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Journal articles on the topic 'Scholastic Aptitude Test'

Author: Grafiati

Published: 4 June 2021

Last updated: 25 July 2025

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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 (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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2

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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3

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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4

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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5

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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6

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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7

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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8

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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9

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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11

김종국. "Investigating Spoken Features in College Scholastic Aptitude Test Discourse." Studies in Foreign Language Education 22, no. 2 (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 (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 (2005): 5–11. http://dx.doi.org/10.1111/j.1745-3992.1994.tb00790.x.

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14

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 (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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15

Setyawan, Yudi, Kris Suryowati, Amir Hamzah, and Virgilius Daton Balamakin. "Peningkatan Daya Saing Lulusan SMAN 1 Banyumas dalam Memasuki Jenjang Pendidikan Tinggi melalui Pelatihan Tes Potensi Skolastik." JNANADHARMA 1, no. 2 (2023): 129–41. http://dx.doi.org/10.34151/jafst.v1i2.4338.

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Abstrak Kegiatan pengabdian masyarakat ini merupakan salah satu realisasi kerjasama antara Jurusan Statistika IST AKPRIND Yogyakarta dengan SMAN 1 Banyumas Jawa Tengah. Sebagian besar peserta didik Kelas XII di SMAN 1 Banyumas ingin melanjutkan studi di perguruan tinggi negeri melalui Seleksi Masuk Berbasis Prestasi (SMBP) dan Seleksi Masuk Berbasis Test (SNBT). Mengingat kuota SNBP sangat terbatas, siswa harus mengikuti SNBT yang tingkat keketatannya tinggi. Karena itu siswa perlu diberi pembekalan tentang hal-hal terkait dengan pemilihan program studi di perguruan tinggi, kuota yang tersedia

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16

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

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17

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

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18

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

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19

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

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20

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

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21

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 (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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22

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

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23

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

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24

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

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25

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

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26

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

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27

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 (1986): i—60. http://dx.doi.org/10.1002/j.2330-8516.1986.tb00193.x.

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28

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 (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),

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29

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 (2001): 133–36. http://dx.doi.org/10.1080/01443410020043832.

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30

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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31

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 (1993): 710–18. http://dx.doi.org/10.1037/0022-0663.85.4.710.

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32

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

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33

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

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34

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

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35

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

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36

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 (1993): 137–51. http://dx.doi.org/10.1207/s15324818ame0602_3.

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37

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

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38

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

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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 (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

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40

Fuller, William E., and Paul Wehman. "College entrance exams for students with disabilities: Accommodations and testing guidelines." Journal of Vocational Rehabilitation 18, no. 3 (2003): 191–97. http://dx.doi.org/10.3233/jvr-2003-00195.

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In order to enter traditional 4 year college programs, most students with disabilities will need to perform on the standardized entrance exams such as the Scholastic Aptitude Test (SAT). The purpose of this paper is to describe ways to identify accommodations and prepare for these exams in order to attain scores which will maximize performance.

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41

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 (2008): 201–14. http://dx.doi.org/10.17279/jkagee.2008.16.3.201.

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42

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 productiv

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43

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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44

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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45

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

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46

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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47

Das, J. P., Sasi Misra, and Rama K. Mishra. "Assessing Ability for Strategic Planning." Vikalpa: The Journal for Decision Makers 18, no. 3 (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 her

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48

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

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49

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 (1995): 174–76. http://dx.doi.org/10.1080/00098655.1995.9957224.

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50

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 (1987): i—46. http://dx.doi.org/10.1002/j.2330-8516.1987.tb00227.x.

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