Text anxiety on cognitive ability test can result in differential predictive validity of academic performance

Bonaccio, Silvia; Reeve, Charlie L.; Winford, Eboni C.

doi:10.1016/j.paid.2011.11.015

Cited by 29 publications

(16 citation statements)

References 23 publications

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…These results suggest that interview anxiety may decrease the effectiveness of the interview as a predictive tool. A similar finding was reported in the context of test anxiety such that cognitive ability tests were less useful predictors of exam performance for high anxiety test takers (Bonaccio et al, 2012).…”

Section: Discussionsupporting

confidence: 77%

Does interview anxiety predict job performance and does it influence the predictive validity of interviews?

Schneider¹,

Powell

Bonaccio

2019

Int J Selection Assessment

Self Cite

View full text Add to dashboard Cite

Interview anxiety is negatively related to interview performance; however, its relation to job performance is unknown. It could correlate negatively with job performance, and it could moderate the interview performance–job performance relation. In a sample of applicants for Residence Assistant positions, interview anxiety had near‐zero correlations with job performance, rated by supervisors and supervisees. It moderated the relation between interview performance and supervisor‐rated facilitating peer and team performance, such that interview performance did not predict this job performance component for anxious applicants. The moderation was not found for supervisor‐rated task proficiency, or for supervisee ratings of either job performance component, suggesting that the impact of interview anxiety depends on rater source and which job performance component is rated.

show abstract

Section: Discussionsupporting

confidence: 77%

Does interview anxiety predict job performance and does it influence the predictive validity of interviews?

Schneider¹,

Powell

Bonaccio

2019

Int J Selection Assessment

Self Cite

View full text Add to dashboard Cite

show abstract

“…Moreover, the GPA reflects years of assessment, whereas one's SAT score is based on a procedure that only took a few hours. Test and stereotype anxiety can impair performance on the SAT (Bonaccio, Reeve, and Winford ; Hannon ). One bad day can thus easily ruin years of hard work.…”

Section: Requirements For Admission Into Honorsmentioning

confidence: 99%

The Value of SAT Scores and High School Grades in the Selection of Honors Program Candidates from the Perspective of Honors Students and Graduates

Roszkowski¹,

Nigro²

2015

Strategic Enroll Management

View full text Add to dashboard Cite

Admission to honors programs is competitive and typically relies heavily on the applicant's high school grades and SAT scores. Research shows that of the two criteria, the stronger predictor of performance in an honors curriculum is the high school record, which would imply that grades should receive the greater emphasis. We surveyed current students (109 respondents) and the graduates (203 respondents) of an honors program at a private university to determine their views about how high school grades and SAT scores should be treated in the honors admission decision. The majority in both groups indicated stronger support for a minimum high school GPA (74% of the current students and 72% of the alumni) than for a minimum SAT (49% of the students and 43% of the alumni). Similarly, a majority (74% of students, 67% of alumni) agreed that in the admissions process, a high GPA score should be allowed to override a nonqualifying SAT score. Conversely, only a minority (36% of students, 23% of alumni) supported the proposition that a good SAT score should be permitted to override a poor high school GPA. In cases where a discrepancy exists between the two criteria, the overwhelming view (84% of the students and 90% of the alumni) was that the high school GPA should receive the greater weight. A two‐step cluster analysis of the five items revealed the presence of two segments in both samples. The major differentiator between the two clusters was opinion about whether a high SAT score should be allowed to override a nonqualifying GPA. Since the defining feature of each cluster was whether or not good SAT scores should be allowed to override poor high school grades, we explored the relationship of opinion on this issue to motivation to enroll in an honors program and the perceived personality of the typical honors student. Surprisingly, very few of these items correlated to respondents’ position on this matter, and even the significant correlations were small in magnitude. The survey showed that irrespective of opinion about the SAT overriding GPA, honors students’ motivation to enroll in an honors program rests mainly on wanting to be with students who share both their ability and work ethic. In terms of personality, the typical honors student is viewed by honors participants themselves as someone who is more likely than the non‐honors student to be intellectually curious, highly motivated, possessing good study habits, and having a tendency to be compulsively driven to work hard. On the other hand, honors participants consider the typical honors student to be less likely than the non‐honors student to be extraverted, social, athletic, and to enjoy working in teams.

show abstract

“…Así, en las últimas dos décadas se han estudiado las relaciones entre algunas de estas variables con el rendimiento académico y el ajuste al primer año de universidad: actitudes ante el aprendizaje (Gargallo et al, 2007-A-), estrategias de aprendizaje (Juárez et al, 2016;Bahamón et al, 2013;Yip, 2012;Gargallo et al, 2009;Gargallo et al, 2007-B-), estrés académico (Hamaideh et al, 2016;Rayle y Chung, 2007;Robotham y Julian 2006;Lépine et al, 2004), ansiedad ante los exámenes (Khalaila, 2015;Bonaccio et al, 2012;Lang y Lang, 2010;Salanova et al, 2005;Chapell et al, 2005), autoeficacia académica (Palacio et al, 2012;Salanova et al, 2005) e integración social en el grupo/clase (Álvarez et al, 2011;Rausch y Hamilton, 2006).…”

Section: Introductionunclassified

¿Podemos favorecer el proceso de aprendizaje y la inclusión social y académica en la universidad de los estudiantes con más dificultades? Propuesta de un estudio de investigación

Hernández¹,

Sánchez²

2018

Educación E Inclusión: Aportes Y Perspectivas De La Educación Comparada Para La Equidad

View full text Add to dashboard Cite

Durante el primer curso universitario, los estudiantes deben hacer frente a nuevas exigencias académicas, (evaluación, metodologías docentes...), con el fin de superar ese primer curso, al tiempo de integrarse socialmente en un contexto, la universidad, nuevo para ellos. Para ello, deben adquirir o reforzar distintas habilidades. La literatura científica ha evidenciado la relación entre estas variables con el rendimiento académico y el ajuste al primer año de universidad: actitudes ante el aprendizaje

show abstract

Text anxiety on cognitive ability test can result in differential predictive validity of academic performance

Cited by 29 publications

References 23 publications

Does interview anxiety predict job performance and does it influence the predictive validity of interviews?

Does interview anxiety predict job performance and does it influence the predictive validity of interviews?

The Value of SAT Scores and High School Grades in the Selection of Honors Program Candidates from the Perspective of Honors Students and Graduates

¿Podemos favorecer el proceso de aprendizaje y la inclusión social y académica en la universidad de los estudiantes con más dificultades? Propuesta de un estudio de investigación

Contact Info

Product

Resources

About