Alters two existing achievement motivation tests so that combined forms could be simultaneously administered to a mixed male and female population and so that both instruments could be given to a younger, more heterogeneous group than that represented by college students. Reliability and validity were assessed. (RC)

Provides additional evidence concerning the efficiency of Edward's need achievement scale as a supplement to standard tests of academic aptitude in predicting academic achievement and to discriminate between over- and under-achievers. Also examines an alternative to overall GPA as the criterion for studies of academic achievement. (RC)

Compares the discriminant validity, for general psychiatric screening, of an abbreviated 168-item administration of the Minnesota Multiphasic Personality Inventory with that of the standard 373-item short form. Also provides new and improved equations for converting scores from the shorter form to equivalent MMPI clinical scale scores. (RC)

Explores the usefulness of a short version of the Minnesota Multiphasic Personality Inventory (Mini-Mult) in a university counseling center as well as determines whether earlier results of investigations of the Mini-Mult could be replicated with a sample of college males and females demonstrating no gross abnormalities. (RC)

The scale yielded three major dimensions that were essentially invariant across the three samples: physical appearance, socially unacceptable (bad) behavior, and academic or school status. (Author/RC)

Examines the content and construct validity of the Barth Scale. Latent partition analysis generated item content categories for judgmental data gathered from open education experts; factor analysis described constructs generated from response data gathered from open and traditional elementary school teachers. (RC)

Assessed the validity of reports on family social status by comparing responses of co-twins. Co-twin agreement on factual items about their family is a particularly good criterion for evaluating the validity of a socioeconomic status measure. (RC)

Although students quickly form reasonably lasting judgments of their instructors and courses they are also able to alter their judgments as warranted by changing situations. These findings appear to provide support for the validity of student evaluations. (Author/RC)

Determines, for a college sample, the interrelationships among the three Protestant Ethic scales, and examines the relationships of each of the three scales to selected personality, ability, and academic performance measures. (Author/RC)

In Fall 1971, three tests were administered to new students at the American University of Beirut. The predictive validity of each of these tests and of weighted combinations of them with GPA and performance in selected courses as criteria are investigated. (RC)

Provides an estimate of the number of credit hours likely to be earned if college freshmen took the College-Level Examination Program General Examinations (CLEP) and ascertains degree of relationships of scores on each of two CLEP subtests, of performance on an end-of-year achievement test, and of standing on a placement test administered prior to…

Determines the validity of students' Scholastic Aptitude Test (SAT) scores and high school grade point average (HSGPA) as predictors of freshmen course grades and overall college grade point average (CGPA) at Georgia Southern College. (RC)

The academic aptitude at the time of admission to college and level of occupation later in life were collected for 619 male college graduates. The statistically significant relationship indicated that the graduates with higher aptitude scores as compared with those with lower scores were more likely to report higher level occupation. (Author)

Determines (1) degree of relationship between selected objective background variables and academic achievement in an upper-division bachelors degree program in nursing, (2) which variables would add to the efficiency of a regression function for predicting achievement, and (3) what the accuracy of this optimum regression function would be. (RC)

Intended to determine the validity of the total score on the Graduate Record Examinations Aptitude Test (GRE) and of the score on the Miller Analogies Test (MAT) as predictors of a criterion of completion or noncompletion of the Doctoral Program in Educational Administration at State University of New York at Albany. (Author)