59385-869-8.

Broadus, R.N. - Elmore, K.E. (1983). The comparative validities of undergraduate grade-point average and of part scores on the graduate record examinations in the prediction of 2 criterion measures in a graduate library school program. Educational and psychological measurement, vol. 43, no. 2, pp. 543-546. ISSN 0013-1644.

Dollinger, S.J. (1989). Predictive-validity of the graduate record examination in a clinical-psychology program. Professional psychology-research and practice, vol. 20, no. 1, pp. 56-58. ISSN 0735-7028.

Embretson, S.E. - Reise, S.P. (2000). Item Response Theory for Psychologists (Multivariate Applications Book Series). 1th ed. Mahwah, NJ: Lawrence Erlbaum Associates, 376 pp. ISBN 0-8058-2819-2.

ETS. (2010). Graduate Record Examinations - About the GRE® General Test. Educational Testing Service. [online], [citované 10.05.2010]. Dostupné na internete: <http://www.ets.org/gre/general/about/>

Federici, L. - Schuerge, J. (1974). Prediction of success in an applied ma psychology program. Educational and psychological measurement, vol. 34, no. 4, pp. 945-952. ISSN 0013-1644.

Fenster, A. - Markus, K.A. - Wiedemann, C.F. - Brackett, M.A. - Fernandez, J. (2001). Selecting tomorrow's forensic psychologists: A fresh look at some familiar predictors. Educational and psychological measurement, vol. 61, no. 2, pp. 336-348. ISSN 0013-1644.

Garett, K. - Wulf, K. (1978). Relationship of a measure of critical thinking ability to personality-variables and to indicators of academic-achievement. Educational and psychological measurement, vol. 38, no. 4, pp. 1181-1187. ISSN 0013-1644.

Goldberg, E.L. - Alliger, G.M. (1992). Assessing the validity of the gre for students in psychology - a validity generalization approach. Educational and psychological measurement, vol. 52, no. 4, pp. 1019-1027. ISSN 0013-1644.

Goodwin, L.D. (2002). Changing conceptions of measurement validity: An update on the new standards. Journal of nursing education, vol. 41, no. 3, pp. 100-106. ISSN 0148-4834.

Hackman, J.R. - Wiggins, N. - Bass, A.R. (1970). Prediction of long-term success in doctoral work in psychology. Educational and psychological measurement, vol. 30, no. 2, pp. 365-&. ISSN 0013-1644.

Halama, P. (2005). Princípy psychologickej diagnostiky. 1. vyd. Trnava: Typi Universitatis Tyrnaviensis, 201 s. ISBN 80-8082-032-5.

Halama, P. - Bieščad, M. (2006). Psychometrická analýza Rosenbergovej škály sebahodnotenia s použitím metód klasickej teórie testov (CTT) a teórie odpovede na položku (IRT). Československá psychologie, roč. 50, č. 6, s. 588-603. ISSN 0009-062X.

Halama, P. - Bieščad, M. (2009). Item response theory analysis of the CORE-OM. In: 11th European Congress of Psychology ECP09. Oslo, Norway 7 – 10 July 2009: Abstracts, CD-ROM, 63 pp.

Hell, B. - Trapmann, S. - Weigand, S. - Schuler, H. (2007). The validity of admission interviews - a meta-analysis. Psychologische rundschau, vol. 58, no. 2, pp. 93-102. ISSN 0033-3042.

Hoschl, C. - Kozeny, J. (1997). Predicting academic performance of medical students: The first three years. American journal of psychiatry, vol. 154, no. 6, pp. 87-92. ISSN 0002-953X.

House, J.D. - Johnson, J.J. (1993). Predictive-validity of the graduate record examination advanced psychology test for graduate grades. Psychological reports, vol. 73, no. 1, pp. 184-186. ISSN 0033-2941.

Kožený, J. - Tišanská, L. (2001). Akademická úspěšnost na střední škole: Prediktor absolvování studia medicíny. Československá psychologie, roč. 45, č. 1, s. 1-6. ISSN 0009-062X.

