rrhis research was concerned with a cross-validation of a "pictureinterpretation" test of achievement motivation as a predictor of high school grades. Eighteen pictures, which were selected on the basis of the results of a previous validation study, were incorporated into two nine-picture fo~s of the test, and each form was administered to a new group, of male high school juniors.Validation of the test scores against academic grades, adjusted .for differences in ability level, yielded small but encouraging correlations generally similar to those found in the previous study. Furthermore, an abbreviated Bcore based upon two relatively broad scoring categories produced validities of approximately the same magnitude as thoBe obtained with a more complicated empirically derived score, in which each picture wae separately scored for a specific set of categories previously found to be mostval1d for that picture. For one test fo~total number of words written in the students' stories yielded correlations with grade achievement that were very nearly as high as those obtained with the test scores themselves.In general, there was considerable cross~validational shrinkage in the validities of the specific picture-category "items" included in the empirically derived total test score. Analyses at the picture level indicated that six of the pictures yielded the most stable and promising validities. At the same time, considerable variation in the validity of pictures with relatively similar content was also revealed.The results are interpreted. as confi~ing the findings of the original validation study, indicating that the achievement-motivation measures show promising relationships to high school grade achievement, adjusted for differences in ability. Although the results are not of very great immediate practical value, they are regarded as warranting continuei research on the measurement of achievement motivation as a determinant of academic grade performance, and of other aspects of scholastic achievement or "success." THE PREDICTION OF ACADEMIC GRADES WITH A PROJECTIVE 'I'EST OF ACElEVD1ENT "MOTIVATION: II. CROSS-VALIDATION AT THE HIGH SCHOOL LEVELlThis research represents the second phase. of an investigation dealing with the relationship between measures of achievement motivation and academic grades. The technique for measuring achievement motivation, .or the drive to achieve at a high level of excellence, was developed by MCClelland and his co-workers (2), and involves .an analysis of the content .of imaginative "picture-interpretation" stories for various scoring elements or "categorles." In a previous study (4), a pool of 41 stimulus pictures was ad.-ministered, in various combinations or "forms," to a relatively large number of high school juniors, Naval officer candidates, and college freshmen, all males. Using average grades adjusted for differences in ability level as the principal criterion of grade achievement, the validities ·of the total achievement-motivation scoree on the various test forms were deter...
When K tests are given to N individuals, and for each individual there are available two criterion measures, then (1) the multiple regression weight to be applied to the standard score for each test to predict the criterion‐difference score is equal to the difference of the weights for predicting each criterion separately; (2) the difference between the predicted scores for the two criteria is the same as the predicted difference in criterion scores (each test being assigned the appropriate multiple regression weight); (3) the square of the multiple correlation between predicted and actual criterion‐difference scores is equal to the sum of the squares of the multiple correlations of the battery with each criterion, less the product of these correlations and the correlation between predicted scores, all divided by twice the quantity one minus the criterion intercorrelation; and (4) the variance of the errors of estimating the criterion‐difference score is equal to the sum of the variances of the errors of estimating each criterion score, minus twice the criterion intercorrelation, plus twice the correlation between predicted scores multiplied by the product of the square root of one minus the variance of the errors of estimating one criterion and the corresponding square root for the second criterion.
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