Undergraduate grades and the Miller Analogies Test as predictors of graduate success.

Ss were "124 students who entered the graduate program at the University of Michigan during the years 1951 through 1955… . Information available on each applicant at the time of entrance included the following measures": total undergraduate grade point average (GPA), undergraduate GPA in science and mathematics, undergraduate GPA in psychology courses, MAT score, objective comprehensive examination in psychology. Measures of "success" included: GPA in graduate courses, marks on doctoral preliminary examinations, faculty ratings of potential professional contribution and potential scientific contribution. 6 tables of results are presented. The best predictor of marks in graduate courses was undergraduate GPA in science courses; it also best predicted preliminary examination grades. "The MAT significantly predicted graduate course grades and was the best predictor of potential scientific contribution of the student." (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Does the Graduate Record Examination predict meaningful success in the graduate training of psychology? A case study.

The authors consider the empirical validity of the Graduate Record Examination (GRE) as a predictor of various kinds of performance in a graduate psychology program, including 1st- and 2nd-year grades; professors' ratings of students' dissertations; and professors' ratings of students' analytical, creative, practical, research, and teaching abilities. On the basis of the triarchic theory of intelligence, the GRE was predicted to be of some use in predicting graduate grades but of limited or no use in predicting other aspects of performance. In fact, the test was found to be useful in predicting 1st-year grades but not other kinds of performance, with one exception—performance on the GRE Analytical test was predictive, but only for men. The authors conclude that there is a need to develop better theory-based tests. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

A comprehensive meta-analysis of the predictive validity of the Graduate Record Examinations: Implications for graduate student selection and performance.

This meta-analysis examined the validity of the Graduate Record Examinations (GRE) and undergraduate grade point average (UGPA) as predictors of graduate school performance. The study included samples from multiple disciplines, considered different criterion measures, and corrected for statistical artifacts. Data from 1,753 independent samples were included in the meta-analysis, yielding 6,589 correlations for 8 different criteria and 82,659 graduate students. The results indicated that the GRE and UGPA are generalizably valid predictors of graduate grade point average, 1st-year graduate grade point average, comprehensive examination scores, publication citation counts, and faculty ratings. GRE correlations with degree attainment and research productivity were consistently positive; however, some lower 90% credibility intervals included 0. Subject Tests tended to be better predictors than the Verbal, Quantitative, and Analytical tests. (PsycINFO Database Record (c) 2011 APA, all rights reserved)     

Does the Graduate Record Examination predict meaningful success in the graduate training of psychologists? A case study

The authors consider the empirical validity of the Graduate Record Examination (GRE) as a predictor of various kinds of performance in a graduate psychology program, including 1st- and 2nd-year grades; professors' ratings of students' dissertations; and professors' ratings of students' analytical, creative, practical, research, and teaching abilities. On the basis of the triarchic theory of intelligence, the GRE was predicted to be of some use in predicting graduate grades but of limited or no use in predicting other aspects of performance. In fact, the test was found to be useful in predicting 1st-year grades but not other kinds of performance, with one exception--performance on the GRE Analytical test was predictive, but only for men. The authors conclude that there is a need to develop better theory-based tests.     

Factor structure of the Graduate Record Examinations General Test in handicapped and nonhandicapped groups.

We used confirmatory factor analysis to investigate the structure of the Graduate Record Examinations General Test across handicapped and nonhandicapped groups. A simple three-factor model, consisting of verbal, quantitative, and analytical item types, was posed and tested for model fit. In addition, a higher order factor solution was computed to investigate the meaning of General Test total scores and to probe observed discrepancies in factor structure. Results suggested that the three-factor model fit better than simpler models but less well than a four-factor solution. The three-factor model showed particular problems in fit for visually impaired students taking a large-type examination and for physically impaired examinees taking a standard administration. For these groups, the item types composing the Analytical factor did not appear to function effectively as a single factor. For the large-type group, in particular, these item types exhibited different relations with the other factors, had different relations with the test's general factor, and appeared to produce different scale units. Results suggest that Analytical scores and total scores (Verbal?+?Quantitative?+?Analytical) may have different meanings across handicapped and nonhandicapped groups. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Canadian psychology in a global context.