Kožený, J. - Tišanská, L. (2003). Vztah kognitivních a nonkognitivních komponent akademického úspěchu: Propojení schopností a osobnostních charakteristik. Československá psychologie, roč. 47, č. 1, s. 8-18. ISSN 0009-062X.

Kožený, J. - Tišanská, L. - Höschl, C. (2004). Predikce akademického výkonu a úspěchu studentů medicíny v prvních deseti semestrech studia. Československá psychologie, roč. 48, č. 6, s. 491-498. ISSN 0009-062X.

Kuncel, N.R. - Hezlett, S.A. (2007). Assessment - Standardized tests predict graduate students' success. Science, vol. 315, no. 5815, pp. 1080-1081. ISSN 0036-8075.

Kuncel, N.R. - Hezlett, S.A. - Ones, D.S. (2001). A comprehensive meta-analysis of the predictive validity of the graduate record examinations: Implications for graduate student selection and performance. Psychological bulletin, vol. 127, no. 1, pp. 162-181. ISSN 0033-2909.

Kuncel, N.R. - Hezlett, S.A. - Ones, D.S. (2004). Academic performance, career potential, creativity, and job performance: Can one construct predict them all? Journal of personality and social psychology, vol. 86, no. 1, pp. 148-161. ISSN 0022-3514.

Kuncel, N.R. - Wee, S. - Serafin, L. - Hezlett, S.A. (2010). The Validity of the Graduate Record Examination for Master's and Doctoral Programs: A Meta-analytic Investigation. Educational and psychological measurement, vol. 70, no. 2, pp. 340-352. ISSN 0013-1644.

Trapmann, S. - Hell, B. - Hirn, J.O.W. - Schuler, H. (2007a). Meta-Analysis of the Relationship Between the Big Five and Academic Success at University. Zeitschrift fur psychologie-journal of psychology, vol. 215, no. 2, pp. 132-151. ISSN 0044-3409.

Trapmann, S. - Hell, B. - Weigand, S. - Schuler, H. (2007b). The validity of school grades for academic achievement - A meta-analysis. Zeitschrift fur padagogische psychologie, vol. 21, no. 1, pp. 11-27. ISSN 1010-0652.

Vybrané abstrakty článkov z použitej literatúry

Abedi, J. (1991). Predicting graduate academic-success from undergraduate academic-performance - a canonical correlation study. Educational and psychological measurement, vol. 51, no. 1, pp. 151-160. ISSN 0013-1644.

ABSTRAKT: One of the major criteria employed in selecting graduate students is undergraduate GPA; generally, applicants with low GPAs will not be accepted at high quality graduate schools. This study, which uses a canonical correlation technique, examined the efficiency of the undergraduate GPA as a predictor of graduate academic success and compared it with other predictors. The results indicated that undergraduate GPA was not a good predictor of graduate academic success.

Allen, J. - Robbins, S.B. - Sawyer, R. (2010). Can measuring psychosocial factors promote college success? Applied measurement in education, vol. 23, no. 1, pp. 1-22. ISSN 0895-7347.

ABSTRAKT: Research on the validity of psychosocial factors (PSFs) and other noncognitive predictors of college outcomes has largely ignored the practical benefits implied by the validity. We summarize evidence of the validity of PSF measures as predictors of college outcomes and then explain how this validity directly translates into improved identification of high-risk students and improvements in academic success and persistence rates. We discuss how the value of measuring PSFs hinges on the effectiveness of institutional support programs designed to help high-risk students. We recommend that postsecondary institutional research focus on the net effect of systems for identifying and intervening with high-risk students.

Broadus, R.N. - Elmore, K.E. (1983). The comparative validities of undergraduate grade-point average and of part scores on the graduate record examinations in the prediction of 2 criterion measures in a graduate library school program. Educational and psychological measurement, vol. 43, no. 2, pp. 543-546. ISSN 0013-1644.

ABSTRAKT: The validities of the Graduate Record Examination (GRE) and of undergraduate grade point averages (GPAs) in the prediction of graduate GPAs and a comprehensive examination were compared using a sample of 257 master's degree candidates in a school of library science. GRE verbal scores were the most valid predictors of success.

