Relevant bibliographies by topics / Scholastic aptitude

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Academic literature on the topic 'Scholastic aptitude'

Author: Grafiati
Published: 4 June 2021
Last updated: 8 February 2022

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Journal articles on the topic "Scholastic aptitude"

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Schult, Johannes, Franziska T. Fischer, and Benedikt Hell. "Tests of Scholastic Aptitude Cover Reasoning Facets Sufficiently." European Journal of Psychological Assessment 32, no. 3 (July 2016): 215–19. http://dx.doi.org/10.1027/1015-5759/a000247.

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Abstract. This study explores how reasoning facets relate to tests of scholastic aptitude and to academic performance. Intelligence test scores and academic aptitude test scores from freshman students in science (n = 284) and economics (n = 359) as well as subsequent grades from their first year in college were used to analyze structural equation models. The direct influence of reasoning facets on academic performance is fully mediated by academic aptitude test scores. Numeric abilities dominate the aptitude tests’ predictive power. Verbal reasoning explains a significant amount of aptitude test score variance in science but not in economics. The mediation analysis suggests that verbal, numeric, and figural reasoning are covered sufficiently by the aptitude tests.
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Krisna, Idwin Irma, Djemari Mardapi, and Saifuddin Azwar. "Determining standard of academic potential based on the Indonesian Scholastic Aptitude Test (TBS) benchmark." Research and Evaluation in Education 2, no. 2 (December 28, 2016): 165. http://dx.doi.org/10.21831/reid.v2i2.8465.

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The aim of this article was to classify The Indonesian Scholastic Aptitude Test or Tes Bakat Skolastik (TBS) results for each subtest and describe scholastic aptitudes in each subtest. The subject of this study was 36,125 prospective students who took the selection test in some universities. Data analysis began by estimating testees’ ability using the Item Response Theory, and benchmarking process using the scale anchoring method applying ASP.net web server technology. The results of this research are four benchmarks (based on cutoff scores) on each subtest, characters which differentiate potential for each benchmark, and measurement error on each benchmark. The items netted give a description of the scholastic aptitude potential clearly and indicate uniqueness so that it could distinguish difference in potential between a lower bench and a higher bench. At a higher bench, a higher level of reasoning power is required in analyzing and processing needed information so that the individual concerned could do the problem solving with the right solution. The items netted at a lower bench in the three subtests tend to be few so that the error of measurement at such a bench still tends to be higher compared to that at a higher bench.
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Rose, Rebecca J., Cathy W. Hall, Larry M. Bolen, and Raymond E. Webster. "Locus of Control and College Students' Approaches to Learning." Psychological Reports 79, no. 1 (August 1996): 163–71. http://dx.doi.org/10.2466/pr0.1996.79.1.163.

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To predict over-all grade point average (GPA) the relationships among the students' approaches to learning as measured by the Study Process Questionnaire, Scholastic Aptitude Test, class attendance, and GPA were based on responses from 202 undergraduate students (72 men, 125 women, and 5 undefined) enrolled in an introductory psychology course. Analysis indicated that SAT scores correlated positively with over-all GPA. Scores on Achieving Approach to learning only were significantly but negatively correlated with GPA ( r = −.27). Higher scores on the external locus of control measure also correlated negatively but not significantly with GPA ( r = −.21). Regression analysis indicated Scholastic Aptitude Test scores were also the best predictors of overall GPA followed by class attendance. Only scores on Achieving Approach contributed to the prediction of GPA. No significant effect was noted when examining gender and Scholastic Aptitude Test scores with the Study Process Questionnaire.
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Verspoor, Marjolijn, Kees de Bot, and Xiaoyan Xu. "The effects of English bilingual education in the Netherlands." Journal of Immersion and Content-Based Language Education 3, no. 1 (February 9, 2015): 4–27. http://dx.doi.org/10.1075/jicb.3.1.01ver.

