人格因素与女性学习成绩预测不足

IF 1.1 4区教育学 Q3 EDUCATION & EDUCATIONAL RESEARCH

Applied Measurement in Education Pub Date : 2022-10-02 DOI:10.1080/08957347.2022.2155652

You Zhou, P. Sackett, Thomas Brothen

{"title":"人格因素与女性学习成绩预测不足","authors":"You Zhou, P. Sackett, Thomas Brothen","doi":"10.1080/08957347.2022.2155652","DOIUrl":null,"url":null,"abstract":"ABSTRACT We sought to replicate prior findings that admissions tests’ underprediction of female college performance was driven in part by the omission of Big 5 personality factors from the predictive model, using 5,400 college students. We investigated gender differences in an elaborated model subdividing the Big 5 into ten aspects. We found differences at the aspect level that were not found at the factor level, and some aspects had unique relationships with academic outcomes. The findings demonstrated the effect of omitted variables on predictive bias.","PeriodicalId":51609,"journal":{"name":"Applied Measurement in Education","volume":null,"pages":null},"PeriodicalIF":1.1000,"publicationDate":"2022-10-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"0","resultStr":"{\"title\":\"Personality Aspects and the Underprediction of Women’s Academic Performance\",\"authors\":\"You Zhou, P. Sackett, Thomas Brothen\",\"doi\":\"10.1080/08957347.2022.2155652\",\"DOIUrl\":null,\"url\":null,\"abstract\":\"ABSTRACT We sought to replicate prior findings that admissions tests’ underprediction of female college performance was driven in part by the omission of Big 5 personality factors from the predictive model, using 5,400 college students. We investigated gender differences in an elaborated model subdividing the Big 5 into ten aspects. We found differences at the aspect level that were not found at the factor level, and some aspects had unique relationships with academic outcomes. The findings demonstrated the effect of omitted variables on predictive bias.\",\"PeriodicalId\":51609,\"journal\":{\"name\":\"Applied Measurement in Education\",\"volume\":null,\"pages\":null},\"PeriodicalIF\":1.1000,\"publicationDate\":\"2022-10-02\",\"publicationTypes\":\"Journal Article\",\"fieldsOfStudy\":null,\"isOpenAccess\":false,\"openAccessPdf\":\"\",\"citationCount\":\"0\",\"resultStr\":null,\"platform\":\"Semanticscholar\",\"paperid\":null,\"PeriodicalName\":\"Applied Measurement in Education\",\"FirstCategoryId\":\"95\",\"ListUrlMain\":\"https://doi.org/10.1080/08957347.2022.2155652\",\"RegionNum\":4,\"RegionCategory\":\"教育学\",\"ArticlePicture\":[],\"TitleCN\":null,\"AbstractTextCN\":null,\"PMCID\":null,\"EPubDate\":\"\",\"PubModel\":\"\",\"JCR\":\"Q3\",\"JCRName\":\"EDUCATION & EDUCATIONAL RESEARCH\",\"Score\":null,\"Total\":0}","platform":"Semanticscholar","paperid":null,"PeriodicalName":"Applied Measurement in Education","FirstCategoryId":"95","ListUrlMain":"https://doi.org/10.1080/08957347.2022.2155652","RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q3","JCRName":"EDUCATION & EDUCATIONAL RESEARCH","Score":null,"Total":0}

引用次数: 0

摘要

摘要本研究以5400名大学生为研究对象，试图复制先前的研究结果，即入学考试对女性大学成绩的低估部分是由于预测模型中遗漏了大五人格因素。我们在一个详细的模型中研究了性别差异，该模型将五大因素细分为十个方面。我们发现方面水平的差异在因素水平上没有发现，一些方面与学术成果有独特的关系。研究结果证明了忽略变量对预测偏差的影响。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

查看原文本刊更多论文

Personality Aspects and the Underprediction of Women’s Academic Performance

ABSTRACT We sought to replicate prior findings that admissions tests’ underprediction of female college performance was driven in part by the omission of Big 5 personality factors from the predictive model, using 5,400 college students. We investigated gender differences in an elaborated model subdividing the Big 5 into ten aspects. We found differences at the aspect level that were not found at the factor level, and some aspects had unique relationships with academic outcomes. The findings demonstrated the effect of omitted variables on predictive bias.

求助全文

通过发布文献求助，成功后即可免费获取论文全文。去求助

来源期刊

Applied Measurement in Education Multiple-

CiteScore

2.50

自引率

13.30%

发文量

期刊介绍： Because interaction between the domains of research and application is critical to the evaluation and improvement of new educational measurement practices, Applied Measurement in Education" prime objective is to improve communication between academicians and practitioners. To help bridge the gap between theory and practice, articles in this journal describe original research studies, innovative strategies for solving educational measurement problems, and integrative reviews of current approaches to contemporary measurement issues. Peer Review Policy: All review papers in this journal have undergone editorial screening and peer review.