Ability tilt on the SAT and ACT predicts specific abilities and college majors

Coyle, Thomas R.; Purcell, Jason M.; Snyder, Anissa C.; Richmond, Miranda

doi:10.1016/j.intell.2014.04.008

Cited by 50 publications

(41 citation statements)

References 9 publications

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“…The results also extend prior SAT research for STEM and the humanities outcomes (Achter et al, 1999;Coyle et al, 2014;Lubinski et al, 2001). Whereas prior research has predicted college preferences (e.g., courses and majors) and later achievements (e.g., patents and novels), the current study was the first to predict course specific GPAs.…”

Section: Discussionsupporting

confidence: 75%

“…Additional GPAs were available for engineering (GPAengr) and computer science (GPAcs), which were combined with GPAm and GPAsci to form a STEM factor; and for art/music (GPAart), foreign languages (GPAfl), history (GPAhis), and humanities (GPAhum), which were combined with GPAv to form a humanities factor. The distinction between STEM and humanities has been validated in SAT research (Achter et al, 1999;Coyle et al, 2014;Lubinski et al, 2001). High SAT math scores predict STEM achievements, and high SAT verbal scores predict humanities achievements.…”

Section: Sat Scores and Gpasmentioning

confidence: 99%

“…These GPAs are associated with humanities majors in college and with higher verbal scores on the SAT (cf. Coyle et al (2014)). The results confirmed the prior analyses (cf.…”

Section: Sat Residuals and Stem And Humanities Factorsmentioning

confidence: 99%

“…The distinction between STEM and humanities has been validated in SAT research on course preferences, college majors, and later achievements (Achter, Lubinski, Benbow, & EftekhariSanjani, 1999;Coyle, Purcell, Snyder, & Richmond, 2014;Lubinski, Webb, Morelock, & Benbow, 2001). High SAT math scores predict course preferences and later achievements in STEM (e.g., math courses and patents), whereas high SAT verbal scores predict preferences and achievements in the humanities (e.g., English courses and novels).…”

Section: Introductionmentioning

confidence: 99%

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SAT non-g residuals predict course specific GPAs: Support for investment theory

et al. 2015

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Section: Discussionsupporting

confidence: 75%

Section: Sat Scores and Gpasmentioning

confidence: 99%

“…These GPAs are associated with humanities majors in college and with higher verbal scores on the SAT (cf. Coyle et al (2014)). The results confirmed the prior analyses (cf.…”

Section: Sat Residuals and Stem And Humanities Factorsmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

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SAT non-g residuals predict course specific GPAs: Support for investment theory

et al. 2015

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“…Research findings indicate this intraindividual variation has important practical implications. For instance, individuals with stronger verbal than visuospatial skills tend to pursue degrees, careers, and creative achievements in the arts and humanities, whereas those with stronger visuospatial than verbal skills focus their energies in science, technology, engineering, and mathematics (STEM; Coyle & Pillow, 2008;Coyle, Purcell, Snyder, & Richmond, 2014;Kell, Lubinski, Benbow, & Steiger, 2013;Wai, Lubinski, & Benbow, 2009).…”

Section: Traditional Human Capitalmentioning

confidence: 99%

A Psychological Approach to Human Capital

Kell

Robbins

et al. 2018

ETS Research Report Series

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The concept of human capital originated in economics over 200 years ago. The current paper takes a novel approach to human capital by interpreting it from a psychological perspective. We divide human capital into 2 domains: traditional and nontraditional. The traditional domain consists of the constructs that have been historically classified as human capital: the cognitive skills and knowledge associated with educational success and measured by high‐stakes tests. The nontraditional domain consists of constructs that have not historically been associated with human capital: personality traits, vocational interests, and psychosocial and academic‐related factors. Both traditional and nontraditional human capitals are important predictors of school and work success. Science, however, is concerned with developing explanations in addition to making accurate predictions, and we move beyond a descriptive taxonomy of human capital constructs by providing a psychological process‐based account of human capital grounded in the cognitive–affective processing system (CAPS) developed by Mischel and Shoda. To practically illustrate the power of this approach for explaining how human capital is manifested in individuals' actions, we offer a CAPS‐based model of student help‐seeking behavior—a type of behavior that is an important facilitator of positive educational outcomes.

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Statistical and Clinical Interpretation Guidelines for School Neuropsychological Assessment

Schneider

2022

Best Practices in School Neuropsychology

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Ability tilt on the SAT and ACT predicts specific abilities and college majors

Cited by 50 publications

References 9 publications

SAT non-g residuals predict course specific GPAs: Support for investment theory

SAT non-g residuals predict course specific GPAs: Support for investment theory

A Psychological Approach to Human Capital

Statistical and Clinical Interpretation Guidelines for School Neuropsychological Assessment

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