Concurrent and Predictive Validity of the Raven Progressive Matrices and the Naglieri Nonverbal Ability Test

Balboni, Giulia; Naglieri, Jack A.; Cubelli, Roberto

doi:10.1177/0734282909343763

Cited by 27 publications

(23 citation statements)

References 41 publications

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“…Using the Kuder-Richardson formula, reliability coefficients range between .81 and .88 (McCallum, Bracken, & Wasserman, 2001). The NNAT also predicts academic achievement (Balboni, Naglieri, & Cubelli, 2010). Convergent validity with academic knowledge tests has ranged between .32 and .63 (Naglieri, 1997).…”

Section: Methodsmentioning

confidence: 98%

French Validation of the Overexcitability Questionnaire 2: Psychometric Properties and Factorial Structure

Botella

Fürst

Myszkowski

et al. 2014

Journal of Personality Assessment

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Overexcitability corresponds to an overall response to stimulations in 5 domains: psychomotor, sensual, intellectual, imaginational, and emotional. The aim of this study was to develop a French version of the Overexcitability Questionnaire 2 (OEQ2) and to expand its psychometric properties. Two studies were conducted: one with a sample of 474 adolescents and another with a sample of 436 adults. Internal consistency, factorial structure, and validity (correlations with intelligence, personality, and alexithymia) were examined. The French OEQ2 showed satisfactory psychometric properties, thus advocating for its use in further research on overexcitability and in clinical practice.

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Section: Methodsmentioning

confidence: 98%

French Validation of the Overexcitability Questionnaire 2: Psychometric Properties and Factorial Structure

Botella

Fürst

Myszkowski

et al. 2014

Journal of Personality Assessment

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“…Jones (2006) found correlations below .10 between UNIT scores in first grade and reading achievement on the Texas Assessment of Knowledge and Skills (TAKS) in third grade for both ELL and non‐ELL students. Even in non‐ELL samples, the correlations between nonverbal tests and achievement usually range between .3 and .6 (e.g., Balboni, Naglieri, & Cubelli, 2010; Naglieri & Ronning, 2000). These values are far below what is typically observed for CogAT verbal and quantitative batteries with non‐ELL samples, which predict their relevant domain of achievement (reading and mathematics, respectively) with correlations of .75–.80 (Lakin & Lohman, 2011).…”

Section: Use Of Nonverbal Ability Tests With Ell Studentsmentioning

confidence: 99%

Assessing the cognitive abilities of culturally and linguistically diverse students: Predictive validity of verbal, quantitative, and nonverbal tests

Lakin

2012

Psychology in the Schools

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Verbal and quantitative reasoning tests provide valuable information about cognitive abilities that are important to academic success. Information about these abilities may be particularly valuable to teachers of students who are English‐language learners (ELL), because leveraging reasoning skills to support comprehension is a critical aptitude for their academic success. However, due to concerns about cultural bias, many researchers advise exclusive use of nonverbal tests with ELL students despite a lack of evidence that nonverbal tests provide greater validity for these students. In this study, a test measuring verbal, quantitative, and nonverbal reasoning was administered to a culturally and linguistically diverse sample of students. The two‐year predictive relationship between ability and achievement scores revealed that nonverbal scores had weaker correlations with future achievement than did quantitative and verbal reasoning ability scores for ELL and non‐ELL students. Results do not indicate differential prediction and do not support the exclusive use of nonverbal tests for ELL students. © 2012 Wiley Periodicals, Inc.

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“…This would seemingly support Naglieri's (2006) claim that nonverbal aptitude testing is able to gauge general aptitude as well as aptitude testing that does utilize language. It would also seem to be in line with previous research by Balboni, Naglieri, and Cubelli (2010) and Naglieri and Ronning (2000), who came to a similar conclusion.…”

Section: Hypothesis Onesupporting

confidence: 92%

An Investigation of the Link Between Nonverbal Aptitude and Academic Achievement

Althoff¹

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All rights reserved.iv ACKNOWLEDGMENTS The blessings that I have enjoyed in this life and that have allowed me to progress in my education as well as professionally are provided by God above, and I thank Him every day for all that He has provided. Additionally, I have to thank my wife for her commitment to me in this process. If it were not for her support and countless evening and weekends in which she cared for our children, I would not have gotten through this. I would also like to thank my employer, Divine Savior Academy, for supporting me in this endeavor both with time and resources.The process of completing a dissertation is filled with numerous hours of research, writing, proofreading, and more writing. Without the support of my dissertation committee and the Office of Graduate Studies in Education at Florida International University, I would not have been able to complete this dissertation. First, I need to thank Dr. Thomas Reio, Jr. for the time he committed in working with me to proofread, edit, and finalize this dissertation, but also for his guidance in getting through the entire doctoral program and dissertation process as my Major Professor on my committee. I also would like to thank Dr. Isadore Newman for the time he committed to working with me through the methodology and statistics included in this research as well as for being part of my committee. Dr. Linda Bliss must also be commended for her contribution to this dissertation as she reviewed the manuscript and made numerous suggestions to improve its readability as well as to ensure that all questions raised were adequately answered. Dr. Eric Dwyer and Dr. Kyle Perkins were also invaluable in their suggestions for improvement throughout this process as members of my committee. I would like to v thank a former student of mine, Maham Zafar, for the time she has spent proofreading the early versions of this manuscript. vi ABSTRACT OF THE DISSERTATIONWhen a private school works to serve a diverse student population and provide excellence in education, academic aptitude is important to evaluate to better predict whether a student will be provided an education that is appropriately leveled.Comparing the previous grades of a diverse applicant pool may prove problematic because of the differing scaling and grading methods utilized in differing educational systems. A nonverbal aptitude test may be utilized to fill this purpose by not only gauging a student's aptitude, but also by minimizing bias associated with cultural or linguistic differences, as well as differences that may present themselves because of sex.The present study included an ex post facto review of data collected over three academic years from 2013 to 2016 at a private secondary school. The nonverbal aptitude of applicants was gauged utilizing the Naglieri Nonverbal Aptitude Test (NNAT). The students' overall GPA during their second semester at the school was identified to gauge academic achievement. These two values were then compared utilizing a hierarchical regression analysis to id...

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Concurrent and Predictive Validity of the Raven Progressive Matrices and the Naglieri Nonverbal Ability Test

Cited by 27 publications

References 41 publications

French Validation of the Overexcitability Questionnaire 2: Psychometric Properties and Factorial Structure

French Validation of the Overexcitability Questionnaire 2: Psychometric Properties and Factorial Structure

Assessing the cognitive abilities of culturally and linguistically diverse students: Predictive validity of verbal, quantitative, and nonverbal tests

An Investigation of the Link Between Nonverbal Aptitude and Academic Achievement

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