A comprehensive meta-analysis of the predictive validity of the graduate record examinations: implications for graduate student selection and performance.

By N. Kuncel, Sarah A. Hezlett, Deniz S. Ones. Psychological bulletin, 2001

682 citations recorded by the source corpus.

Subfields: Accounting, Public Health, Environmental and Occupational Health

View Paper: https://www.semanticscholar.org/paper/5c69875be977c1de9392dd8392937ebbf606dd18

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Citations in the corpus

Fungible Weights in Multiple Regression (2008, methodology): “Finally, using data on the prediction of graduate school performance ( Kuncel, Hezlett, & Ones, 2001 ), I illustrate how fungible weights can be used to gauge parameter sensitivity in multiple regression.”
Meta-Analysis of the Relationship Between the Big Five and Academic Success at University (2007, methodology): “European studies were included concerning the predictors school grades, intelligence, admission, and knowledge tests, because there are already meta-analyses for North American results (e.g., Burton & Ramist, 2001; Kuncel et al., 2001, 2004).”
A Meta-Analysis of the Predictive Validity of the Graduate Management Admission Test (GMAT) and Undergraduate Grade Point Average (UGPA) for Graduate Student Academic Performance. (2007, background): “valid predictors for nonnative English speakers (Kuncel et al., 2001), this demographic change remains a concern for the GMAT.”
Personality, cognitive ability, and beliefs about intelligence as predictors of academic performance (2003, background): “Although there is an extensive body of research in support of the inclusion of psychometric intelligence tests in the prediction of AP (e.g., Brody, 2000; Gottfredson, 2002, 2003; Jensen, 1980; Kuncel, Hezlett, & Ones, 2001; Wolf, 1972; Zeidner & Matthews, 2000), recent research has suggested that”
The Challenges of Achieving Equity Within Public School Gifted and Talented Programs (2021, background): “…is that some tests used for academic identification do have some level of bias (although most systematic reviews show this not to be the case; see Kuncel et al., 2001; Sackett et al., 2008) but that unequal opportunities have also caused group-specific differences in true score that are the…”