Federici, L. - Schuerge, J. (1974). Prediction of success in an applied ma psychology program. Educational and psychological measurement, vol. 34, no. 4, pp. 945-952. ISSN 0013-1644.

ABSTRAKT: Investigated extent to which traditional indices (test scores, undergraduate GPA, letters of recommendation) and less traditional measures (interview ratings and biographical information) would predict each of two criteria of success in a subdoctoral program in applied psychology: a) academic competency (graduate GPA) and b) faculty ratings of selected interpersonal skills.

Fenster, A. - Markus, K.A. - Wiedemann, C.F. - Brackett, M.A. - Fernandez, J. (2001). Selecting tomorrow's forensic psychologists: A fresh look at some familiar predictors. Educational and psychological measurement, vol. 61, no. 2, pp. 336-348. ISSN 0013-1644.

ABSTRAKT: The present study examined the use of the Graduate Record Examination (GRE-Verbal and GRE-Quantitative) and undergraduate grade point average (UGPA) to predict long-term performance in an MA program in forensic psychology. The criterion measures were graduate grade point average (GGPA) and time to completion (TTC). Data were available for 206 graduates. Regression analysis indicated that a linear combination of GRE-V, GRE-Q, and UGPA correlated 0.63 with GGPA. Predictive efficiency was reduced by only 2% of the variance when GRE subscores are combined into a total score. The correlation with TTC was smaller (R = 0.31) but nonetheless translated into meaningful differences in student performance. Most noteworthy, GRE scores and UGPA appear to predict better for forensic psychology than for social sciences in general.

Garett, K. - Wulf, K. (1978). Relationship of a measure of critical thinking ability to personality-variables and to indicators of academic-achievement. Educational and psychological measurement, vol. 38, no. 4, pp. 1181-1187. ISSN 0013-1644.

ABSTRAKT: Involving use of 100 graduate student subjects, this study was concerned with the interrelationships between scores on selected scales of the Minnesota Multiphasic Personality Inventory (MMPI), those on the Cornell Critical Thinking Test (Level Z), and academic success as measured one year later by Grade Point Average (GPA) and total number of graduate units completed. Measures of ego development and critical thinking were significantly related for the sample of females, but not for that of males. Measures of personality maladjustment were not significantly related in either sample to a measure in ability in critical thinking. Finally, in each sample, critical thinking ability was predictive of success in graduate school.

Goldberg, E.L. - Alliger, G.M. (1992). Assessing the validity of the gre for students in psychology - a validity generalization approach. Educational and psychological measurement, vol. 52, no. 4, pp. 1019-1027. ISSN 0013-1644.

ABSTRAKT: Meta-analysis was used to examine the validity of the Graduate Record Examination (GRE) in predicting "success" in graduate school. Results are presented for studies conducted in Psychology/Counseling departments. Validity coefficients were demonstrated to come from a homogeneous population (variance across studies was due mostly to sampling error). Mean validity coefficients ranged from .03 to .37, with an average of .18. Most of the squared population validity coefficients indicate that less than 9% of the variance in the criterion was accounted for. When employing graduate grade point average (GGPA) as the criterion, the GRE did not demonstrate adequate predictive validity. The problem of criteria is discussed, and alternatives to GGPA are presented as potentially superior indicators of graduate school success. Recommendations are suggested for developing a criterion which better reflects what is meant by "success" in graduate school.

Goodwin, L.D. (2002). Changing conceptions of measurement validity: An update on the new standards. Journal of nursing education, vol. 41, no. 3, pp. 100-106. ISSN 0148-4834.

ABSTRAKT: This article serves as a follow up to a 1997 article in the Journal of Nursing Education, in which the author presented a historical overview of the ways in which views of measurement validity had changed during the past half century. The new American Educational Research Association, American Psychological Association, and National Council on Measurement in Education Standards for Educational and Psychological Testing, released in 1999, includes a revised conceptualization of validity. The key changes, including the elimination of the old "trinity" view of validity and the operationalization of validity as five types of evidence, are described in this article, and specific ways to obtain evidence of each type are provided. The article concludes with a brief discussion of some of the major continuing issues and challenges in validity theory and practice.

