Comparison of Grade Point Averages and Sat Scores between Reporting and Nonreporting Men and Women and Freshmen and Sophomores

Abstract

To increase data on the accuracy of students reporting their high school and college GPAs and SAT scores the sex and class differences of students who reported their grades and scores and those who did not were examined. Freshmen, sophomores, men, and women who reported their SAT scores had significantly higher SAT-M, SAT-V, and SAT-Total scores than those who did not. Differences between the actual scores of those reporting and those not reporting for the men were greater than those for the women. No consistent pattern was noted for the differences between the actual scores of those reporting and those not reporting for the freshmen and for the sophomores. No significant differences between the actual GPAs for men, women, freshmen, and sophomores reporting grades and those not reporting grades were noted for either high school GPAs or college GPAs.

Long-term educational goals, subgoals, learning strategies use and the academic performance of college students

“…Related to the potential problems with self-reported learning strategies use is the question of, "How accurately do students self-report grade point average?" Research that has looked at the relationship between actual and self-reported grade point average has shown a range of correlations between T = .70 to r = .88 (Goldman, Flake, & Matheson 1990;Flake & Goldman 1991). This would indicate a fairly high construct validity for the self-reported grade point average as a measure of actual…”

The belief in a negative interdependence of math and verbal abilities as determinant of academic self‐concepts

“…Subjective theories about ability are shown to have enormous impact on achievement motivation, task choice, and performance. This could be shown by the theoretical contributions and the empirical work by, for example, Harter (1998), or Marsh and Hattie (1996) on the hierarchical structure and on the domain‐specificity of self‐evaluations, or by the work of Eccles (1983) on the malleability of children's competence beliefs and their impact on young children's development (see in particular Wigfield et al , 1997).…”

Association between Actual and Self-Reported Grades for Ethnically Diverse Asian/Pacific Islander Adolescents

“…Although results consistent with this notion have been found with the Scholastic Assessment Test (i.e. those who did not self-report their SAT scores performed significantly lower on the actual SAT in comparison with those who provided their actual SAT scores; Flake and Goldman, 1991;Trice, 1990), this phenomenon has not been demonstrated for SRGs and AGPA (Flake and Goldman, 1991). If this can be found for SRGs and AGPA, and if the phenomenon can be systematically linked with basic demographic variables, then the findings may provide important methodological and practical information for researchers beyond simply knowing the effects of missing SRGs.…”