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This paper reports on the effectiveness of bilingual education in the Netherlands. After a brief history of the rise of bilingual education in the Netherlands, the study traces the development of English proficiency of two cohorts at Dutch high schools during one year: a group of Year 1 students (average age 12) and a group of Year 3 students (average age 14) were tested three times during one academic year. The results suggest a dynamic interplay as proficiency increases between condition and other factors such as initial proficiency, scholastic aptitude, out of school contact, and motivation/attitude factors. In Year 1, scholastic aptitude and initial proficiency were strong predictors for all students. In Year 3, scholastic aptitude no longer played a role, but initial proficiency and motivation/attitude did. The students who received bilingual education outperformed the students from the other two groups (regulars and controls).
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Jang eun seob. "Student’s Perception of Korea Scholastic Aptitude Test." Journal of CheongRam Korean Language Education ll, no. 44 (December 2011): 331–60. http://dx.doi.org/10.26589/jockle..44.201112.331.

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Dyer, Henry S. "The Effects of Coaching for Scholastic Aptitude." NASSP Bulletin 71, no. 496 (February 1987): 46–53. http://dx.doi.org/10.1177/019263658707149606.

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Dynarski, Mark. "The Scholastic Aptitude Test: Participation and performance." Economics of Education Review 6, no. 3 (January 1987): 263–73. http://dx.doi.org/10.1016/0272-7757(87)90005-7.

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Midkiff, Robert M., Joy Patricia Burke, and Gerald C. Helmstadter. "A Causal Model of Mathematics Performance in Early Adolescence: The Role of Sex." Psychological Reports 64, no. 1 (February 1989): 167–76. http://dx.doi.org/10.2466/pr0.1989.64.1.167.

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Using path analysis, the present investigation was done to clarify possible causal linkages among general scholastic aptitude, academic achievement in mathematics, self-concept of ability, and performance on a mathematics examination. Subjects were 122 eighth-grade students who completed a mathematics examination as well as a measure of self-concept of ability. Aptitude and achievement measures were obtained from school records. Analysis showed sex differences in prediction of performance on the mathematics examination. For boys, this performance could be predicted from scholastic aptitude and previous achievement in mathematics. For girls, performance only could be predicted from previous achievement in mathematics. These results indicate that the direction, strength, and magnitude of relations among these variables differed for boys and girls, while mean levels of performance did not.
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Flynn, James R. "The decline and rise of scholastic aptitude scores." American Psychologist 43, no. 6 (1988): 479–80. http://dx.doi.org/10.1037/0003-066x.43.6.479.

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Padilla, Amado M. "The Scholastic Aptitude Test Debate: A New Chapter." Contemporary Psychology: A Journal of Reviews 38, no. 4 (April 1993): 345–46. http://dx.doi.org/10.1037/033197.

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Dissertations / Theses on the topic "Scholastic aptitude"

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Steele, Charles Noah. "Scholastic aptitude test scores and the economic returns to college education." Thesis, Montana State University, 1990. http://etd.lib.montana.edu/etd/1990/steele/SteeleC1990.pdf.

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Student scores on standardized achievement tests fell during the 1960's, raising questions about the quality of education in America. The decline was especially pronounced on the Scholastic Aptitude Test (SAT), the most widely used college entrance examination. Much of this decline remains unexplained. This study examines the hypothesis that declining returns to college education played a role in the score decline. Specifically, it is hypothesized that declining returns to education reduce the incentive for students to invest in the college skills which the SAT attempts to measure. This study proposes a general model in which SAT participation rates and SAT scores are determined in part by the relative wage differential between an average college graduate and a high school graduate. several empirical specifications of this model are then estimated, using aggregate time series data for the years 1967 to 1987. The methods of three stage least squares and seemingly unrelated regressions are used. The results of the regressions suggest that fluctuations in the relative economic return to a college education may have accounted for between 11 percent,and 24 percent of the decline in average SAT scores. When these effects are considered in conjunction with those of a demographic variable, approximately 40 percent of the decline is explained, perhaps suggesting that fears of declining educational quality are somewhat exaggerated.
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Adams, Edward R. "The effects of cost, income, and socio-economic variables on student scholastic aptitude scores." Virtual Press, 1994. http://liblink.bsu.edu/uhtbin/catkey/917821.

