Accuracy of College Students' Perceptions of Their Sat Scores, High School and College Grade Point Averages Relative to Their Ability

Goldman, Bert A.; Flake, Wesley L.; Matheson, Mary B.

doi:10.2466/pms.1990.70.2.514

Cited by 31 publications

(16 citation statements)

References 3 publications

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…In an early work, Kirk and Sereda (1969) found an overall correlation of .95 between self‐reported grade point average (GPA), and actual GPA in university students. In a study by Goldman, Flake, and Matheson (1990) the correlation ranged from .70 to .88. However, the results on the accuracy of self‐reported GPA scores are not completely applicable to the present study, as our students did not report average grades, but grades in specific subjects.…”

Section: Methodsmentioning

confidence: 98%

Coursework selection: A frame of reference approach using structural equation modelling

Dickhäuser

Reuter

Hilling

2005

Brit J of Edu Psychol

View full text Add to dashboard Cite

Background. Choice behaviour has far‐reaching consequences on students' educational careers. Previous models on course selection for example, the model of achievement‐related choices (Wigfield & Eccles, 2000) and of self‐efficacy theory (Bandura, 1997), stress the importance of ability perceptions (self‐concept of ability) as major determinants of choice. Aim. This article suggests a model of course selection, which assumes that comparisons within an internal frame of reference (as proposed by Marsh, 1986, for the association between achievement and self‐concepts) can also be applied to the association between self‐concepts and course selection. It is therefore hypothesized that course selection is not only positively influenced by the self‐concept with respect to the corresponding subject, but also negatively with respect to alternative subjects. Moreover, it should be tested whether the effects of previous achievement on course selection are completely mediated by the self‐concepts. Sample. These assumptions were empirically tested using a sample of 296 students from secondary school classes, who were specializing in, for example, chemistry or biology in the following school term. Method. Self‐concepts and course selection were assessed via questionnaire. The postulated models were tested using a structural equation modelling approach for ordinal variables. Results. The core assumption, that course selection is determined by dimensional comparisons, was supported by significant negative paths from self‐concepts on the selection of non‐corresponding subjects. Furthermore, the effects of previous achievement on selection were completely mediated by self‐concepts. Conclusion. Previous models of choice behaviour should be extended, by considering not only the selected alternatives, but also the unselected ones. The finding that the influence of achievement on choice is completely mediated by self‐concepts, demonstrates that subjective interpretations of previous achievement determine subsequent behaviour.

show abstract

Section: Methodsmentioning

confidence: 98%

Coursework selection: A frame of reference approach using structural equation modelling

Dickhäuser

Reuter

Hilling

2005

Brit J of Edu Psychol

View full text Add to dashboard Cite

show abstract

“…It is therefore important to examine whether using self-report data entails significant disadvantages. Some US studies have shown that students tend to overestimate their GPA (see Dobbins, Farh, & Werbel, 1993;Flake & Goldman, 1991;Frucot & Cook, 1994;Goldman, Flake, & Matheson, 1990;Shepperd, 1993;Trice, 1990;Zimmerman, Caldwell, & Bernat, 2002). For example, Zimmerman et al (2002) report relatively low correlations of r=.62 between self-reported GPA and school records.…”

Section: Methodsmentioning

confidence: 99%

An extension to the internal/external frame of reference model to two verbal and numerical domains

et al. 2006

View full text Add to dashboard Cite

Beside interindividual social comparisons, intraindividual dimensional comparisons in which students compare their achievements in one subject with their achievements in other subjects have an impact on their academic self-concepts. The internal/external frame of reference (I/E) model by Marsh (1986) assumes that dimensional comparisons lead to negative paths from achievement in one subject (e.g., math) to self-concept in another subject (e.g., English). In the present study, the I/E model was extended to two verbal domains (German as the native language and English as a foreign language) and two numerical domains (mathematics and physics). Grades and domain-specific academic self-concepts of N=1440 students from 63 classes were assessed. In support of the extended I/E model, (a) math, physics, German, and English achievement were positively correlated, as were; (b) self-concepts within the verbal and numerical domains, while; (c) self-concepts between the verbal and the numerical domains were almost uncorrelated; (d) positive paths were received from math, physics, German, and English achievement on the corresponding selfconcepts; (e) negative paths were found from achievement in one

show abstract

“…The mean rating using this modified scale is 3.72, which translates into an average GPA of between 2.5 and 2.9. Selfreported GPAs are generally very reliable measures of students' actual academic achievement with correlations ranging from .76 to .91 (Frucot and Cook, 1994;Goldman, Flake, and Matheson, 1990;Zimmerman, Caldwell, and Bernat, 2002).…”

Section: Academic Achievementmentioning

confidence: 99%

Faculty Environments, Psychosocial Dispositions, and the Academic Achievement of College Students

Clifton

Perry

Stubbs

et al. 2004

Research in Higher Education

View full text Add to dashboard Cite

Accuracy of College Students' Perceptions of Their Sat Scores, High School and College Grade Point Averages Relative to Their Ability

Cited by 31 publications

References 3 publications

Coursework selection: A frame of reference approach using structural equation modelling

Coursework selection: A frame of reference approach using structural equation modelling

An extension to the internal/external frame of reference model to two verbal and numerical domains

Faculty Environments, Psychosocial Dispositions, and the Academic Achievement of College Students

Contact Info

Product

Resources

About