The Validity of Self-Reported Grade Point Averages, Class Ranks, and Test Scores: A Meta-Analysis and Review of the Literature

By N. Kuncel, Marcus Crede, L. L. Thomas. 2005

1,160 citations recorded by the source corpus.

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Early Adolescent Depression Symptoms and School Dropout: Mediating Processes Involving Self-Reported Academic Competence and Achievement (2013, methodology): “It seems that depressed adolescents have more problematic patterns of academic functioning and achieve inferior grades than other students as reflected by lower grade point average (GPA) and selfand parent-reported academic performance (Aluja & Blanch, 2002; Birmaher et al., 2004; Puig-Antich et al.”
A Review of Meta-Analyses in Education (2012, background): “(2010) and Valentine et al. (2010). Especially, as Cafri et al.”
Visible Learning: A Synthesis of over 800 Meta-Analyses Relating to Achievement. By John A.C. Hattie (2011, background): “10, Kuncel, Crede and Thomas, 2005 ) while the effect of the interventions involving coaching for tests mentioned above seem moderate ( d = 0.”
Mathematics attitudes and their unique contribution to achievement: Going over and above cognitive ability and personality (2016, methodology): “We relied on self-reported grades as Kuncel, Credé, and Thomas (2005) showed that, unlike self-reported grades in other domains, self-reports of math grades correlated highly with actual math grades.”