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The purpose of the study was to determine at the school district level, what relationships exist, if any, between Indiana school corporation SAT mean scores (a limited output measure of student achievement and aptitude) and six intervening input variables: (1) operating expenditures per pupil, (2) instructional expenditures per pupil, (3) per capita income, (4) corporation enrollment size, (5) degree of population density, and (6) at-risk index characteristics.The study provided a review of the research and related literature on relationships between high school SAT scores, public school expenditures and other intervening input variables. The study addressed questions about relationships and effects of expenditures and other input variables upon SAT scores. The need to examine individual district variation in SAT performance was motivated by the influence comparisons of SAT scores have on public perception of education and the resultant impact on state and local education policy.A principal goal of the study was to add to the understanding of the relationships between public expenditures directed to education, specific demographic and compositional student characteristics, and education performance as measured in SAT mean scores.The study incorporated Pearson product moment correlations and stepwise multiple regression procedures to determine the existence of variation in outputs accounted for by variation in the specific inputs. Initially a Pearson correlation coefficient was calculated to test each of the six null hypotheses. Statistical significance was sought in each instance at the .01 level. Stepwise multiple regressions were then used to examine the SAT output relationships with compounded variables.The following conclusions were drawn from the findings and the summary tables reported in the study: 1. Low per capita income is associated with a decline in SAT scores and higher per capita income to associate with higher SAT scores.2. Increased performance on the SAT is not dependent upon the amount spent in total General Fund expenditures per pupil, however, an increased amount spent on instruction tends to raise SAT scores.3. A high at-risk index presence is associated with lower SAT scores whereas a low at-risk index tends to be associated with higher SAT scores.4. Urban density does not effect SAT scores in a statistically significant manner.5. The size of the school corporation has no relationship to SAT scores.Overall total General Fund expenditures were not shown to significantly affect SAT scores, although such costs were not shown to be detrimental in the multiple regression analysis. More importantly, instructional expenditures per student were demonstrated to be one of three significant factors affecting higher SAT scores. The other significant variables were poverty and high at-risk factors, which were shown to be associated with lower SAT score levels.The data and the study strongly suggest that, if school authorities, legislatures, private business and parents continue to use the SAT scores as a prime barometer and target for educational success, we should immediately begin to compensate dramatically for the atrisk and per capita income deficits in individual students and impacted schools, and maximize financial resources into proven classroom instructional strategies. If the public wishes to narrow the gap in SAT scores, then policy makers need to examine the educational-environmental liabilities of low income, single parent home, and the appropriate level of instructional cost which will generate acceptable SAT results.
Department of Educational Leadership
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Drakulich, Elaine. "An Analysis of the Involvement of Ten High Schools in Scholastic Aptitude Testing Student Preparation." PDXScholar, 1993. https://pdxscholar.library.pdx.edu/open_access_etds/1154.

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The Scholastic Aptitude Test (SAT) is taken each year by two fifths of the high school graduates (Cameron, 1989). The perception that high SAT scores will either open the door of selective colleges and generate scholarships or that low SAT scores will close off opportunities for the rest of one’ life, makes virtually every student who invests the three hours of time required to take the test extremely anxious about doing as well as possible (Whitla, 1988). Significant relationships between identified preparation techniques and the perceived effectiveness of those techniques by students and staff can be very useful information for educators when counseling and/or assisting students who want to improve their performance on the SAT. This study describes perceptual opinions from students, teachers, counselors, and administrators from 10 Portland, Oregon metropolitan area schools about the effectiveness of three SAT preparation techniques. The following research questions were examined: 1. What is the perceived effectiveness of three SAT preparation techniques: SAT computer programs, SAT preparation classes, and specific SAT information taught in general classes? 2. Are students who regard the SAT as important more likely to know about, use, and perceive effective the three preparation techniques than students who do not? 3. Are students who regard the SAT as important more likely to perceive their teachers or administrators as valuing the SAT than students who do not? 4. Are students who perceive that their teachers or administrators regard the SAT as important more likely to perceive the preparation techniques effective than students who do not? The results of this study indicated some specific groups of students and teachers did perceive one preparation technique to be effective. Their perceptions validated belief in specific SAT information taught in general classes as an effective preparation technique. It also revealed that there was lack of awareness, use, and perceived effectiveness of both SAT computer programs and SAT preparation classes. Lastly, the study showed that both students and teachers who perceived the SAT to be important, agreed that their administrators valued the SAT.
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Belec, Marguerite E. "The Scholastic Aptitude Test as a performance predictor of Broadened Opportunity for Officer Selection and Training (BOOST)." Thesis, Monterey, California. Naval Postgraduate School, 1989. http://hdl.handle.net/10945/26235.

