About this paper

Appears in:
Pages: 7328-7336
Publication year: 2016
ISBN: 978-84-608-5617-7
ISSN: 2340-1079
doi: 10.21125/inted.2016.0730

Conference name: 10th International Technology, Education and Development Conference
Dates: 7-9 March, 2016
Location: Valencia, Spain

A COMPARISON OF PSYCHOLOGICAL TESTS FOR THE PREDICTION OF SCHOOL PERFORMANCE OF COLLEGE STUDENTS

J. Matošková

Tomas Bata University in Zlín (CZECH REPUBLIC)
This study was done in the framework of the validation process of new tests focused on measurement of tacit knowledge of college students. In the study, the following test were used: the LMI test of performance motivation in a professional context (by Heinz Schuler & Michael Prochaska), the cognitive ability TURS test (by J. Vonkomer), the attention test D2 (by R. Brickenkamp & E. Zillmer), the NEO Personality Inventory test (by P. T. Costa & R. R. McCraee), a factual knowledge test (made by the research team), the test for tacit knowledge measurement by Leonard & Insch, a test for tacit knowledge measurement based on the method BOS (made by the research team), a situational judgement test for tacit knowledge measurement (made by the research team). In cooperation with the Student Affairs Office, the exact weighted average grade of the students who participated in the test verification was used as well as the information about the amount of study duties (exams, course credits) fulfilled on the first attempt, and also the results in the entrance test of General Academic Prerequisites, which is similar to the GRE (Graduate Record Examinations) test model that is used in tertiary education in the United States. 82 college students participated in the study.

In the framework of data analysis, the goal was to find an answer to the following question: Is there a statistically significant correlation between school performance of college students and the results of the chosen psychological test? The data analysis indicates that a higher rate of conscientiousness contributes to having a better (lower) weighted average grade and a higher amount of study duties fulfilled on the first attempt. The level of performance motivation also probably influences the amount of study duties fulfilled on the first attempt. Other statistically important relations between results of psychological tests and the given criteria of school performance were not identified.
@InProceedings{MATOSKOVA2016ACO,
author = {Matoškov{\'{a}}, J.},
title = {A COMPARISON OF PSYCHOLOGICAL TESTS FOR THE PREDICTION OF SCHOOL PERFORMANCE OF COLLEGE STUDENTS},
series = {10th International Technology, Education and Development Conference},
booktitle = {INTED2016 Proceedings},
isbn = {978-84-608-5617-7},
issn = {2340-1079},
doi = {10.21125/inted.2016.0730},
url = {http://dx.doi.org/10.21125/inted.2016.0730},
publisher = {IATED},
location = {Valencia, Spain},
month = {7-9 March, 2016},
year = {2016},
pages = {7328-7336}}
TY - CONF
AU - J. Matošková
TI - A COMPARISON OF PSYCHOLOGICAL TESTS FOR THE PREDICTION OF SCHOOL PERFORMANCE OF COLLEGE STUDENTS
SN - 978-84-608-5617-7/2340-1079
DO - 10.21125/inted.2016.0730
PY - 2016
Y1 - 7-9 March, 2016
CI - Valencia, Spain
JO - 10th International Technology, Education and Development Conference
JA - INTED2016 Proceedings
SP - 7328
EP - 7336
ER -
J. Matošková (2016) A COMPARISON OF PSYCHOLOGICAL TESTS FOR THE PREDICTION OF SCHOOL PERFORMANCE OF COLLEGE STUDENTS, INTED2016 Proceedings, pp. 7328-7336.
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