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首页> 外文期刊>Journal of Applied Psychology >Prediction of 4-Year College Student Performance Using Cognitive andNoncognitive Predictors and the Impact on Demographic Status ofAdmitted Students
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Prediction of 4-Year College Student Performance Using Cognitive andNoncognitive Predictors and the Impact on Demographic Status ofAdmitted Students

机译：认知和非认知预测因子对四年制大学生学习表现的预测及其对入学学生人口状况的影响

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摘要

This study was conducted to determine the validity of noncognitive and cognitive predictors of the perfor-mance of college students at the end of their 4th year in college. Results indicate that the primary predictorsof cumulative college grade point average (GPA) were Scholastic Assessment Test/American College TestingAssessment (SAT/ACT) scores and high school GPA (HSGPA) though biographical data and situationaljudgment measures added incrementally to this prediction. SAT/ACT scores and HSGPA were collected andused in various ways by participating institutions in the admissions process while situational judgmentmeasures and biodata were collected for research purposes only during the first few weeks of the participatingstudents' freshman year. Alternative outcomes such as a self-report of performance on a range of studentperformance 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 onlycognitive measures or both cognitive and noncognitive measures under various levels of selectivity as well asthe performance of students admitted under these scenarios is also reported. The authors concluded that boththe biodata and situational judgment measures could be useful supplements to cognitive indexes of studentpotential in college admissions.
机译：这项研究的目的是确定大四学生在大学四年级末表现的非认知和认知预测因素的有效性。结果表明，尽管传记数据和情境判断指标逐渐增加了此预测，但累积大学平均绩点（GPA）的主要预测因素是学业评估测试/美国大学测试评估（SAT / ACT）分数和高中GPA（HSGPA）。参与机构在入学过程中以各种方式收集和使用SAT / ACT分数和HSGPA，而情境判断措施和生物数据仅在新生第一年的前几周收集用于研究目的。最好通过非认知措施来预测其他结果，例如在一系列学生表现维度上的自我表现报告，对组织公民行为的度量以及班级旷课情况。还报告了在各种选择性水平下仅采用认知措施或认知和非认知措施选择的学生身体的种族组成，以及在这些情况下被录取的学生的表现。作者得出的结论是，生物数据和情境判断措施都可以作为大学录取中学生潜能认知指数的有用补充。

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