An empirical keying approach to academic prediction with the guilford-zimmerman temperament survey

Rick R. Jacobs, Wilfredo Manese

Research output: Contribution to journalArticle

Abstract

The present study was conducted to establish a scoring key for the Guilford Zimmerman Temperament Survey appropriate for predicting academic performance. To maximize reliability of criterion data, academic performance was operationally defined as cumulative college grade point average based on a minimum of four semesters’ course work. The scoring key developed was predictive of academic performance (cross validated r = .39, p <.01). The magnitude of the relationship between scores on this key and cumulative grade point average compares favorably with the validities reported for the widely used academic aptitude tests in predicting the same criterion. Lesser relationships were observed between scores on the ten publisher-supplied scales and college grades. Results point to the utility of non-cognitive measures in predicting academic performance, particularly when keys tailored to the specific situation are empirically derived. Suggestions for future research are advanced.

Original languageEnglish (US)
Pages (from-to)18-23
Number of pages6
JournalJournal of Experimental Education
Volume45
Issue number3
DOIs
StatePublished - Jan 1 1977

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Aptitude Tests
Temperament
performance
aptitude test
semester
Surveys and Questionnaires

All Science Journal Classification (ASJC) codes

  • Education
  • Developmental and Educational Psychology

Cite this

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abstract = "The present study was conducted to establish a scoring key for the Guilford Zimmerman Temperament Survey appropriate for predicting academic performance. To maximize reliability of criterion data, academic performance was operationally defined as cumulative college grade point average based on a minimum of four semesters’ course work. The scoring key developed was predictive of academic performance (cross validated r = .39, p <.01). The magnitude of the relationship between scores on this key and cumulative grade point average compares favorably with the validities reported for the widely used academic aptitude tests in predicting the same criterion. Lesser relationships were observed between scores on the ten publisher-supplied scales and college grades. Results point to the utility of non-cognitive measures in predicting academic performance, particularly when keys tailored to the specific situation are empirically derived. Suggestions for future research are advanced.",
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An empirical keying approach to academic prediction with the guilford-zimmerman temperament survey. / Jacobs, Rick R.; Manese, Wilfredo.

In: Journal of Experimental Education, Vol. 45, No. 3, 01.01.1977, p. 18-23.

Research output: Contribution to journalArticle

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