Self-Reported GPA and SAT: A Methodological Note

By J. Cassady. 2001

215 citations recorded by the source corpus.

View Paper: https://www.semanticscholar.org/paper/3ed94876cc89241adcdb1dcb56fd0d15257f62d1

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Citations in the corpus

On the failure of cognitive ability to predict myside and one-sided thinking biases (2008, background): “Several studies have indicated that the correlation between self-reported SATs and verified SAT scores is in the range of .80 to .90 (Cassady, 2001; Kuncel, Crede, & Thomas, 2005).”
Motivation, achievement, and advanced placement intent of high school students learning science (2011, background): “Under such conditions, self-reported information has been found to be reliable (Cassady, 2001).”
Components of School Engagement Among African American Adolescents (2005, background): “97 (Bogenschneider, 1997; Cassady, 2001; Dornbusch, Ritter, Leiderman, Roberts, & Fraleigh, 1987).”
Understanding Student Self-Reports of Academic Performance and Course-Taking Behavior (2017, methodology): “Cassady (2001) found self-reported GPA in a sample of college students to be accurate, based on correlations between self-reported GPA and official university records (r = .97).”
The Validity of Self-Reported Grade Point Averages, Class Ranks, and Test Scores: A Meta-Analysis and Review of the Literature (2005, methodology): “…have held generally negative views of using self-reported GPA (e.g., Goldman, Flake, & Matheson, 1990), while others have argued in favor of using self-reported GPA (e.g., Cassady, 2001), arguing that the relationship, although imperfect, is close enough for research and practical purposes.”
The Reliability, Validity, and Utility of Self-Assessment (2006, methodology): “97) when students selfreported GPA and SAT scores when applying to graduate school (Cassady, 2001; Talento-Miller & Peyton, 2006); i.”
The relationship between the big-five model of personality and self-regulated learning strategies. (2007, background): “Research conducted by Zimmerman and colleagues (Zimmerman, 1995; Zimmerman & Schunk, 2001, 2004) has found that self-regulating learners set proximal, attainable goals; are learning- rather than achievement-oriented; have an understanding that different learning tasks require different strategies…”
Effects of Programmatic Selectivity on the Academic Achievement, Academic Self-Concepts, and Aspirations of Gifted College Students (2007, background): “Some researchers have found correlations between self-reported SAT scores and actual SAT scores to be in the range of .60 and .80 (Cassady, 2001; Goldman, Flake, & Matheson, 1990), and others (e.g., Shepperd, 1993) strongly caution against using self-reported SAT scores.”
A Preliminary Investigation of Academic Disidentification, Racial Identity, and Academic Achievement Among African American Adolescents (2011, methodology): “97 between self-reported GPA and official records (Cassady, 2001), it is advised that self-reported GPA data of African American students be used with caution (Zimmerman, Caldwell, & Bernat, 2002).”
Nonscience majors learning science: A theoretical model of motivation (2007, background): “Under such conditions, self-reported GPA has been found to be reliable (Cassady, 2001).”
My intelligence may be more malleable than yours: the revised implicit theories of intelligence (self-theory) scale is a better predictor of achievement, motivation, and student disengagement (2015, unknown): “Although self-report measures of this kind are subject to memory distortions or bias, research indicates that the extent of these biases is typically small (Cassady, 2001).”
Heuristics and Biases as Measures of Critical Thinking: Associations with Cognitive Ability and Thinking Dispositions (2008, unknown): “In the critical thinking literature, the ability to evaluate evidence and arguments independently of one’s prior beliefs and opinions is a skill that is strongly emphasized (Baron, 1991, 2000; Ennis, 1987, 1996; Perkins, 1995; Sternberg, 1997, 2001, 2003).”
The international cognitive ability resource: Development and initial validation of a public-domain measure (2014, background): “Several researchers have demonstrated the reduced reliability of self-reported scores in relation to official test records (Cassady, 2001; Cole & Gonyea, 2009; Kuncel, Crede, & Thomas, 2005; Mayer et al., 2006), citing participants' desire to misrepresent their performance and/or memory errors as th”
Information, Experience, and Divergent Thinking: An Empirical Test (2006, background): “Of some relevance is the research showing self-reported GPAs to be surprisingly accurate (Cassady, 2001).”