Scholastic Assessment or g?

By M. Frey, D. Detterman. 2004

127 citations recorded by the source corpus.

Subfields: Developmental and Educational Psychology, Experimental and Cognitive Psychology, Management Science and Operations Research

View Paper: https://www.semanticscholar.org/paper/a8b2263c25f62d9e648f62ff8c8dd0205363be84

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In Developmental and Educational Psychology

In Experimental and Cognitive Psychology

In Management Science and Operations Research

Citations in the corpus

Aptitude and Personality Traits in Retention of Engineering Students (2015, methodology): “The SAT helps determine student success in college, is related to students’ general aptitude, and serves as an estimate of student aptitude (Frey & Detterman, 2004).”
Males have greater g: Sex differences in general mental ability from 100,000 17- to 18-year-olds on the Scholastic Assessment Test ☆ (2006, unknown): “Although the SAT is widely believed to measure mainly academic achievement, Frey and Detterman (2004) have shown that it is an excellent measure of general cognitive ability (g).”
Sex differences in school achievement: what are the roles of personality and achievement motivation? (2008, unknown): “For example, correlations between intelligence tests and standardised achievement tests are very high, with coefficients ranging from .72 to .86 (e.g. Deary, Strand, Smith, & Fernandes, 2007; Frey & Detterman, 2004), whereas the mean correlation of intelligence tests and grades is lower (about .50).”
An expert performance approach to the study of individual differences in self-regulated learning activities in upper-level college students (2012, background): “It is well known that SAT scores correlate with GPA in college (Frey & Detterman, 2004, for a review, see Willingham, Lewis, Morgan, & Ramist, 1990).”
Why High School Grades Are Better Predictors of On-Time College Graduation Than Are Admissions Test Scores: The Roles of Self-Regulation and Cognitive Ability (2019, methodology): “Advocates championed the SAT—adapted from tests of general cognitive ability developed for the U.S. Army—as an unbiased assessment of intelligence and therefore the ideal predictor for meeting the intellectual demands of a college education (Frey & Detterman, 2004).”