Distributions of academic math-verbal tilt and overall academic skill of students specializing in different fields: A study of 1.6 million graduate record examination test takers
IF 4.3 3区 材料科学Q1 ENGINEERING, ELECTRICAL & ELECTRONIC
{"title":"Distributions of academic math-verbal tilt and overall academic skill of students specializing in different fields: A study of 1.6 million graduate record examination test takers","authors":"Jonathan Wai , Matthew H. Lee , Harrison J. Kell","doi":"10.1016/j.intell.2022.101701","DOIUrl":null,"url":null,"abstract":"<div><p>Using a sample of over 1.6 million scores of U.S. test takers on the Graduate Record Examination 2015–2020, this study broadly replicated prior findings going back over seven decades on overall academic skill and math-verbal tilt as a function of different field specialization. Individuals pursuing STEM degrees and STEM undergraduate backgrounds had stronger quantitative than verbal skills. Individuals pursuing arts/humanities degrees and arts/humanities undergraduate backgrounds had stronger verbal than quantitative skills. However, there were also differences regarding math-verbal tilt in the GRE relative to other samples. Academic skill patterns may be both a cause of or result of educational choices, and deeper consideration of these issues may ultimately have implications for expertise development for students who pursue fields such as the STEM or the arts/humanities.</p></div>","PeriodicalId":3,"journal":{"name":"ACS Applied Electronic Materials","volume":null,"pages":null},"PeriodicalIF":4.3000,"publicationDate":"2022-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"3","resultStr":null,"platform":"Semanticscholar","paperid":null,"PeriodicalName":"ACS Applied Electronic Materials","FirstCategoryId":"102","ListUrlMain":"https://www.sciencedirect.com/science/article/pii/S0160289622000824","RegionNum":3,"RegionCategory":"材料科学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q1","JCRName":"ENGINEERING, ELECTRICAL & ELECTRONIC","Score":null,"Total":0}
引用次数: 3
Abstract
Using a sample of over 1.6 million scores of U.S. test takers on the Graduate Record Examination 2015–2020, this study broadly replicated prior findings going back over seven decades on overall academic skill and math-verbal tilt as a function of different field specialization. Individuals pursuing STEM degrees and STEM undergraduate backgrounds had stronger quantitative than verbal skills. Individuals pursuing arts/humanities degrees and arts/humanities undergraduate backgrounds had stronger verbal than quantitative skills. However, there were also differences regarding math-verbal tilt in the GRE relative to other samples. Academic skill patterns may be both a cause of or result of educational choices, and deeper consideration of these issues may ultimately have implications for expertise development for students who pursue fields such as the STEM or the arts/humanities.
这项研究使用了2015-2020年研究生入学考试(Graduate Record Examination)中160多万名美国考生的分数作为样本，广泛地复制了70多年前的研究结果，即整体学术技能和数学语言倾向是不同领域专业的函数。攻读STEM学位和STEM本科背景的人的定量能力强于口头表达能力。追求艺术/人文学位和艺术/人文本科背景的个人口头表达能力强于定量分析能力。然而，与其他样本相比，GRE的数学语言倾斜度也存在差异。学术技能模式既可能是教育选择的原因，也可能是教育选择的结果，对这些问题进行更深入的思考，最终可能会对从事STEM或艺术/人文等领域的学生的专业技能发展产生影响。
求助内容：
应助结果提醒方式：
京公网安备 11010802042870号
