Department of Psychology, Michigan State University, East Lansing, MI 48824-1116, USA.
J Appl Psychol. 2009 Nov;94(6):1479-97. doi: 10.1037/a0016810.
This study was conducted to determine the validity of noncognitive and cognitive predictors of the performance of college students at the end of their 4th year in college. Results indicate that the primary predictors of cumulative college grade point average (GPA) were Scholastic Assessment Test/American College Testing Assessment (SAT/ACT) scores and high school GPA (HSGPA) though biographical data and situational judgment measures added incrementally to this prediction. SAT/ACT scores and HSGPA were collected and used in various ways by participating institutions in the admissions process while situational judgment measures and biodata were collected for research purposes only during the first few weeks of the participating students' freshman year. Alternative outcomes such as a self-report of performance on a range of student performance dimensions and a measure of organizational citizenship behavior, as well as class absenteeism, were best predicted by noncognitive measures. The racial composition of a student body selected with only cognitive measures or both cognitive and noncognitive measures under various levels of selectivity as well as the performance of students admitted under these scenarios is also reported. The authors concluded that both the biodata and situational judgment measures could be useful supplements to cognitive indexes of student potential in college admissions.
本研究旨在确定非认知和认知预测指标对大学生在大学四年级结束时表现的有效性。研究结果表明，累积大学平均绩点（GPA）的主要预测指标是学业评估测试/美国大学测试评估（SAT/ACT）成绩和高中 GPA（HSGPA），尽管传记数据和情境判断测量在一定程度上增加了这一预测。SAT/ACT 成绩和 HSGPA 在招生过程中由参与机构以各种方式收集和使用，而情境判断测量和传记数据仅在参与学生大一的前几周内为研究目的收集。替代结果，如对一系列学生表现维度的自我报告表现和组织公民行为的衡量标准，以及班级缺勤情况，最好由非认知衡量标准来预测。根据不同的选择性水平，仅使用认知衡量标准或认知和非认知衡量标准选择的学生群体的种族构成，以及在这些情况下录取的学生的表现也有所报道。作者得出结论，传记数据和情境判断测量都可以作为大学招生中对学生潜力的认知指标的有用补充。
