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Journal articles on the topic 'Scholastic Aptitude Test'

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Published: 4 June 2021

Last updated: 30 January 2023

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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 (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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2

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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3

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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4

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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5

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

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6

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

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7

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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8

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

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9

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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10

L., J. F. "HOW VALUABLE IS THE S.A.T.?" Pediatrics 83, no. 4 (April 1, 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 score zero. The test was created in 1926, when people still believed that there was something called intelligence that experts could measure and put a number on. Scholastic aptitude was its academic counterpart. Today no one believes that intelligence is that simple, and developers of the aptitude test have backed away from claiming to measure aptitude. What does the test tell colleges? The College Board says the examination predicts college grades in the freshman year. The technical term is predictive validity, which is measured on a scale of zero to one. Zero means that the result would be as random as using a zip code. A perfect 1.0 means that everyone with high test scores will get high grades, everyone with low scores will get low grades and so forth. Testmakers' research shows that college freshmen grades can be predicted with a validity of 0.42 based on the aptitude test, 0.48 based on high school grades and 0.55 if both are used. Since colleges already have students' grades, the incremental advantage of having the test scores is 0.07. Do test scores change admissions decisions? In a new book, "The Case Against the S.A.T.," James Crouse and Dale Trushei.m of the University of Delaware argue that the test is "valid but redundant." They conducted their own studies and concluded that by using high school grades alone, they could come to the same conclusion as admissions directors in all but 3 percent of cases-not enough, in their opinion, to justify the whole enterprise.

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11

김종국. "Investigating Spoken Features in College Scholastic Aptitude Test Discourse." Studies in Foreign Language Education 22, no. 2 (August 2008): 133–53. http://dx.doi.org/10.16933/sfle.2008.22.2.133.

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12

Reuterberg, Sven‐Eric. "On Differential Selection in the Swedish Scholastic Aptitude Test." Scandinavian Journal of Educational Research 42, no. 1 (March 1998): 81–97. http://dx.doi.org/10.1080/0031383980420105.

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13

Wedman, Ingemar. "The Swedish Scholastic Aptitude Test: Development, Use, and Research." Educational Measurement: Issues and Practice 13, no. 2 (October 25, 2005): 5–11. http://dx.doi.org/10.1111/j.1745-3992.1994.tb00790.x.

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14

Isaacs, Tina. "SAT (Scholastic Aptitude Test) og opptak til universitetene i USA." Norsk pedagogisk tidsskrift 91, no. 02 (May 7, 2007): 165–77. http://dx.doi.org/10.18261/issn1504-2987-2007-02-07.

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15

Preston, Nancy R. "Validity and the Scholastic Aptitude Test; Recent Selections from Eric." Education Libraries 17, no. 3 (September 5, 2017): 20. http://dx.doi.org/10.26443/el.v17i3.54.

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16

육청민 and Cheongsook Chin. "Culture teaching, world Englishes, and the College Scholastic Aptitude Test." English Language Teaching 28, no. 2 (June 2016): 153–69. http://dx.doi.org/10.17936/pkelt.2016.28.2.008.

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17

Becker, Betsy Jane. "Coaching for the Scholastic Aptitude Test: Further Synthesis and Appraisal." Review of Educational Research 60, no. 3 (September 1990): 373–417. http://dx.doi.org/10.3102/00346543060003373.

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18

Fincher, Cameron. "TRENDS IN THE PREDICTIVE VALIDITY OF THE SCHOLASTIC APTITUDE TEST." ETS Research Report Series 1990, no. 1 (June 1990): i—19. http://dx.doi.org/10.1002/j.2333-8504.1990.tb01345.x.

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19

Shaughnessy, Michael F., Kris Spray, Jack Moore, and Carole Siegel. "Prediction of Success in College Calculus: Personality, Scholastic Aptitude Test, and Screening Scores." Psychological Reports 77, no. 3_suppl (December 1995): 1360–62. http://dx.doi.org/10.2466/pr0.1995.77.3f.1360.

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This study explored the relationship between Scholastic Aptitude Test scores, personality scores as measured by the 16 PF, Fifth Edition, and screening test scores of 87 students to predict success in college calculus. The results are discussed and implications reviewed.

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20

Zeidner, Moshe. "Does Test Anxiety Bias Scholastic Aptitude Test Performance by Gender and Sociocultural Group?" Journal of Personality Assessment 55, no. 1-2 (September 1990): 145–60. http://dx.doi.org/10.1080/00223891.1990.9674054.

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21

Zeidner, Moshe. "Does Test Anxiety Bias Scholastic Aptitude Test Performance by Gender and Sociocultural Group?" Journal of Personality Assessment 55, no. 1 (September 1, 1990): 145–60. http://dx.doi.org/10.1207/s15327752jpa5501&2_14.

