TBU Publications
Repository of TBU Publications

A comparison of psychological tests for the prediction of school performance of college students

DSpace Repository

Show simple item record


dc.title A comparison of psychological tests for the prediction of school performance of college students en
dc.contributor.author Matošková, Jana
dc.relation.ispartof INTED2016: 10th International Technology, Education and Development Conference
dc.identifier.issn 2340-1079 Scopus Sources, Sherpa/RoMEO, JCR
dc.identifier.isbn 978-84-608-5617-7
dc.date.issued 2016
dc.citation.spage 7328
dc.citation.epage 7336
dc.event.title 10th International Technology, Education and Development Conference (INTED)
dc.event.location Valencia
utb.event.state-en Spain
utb.event.state-cs Španělsko
dc.event.sdate 2016-03-07
dc.event.edate 2016-03-09
dc.type conferenceObject
dc.language.iso en
dc.publisher International Technology, Education and Development (IATED)
dc.subject College en
dc.subject Student en
dc.subject Academic Performance en
dc.subject Prediction en
dc.subject Tacit Knowledge en
dc.subject Big Five en
dc.description.abstract 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 was not identified. en
utb.faculty Faculty of Management and Economics
dc.identifier.uri http://hdl.handle.net/10563/1007274
utb.identifier.obdid 43875537
utb.identifier.wok 000402738407047
utb.source d-wok
dc.date.accessioned 2017-09-03T21:40:07Z
dc.date.available 2017-09-03T21:40:07Z
dc.description.sponsorship GA CR (Czech Science Foundation) [407/12/0821]; GA CR
utb.contributor.internalauthor Matošková, Jana
utb.wos.affiliation [Matoskova, Jana] Tomas Bata Univ Zlin, Fac Econ & Management, Zlin, Czech Republic
Find Full text

Files in this item

Files Size Format View

There are no files associated with this item.

Show simple item record