This article explores the impact that Canadian psychology has had around the world. Canadian discoveries and theories have led to paradigmatic shifts in several different areas of psychology; our ethics codes have influenced guideline and code development in other countries; articles written by Canadian psychologists have a very high impact relative to articles written by colleagues in other G8 countries; and our applied practitioners have contributed services to underprivileged parts of the world. Special emphasis is placed on how the unique character of Canadian society has played an important role in shaping Canadian psychology. The article concludes by reviewing the disadvantages of fragmentation within the discipline and the importance of integrating basic science with psychological application. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Canadian graduate training in psychology.

As a result of a questionnaire sent to all Canadian graduate training schools in psychology, a tabulation was made of a) qualifications for admission to each programme, b) graduate training specialty in each department, c) broad numerical comparisons of size of university with number applying and accepted for study. Overall the results indicate that the minimum qualifications for entry are a B average in 7 or 8 undergraduate psychology courses including basic experimental psychology and statistics. Qualifying years are usually offered to those who do not reach these minima. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Faculty judgments of graduate success.

All doctoral candidates in the Department of Psychology and Psychiatry at the Catholic University of America who had been in graduate study 1 full academic year or more (N = 61) were evaluated by the faculty on a 7-unit scale for each of 8 variables (interpersonal relations, effective energy, emotional stability, professional identification, written communication, research ability, critical scholarship, and over-all judgment). The matrix resulting from the intercorrelated scales was "factored by the complete centroid method until 2 factors were abstracted"—one called academic-scientific excellence and the other called personality. From Psyc Abstracts 36:02:2AM81S. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Graduate student success in psychology.

Studied all graduate students who entered the Department of Psychology at the University of Illinois at Urbana-Champaign from 1965 through 1970 with respect to their success as graduate students. The predictors were the standard admission variables (e.g., Graduate Record Examination scores, undergraduate grades). The criteria included obtaining the doctorate, time taken to obtain the degree, and type and number of publications after the doctorate. As predicted, the standard ability variables correlated with early graduate school success criteria, such as 1st-year grades. In addition, peer ratings of need for achievement, conscientiousness, and commitment to psychology emerged as important predictors of later success. Sex differences were less than anticipated, although proportionally fewer women completed the degree than men. Data suggest the possibility of using a multiple-hurdles model for graduate school selection and retention, with the hurdles being defined throughout the student's career. (15 ref) (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Program adherence and coping strategies as predictors of success in a smoking treatment program.

94 smokers (mean age 39 yrs) in a 6-wk behavioral smoking-cessation program were administered weekly questionnaires on their use of major program recommendations and other quitting strategies throughout treatment. An "affect-regulation" coping inventory was administered at the beginning and end of treatment. Adequate adherence was reported for most recommendations. Although a composite measure of adherence did not predict quitting success, adherence and coping assessments were associated with maintenance of treatment gains. Short-term maintenance was associated with an extensive affect-regulation repertoire and use of stimulus control strategies; long-term maintenance was associated with consistent self-monitoring of smoking during treatment. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Validity of Graduate Record Examinations (GRE) General Test Scores for Admissions to Colleges of Veterinary Medicine.

From the standpoint of test validation, veterinary medicine provides both a unique context in which to study the validity of Graduate Record Examinations (GRE) test scores and a singular opportunity to address the shortcomings typical of many GRE validity studies. This article documents a study of the validity of the GRE General Test for predicting 1st-year grade averages in a comprehensive sample of veterinary medical colleges. For each of 16 veterinary medical colleges, statistical corrections were applied to correct for the effects of range restriction in the predictors and unreliability of the criterion. When fully corrected for both range restriction and unreliability, the resulting validity coefficients were, on average, .53 for the combination of all 3 GRE General Test scores, .59 for undergraduate grade point average, and .71 for GRE scores and undergraduate grade point average together. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Issues in the prediction of graduate student success.

Examined data on Graduate Record Examination (GRE) scores, grade point average (GPA) scores, and scores on the Miller Analogies Test from 78 graduate programs to determine whether the increased selectivity of students proposed by N. Hirschberg and S. Itkin (see record 1979-27229-001) has been accompanied by an increase in the quality of academic credentials. Advanced Psychology GRE scores and GPAs had increased. The need to examine candidate selection procedures and to consider other, career-oriented factors in student selection is emphasized. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Range restriction, outliers, and the use of the Graduate Record Examination to predict graduate school performance.

Comments on the article by R. J. Sternberg and W. M. Williams (see record 1997-04591-002) regarding the empirical validity of the Graduate Record Examination in predicting graduate student performance in psychology. It is contended that the article by Sternberg and Williams offered some interesting suggestions for alternative predictors for graduate school. In addition, the distinctions that Sternberg made in the triarchic theory of intelligence have theoretical and practical utility. Unfortunately, the data presented in the article are seriously flawed and weaken the arguments that are made. Further, it is not clear that Sternberg and Williams's data, as presented, can be interpreted. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Ethics training in Canadian graduate schools of psychology.

