Predictive validity of biodata items generated from retrospective life experience essays.

Russell, Craig J.; Mattson, Joyce; Devlin, Steven; Atwater, David C.

doi:10.1037/0021-9010.75.5.569

Cited by 46 publications

(33 citation statements)

References 32 publications

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“…In particular, professional social media sites like LinkedIn might be a useful source. Researchers (e.g., Russell et al 1990) have coded life history essays to obtain biodata, and similar procedures might be used in Internet screening. However, given the lack of standardization in Internet screening media (e.g., personal webpages), coding this information into reliably scored ratings of job applicants' work-relevant backgrounds may be impractical.…”

Section: Practical Implications Of Internet Screeningmentioning

confidence: 99%

To Screen or Not to Screen? Using the Internet for Selection Decisions

Davison

Maraist²,

Hamilton

et al. 2011

Employ Respons Rights J

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Organizations are increasingly relying on Internet searches and social networking websites to uncover detailed and private information about job applicants. Such Internet screening techniques have the potential to provide additional information beyond that found using traditional screening approaches. However, questions regarding the legality and appropriateness of this practice, as well as issues regarding the standardization, reliability, and validity of the information obtained, need to be addressed. The current work describes these issues associated with Internet screening and provides recommendations to help ensure this practice is used appropriately in organizations. Suggestions for future research on Internet screening are also discussed.

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Section: Practical Implications Of Internet Screeningmentioning

confidence: 99%

To Screen or Not to Screen? Using the Internet for Selection Decisions

Davison

Maraist²,

Hamilton

et al. 2011

Employ Respons Rights J

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“…To date, standardized tests have been demonstrated as valid methods for predicting college outcomes (ACT, 1997;Willingham, Lewis, Morgan, & Ramist, 1990); however, there is general agreement that these should be augmented by the assessment of other relevant attributes (U.S. Department of Education, Office of Civil Rights, 2000). The use of alternative predictors of academic achievement, including successful intelligence (Sternberg, 2004), previous experiences and biodata (Russell, Mattson, Devlin, & Atwater, 1990), and situational judgments (Lievens & Coetsier, 2002;Oswald, Schmitt, Kim, Ramsay, & Gillespie, 2004) have been proposed. However, these fail to address the plethora of research identifying numerous personality and social factors associated with college outcomes.…”

mentioning

confidence: 99%

Unraveling the differential effects of motivational and skills, social, and self-management measures from traditional predictors of college outcomes.

Robbins

Allen

Casillas

et al. 2006

Journal of Educational Psychology

248

283

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The authors report on a large-scale study examining the effects of self-reported psychosocial factors on 1st-year college outcomes. Using a sample of 14,464 students from 48 institutions, the authors constructed hierarchical regression models to measure the predictive validity of the Student Readiness Inventory, a measure of psychosocial factors. Controlling for institutional effects and traditional predictors, the authors tested the effects of motivational and skill, social, and self-management measures on academic performance and retention. Academic Discipline was incrementally predictive of academic performance (grade-point average) and retention. Social Activity and Emotional Control also helped predict academic performance and retention, whereas Commitment to College and Social Connection offered incremental prediction of retention. This study elaborates recent meta-analytic findings (S. Robbins et al., 2004), demonstrating the salience of a subset of motivational, social, and self-management factors. Future research questions include how measures of psychosocial factors can be used to aid students, the salience of these measures over the entire college experience and for predicting job performance, and the need for testing theoretical models for explaining postsecondary educational outcomes incorporating traditional, motivational, self-management, and social engagement factors.With the scheduled revamping of the Higher Education Act, the accountability of postsecondary institutions for student academic performance and dropout has received much attention in professional reports as well as popular and research literatures (is concern that college students are ill prepared to meet the hurdles they face upon entry into college. To counter these problems, researchers have suggested the tying of federal (Stedman, 2003) and state (Hearn & Holdsworth, 2002) funding to outcomes of higher education.In practice, prediction of college success has largely centered on high-stakes testing. In many 4-year colleges and universities, there are many more applicants than spots, and high school academic performance and standardized achievement test scores are heavily weighted in admission decisions. A significant debate is occurring over how these indicators should be used. It has been argued that certain groups are disadvantaged by standardized test scores

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“…This study and other recent research (e.g., Kilcullen et al 1995;Kuhnert and Russell, 1990;Mael and Hirsch, 1993;Mumford et al 1993;Russell et al 1990) underscore the growing emphasis on the role of constructs in the development of these devices (Mumford and Owens, 1987;Mumford and Stokes, 1992 Notes 1 These items are taken or adapted from Mael (1991). 2 A meta-analysis that appeared subsequently found that dominance and emotional stability were associated with leadership, but sociability was not ± need for achievement and self-confidence were not studied (Lord et al, 1986).…”

Section: Methodological Implicationsmentioning

confidence: 79%

Assessing Leadership Potential with a Biographical Measure of Personality Traits

Stricker

Rock

1998

Int J Selection Assessment

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The aim of this study was to demonstrate the feasibility of biographical inventories free of the limitations common to many current biographical measures by constructing and validating an inventory composed of homogeneous scales, with item content that is factual and fair, to assess personality traits predictive of leadership. The experimental inventory, with tentative scales for Dominance, Emotional Stability, Need for Achievement, Self-Confidence, and Sociability, was administered to incoming midshipmen at the US Naval Academy and item analyzed. The validity of the final scales was appraised against subsequent peer ratings of the traits and of leadership shortly after entering the Academy; military performance grades, and midshipman rank and leadership position at the Academy; and recommendations for promotion after graduating and serving as an officer. The Sociability, Dominance, and Need for Achievement scales demonstrated convergent and discriminant validity, and all of the scales except Self-Confidence correlated with the leadership criteria. The Sociability scale's consistent correlations with several of the leadership criteria, including a nontrivial correlation (r = 0.28) with the leadership peer rating, implies that this measure may be useful in assessing leadership potential.

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Predictive validity of biodata items generated from retrospective life experience essays.

Cited by 46 publications

References 32 publications

To Screen or Not to Screen? Using the Internet for Selection Decisions

To Screen or Not to Screen? Using the Internet for Selection Decisions

Unraveling the differential effects of motivational and skills, social, and self-management measures from traditional predictors of college outcomes.

Assessing Leadership Potential with a Biographical Measure of Personality Traits

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