A Comparison of Psychological Tests for the Prediction of School Performance of College Students

Kód výsledku v IS VaVaI

<a href="https://www.isvavai.cz/riv?ss=detail&h=RIV%2F70883521%3A28120%2F16%3A43874861" target="_blank" >RIV/70883521:28120/16:43874861 - isvavai.cz</a>

Výsledek na webu

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DOI - Digital Object Identifier

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Jazyk výsledku

angličtina

Název v původním jazyce

A Comparison of Psychological Tests for the Prediction of School Performance of College Students

Popis výsledku v původním jazyce

This study was done in the framework of the validation process of new tests focused on measurement of tacit knowledge of college students. In the study, the following test were used: the LMI test of performance motivation in a professional context (by Heinz Schuler & Michael Prochaska), the cognitive ability TURS test (by J. Vonkomer), the attention test D2 (by R. Brickenkamp & E. Zillmer), the NEO Personality Inventory test (by P. T. Costa & R. R. McCraee), a factual knowledge test (made by the research team), the test for tacit knowledge measurement by Leonard & Insch, a test for tacit knowledge measurement based on the method BOS (made by the research team), a situational judgement test for tacit knowledge measurement (made by the research team). In cooperation with the Student Affairs Office, the exact weighted average grade of the students who participated in the test verification was used as well as the information about the amount of study duties (exams, course credits) fulfilled on the first attempt, and also the results in the entrance test of General Academic Prerequisites, which is similar to the GRE (Graduate Record Examinations) test model that is used in tertiary education in the United States. 82 college students participated in the study. In the framework of data analysis, the goal was to find an answer to the following question: Is there a statistically significant correlation between school performance of college students and the results of the chosen psychological test? The data analysis indicates that a higher rate of conscientiousness contributes to having a better (lower) weighted average grade and a higher amount of study duties fulfilled on the first attempt. The level of performance motivation also probably influences the amount of study duties fulfilled on the first attempt. Other statistically important relations between results of psychological tests and the given criteria of school performance was not identified.

Název v anglickém jazyce

A Comparison of Psychological Tests for the Prediction of School Performance of College Students

Popis výsledku anglicky

This study was done in the framework of the validation process of new tests focused on measurement of tacit knowledge of college students. In the study, the following test were used: the LMI test of performance motivation in a professional context (by Heinz Schuler & Michael Prochaska), the cognitive ability TURS test (by J. Vonkomer), the attention test D2 (by R. Brickenkamp & E. Zillmer), the NEO Personality Inventory test (by P. T. Costa & R. R. McCraee), a factual knowledge test (made by the research team), the test for tacit knowledge measurement by Leonard & Insch, a test for tacit knowledge measurement based on the method BOS (made by the research team), a situational judgement test for tacit knowledge measurement (made by the research team). In cooperation with the Student Affairs Office, the exact weighted average grade of the students who participated in the test verification was used as well as the information about the amount of study duties (exams, course credits) fulfilled on the first attempt, and also the results in the entrance test of General Academic Prerequisites, which is similar to the GRE (Graduate Record Examinations) test model that is used in tertiary education in the United States. 82 college students participated in the study. In the framework of data analysis, the goal was to find an answer to the following question: Is there a statistically significant correlation between school performance of college students and the results of the chosen psychological test? The data analysis indicates that a higher rate of conscientiousness contributes to having a better (lower) weighted average grade and a higher amount of study duties fulfilled on the first attempt. The level of performance motivation also probably influences the amount of study duties fulfilled on the first attempt. Other statistically important relations between results of psychological tests and the given criteria of school performance was not identified.

Druh

D - Stať ve sborníku

CEP obor

AE - Řízení, správa a administrativa

OECD FORD obor

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Projekt

<a href="/cs/project/GAP407%2F12%2F0821" target="_blank" >GAP407/12/0821: Vytvoření českého nástroje pro měření akademických tacitních znalostí</a><br>

Návaznosti

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

Rok uplatnění

2016

Kód důvěrnosti údajů

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

Název statě ve sborníku

INTED2016 Proceedings

ISBN

978-84-608-5617-7

ISSN

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e-ISSN

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Počet stran výsledku

8

Strana od-do

7328-7336

Název nakladatele

IATED Academy

Místo vydání

Valencia

Místo konání akce

Valencia

Datum konání akce

7. 3. 2016

Typ akce podle státní příslušnosti

EUR - Evropská akce

Kód UT WoS článku

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