Comparative Validities of the Strong Vocational Interest Blank Academic Achievement Scale and the College Student Questionnaire Motivation for Grades Scale

Lindsay, Carl A.; Althouse, Richard

doi:10.1177/001316446902900229

Cited by 5 publications

(3 citation statements)

References 3 publications

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“…The fact that initially the sample was located at just one school also could be cause for caution about the results but this study's data on the scale's first-year predictive validity and its negligible interaction with scholastic aptitude measures are in agreement with the results reported by Johnson (1969) and Lindsay and Althouse (1969) cited above. All of these studies were made at large universities not representative of the diversity of higher education in the United States but the scale was developed in this type of setting.…”

Section: Discussionsupporting

confidence: 87%

“…Academic Achievement scale scores for men obtained in a precollege orientation program at the University of Massachusetts correlated .18 with first semester grade point average (.02 within the School of Business Administration; Johnson, 1969). At Pennsylvania State University, Lindsay and Althouse (1969) report a correlation of .10 between freshmen preregistration Academic Achievement scale scores and first-year grade point average for men, while for women it was .25. Both studies agree with the Manual that the scale does not add much if any new variance to the prediction of grades from high school rank and/or measures of scholastic aptitude.…”

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confidence: 87%

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Men's Strong Vocational Interest Blank Academic Achievement scale: An attempted validation.

Frank¹

1971

Journal of Counseling Psychology

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The Academic Achievement scale introduced in the Strong Vocational Interest Blank in 1966 was said in the 1969 Manual Supplement to be more related to persistence in school than to level of performance. This proposition, the scale's predictive validities for 1-, 3-, and 4-year grade point averages, and its effectiveness with potential counseling subgroups were examined with test-retest and follow-up questionnaire data on a representative sample of 200 university men. No relationship was found to persistence or between entering first-year Academic Achievement scale scores and 4-year grade point average (r = .13). Comparisons with a scholastic ability test were unfavorable, other results ambiguous, and caution seems indicated in using the scale.In 1966 the Academic Achievement scale was added to both the men's and women's forms of the Strong Vocational Interest Blank (SVIB). The 1966 SVIB Manual said the scale was "moderately effective . . . in predicting grades and eventual educational level [p. 19]," with the expectation that it would be of direct assistance in counseling and academic advisement. In 1969 the new Manual Supplement said the scale was "more related to persistence in school than to level of performance [p. 9]," but the anticipated use of the scale apparently remained unaltered.These two descriptions of the scale are not directly contradictory but they do show a somewhat confusing shift of emphasis. Taken together, one can expect that (a) the scale will show a correlation with grades, (b) the scale will be associated with persistence in school, or the related concept, eventual educational level, and (c) the scale's relationship to persistence will be more pronounced than its relationship to grades.

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Section: Discussionsupporting

confidence: 87%

mentioning

confidence: 87%

Men's Strong Vocational Interest Blank Academic Achievement scale: An attempted validation.

Frank¹

1971

Journal of Counseling Psychology

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“…Instead of correlating about .35 with grades, as the Manual suggests, recent studies a t three universities show predictive correlations with freshman grades, for men, of .17, .18, and .I0 (Frank, 1970: Johnson, 1969Lindsay & Althouse, 1969). Entering freshman AACH scores correlated only .06 with three-year grades in the first longitudinal prediction results to appear, and over three academic years there was no relationship between either first-year or third-year AACH scores and persistence (Frank, 1970) .…”

Section: A Specific Scale: the Academic Achievement Scalementioning

confidence: 99%

Uncertainties about the new Strong Interest Blanks

Frank

Kirk

1970

The Personnel and Guidance Journal

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Many SVIB materials were published in 1969, and the new men's and women's revisions are now largely complete. Because these inventories are such fundamental instruments for vocational counseling, the revisions merit careful examination at this point. Consideration is given to necessary technical information, the Basic Interest Scales, new occupational scale reference groups, scale development and validation, an illustrative scale, and other factors. Because the SVIB's are more complex than ever, and involve uncertainties yet to be resolved, they need to be approached with caution.

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Analysis of the Revised Student Descriptive Questionnaire: Phase Ii: Predictive Validity of Academic Self‐report

Freeberg¹,

Rock²,

Pollack³

1982

ETS Research Report Series

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An initial study phase dealing with the suitability of the revised (1985) Student Descriptive Questionnaire (SDQ) assessed the accuracy of student self‐report for that instrument and found it to be of sufficient accuracy to fulfill its intended purposes. This second phase of study examines the adequacy of the revised SDQ in terms of the predictive validity of its student academic self‐report information against a criterion of first‐year college achievement (GPA). Findings indicate that the validities are consonant with earlier study results using the original version of the SDQ, as well as with other similar self‐report instruments used with college applicants. This was evident in overall magnitudes of the validities obtained, the precision of prediction in multiple regression equations, and in differences between validities for school‐reported and student‐reported high school academic achievement (as GPA and class rank). Multiple regression correlations and their associated regression weights were used to contrast validities for school‐ and student‐report prediction models. These results indicated slight but consistent superiority for the school‐reported information. In multiple prediction based on either school‐ or student‐reported information, apparent differences were found: (1) in the relative contributions of the predictor variables (SAT‐V, SAT‐M, and high school academic achievement); (2) in the relative importance of the predictors for subgroups based on race and, to a lesser extent, on sex; and (3) in differing roles for high school GPA and class rank as academic predictor variables. Other predictive validities were explored for SDQ information involving students' academic self‐concept and student‐reported grades in separate high school subject‐matter areas. Differential validities based on groups defined by high school academic curriculum (i.e., math/science vs. non‐math/science) in conjunction with intended choice of college academic major were also examined.

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Comparative Validities of the Strong Vocational Interest Blank Academic Achievement Scale and the College Student Questionnaire Motivation for Grades Scale

Cited by 5 publications

References 3 publications

Men's Strong Vocational Interest Blank Academic Achievement scale: An attempted validation.

Men's Strong Vocational Interest Blank Academic Achievement scale: An attempted validation.

Uncertainties about the new Strong Interest Blanks

Analysis of the Revised Student Descriptive Questionnaire: Phase Ii: Predictive Validity of Academic Self‐report

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