A Meta-Analysis of the Predictive Validity of the Graduate Management Admission Test (GMAT) and Undergraduate Grade Point Average (UGPA) for Graduate Student Academic Performance.

Kuncel, Nathan R.; Credé, Marcus; Thomas, Lisa L.

doi:10.5465/amle.2007.24401702

Cited by 101 publications

(82 citation statements)

References 69 publications

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“…They found that a vast majority of these relationships were strong even after controlling for factors like socioeconomic status. On the whole, both HSGPA and standardized tests have been shown to have predictive validity in determining a variety of academic performance outcomes (e.g., Bridgeman, McCamley-Jenkins, & Ervin, 2000;Kuncel, Credé, & Thomas, 2007;Kuncel & Hezlett, 2007;Kuncel et al, 2001Kuncel et al, , 2004.…”

mentioning

confidence: 99%

Prediction of 4-year college student performance using cognitive and noncognitive predictors and the impact on demographic status of admitted students.

Schmitt

Keeney

Oswald

et al. 2009

Journal of Applied Psychology

139

119

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This study was conducted to determine the validity of noncognitive and cognitive predictors of the performance of college students at the end of their 4th year in college. Results indicate that the primary predictors of cumulative college grade point average (GPA) were Scholastic Assessment Test/American College Testing Assessment (SAT/ACT) scores and high school GPA (HSGPA) though biographical data and situational judgment measures added incrementally to this prediction. SAT/ACT scores and HSGPA were collected and used in various ways by participating institutions in the admissions process while situational judgment measures and biodata were collected for research purposes only during the first few weeks of the participating students' freshman year. Alternative outcomes such as a self-report of performance on a range of student performance dimensions and a measure of organizational citizenship behavior, as well as class absenteeism, were best predicted by noncognitive measures. The racial composition of a student body selected with only cognitive measures or both cognitive and noncognitive measures under various levels of selectivity as well as the performance of students admitted under these scenarios is also reported. The authors concluded that both the biodata and situational judgment measures could be useful supplements to cognitive indexes of student potential in college admissions.Keywords: college admissions, selection, noncognitive measures, biodata, situational judgment As is true when organizations hire employees, colleges and universities seek to admit and recruit the best students. Just as the qualifications deemed to make a good employee vary across organizations or managers, so do the factors underlying notions about excellent student performance. In the educational context, these factors vary as a function of the university or admissions personnel who evaluate student credentials and performance. Traditionally, college admissions personnel use high school grade point averages (HSGPA), standardized tests of cognitive ability in the areas of verbal and mathematical skills (Scholastic Assessment Test/American College Testing Assessment, or SAT/ACT), and sometimes records of achievement in specific subject matter areas to assess student potential. Each factor provides unique information about the applicant. Letters of recommendation, essays, or interviews are being used increasingly by universities to complement these HSGPA and SAT/ACT scores. Schools vary widely in their assessment of the information contained in these supplemental materials. For example, while a reviewer at one school might assign a subjective rating to each component of the application, a reviewer at another school might form ratings of personal qualities (e.g., leadership) on the basis of a holistic review of the materials (Rigol, 2003). Clearly, any systematic and thorough processing of this information, especially when large numbers of applicants must be processed in a short period of time, places a heavy burden on admissions p...

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mentioning

confidence: 99%

Prediction of 4-year college student performance using cognitive and noncognitive predictors and the impact on demographic status of admitted students.

Schmitt

Keeney

Oswald

et al. 2009

Journal of Applied Psychology

139

119

View full text Add to dashboard Cite

show abstract

“…Recent studies on admission processes to MBA programs use, mainly, standardized tests for measuring cognitive abilities, among them the Graduate Management Admission Test (GMAT), the most widely used by universities and business schools around the world as admission requirement for their programs (Gropper, 2007;Koys, 2010;Kuncel et al, 2007).…”

Section: Cognitive Abilitymentioning

confidence: 99%

“…To accomplish this, admission systems must perform two main tasks: (a) choosing the best variables to predict academic performance (AP) of applicants and (b) finding the best combination of those predictors for making admission decisions (Kuncel, Credé, & Thomas, 2007). Traditionally, admission systems of educational organizations have privileged previous academic 669395S GOXXX10.1177/2158244016669395SAGE OpenDakduk et al…”