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22

Tellez, Kip. "'The Big Men': A journalist's look at the Scholastic Aptitude Test." Journal of Curriculum Studies 33, no. 2 (February 2001): 247–60. http://dx.doi.org/10.1080/00220270010006037.

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23

Henriksson, Widar, and Kenny Bränberg. "The Effects of Practice on the Swedish Scholastic Aptitude Test (SweSAT)." Scandinavian Journal of Educational Research 38, no. 2 (January 1994): 129–48. http://dx.doi.org/10.1080/0031383940380205.

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24

Dynarski, Mark, and Philip Gleason. "Using scholastic aptitude test scores as indicators of state educational performance." Economics of Education Review 12, no. 3 (September 1993): 203–11. http://dx.doi.org/10.1016/0272-7757(93)90004-z.

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25

Braun, Henry, Marjorie Ragosta, and Bruce Kaplan. "THE PREDICTIVE VALIDITY OF THE SCHOLASTIC APTITUDE TEST FOR DISABLED STUDENTS." ETS Research Report Series 1986, no. 2 (December 1986): i—60. http://dx.doi.org/10.1002/j.2330-8516.1986.tb00193.x.

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26

Lollis, Teresa J., Gilles O. Einstein, and Charles L. Brewer. "Using Undergraduate Factors to Predict Psychology Graduate Record Examination Scores." Teaching of Psychology 14, no. 4 (December 1987): 202–6. http://dx.doi.org/10.1207/s15328023top1404_2.

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Scholastic Aptitude Test (SAT) scores and undergraduate academic factors were examined for their prediction of performance on the Graduate Record Examination Subject Test in Psychology (GRE-P). Data from 216 psychology majors indicated that aptitude and academic factors influenced GRE performance. Further analyses revealed that SAT performance affects GRE-P performance directly and indirectly through academic factors. Specific academic factors, including psychology grade point average, number of psychology course hours, and certain psychology courses, also affected GRE-P scores directly.

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27

Mau, Wei-Cheng, and Richard Lynn. "Gender Differences on the Scholastic Aptitude Test, the American College Test and College Grades." Educational Psychology 21, no. 2 (June 2001): 133–36. http://dx.doi.org/10.1080/01443410020043832.

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28

KyeongSoo, KyeongSoo. "A Study on the FrenchI Curriculum and the College Scholastic Aptitude Test." Sungshin Humanities Research 42 (August 31, 2020): 99–125. http://dx.doi.org/10.24185/sswuhr.2020.08.42.99.

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29

Stricker, Lawrence J., Donald A. Rock, and Nancy W. Burton. "Sex differences in predictions of college grades from scholastic aptitude test scores." Journal of Educational Psychology 85, no. 4 (December 1993): 710–18. http://dx.doi.org/10.1037/0022-0663.85.4.710.

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30

Pearson, Barbara Z. "Predictive Validity of the Scholastic Aptitude Test (SAT) for Hispanic Bilingual Students." Hispanic Journal of Behavioral Sciences 15, no. 3 (August 1993): 342–56. http://dx.doi.org/10.1177/07399863930153004.

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31

Brounstein, Paul J., and William Holahan. "Patterns of change in scholastic aptitude test performance among academically talented adolescents." Roeper Review 10, no. 2 (December 1987): 110–16. http://dx.doi.org/10.1080/02783198709553097.

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32

Claassen, Nicolaas C. W. "The Comparability of General Scholastic Aptitude Test Scores across Different Population Groups." South African Journal of Psychology 20, no. 2 (June 1990): 80–92. http://dx.doi.org/10.1177/008124639002000203.

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33

Åberg‐Bengtsson, Lisbeth. "Separating Quantitative and Analytic Dimensions in the Swedish Scholastic Aptitude Test (SweSAT)." Scandinavian Journal of Educational Research 49, no. 4 (September 2005): 359–83. http://dx.doi.org/10.1080/00313830500202892.

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34

Harris, Abigail M., and Sydell T. Carlton. "Patterns of Gender Differences on Mathematics Items on the Scholastic Aptitude Test." Applied Measurement in Education 6, no. 2 (April 1993): 137–51. http://dx.doi.org/10.1207/s15324818ame0602_3.

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35

Faigel, Harris C. "The effect of beta blockade on scholastic aptitude test scores in adolescents." Journal of Adolescent Health Care 8, no. 3 (May 1987): 304. http://dx.doi.org/10.1016/0197-0070(87)90522-5.

