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Journal articles on the topic 'Scholastic aptitude'

Author: Grafiati

Published: 4 June 2021

Last updated: 8 February 2022

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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

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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3

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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4

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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5

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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6

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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7

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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8

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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9

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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10

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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11

Zeidner, Moshe. "Sex differences in scholastic aptitude: The Israeli scene." Personality and Individual Differences 7, no. 6 (January 1986): 847–52. http://dx.doi.org/10.1016/0191-8869(86)90083-8.

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12

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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13

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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14

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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15

Hobbs, Christine. "A Comparison of the Music Aptitude, Scholastic Aptitude, and Academic Achievement of Young Children." Psychology of Music 13, no. 2 (October 1985): 93–98. http://dx.doi.org/10.1177/0305735685132003.

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16

Idson, Todd L., and J. R. Clark. "Student Time Allocation and Scholastic Ability." Journal of Applied Business Research (JABR) 7, no. 3 (October 19, 2011): 83. http://dx.doi.org/10.19030/jabr.v7i3.6230.

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This paper examines the relationship between academic ability and student allocation of time to school work, market work and leisure activities. Based on a sample of undergraduates at two U.S. universities, we find that students with greater scholastic aptitude allocate greater amounts of time to studies and to market work, while consuming lower amounts of leisure. These results indicate the existence of a dominant substitution effect in time allocation with respect to the time price of grades.

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17

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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18

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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19

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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20

Adams, Raymond J. "Some contributions to sex differences in scholastic aptitude scores." Studies in Educational Evaluation 12, no. 3 (January 1986): 267–74. http://dx.doi.org/10.1016/0191-491x(86)90045-3.

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21

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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22

Care, Esther. "Assessment of Interests and Aptitudes for Career Planning." Australian Journal of Career Development 4, no. 3 (October 1995): 9–13. http://dx.doi.org/10.1177/103841629500400304.

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In order to ensure that the guidance process is effective, career guidance professionals must make decisions about what techniques and interventions to implement with clients in the limited time generally available. Given the variety of interventions in the professional's repertoire, a decision to implement any one of these must be based on a strong probability that the outcome will be constructive. This study reports on the relevance of using vocational interests and aptitude data in the guidance process. The immediate and longer-term aptness of the assessment results is examined through analysis of measured interests, aspirations, scholastic aptitudes and tertiary course entry of 335 female secondary students. Results indicated excellent concurrent and predictive validity for the interest data while also indicating the role played by aptitudes.

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23

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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24

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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25

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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26

Lester, David. "Scholastic Aptitude and Rates of Personal Violence in the USA." Perceptual and Motor Skills 79, no. 2 (October 1994): 738. http://dx.doi.org/10.2466/pms.1994.79.2.738.

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27

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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28

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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29

Zeidner, Moshe. "Age as a factor in scholastic aptitude: Some Israeli findings." Journal of Applied Developmental Psychology 9, no. 2 (April 1988): 139–49. http://dx.doi.org/10.1016/0193-3973(88)90019-6.

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30

Aram, D. M., and B. L. Ekelman. "SCHOLASTIC APTITUDE AND ACHIEVEMENT AMONG CHILDREN WITH UNILATERAL BRAIN LESIONS." Pediatric Research 21, no. 4 (April 1987): 178A. http://dx.doi.org/10.1203/00006450-198704010-00073.

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31

Parsons, Cynthia. "None of the Above: Behind the Myth of Scholastic Aptitude." NASSP Bulletin 69, no. 484 (November 1985): 131–32. http://dx.doi.org/10.1177/019263658506948431.

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32

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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33

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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34

Aram, Dorothy M., and Barbara L. Ekelman. "Scholastic aptitude and achievement among children with unilateral brain lesions." Neuropsychologia 26, no. 6 (January 1988): 903–16. http://dx.doi.org/10.1016/0028-3932(88)90058-9.

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35

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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36

Mcphee, Sidney A., and Michael E. Kerr. "Scholastic Aptitude and Achievement as Predictors of Performance on Competency Tests." Journal of Educational Research 78, no. 3 (January 1985): 186–90. http://dx.doi.org/10.1080/00220671.1985.10885597.

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37

Kelemen, William L., Robert G. Winningham, and Charles A. Weaver. "Repeated testing sessions and scholastic aptitude in college students’ metacognitive accuracy." European Journal of Cognitive Psychology 19, no. 4-5 (July 2007): 689–717. http://dx.doi.org/10.1080/09541440701326170.

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38

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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39

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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40

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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41

Brown, Steven D., Robert W. Lent, and Kevin C. Larkin. "Self-efficacy as a moderator of scholastic aptitude-academic performance relationships." Journal of Vocational Behavior 35, no. 1 (August 1989): 64–75. http://dx.doi.org/10.1016/0001-8791(89)90048-1.

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42

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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43

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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44

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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45

Cha, Kyung-Whan. "An Investigation of English Listening Items on the Korean Scholastic Aptitude Tests." International Journal of Listening 11, no. 1 (January 1997): 39–50. http://dx.doi.org/10.1207/s1932586xijl1101_3.

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46

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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47

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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48

Allalouf, Avi, and Gershon Ben-Shakhar. "The Effect of Coaching on the Predictive Validity of Scholastic Aptitude Tests." Journal of Educational Measurement 35, no. 1 (March 1998): 31–47. http://dx.doi.org/10.1111/j.1745-3984.1998.tb00526.x.

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49

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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50

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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