GPA in Research Studies: An Invaluable but Neglected Opportunity

By D. Bacon, Beth W. Bean. 2006

185 citations recorded by the source corpus.

Subfields: Accounting, Education, Management of Technology and Innovation

View Paper: https://www.semanticscholar.org/paper/7aece596b2a9ec192471ce827e291d1d070b7fbd

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Citations in the corpus

Much Ado About Grit: A Meta-Analytic Synthesis of the Grit Literature (2017, methodology): “.90) for all courses across four years as reported by Bacon and Bean (2006) while for self-reported GPA we used the operational validity estimates of .90 for college GPA and .82 for high school GPA as reported in the meta-analysis by Kuncel et al. (2005).”
The role of perceived autonomy support in predicting university students’ academic success mediated by academic self-efficacy and school engagement (2019, background): “Academic achievements or grades are considered a good quantitative summary of student success (Bacon & Bean, 2006; Hoigaard, Kovac, Overby, & Haugen, 2015; Johnson, Taasoobshirazi, Kestler, & Cordova, 2015; Korobova & Starobin, 2015).”
Psychological correlates of university students' academic performance: a systematic review and meta-analysis. (2012, methodology): “Meta-analyses were conducted with a random effects model, because accumulated evidence suggested heterogeneity in effect sizes (National Research Council, 1992) and we wished to draw inferences beyond the particular set of studies included in the analysis (Borenstein, Hedges, Higgins, & Rothstein, 2”
A meta-analysis of the five-factor model of personality and academic performance. (2009, methodology): “For other studies, GPA was corrected with estimates of alpha obtained from Bacon and Bean (2006), who provided estimates of GPA for periods ranging from 1 to 4 years of study, whereas self-reported GPA was corrected with Kuncel et al.’s (2005) estimate of measurement reliability for self-reported co”
Longitudinal links between career adaptability and academic achievement in adolescence (2016, background): “The GPA is a dominant and reliable operationalization of academic achievement (Bacon & Bean, 2006; Poropat, 2009; Richardson et al., 2012).”
Other-rated personality and academic performance: Evidence and implications (2014, result): “Otherwise, the estimates of alpha for academic performance reported by Bacon and Bean (2006) were used, in line with earlier research (Poropat, 2009).”