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36

Coyle, Thomas R. "Test–retest changes on scholastic aptitude tests are not related to g." Intelligence 34, no. 1 (January 2006): 15–27. http://dx.doi.org/10.1016/j.intell.2005.04.001.

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37

Grobler, Anneke C., Adelene A. Grobler, and Karel G. F. Esterhuyse. "Some Predictors of Mathematics Achievement among Black Secondary School Learners." South African Journal of Psychology 31, no. 4 (December 2001): 48–54. http://dx.doi.org/10.1177/008124630103100406.

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This study was conducted to identify predictors of mathematics achievement among grade 9 learners of a random sample of five township schools. A series of regression analyses were performed for boys and girls separately to obtain Cohen's (1992) effect size estimate (uniquely explained criterion variance expressed as a proportion of unexplained criterion variance) for various predictor variables. Cognitive predictors were verbal and non-verbal General Scholastic Aptitude Test scores. Non-cognitive variables included the hierarchical levels of self-concept: Global (Rosenberg Self-Esteem Scale), and academic and mathematics self-concept (relevant scales of Brookover, Erickson and Joiner). Socio-economic predictors included home-related variables (parental education, parental occupation, family size) and school-related factors (class size, teacher's qualification, teacher's experience). Gender differences favouring boys were found. Non-verbal and verbal scholastic aptitude and teacher's general training correlated significantly with mathematics achievement for boys and girls, with nonverbal scholastic aptitude showing the highest correlation and effect size estimate for girls and teacher's general training occupying this position for boys. Teacher's mathematics training and class size showed correlations in excess of 0.35 for boys but not for girls. The negative corrrelation obtained for teacher's general training suggested that learners whose teachers held a three-year teaching diploma performed better in mathematics than did learners whose teachers held a degree and a teacher's diploma.

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38

Khanyong Lee. "A Feature Analysis of Japanese Geography Test - Focused on the Japanese College Scholastic Aptitude Test -." Journal of The Korean Association of Geographic and Environmental Education 16, no. 3 (September 2008): 201–14. http://dx.doi.org/10.17279/jkagee.2008.16.3.201.

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39

Bart, William M., and Karen Evans-Stout. "An Investigation of Cultural Literacy among High School Students and Prospective High School Teachers." Psychological Reports 79, no. 3_suppl (December 1996): 1163–68. http://dx.doi.org/10.2466/pr0.1996.79.3f.1163.

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Given the large increase of knowledge as well as changing views of how it is acquired, the question of what to teach students is of pivotal importance. One controversial suggestion, that of cultural literacy in Hirsch's 1987 book, was considered here. An attempt was made to validate an objective test based on the terms in Hirsch's book and to measure the effect of schooling on the construct, cultural literacy. The test was reliable and valid; scores on cultural literacy increased with education. In addition, test scores correlated strongly with other measures of academic success, i.e., scores on the American Cultural Literacy Test, correlated .77 with scores on the verbal aptitude part of the Scholastic Aptitude Test and .63 with high school grade point average.

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40

AJI EZE, EZE, BASSEY MOSES EKPO, and NDEM MAJOR. "SCHOLASTIC GRADUATE APTITUDE TEST AS A PREDICTOR OF STUDENTS FIRST YEAR GRADUATE STUDENTS." International Journal of Advances in Scientific Research and Engineering 5, no. 5 (2019): 252–56. http://dx.doi.org/10.31695/ijasre.2019.33220.

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41

Gallagher, Ann M., and Richard De Lisi. "Gender differences in Scholastic Aptitude Test: Mathematics problem solving among high-ability students." Journal of Educational Psychology 86, no. 2 (1994): 204–11. http://dx.doi.org/10.1037/0022-0663.86.2.204.

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42

Zeidner, Moshe. "Gender and Culture Interaction Effects on Scholastic Aptitude Test Performance Some Israeli Findings." International Journal of Psychology 22, no. 1 (January 1987): 111–19. http://dx.doi.org/10.1080/00207598708246771.

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43

Verspoor, Marjolijn, Kees de Bot, and Xiaoyan Xu. "The Role of Input and Scholastic Aptitude in Second Language Development." Toegepaste Taalwetenschap in Artikelen 86 (January 1, 2011): 47–60. http://dx.doi.org/10.1075/ttwia.86.06ver.

