Implications of direct and indirect range restriction for meta-analysis methods and findings.

Hunter, John E.; Schmidt, Frank L.; Le, Huy

doi:10.1037/0021-9010.91.3.594

Cited by 277 publications

(508 citation statements)

References 47 publications

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“…These results perhaps are associated with the fact that with the evolution of the learning process students become more autonomous and interact less frequently with teachers and peers (Poropat, 2011). Moreover, the lower effect of age and academic level may be due to the fact that the educational progression of students' depends on their achievement in ulterior academic levels, which can produce a more selective cognitive context in secondary school (Hunter, Schmidt, & Le, 2006). However, studies focusing on other effects of the academic variables on EI prediction are still scarce.…”

Section: Predictors Of Academic Achievementmentioning

confidence: 99%

“…Also, the lower influences of age and academic level may also be attributed to the artifact effects of range restrictions at higher levels of schooling. Since students' progression to secondary levels depends directly on their prior achievement in cognitive assessments may lead to a less diverse array of cognitive variety in this setting (Hunter, Schmidt, & Le, 2006).…”

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The impact of Emotional Intelligence on academic achievement: A longitudinal study in Portuguese secondary school

Costa

Faria

2015

Learning and Individual Differences

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This study examines the predictive validity of Emotional Intelligence (EI), assessed by a self-report and a performance ability-based measure, over students' academic achievement in Portuguese secondary school. Within a 3-wave longitudinal design, 380 Path analysis results showed that although both types of EI can predict students' academic achievement, they exert a higher influence in the prediction of 10 th grade students' achievement. Moreover, the performance measure exhibited higher predictive power over the self-report one. Multi-group analyses indicated that some paths in the GPA model differ by gender while in the Mathematic model differ by type of school.These findings suggested the importance of fostering students' EI in the academic context as a strategy of enhancing academic success.

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Section: Predictors Of Academic Achievementmentioning

confidence: 99%

mentioning

confidence: 99%

The impact of Emotional Intelligence on academic achievement: A longitudinal study in Portuguese secondary school

Costa

Faria

2015

Learning and Individual Differences

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“…The majority of studies in my sample involved indirect range restriction (64 of 83). As the number of studies with other types of range restriction was small, I focused on analysing the 64 studies with indirect range restriction, following the procedures of Hunter, Schmidt, and Le (2006). Indirect range restriction corrections require an estimate of the predictor reliability.…”

Section: Resultsmentioning

confidence: 99%

A meta‐analysis of interview length on reliability and validity

Thorsteinson

2017

J Occupat & Organ Psyc

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First impressions are frequently seen as a biasing factor that may prevent an interviewer from forming a comprehensive assessment of the applicant. However, research has found that people can make surprisingly accurate impressions of others based on minimal information. Additional exposure to the applicant would be expected to lead to a more accurate impression, but a previous meta-analysis on the employment interview found evidence for a negative relationship between the length of the interview and validity. Using a much larger sample of studies, the current meta-analysis examined whether length of the interview was related to the validity of the interview. In addition, I examined the relation between interview length and reliability. Results revealed that the subset of studies reporting length of interviews yielded reliability and validity estimates consistent with more comprehensive meta-analyses. Consistent with previous research on consensus judgements of personality, length of the interview was found to be unrelated to reliability. However, contrary to the previous meta-analysis, validity was also unrelated to the length of the interview. Practitioner pointsLittle attention has been given to how the length of time spent interviewing job candidates relates to the reliability and validity of interviews Length of the interview was not related to reliability or validity of interviews Results suggest that organizations can implement shorter interviews to save time and money compared to longer interviews, without sacrificing reliability and predictive validity Selecting a new employee can be a time-consuming process. Not only do employers need to recruit qualified applicants, but they need to identify the best applicants from a potentially large pool of qualified candidates. The employment interview, especially when structured, has been shown to be a good predictor of job performance (Huffcutt & Arthur, 1994;Huffcutt, Culbertson, & Weyhrauch, 2014;Marchese & Muchinsky, 1993;McDaniel, Whetzel, Schmidt, & Maurer, 1994), but can be quite costly to develop and implement. The development of an interview, especially a structured interview, requires careful development of interview questions and scoring keys for responses. Interviewers, who are often highly paid managers and executives, may spend considerable time in training to administer and score the interview as well as time spent administering the interview to numerous applicants. Even an unstructured interview will incur considerable costs in terms of time spent by interviewers in reviewing candidates' application materials prior to the interview and administering the interview. These increased costs may be acceptable if longer interviews result in improved psychometric properties (i.e., greater reliability and validity). The literature on the employment interview, however, provides scant attention to the relationship of interview length to the reliability and validity of the interview. Given the high costs of the employment interview, organizations could benefit...

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“…In fact, the MAR assumption implies that missing values can be imputed to estimate the unrestricted correlation (Mendoza et al, 2004). Note that the standard correction in Equation 1 makes a similar missing data assumption that restriction is attributed to selection on only X as opposed to indirect restriction due to selection on X and other unobserved variables (Hunter, Schmidt, & Le, 2006). Assumptions 2 through 4 specify a normal distribution for the prediction errors after controlling for test scores.…”

Section: Introductionmentioning

confidence: 98%

An Improved Correction for Range Restricted Correlations Under Extreme, Monotonic Quadratic Nonlinearity and Heteroscedasticity

Culpepper

2015

Psychometrika

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Standardized tests are frequently used for selection decisions, and the validation of test scores remains an important area of research. This paper builds upon prior literature about the effect of nonlinearity and heteroscedasticity on the accuracy of standard formulas for correcting correlations in restricted samples. Existing formulas for direct range restriction require three assumptions: (1) the criterion variable is missing at random; (2) a linear relationship between independent and dependent variables; and (3) constant error variance or homoscedasticity. The results in this paper demonstrate that the standard approach for correcting restricted correlations is severely biased in cases of extreme monotone quadratic nonlinearity and heteroscedasticity. This paper offers at least three significant contributions to the existing literature. First, a method from the econometrics literature is adapted to provide more accurate estimates of unrestricted correlations. Second, derivations establish bounds on the degree of bias attributed to quadratic functions under the assumption of a monotonic relationship between test scores and criterion measurements. New results are presented on the bias associated with using the standard range restriction correction formula, and the results show that the standard correction formula yields estimates of unrestricted correlations that deviate by as much as 0.2 for high to moderate selectivity. Third, Monte Carlo simulation results demonstrate that the new procedure for correcting restricted correlations provides more accurate estimates in the presence of quadratic and heteroscedastic test score and criterion relationships.

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Implications of direct and indirect range restriction for meta-analysis methods and findings.

Cited by 277 publications

References 47 publications

The impact of Emotional Intelligence on academic achievement: A longitudinal study in Portuguese secondary school

The impact of Emotional Intelligence on academic achievement: A longitudinal study in Portuguese secondary school

A meta‐analysis of interview length on reliability and validity

An Improved Correction for Range Restricted Correlations Under Extreme, Monotonic Quadratic Nonlinearity and Heteroscedasticity

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