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Brown, Georgia M. "An investigation of the general aptitude test battery as a predictor of academic success for college students." Online version, 1999. http://www.uwstout.edu/lib/thesis/1999/1999browng.pdf.

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Fenner, Sherrie. "A study of the correlation between Pennsylvania system of school assessment and scholastic aptitude test scores in mathematics." Instructions for remote access. Click here to access this electronic resource. Access available to Kutztown University faculty, staff, and students only, 2001. http://www.kutztown.edu/library/services/remote_access.asp.

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Thesis (M. Ed.)--Kutztown University of Pennsylvania, 2001.
Source: Masters Abstracts International, Volume: 45-06, page: 2797. Typescript. Abstract precedes thesis as preliminary leaves. Includes bibliographical references (leaves 41-43).
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Simpson, Angela Gumede. "Aptitude, school grades, Cambridge examination results and university performance : the Swaziland case." Virtual Press, 1990. http://liblink.bsu.edu/uhtbin/catkey/720159.

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The purpose of this study was to examine the relationship among locality of school, type of school, gender of student, school GPA (GPA), aptitude (MEANAPT), Cambridge English Language (CAMENG), Cambridge class (CAMCLASS), and Cambridge aggregate (CAMAGGR). A second purpose of this research was to determine the relationship among GPA, MEANAPT, CAMENG, CAMCLASS, CAMAGGR, university registration status (STATUS), and average university grade (UNIMEAN) after 2 years at the University of Swaziland (UNISWA). The study was divided into two parts. In the first part, locality of school, type of school, and gender of student were the independent variables; GPA, MEANAPT, CAMENG, CAMCLASS, and CAMAGGR were the dependent variables. In the second part, performance at UNISWA, as measured by either STATUS or UNIMEAN, was the dependent variable; CAMENG, CAMCLASS, CAMAGGR, GPA, and MEANAPT were the independent variables.Answers to questions on Part 1 of the study were determined by computing means, standard deviations, and F-tests for differences between means for GPA, MEANAPT, CAMENG, CAMCLASS, and CAMAGGR for each of the general questions. Data were analyzed using Pearson r and multiple regression to answer Part 2 questions.The results of this study indicate that students enrolled in rural and government schools were outperformed by those attending urban and government-aided schools on all the measures. Although males outperformed females on the local Swaziland measures, school GPA and aptitude, there were no significant differences between males and females when the Cambridge examination scores were considered. The Cambridge examination appears to be neither efficient nor economical when used to identify the successful African student once he or she has been admitted to a local university. The same is true for the measures designed and currently used by local Swaziland educators. Swaziland officials may have to look elsewhere for predictors of university performance.
Department of Educational Psychology
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Bolinger, Rex W. "The effect of socioeconomic levels and similar instruction on scholastic aptitude test scores of Asian, Black, Hispanic, and White students." Virtual Press, 1992. http://liblink.bsu.edu/uhtbin/catkey/845922.

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Curabay, Muhammet. "Meta-analysis of the predictive validity of Scholastic Aptitude Test (SAT) and American College Testing (ACT) scores for college GPA." Thesis, University of Denver, 2017. http://pqdtopen.proquest.com/#viewpdf?dispub=10242126.

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The college admission systems of the United States require the Scholastic Aptitude Test (SAT) and American College Testing (ACT) examinations. Although, some resources suggest that SAT and ACT scores give some meaningful information about academic success, others disagree. The objective of this study was to determine whether there is significant predictive validity of SAT and ACT exams for college success. This study examined the effectiveness of SAT and ACT scores for predicting college students’ first year GPA scores with a meta-analytic approach. Most of the studies were retrieved from Academic Search Complete and ERIC databases, published between 1990 and 2016. In total, 60 effect sizes were obtained from 48 studies. The average correlation between test score and college GPA was 0.36 (95% confidence interval: .32, .39) using a random effects model. There was a significant positive relationship between exam score and college success. Moderators examined were publication status and exam type with no effect found for publication status. A significant effect of exam type was found, with a slightly higher average correlation for SAT compared to ACT score and college GPA. No publication bias was found in the study.

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Clingman, Elizabeth Ann. "The Relationship of Student Mathematics Scores on the Scholastic Aptitude Test to Teacher Effectiveness as Measured by the Texas Teacher Appraisal System." Thesis, University of North Texas, 1988. https://digital.library.unt.edu/ark:/67531/metadc332301/.