Halama, P. - Bieščad, M. (2006). Psychometrická analýza Rosenbergovej škály sebahodnotenia s použitím metód klasickej teórie testov (CTT) a teórie odpovede na položku (IRT). Československá psychologie, roč. 50, č. 6, s. 588-603. ISSN 0009-062X.

ABSTRAKT: Rosenbergova škála sebahodnotenia bola psychometricky analyzovaná na vzorke 591 adolescentov (234 mužov, 327 žien, priemerný vek 18,77). Na hodnotenie psychometrických vlastností škály a jej položiek boli použité metódy klasickej teórie testov, jako aj teórie odpovede na položku. Podobne ako vo viacerých iných výskumoch, faktorová analýza odhalila dva korelované faktory tvorené pozitívne a negatívne formulovanými položkami. Klasická položková analýza potvrdila, že väčšina položiek dobre prispieva k vnútornej konzistencii škály. Pomocou teórie odpovede na položku, konkrétne Samajimovho modelu pre stupňované odpovede, sa ukázalo, že jednotlivé položky sa líšia v ich schopnosti diskriminácie a majú odlišný vzťah k úrovni sebaúcty. Informačná funkcia škály tiež ukázala, že táto škála je viac informatívna u osob s nízkou a strednou mierou sebaúcty a menej informatívna u osob s vysokou mierou sebaúcty. Výsledky položkovej analýzy poukázali na istú konvergenciu koeficientov z oboch prístupov.

Hell, B. - Trapmann, S. - Weigand, S. - Schuler, H. (2007). The validity of admission interviews - a meta-analysis. Psychologische rundschau, vol. 58, no. 2, pp. 93-102. ISSN 0033-3042.

ABSTRAKT: Interest in the criteria and psychological assessment procedures that should be used to determine university admission has grown considerably in recent years in German-speaking countries. While the German Psychological Society (Deutsche Gesellschaft fur Psychologie, 1997) is skeptical about admission interviews, several university representatives and education policy-makers favor this method. In order to assess the predictive power of interviews in the context of university admission, we have conducted a meta-analysis (k = 44 studies), in which the admission interview is the predictor and exam results are the criterion for academic performance. The mean corrected validity for interviews is p = .16. Among 11 validity moderators examined, the degree of structure in the interview proved significant. Unstructured interviews reach a corrected validity of p = .11 compared to a corrected validity of p = .21 for structured interviews. The computed validity coefficients for admission interviews can be generalized. The incremental validity of interviews to school grades and admission tests is low.

Hoschl, C. - Kozeny, J. (1997). Predicting academic performance of medical students: The first three years. American journal of psychiatry, vol. 154, no. 6, pp. 87-92. ISSN 0002-953X.

ABSTRAKT: Objective: The purpose of this exploratory study was to identify a cluster of variables that would most economically explain variations in the grade point averages of medical students during the first 3 years of study. Method: Data were derived from a study of 92 students admitted to the 3rd Faculty of Medicine in 1992-1993 academic year and who were still in the medical school at the end of the sixth semester (third year). Stepwise regression analysis was used to build models for predicting log-transformed changes in grade point average after six semesters of study-at the end of the first, second, and third years. Predictor variables were chosen from four domains: 1) high school grade point averages in physics, mathematics, and the Czech language over 4 years of study, 2) results of admission tests in biology, chemistry, and physics, 3) admission committee's assessment of the applicant's ability to reproduce a text, motivation to study medicine, and social maturity, and 4) scores on the sentimentality and attachment scales of the Tridimensional Personality Questionnaire. Results: The regression model, which included performance in high school physics, results of the admission test in physics, assessment of the applicant's motivation to study medicine, and attachment scale score, accounted for 32% of the change in grade point average over six semesters of study. The regression models using the first-, second-, and third-year grade point averages as the dependent variables showed slightly decreasing amounts of explained variance toward the end of the third year of study and within domains, changing the structure of predictor variables. Conclusions: The results suggest that variables chosen from the assessment domains of high school performance, written entrance examination, admission interview and personality traits may be significant predictors of academic success during the first 3 years of medical study.