Evaluated the extent and nature of ethics training in 27 Canadian graduate schools of psychology by means of a questionnaire sent to the schools that asked questions on the nature of graduate programs, the nature of graduate programs and of graduate employment, the content areas, and views on whether and how ethics should be taught. It was found that many graduates from nonclinical programs obtain clinical employment, and that clinical students are more likely to receive some ethics training than are nonclinical. In view of the variable and often minimal approaches to ethics in some institutions, it is unsafe to assume that graduates generally have knowledge and practice in dealing with ethical issues. In order to avoid potential harm to the public and to the profession of psychology, it is recommended that professional associations promote continuing education programs and that graduate schools increase their commitment to teaching ethics and developing effective teaching models. (20 ref) (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Predictive validity of the Graduate Record Examination in a clinical psychology program.

Previous research on the Graduate Record Examination (GRE) has been plagued by the problem of restricted ranges resulting from the failure of low scorers to gain admission to graduate programs. This difficulty did not obtain with the present sample of 105 clinical students, which included a number of minority students admitted without consideration for their GRE scores. Two criterion variables were used, both reflecting students' performance while in graduate school: number of failed preliminary examinations ("prelims") and a composite reflecting efficient and competent progress through the program. Both variables were significantly predicted from the GRE, particularly from the Advanced Psychology test (both at p?     

Learning styles as predictors of self-efficacy and interest in research: Implications for graduate research training.

The literature on research training in professional psychology has yet to address the role of student learning styles on training outcomes. A mail survey of graduate students (N = 132) in professional areas of psychology from 11 universities assessed four dimensions of learning styles, research interest, and research self-efficacy. Students with more active (vs. reflective) and more intuitive (vs. sensing) learning styles reported greater research self-efficacy, and students with more intuitive (vs. sensing) and more verbal (vs. visual) learning styles reported greater research interest. The authors discuss implications for improving graduate research training by encouraging student self-assessment and by providing instruction using balanced pedagogies. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Support for the validity of the Graduate Record Examination.

Comments on the article by R. J. Sternberg and W. M. Williams (see record 1997-04591-002) regarding the empirical validity of the Graduate Record Examination (GRE) in predicting graduate student performance in psychology. It is argued that Sternberg and Williams used a misleading approach for analyzing their data. Predicting precise levels of achievement in graduate school from GRE scores alone when all admitted students are judged to be highly capable will necessarily result in low correlations. High achievement in any profession is dependent on a confluence of factors, and any single factor will necessarily be a relatively weak predictor of level of success. It is only by combining data regarding such factors that this type of prediction is strengthened. Given that Sternberg and Williams's study focused on the use of GRE scores in making graduate admissions decisions, a more appropriate methodology for examining their data involves decision theory and selection accuracy. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

How Canadian coordinators of graduate psychiatric education view psychologists.

Investigated the views toward psychologists as expressed by 16 Canadian coordinators of postgraduate education in psychiatry. The majority of Ss opposed psychologists holding senior administrative roles in departments of psychiatry and believed that psychologists should continue to be organized in divisions within departments of psychiatry. Considerable respect was evident for the clinical and academic skills that psychologists possess, and there was nearly unanimous support for psychologists holding academic appointments in departments of psychiatry. Most Ss approved of psychologists conducting psychotherapy as well as supervising psychiatric residents on psychotherapy cases and supported psychologists' involvement in the training of psychiatrists and vice versa. Views about eligibility of psychologists for senior administrative roles in psychiatry departments were related to views on other issues concerning psychologists. (4 ref) (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Development of a scale to measure cross-cultural sensitivity in the Canadian context.

Presents a scale to measure cross-cultural awareness and understanding in the Canadian context. Rational-empirical scale construction methodologies were used to produce the measure. 55 undergraduates and 10 geologists were used to evaluate items in the scale: The 24 best items were selected as a tentative Cross-Cultural Sensitivity Scale (CCSS). Parallel forms (12-item scales) were developed and tested using 71 undergraduate students. Data demonstrate that the CCSS, both the 24-item and the shorter forms, show reasonable levels of content validity and impressive internal consistency. Further work on this scale is indicated. (French abstract) (PsycINFO Database Record (c) 2010 APA, all rights reserved)