Development of a Situational Judgment Test as a Predictor of College Student Performance
Identifikátory výsledku
Kód výsledku v 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>
Výsledek na webu
<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>
Alternativní jazyky
Jazyk výsledku
angličtina
Název v původním jazyce
Development of a Situational Judgment Test as a Predictor of College Student Performance
Popis výsledku v původním jazyce
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.
Název v anglickém jazyce
Development of a Situational Judgment Test as a Predictor of College Student Performance
Popis výsledku anglicky
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.
Klasifikace
Druh
J<sub>imp</sub> - Článek v periodiku v databázi Web of Science
CEP obor
—
OECD FORD obor
50101 - Psychology (including human - machine relations)
Návaznosti výsledku
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)
Ostatní
Rok uplatnění
2017
Kód důvěrnosti údajů
S - Úplné a pravdivé údaje o projektu nepodléhají ochraně podle zvláštních právních předpisů
Údaje specifické pro druh výsledku
Název periodika
Journal of Psychoeducational Assessment
ISSN
0734-2829
e-ISSN
—
Svazek periodika
35
Číslo periodika v rámci svazku
8
Stát vydavatele periodika
US - Spojené státy americké
Počet stran výsledku
17
Strana od-do
768-784
Kód UT WoS článku
000414042500003
EID výsledku v databázi Scopus
2-s2.0-85032684006