Section: Introductionmentioning

confidence: 99%

Admission Criteria for MBA Programs

et al. 2016

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This paper reports a review of studies on admission criteria for MBA programs. The method consisted in a literary review based on a systematic search in international databases (Emerald, ABI/INFORM Global, ProQuest Education Journals, ProQuest European Business, ProQuest Science Journal, ProQuest Research Library, ProQuest Psychology Journals, ProQuest Social Science Journals and Business Source Complete) of studies published from January 1990 to December 2013, which explore the academic performance of students or graduates of MBA programs. A quantitative review was performed. Results show that most researchers studied relations between GMAT (Graduate Management Admission Test) and UGPA (Undergraduate Grade Point Average) as predictors of GGPA (Graduate Grade Point Average). On the other hand, work experience and personal traits (such as personality, motivation, learning strategies, self-efficacy beliefs and achievement expectations) and their relation with GGPA had been less studied, and results are not consistent enough to consider them valid predictors of student performance at this time.

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“…A recent meta-analysis examined graduate business students' academic success. The predictors were undergraduate grade point average (GPA) and the aptitude test required for graduate degrees in business schools, the Graduate Management Admission Test (GMAT) (Kuncel, Crede, & Thomas, 2007). They showed that both predictors combined contribute unique and substantial variance in predicting first-year graduate GPA and overall GPA of graduate students.…”

Section: Educational Achievementmentioning

confidence: 99%

Worklife Across the Lifespan

Larson¹

2011

Oxford Handbooks Online

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An extensive literature search across the spectrum of vocational psychology was conducted using the time frame of 1991-2008 and resulted in 47 quantitative reviews (i.e., meta-analyses). First, theories of vocational psychology are presented including John Holland's ( 1997) and Rene Dawis and Loyd Lofquist's ( 1984;Dawis, 2005) theory of work adjustment person-environment fit (P-E fit) models; Lent, Brown, and Hackett ( 1994) social cognitive career theory; the social learning theory of John Krumboltz ( 1990); Donald Super's career construction theory (Super, 1992); and L. S. Gottfredson's ( 1999) circumscription theory. Next, vocational outcomes of young people (the development of interests, educational and occupational aspirations, educational achievement, and career choice) and wage-earning adults (job search, job entry, job performance, job satisfaction, career success, and mental health outcomes) are reviewed. The last two major sections concern diverse groups (women and racially and ethnically diverse groups) and individual differences (cognitive ability, personality, and interests) as predictors of vocational outcomes. AbstractAn extensive literature search across the spectrum of vocational psychology was conducted using the time frame of 1991-2008 and resulted in 47 quantitative reviews (i.e., meta-analyses). First, theories of vocational psychology are presented including John Holland's ( 1997) and Rene Dawis and Loyd Lofquist's ( 1984;Dawis, 2005) theory of work adjustment person-environment fit (P-E fit) models; Lent, Brown, and Hackett ( 1994) social cognitive career theory; the social learning theory of John Krumboltz ( 1990); Donald Super's career construction theory (Super, 1992); and L. S. Gottfredson's ( 1999) circumscription theory. Next, vocational outcomes of young people (the development of interests, educational and occupational aspirations, educational achievement, and career choice) and wage-earning adults (job search, job entry, job performance, job satisfaction, career success, and mental health outcomes) are reviewed. The last two major sections concern diverse groups (women and racially and ethnically diverse groups) and individual differences (cognitive ability, personality, and interests) as predictors of vocational outcomes.

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A Meta-Analysis of the Predictive Validity of the Graduate Management Admission Test (GMAT) and Undergraduate Grade Point Average (UGPA) for Graduate Student Academic Performance.

Cited by 101 publications

References 69 publications

Prediction of 4-year college student performance using cognitive and noncognitive predictors and the impact on demographic status of admitted students.

Prediction of 4-year college student performance using cognitive and noncognitive predictors and the impact on demographic status of admitted students.

Admission Criteria for MBA Programs

Worklife Across the Lifespan

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