Relevant bibliographies by topics / Scholastic Aptitude Test

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  2. Dissertations / Theses
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Academic literature on the topic 'Scholastic Aptitude Test'

Author: Grafiati
Published: 4 June 2021
Last updated: 25 July 2025

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Journal articles on the topic "Scholastic Aptitude Test"

1

Schult, Johannes, Franziska T. Fischer, and Benedikt Hell. "Tests of Scholastic Aptitude Cover Reasoning Facets Sufficiently." European Journal of Psychological Assessment 32, no. 3 (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 te
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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 (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 pote
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Jang eun seob. "Student’s Perception of Korea Scholastic Aptitude Test." Journal of CheongRam Korean Language Education ll, no. 44 (2011): 331–60. http://dx.doi.org/10.26589/jockle..44.201112.331.

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

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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 (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 corr
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Gustafsson, Jan‐Eric, Ingemar Wedman, and Anette Westerlund. "The Dimensionality of the Swedish Scholastic Aptitude Test." Scandinavian Journal of Educational Research 36, no. 1 (1992): 21–39. http://dx.doi.org/10.1080/0031383920360102.

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Rothschild, Lois H. "Scholastic Aptitude Test preparation for the adolescent dyslexic." Annals of Dyslexia 37, no. 1 (1987): 212–27. http://dx.doi.org/10.1007/bf02648068.

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

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Centra, John A. "Handicapped Student Performance on the Scholastic Aptitude Test." Journal of Learning Disabilities 19, no. 6 (1986): 324–27. http://dx.doi.org/10.1177/002221948601900602.

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10

L., J. F. "HOW VALUABLE IS THE S.A.T.?" Pediatrics 83, no. 4 (1989): A56. http://dx.doi.org/10.1542/peds.83.4.a56.

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Most societies have some sort of rite of passage from childhood to adulthood. The aborigine in Australia send adolescents into the wilderness on a "walkabout." German noblemen prove their maturity by acquiring dueling scars. Americans have one in which their young people spend three high-pressured hours filling in little boxes. Anthropologists call it "Taking the Scholastic Aptitude Test." What do they measure? To anyone with lingering faith in Santa Claus, the Easter Bunny and truth-in-packaging, the answer is obvious: The Scholastic Aptitude Test measures scholastic aptitude. For that answer
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Dissertations / Theses on the topic "Scholastic Aptitude Test"

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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
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2

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 s
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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 expen
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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.<br>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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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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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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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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<p> 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&rsquo; first year GPA scores with a meta-analytic approach. Most of the studies were retrieved
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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
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Geering, Margo, and n/a. "Gender differences in multiple choice assessment." University of Canberra. Education, 1993. http://erl.canberra.edu.au./public/adt-AUC20050218.141005.

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Multiple choice testing has been introduced as an assessment instrument in almost all educational systems during the past twenty years. A growing body of research seems to indicate that tests structured to a multiple choice format favour males. In the ACT, Queensland and Western Australia, a multiple choice examination known as ASAT was used to moderate student scores. Using data from the 1989 ASAT Paper 1, as well as data from the ACT Year 12 cohort of that year, an investigation was made of the items in the ASAT paper. This investigation attempted to identify specific types of questions that
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Books on the topic "Scholastic Aptitude Test"

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

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Deptula, Edward J., Freedman Gabriel P, Saunders Brigitte, Bailey Robert Leslie 1939-, and Arco Publishing, eds. Preparation for the SAT, scholastic aptitude test. 8th ed. Arco, 1989.

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Robinson, Adam. Cracking the SAT. 2nd ed. Random House, 2006.

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

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

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Robinson, Adam. Cracking the SAT. 2nd ed. Princeton Review/Random House, 2008.

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

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8

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

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9

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

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10

Steinberg, Eve P. PSAT-NMSQT: Preliminary Scholastic Aptitude Test : National Merit Scholarship Qualifying Test. 7th ed. Arco Pub. Co., 1985.

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Book chapters on the topic "Scholastic Aptitude Test"

1

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

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

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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. Springer Netherlands, 1993. http://dx.doi.org/10.1007/978-94-011-2226-9_3.

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Kroll, Neal E. A., and David J. Madden. "Verbal and Pictorial Processing by Hemisphere as a Function of the Subject's Verbal Scholastic Aptitude Test Score." In Attention and Performance VII. Routledge, 2022. http://dx.doi.org/10.4324/9781003310228-25.

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Nathan, Amy. "Play On." In The Young Musician’s Survival Guide. Oxford University PressNew York, NY, 2008. http://dx.doi.org/10.1093/oso/9780195367386.003.0010.

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Abstract Have fun with your instrument and stick with it!” urges Claire. This enthusiastic oboist points out, “Even if you don’t become a professional musician, music is something you can always keep with you throughout your life.” Some of our troupe of teen advisors reported dreaming about becoming pros. Others aimed for different careers, such as becoming doctors, psychologists, teachers, sports lawyers, public relations specialists, and even ambassadors. Whatever their careers, their experience with music will probably help them. Chances are they’ll find ways to keep making music no matter
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