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This semi-longitudinal/cross-sectional study explores the role of two possible variables in the L2 development of Dutch high school students: scholastic aptitude (operationalized as CITO score) and the amount of input, both in school (two hours a week versus 15 hours a week) and out of school. First grade participants were followed for two years and third grade students for one year. At the beginning of the study, all students filled in an extensive questionnaire on motivation, attitude, and out-of-school contact and took a proficiency tests consisting of a receptive vocabulary and a productive writing task. At each subsequent measure point, the language proficiency test was repeated. The results show that out-of-school contact with English made a significant contribution to their English proficiency, even with the presence of predictors of CITO score, grade (1 or 3) , instructional group (2 versus 15 hours) and interaction between grade and group. The analysis also revealed a significant effect of aptitude (operationalized as CITO score) on the learners' general English proficiency, revealing that students in both conditions with a higher CITO score have a higher English proficiency level as well. We conclude that in-school input helps: the learners who receive 15 hours a week of English input score significantly higher on the writing scores than the two other groups during and at the end of the third year, even when we take other factors such as initial proficiency level, scholastic aptitude and out-of-school contact into consideration. The data also shows that the CITO score is a strong predictor of language development, even within the narrow bandwidth of about 540-550. However, we need to be careful in interpreting what this means. Perhaps general aptitude only affects the rate of acquisition rather than the ability to become very proficient.

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44

Bränberg, Kenny, Widar Henriksson, Hans Nyquist, and Ingemar Wedman. "The Influence of Sex, Education and Age on Test Scores on the Swedish Scholastic Aptitude Test." Scandinavian Journal of Educational Research 34, no. 3 (1990): 189–203. http://dx.doi.org/10.1080/0031383900340302.

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45

유재석 and Kew-Cheol Shim. "Comparative Analysis of Biology Questions in High School Exam and College Scholastic Aptitude Test." BIOLOGY EDUCATION 37, no. 1 (March 2009): 85–96. http://dx.doi.org/10.15717/bioedu.2009.37.1.85.

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46

Callan, Roger John. "Early Morning Challenge: The Potential Effects of Chronobiology on Taking the Scholastic Aptitude Test." Clearing House: A Journal of Educational Strategies, Issues and Ideas 68, no. 3 (February 1995): 174–76. http://dx.doi.org/10.1080/00098655.1995.9957224.

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47

Schmitt, Alicia P., and Carole A. Bleistein. "FACTORS AFFECTING DIFFERENTIAL ITEM FUNCTIONING FOR BLACK EXAMINEES ON SCHOLASTIC APTITUDE TEST ANALOGY ITEMS1." ETS Research Report Series 1987, no. 1 (June 1987): i—46. http://dx.doi.org/10.1002/j.2330-8516.1987.tb00227.x.

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48

Das, J. P., Sasi Misra, and Rama K. Mishra. "Assessing Ability for Strategic Planning." Vikalpa: The Journal for Decision Makers 18, no. 3 (July 1993): 29–36. http://dx.doi.org/10.1177/0256090919930304.

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The ability to find parsimonious solutions to problems, make good judgements and decisions relates to the intelligent functioning of humans. These are particularly significant functions of managerial work. However, standard intelligence tests and aptitude tests of one sort or another predominantly measure the ability to code information, to store it and retrieve it when necessary. Whereas these abilities are necessary for academic and scholastic success, what counts outside the scholastic environment of classrooms is the former. This, in essence, is called "planning." The research reported here by J P Das, Sasi Misra and Rama K Mishra includes the development of a test of "planning" that is contextually relevant for management and examines its psychometric properties.

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49

Naruemon, Tatsirin, and Jatuphum. "Multidimensional computerized adaptive scholastic aptitude test program used for grade 9 students under different reviewing test conditions." Educational Research and Reviews 10, no. 16 (August 23, 2015): 2379–86. http://dx.doi.org/10.5897/err2015.2140.

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50

Cliffordson, Christina. "Effects of Practice and Intellectual Growth on Performance on the Swedish Scholastic Aptitude Test (SweSAT)." European Journal of Psychological Assessment 20, no. 3 (January 2004): 192–204. http://dx.doi.org/10.1027/1015-5759.20.3.192.

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Summary: The purpose of the study is to examine effects of repeated test taking over several sessions on the Swedish Scholastic Aptitude Test (SweSAT). Self-selection effects on test performance due to background variables that must be taken into consideration are also investigated. All test repeaters with two and three test scores from three cohorts are included in the study. By using different regression models a distinction can be made between the effects of practice as a function of test-taking experience, and the effects of growth as a function of time. The results show self-selection effects due to age and grades, such that students with higher grades tend to be younger when taking the first test. Furthermore, this phenomenon tends to be more accentuated with repeated test takings. It is also shown that there are score gains as a function of practice at the first testing session, and that there are also effects of growth on the SweSAT performance. The magnitude of score gains associated with growth is equal over the two intervals measured, but different between the three cohorts. There are reasons to assume that effects of schooling may explain these differences. An additional explanation may be that the younger students have a greater potential for growth.

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