Meta-Analysis of the Validity of General Mental Ability for Five Performance Criteria: Hunter and Hunter (1984) Revisited

Salgado, Jesús F.; Moscoso, Silvia

doi:10.3389/fpsyg.2019.02227

Cited by 34 publications

(38 citation statements)

References 63 publications

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“…The fourth contribution was that GMA, once again, showed to be the most relevant cognitive predictor of job performance and academic performance. This finding agrees with the results of previous meta-analyses of the relationship between GMA and performance (e.g., [73,86,93]. The fifth contribution was that GMA was shown to predict academic performance independently of the measure used to evaluate the educational outcomes, although the magnitude of the correlation was not the same across the three measures of academic performance.…”

Section: Discussionsupporting

confidence: 90%

“…Concerning the results for GMA, as can be seen, GMA predicted job performance very efficiently. The observed validity was 0.36 (p < 0.001), which is a similar value to the one found in the meta-analyses of the relationship between GMA and job performance for occupations of high level of job complexity (e.g., [63,73,86]. Regarding the educational performance criteria, the correlations of GMA were 0.20 (p < 0.001), 0.50 (p < 0.001), and 0.19 (p < 0.02) with GPA, UES, and EG, respectively.…”

Section: Resultssupporting

confidence: 83%

“…The coefficients reported between parentheses in the diagonal of the matrix are the reliability coefficients. † Taken from Salgado and Tauriz [79] and Salgado and Moscoso [73]. * p < 0.05; ** p < 0.01.…”

Section: Resultsmentioning

confidence: 99%

“…The validity of GMA to predict academic performance has also been studied through meta-analysis, and the findings have demonstrated the existence of a positive and consistent relationship between GMA and academic performance (e.g., [66][67][68][69][70][71][72]). A recent meta-analysis conducted by Salgado and Moscoso [73] found an average true correlation of the GMA of 0.44 and 0.62 to predict job performance and academic performance, respectively. We aim, as the fourth objective, to examine the multiple correlation of GMA and CRT to predict these two criteria and test whether the CRT shows incremental validity over and beyond GMA for predicting these criteria.…”

Section: Cognitive Reflection Job Performance Academic Performancementioning

confidence: 99%

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Cognitive Reflection and General Mental Ability as Predictors of Job Performance

2019

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This paper presents a study with four independent samples on the validity of cognitive reflection (CR) for predicting job performance and academic outcomes. The results showed that CR was a valid predictor of academic outcomes (i.e., grades and exam marks) and job performance (i.e., assessment center ratings). The magnitude of the CR validity was similar to the validity of GMA. Moreover, we found that CR and GMA were moderately correlated, and multiple regression analyses showed that CR added a small amount of validity over GMA validity for predicting both types of performance. Finally, we discuss the implications of the findings for the theory and practice of predicting performance and organizational sustainability.

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Section: Discussionsupporting

confidence: 90%

Section: Resultssupporting

confidence: 83%

Section: Resultsmentioning

confidence: 99%

Section: Cognitive Reflection Job Performance Academic Performancementioning

confidence: 99%

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Cognitive Reflection and General Mental Ability as Predictors of Job Performance

2019

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“…In the academic field, this would translate to a higher rejection of CAB involvement. Furthermore, since intelligence has proven to be an excellent predictor of academic success, intelligent students might be those who need not engage in fraudulent means to achieve good academic results [28][29][30][31].…”

Section: Correlates Of Cab: Big Five and Gmamentioning

confidence: 99%

Individual differences and counterproductive academic behaviors in high school

Cuadrado¹,

Salgado²,

Moscoso³

2020

PLoS ONE

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Counterproductive academic behaviors (CAB) is a problem that has plagued academic institutions for centuries. However, research has mostly been focused on higher learning institutes in North America. For this reason, literature on CAB must be expanded to other geographical areas and academic levels. The present research analyses the prevalence and correlates of CAB in a sample of Spanish high school students. The results indicate that CAB is a common phenomenon, cheating and low effort behaviors being the most prevalent forms. Correlational analyses revealed that conscientiousness (ρ =-.55, p < .01), emotional stability (ρ = .28, p < .01), and agreeableness (ρ =-.26, p < .05) are predictors of CAB. Multiple regression analyses showed that conscientiousness is the dimension exerting the strongest impact on CAB (β =-.64, p < .01), followed by agreeableness, and emotional stability. These three dimensions accounted for 51% of CAB variance. Last, implications for theory and practice are described.

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Investigating low intelligence stereotype threat in adults with developmental dyslexia

Piotrowska,

Barratt

2024

Dyslexia

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Stereotype threat (ST) is a phenomenon that leads to decreased test performance and occurs when one deals with added pressure of being judged on the basis of stereotyped group membership. The ST effect has been previously investigated in many contexts but not in individuals with dyslexia who are often stereotyped as less intelligent. Prevalent use of intelligence tests in job selection processes and employment gap between people with dyslexia and those without warrants this investigation. Sixty‐three participants (30 with dyslexia and 33 without dyslexia; mean age = 33.7; SD = 13.7; 47 F, 13 M, three non‐binary) were asked to complete intelligence test typically used in selection processes. All participants were randomly assigned to one of three test instruction conditions: (1) they were told the test was diagnostic of their intelligence (ST triggering instruction); (2) test was a measure of their problem‐solving skills (reduced threat); (3) or they were simply asked to take the test (control). Results showed that participants with dyslexia in ST condition performed poorer than those in other conditions and those in the same condition who did not have dyslexia. This study provides preliminary evidence for diminishing effects of ST in individuals with dyslexia.

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Meta-Analysis of the Validity of General Mental Ability for Five Performance Criteria: Hunter and Hunter (1984) Revisited

Cited by 34 publications

References 63 publications

Cognitive Reflection and General Mental Ability as Predictors of Job Performance

Cognitive Reflection and General Mental Ability as Predictors of Job Performance

Individual differences and counterproductive academic behaviors in high school

Investigating low intelligence stereotype threat in adults with developmental dyslexia

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