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The purposes of this study were (1) to determine the scores on the quantitative portion of the SAT for 110 students and these students' math teachers' ratings on the TTAS, (2) to determine the nature of the relationship of the students' SAT scores to their teachers' TTAS ratings, and (3) to determine the nature of the relationship of the students' SAT scores to their sex. It was hypothesized that (1) there would be no significant relationship between a student's math score as measured by the quantitative portion of the SAT and the effectiveness of the student's math teacher as measured by the TTAS, and (2) there would be no significant relationship between a student's math score as measured by the quantitative portion of the SAT and the student's sex. The 110 subjects (60 males and 50 females) In this study took the quantitative portion of the SAT during the 1986-87 school year. This sample was drawn from a large suburban high school in the North Texas area. The effectiveness of the math teachers who taught the 110 students was measured by the Texas Teachers Appraisal System (TTAS). The statistical analyses indicated that (1) there was no significant relationship between a higher SAT score and a math teacher's higher TTAS rating and (2) there was no significant relationship between male and female SAT scores. Recommendations for future research include: (1) does the TTAS actually measure teacher effectiveness, (2) do appraisers in Texas follow state mandated training procedures, (3) does the quantitative portion of the SAT contain sexually biased items, (4) does the SAT actually predict student ability, (5) do teachers respond in like manner to male and female students, (6) does the high school curriculum tend to favor one sex more than the other.
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Books on the topic "Scholastic aptitude"

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Bobrow, Jerry. Cliffs scholastic aptitude test: Preparation. Lincoln, Neb: Cliffs Notes, 1989.

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C, Brownstein Samuel. Basic tips on the scholastic aptitude test, SAT. 4th ed. Woodbury, N.Y: Barron's Educational Series, Inc., 1986.

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Robinson, Adam. The SAT & PSAT: Cracking the system. New York: Villard Books, 1989.

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C, Brownstein Samuel. Barron's basic tips on the SAT, scholastic aptitude test. 5th ed. New York: Barron's Educational Series, 1989.

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C, Brownstein Samuel. Barron's pass key to the SAT, scholastic aptitude test. Hauppauge, N.Y: Barron's Educational Series, 1992.

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Brownstein, Samuel C. Barron's basic tips on the SAT, scholastic aptitude test. 6th ed. Hauppauge, N.Y: Barron's Educational Series, 1991.

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C, Brownstein Samuel, Sharon Weiner Green, and Mitchel Weiner. How to Prepare for the Scholastic Aptitude Test, SAT. New York: Barron's Educational Series, 1991.

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Angoff, William H. Equating the scores of the Prueba de Aptitud Académica and the Scholastic Aptitude Test. New York: College Entrance Examination Board, 1988.

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David, Owen. None of the above: Behind the myth of scholastic aptitude. Boston: Houghton Mifflin, 1985.

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Robinson, Adam. Cracking the SAT. 2nd ed. New York: Random House, 2007.

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Book chapters on the topic "Scholastic aptitude"

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van Schalkwyk, Gertina J. "Scholastic Aptitude Test." In Encyclopedia of Clinical Neuropsychology, 3085–88. Cham: Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-319-57111-9_1487.

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Schalkwyk, Gertina J. van. "Scholastic Aptitude Test." In Encyclopedia of Clinical Neuropsychology, 2214–17. New York, NY: Springer New York, 2011. http://dx.doi.org/10.1007/978-0-387-79948-3_1487.

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van Schalkwyk, Gertina J. "Scholastic Aptitude Test." In Encyclopedia of Clinical Neuropsychology, 1–4. Cham: Springer International Publishing, 2017. http://dx.doi.org/10.1007/978-3-319-56782-2_1487-3.

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Pennock-Román, Maria. "The Status of Research on the Scholastic Aptitude Test (SAT) and Hispanic Students in Postsecondary Education." In Policy Perspectives on Educational Testing, 75–115. Dordrecht: Springer Netherlands, 1993. http://dx.doi.org/10.1007/978-94-011-2226-9_3.

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Reports on the topic "Scholastic aptitude"

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Drakulich, Elaine. An Analysis of the Involvement of Ten High Schools in Scholastic Aptitude Testing Student Preparation. Portland State University Library, January 2000. http://dx.doi.org/10.15760/etd.1153.

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