House, J.D. - Johnson, J.J. (1993). Predictive-validity of the graduate record examination advanced psychology test for graduate grades. Psychological reports, vol. 73, no. 1, pp. 184-186. ISSN 0033-2941.

ABSTRAKT: The purposes of this study were to investigate the predictive validity of the GRE Advanced Psychology Test and to assess the effects of program area on the relationship between test scores and students' grades. Test scores were significantly correlated with grades for the entire sample of 293 (r = .41, p < .01) but did not predict grades similarly for all program areas. The correlations obtained for each program area were .10 (n = 95) for clinical psychology, .56 (n = 71, p < .01) for counseling psychology, .39 (n = 58, p < .01) for school psychology, and .48 (n = 69, p < .01) for general/experimental psychology.

Kožený, J. - Tišanská, L. (2001). Akademická úspěšnost na střední škole: Prediktor absolvování studia medicíny. Československá psychologie, roč. 45, č. 1, s. 1-6. ISSN 0009-062X.

ABSTRAKT: Ve studii byla ověřována prediktivní validita (a) průměrného prospěchu z fyziky, matematiky a českého jazyka během čtyřletého studia na střední škole, (b) prospěchu z těchto předmětů v jednotlivých letech studia vzhledem k úspěšnému ukončení studia medicíny v intervalu šesti let. Soubor tvořilo 125 jedinců (64 žen a 61 mužů), kteří byli v roce 1992 přijati ke studiu na 3. lékařskou fakultu UK v Praze. Výsledky binární logistické regresní analýzy naznačují, že průměrný prospěch z fyziky během čtyřletého studia na střední škole by mohl být, s přihlédnutím k relativně dlouhému časovému intervalu mezi prediktory a kritériem, validním prekurzorem úspěšného zakončení studia medicíny v šestiletém období. Kromě toho průměrný prospěch z matematiky ve třetím roce studia se jeví jako ještě úspornější a validnější prediktor. V obou případech prediktory podstatně lépe identifikují jedince, kteří studium v šestiletém období neukončí.

Kožený, J. - Tišanská, L. (2003). Vztah kognitivních a nonkognitivních komponent akademického úspěchu: Propojení schopností a osobnostních charakteristik. Československá psychologie, roč. 47, č. 1, s. 8-18. ISSN 0009-062X.

ABSTRAKT: Studie shrnuje některé poznatky o vztahu kognitivních a nonkognitivních komponent osobnosti v souvislosti s akademickým výkonem s důrazem na integrující funkci kognitivního stylu.

Kožený, J. - Tišanská, L. - Höschl, C. (2004). Predikce akademického výkonu a úspěchu studentů medicíny v prvních deseti semestrech studia. Československá psychologie, roč. 48, č. 6, s. 491-498. ISSN 0009-062X.

ABSTRAKT: Ve studii byl ověřován prediktivní potenciál přijímacího řízení v souvislosti (a) s akademickým výkonem definovaným průměrným prospěchem během prvních pěti let studia medicíny; (b) s akademickým úspěchem indikovaným úspěšným ukončením 5. roku studia. Výsledky, jak multivariačních, tak logistické lineární regresní analýzy, založené na datech od 260 jedinců, podpořily předpoklad uspokojivé validity proměnných zahrnutých v přijímacím řízení jako prediktorů akademického úspěchu i výkonu během pěti let studia.

Kuncel, N.R. - Hezlett, S.A. - Ones, D.S. (2001). A comprehensive meta-analysis of the predictive validity of the graduate record examinations: Implications for graduate student selection and performance. Psychological bulletin, vol. 127, no. 1, pp. 162-181. ISSN 0033-2909.

