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

Coyle, Thomas R.; Snyder, Anissa C.; Richmond, Miranda; Little, Michelle

doi:10.1016/j.intell.2015.05.003

Cited by 22 publications

(13 citation statements)

References 14 publications

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“…Higher SAT scores are associated with an increase in the number of advanced courses students take within a degree program, even after controlling for things such as AP credit [21]. In addition, Coyle and colleagues have investigated the utility of g and non-g variances from the SAT in predicting general college achievement, and performance in specific courses, and found that both g and non-g variances from the SAT predict these college outcomes [22,23].…”

Section: The Sat Predicts More Than First Year Gradesmentioning

confidence: 99%

What We Know, Are Still Getting Wrong, and Have Yet to Learn about the Relationships among the SAT, Intelligence and Achievement

Frey

2019

J. Intell.

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Fifteen years ago, Frey and Detterman established that the SAT (and later, with Koenig, the ACT) was substantially correlated with measures of general cognitive ability and could be used as a proxy measure for intelligence (Frey and Detterman, 2004; Koenig, Frey, and Detterman, 2008). Since that finding, replicated many times and cited extensively in the literature, myths about the SAT, intelligence, and academic achievement continue to spread in popular domains, online, and in some academic administrators. This paper reviews the available evidence about the relationships among the SAT, intelligence, and academic achievement, dispels common myths about the SAT, and points to promising future directions for research in the prediction of academic achievement.

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Section: The Sat Predicts More Than First Year Gradesmentioning

confidence: 99%

What We Know, Are Still Getting Wrong, and Have Yet to Learn about the Relationships among the SAT, Intelligence and Achievement

Frey

2019

J. Intell.

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“…SAT and ACT mathematical subtests are positively associated with mathematical ability and negatively with verbal ability. For the verbal subtests, the pattern is the opposite (Coyle, Snyder, Richmond, & Little, 2015;Schult & Sparfeldt, 2016).…”

Section: Introductionmentioning

confidence: 97%

Cognitive and Non-Cognitive Predictors of the Unifed State Exam Performance of Students from Schools with Regular and Advanced Mathematical Curricula

Voronin¹,

Ovcharova²,

Bezrukova³

et al. 2018

Psych. Rus.

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Background. Exams such as the SAT, ACT, and GCSE are used to give an account of educational outcomes and provide a unified criterion for university admission. The Unified State Exam (USE) aims to fulfill these functions in Russia.All Russian students take two compulsory USE exams, mathematics and Russian, at the end of their school education. Objective. Variability in the mathematics and Russian USE scores is vast, both across and within schools. Our study investigated potential sources of this variability. Design. The sample included 196 students from regular schools (non-selected students) and 306 students from schools with advanced mathematical curriculum (selected students). The mathematical ability (numerical representation, mathematical fluency), intelligence, basic cognitive functions (working memory, reaction time), and mathematical self-efficacy of the students were assessed. We applied structural equation modeling to estimate the proportion of variability in the mathematics and Russian USE scores explained by cognitive predictors and mathematical self-efficacy. Results. In the whole sample, cognitive predictors and mathematical self-efficacy explained 54% of the variation in the mathematics USE scores and 30% of the variation in the Russian USE scores. These effects diminished after the data were analyzed in two groups separately, suggesting that the associations between predictors and exam scores were to a large extent accounted for by group differences (students from regular and specialized schools). Conclusion. The students from the schools with an advanced mathematical curriculum exhibited better cognitive performance, appraised their mathematical abilities higher, and achieved higher mathematics and Russian USE scores, compared to the students from regular schools. Within the groups, cognitive and non-cognitive predictors explained a small part of the variation of the mathematics and Russian USE scores.

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“…The usefulness of the Brunswik symmetry principle has been demonstrated in several studies in different research areas, for example by looking at the relations between different cognitive abilities (e.g., [24,29,30,31]), predicting academic and scholastic performance with intelligence or personality (e.g., [32,33,34,35,36]) and predicting occupational and other behavioural criteria with personality (e.g., [37,38,39])2. However, as Ackermann [22] highlighted, the Brunswik symmetry principle has been hardly considered with regard to personality-intelligence relations.…”

Section: Introductionmentioning

confidence: 99%

The Relation of Personality and Intelligence—What Can the Brunswik Symmetry Principle Tell Us?

et al. 2018

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Personality and intelligence are defined as hierarchical constructs, ranging from broad g-factors to (domain-)specific constructs. The present study investigated whether different combinations of hierarchical levels lead to different personality-intelligence correlations. Based on the integrative data analysis approach, we combined a total of five data sets. The focus of the first study (N = 682) was an elaborated measurement of personality (NEO-PI-R), which was applied with a relatively short intelligence test (Intelligence Structure Test 2000 R). In the second study (N = 413), a comprehensive measurement of intelligence (Berlin Intelligence Structure test) was used with a shorter personality questionnaire (NEO-FFI). In line with the Brunswik symmetry principle, the findings emphasize that personality-intelligence correlations varied greatly across the hierarchical levels of constructs considered in the analysis. On average, Openness showed the largest relation with intelligence. We recommend for future studies to investigate personality-intelligence relations at more fine-grained levels based on elaborated measurements of both personality and intelligence.

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

Cited by 22 publications

References 14 publications

What We Know, Are Still Getting Wrong, and Have Yet to Learn about the Relationships among the SAT, Intelligence and Achievement

What We Know, Are Still Getting Wrong, and Have Yet to Learn about the Relationships among the SAT, Intelligence and Achievement

Cognitive and Non-Cognitive Predictors of the Unifed State Exam Performance of Students from Schools with Regular and Advanced Mathematical Curricula

The Relation of Personality and Intelligence—What Can the Brunswik Symmetry Principle Tell Us?

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