All

What are you looking for?

All
Projects
Results
Organizations

Quick search

  • Projects supported by TA ČR
  • Excellent projects
  • Projects with the highest public support
  • Current projects

Smart search

  • That is how I find a specific +word
  • That is how I leave the -word out of the results
  • “That is how I can find the whole phrase”

Development of a Situational Judgment Test as a Predictor of College Student Performance

The result's identifiers

  • Result code in IS VaVaI

    <a href="https://www.isvavai.cz/riv?ss=detail&h=RIV%2F70883521%3A28120%2F17%3A63517074" target="_blank" >RIV/70883521:28120/17:63517074 - isvavai.cz</a>

  • Result on the web

    <a href="http://journals.sagepub.com/doi/abs/10.1177/0734282916661663" target="_blank" >http://journals.sagepub.com/doi/abs/10.1177/0734282916661663</a>

  • DOI - Digital Object Identifier

    <a href="http://dx.doi.org/10.1177/0734282916661663" target="_blank" >10.1177/0734282916661663</a>

Alternative languages

  • Result language

    angličtina

  • Original language name

    Development of a Situational Judgment Test as a Predictor of College Student Performance

  • Original language description

    It has been suggested that tacit knowledge may be a good predictor of performance in college. The purpose of this study was to investigate the extent to which a situational judgment test developed to measure tacit knowledge correlates with predictors and indicators of college performance. This situational judgment test includes eight situations relevant to the life of college (undergraduate) students and is comprised of 211 behavioral strategies. Four hundred forty-eight college students participated in the study. The results of this study suggest that tacit knowledge has small, statistically nonsignificant correlations with cumulative grade point average (GPA), the percentage of the academic requirements passed on the first attempt, cognitive abilities, achievement motivation, and attention. However, tacit knowledge was found to correlate moderately with the personality factor of agreeableness. The findings do not support claims about the importance of tacit knowledge in academic settings and question what tacit knowledge really is and if it is a useful construct for performance prediction.

  • Czech name

  • Czech description

Classification

  • Type

    J<sub>imp</sub> - Article in a specialist periodical, which is included in the Web of Science database

  • CEP classification

  • OECD FORD branch

    50101 - Psychology (including human - machine relations)

Result continuities

  • Project

    <a href="/en/project/GAP407%2F12%2F0821" target="_blank" >GAP407/12/0821: Creating a Czech Instrument for Measuring Academic Tacit Knowledge</a><br>

  • Continuities

    P - Projekt vyzkumu a vyvoje financovany z verejnych zdroju (s odkazem do CEP)

Others

  • Publication year

    2017

  • Confidentiality

    S - Úplné a pravdivé údaje o projektu nepodléhají ochraně podle zvláštních právních předpisů

Data specific for result type

  • Name of the periodical

    Journal of Psychoeducational Assessment

  • ISSN

    0734-2829

  • e-ISSN

  • Volume of the periodical

    35

  • Issue of the periodical within the volume

    8

  • Country of publishing house

    US - UNITED STATES

  • Number of pages

    17

  • Pages from-to

    768-784

  • UT code for WoS article

    000414042500003

  • EID of the result in the Scopus database

    2-s2.0-85032684006