ABSTRAKT: This meta-analysis examined the validity of the Graduate Record Examinations (GRE) and undergraduate grade point average (UGPA) as predictors of graduate school performance. The study included samples from multiple disciplines, considered different criterion measures, and corrected for statistical artifacts. Data from 1,753 independent samples were included in the meta-analysis, yielding 6,589 correlations for 8 different criteria and 82,659 graduate students. The results indicated that the GRE and UGPA are generalizably valid predictors of graduate grade point average, ist-year graduate grade point average. comprehensive examination scores, publication citation counts, and faculty ratings. GRE correlations with degree attainment and research productivity were consistently positive; however, some lower 90% credibility intervals included 0. Subject Tests tended to be better predictors than the Verbal, Quantitative, and Analytical tests.

Kuncel, N.R. - Hezlett, S.A. - Ones, D.S. (2004). Academic performance, career potential, creativity, and job performance: Can one construct predict them all? Journal of personality and social psychology, vol. 86, no. 1, pp. 148-161. ISSN 0022-3514.

ABSTRAKT: This meta-analysis addresses the question of whether I 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).

Kuncel, N.R. - Wee, S. - Serafin, L. - Hezlett, S.A. (2010). The Validity of the Graduate Record Examination for Master's and Doctoral Programs: A Meta-analytic Investigation. Educational and psychological measurement, vol. 70, no. 2, pp. 340-352. ISSN 0013-1644.

ABSTRAKT: Extensive research has examined the effectiveness of admissions tests for use in higher education. What has gone unexamined is the extent to which tests are similarly effective for predicting performance at both the master's and doctoral levels. This study empirically synthesizes previous studies to investigate whether or not the Graduate Record Examination (GRE) predicts the performance of students in master's programs as well as the performance of doctoral students. Across nearly 100 studies and 10,000 students, this study found that GRE scores predict first year grade point average (GPA), graduate GPA, and faculty ratings well for both master's and doctoral students, with differences that ranged from small to zero.

Trapmann, S. - Hell, B. - Hirn, J.O.W. - Schuler, H. (2007a). Meta-Analysis of the Relationship Between the Big Five and Academic Success at University. Zeitschrift fur psychologie-journal of psychology, vol. 215, no. 2, pp. 132-151. ISSN 0044-3409.

ABSTRAKT: Interest in the prediction of academic success in higher education has grown considerably in recent years in German-speaking countries. While the validity of school grades and admission tests has been investigated by meta-analyses and large-scale studies at least in the United States, less is known about noncognitive predictors of academic success. The present meta-analysis investigates the impact of the Big Five personality factors on academic success at university. A total of 258 correlation coefficients from 58 studies published since 1980 were included. Grades, retention, and,satisfaction served as success criteria. Correlations were corrected for attenuation caused by measurement error. Results show that the influence of personality traits on academic achievement depends on the success criterion. While Neuroticism is related to academic satisfaction (($mu) over cap (p)= -.369, k = 8), Conscientiousness correlates with grades ((mu) over cap (p) =.269, k = 41). Extraversion, Openness to Experience, and Agreeableness have no significant impact on academic success. Moderator analyses suggest effects of culture for the validity of Extraversion. Parallels to validity for job performance are identified and implications for admission and counseling of students are discussed.

Trapmann, S. - Hell, B. - Weigand, S. - Schuler, H. (2007b). The validity of school grades for academic achievement - A meta-analysis. Zeitschrift fur padagogische psychologie, vol. 21, no. 1, pp. 11-27. ISSN 1010-0652.

ABSTRAKT: Although school grades are often criticized and universities in Germany are now allowed to use other criteria of selection, high school grades are still used most often to admit students to university. The present meta-analysis includes all European studies that have been published since 1980 and investigated the relationship between school grades and university grades (altogether 83 coefficients). Grade point average and individual subject grades were accepted as predictors. The mean corrected validity for school grades ranges from .26 to .53, using undergraduate or graduate grades to measure academic success. Highest validity was found for German grade point average (p = .53, corrected). Analyses of moderator-effects show significant influences of country of origin, study major, time between school and university grades, and study period. The computed validity coefficients for school grades are positive and different from zero.

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