An Examination of the Predictive Validity of a Measure of College Admissions Applicants' Attributions of Success and Failure
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| Title: | An Examination of the Predictive Validity of a Measure of College Admissions Applicants' Attributions of Success and Failure |
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| Language: | English |
| Authors: | Joseph H. Paris, Rachel Heiser |
| Source: | Journal of Postsecondary Student Success. 2022 1(4):112-140. |
| Availability: | Center for Postsecondary Success at Florida State University. 1114 W Call Street, Tallahassee, FL 32306. Web site: https://journals.flvc.org/jpss/ |
| Peer Reviewed: | Y |
| Page Count: | 29 |
| Publication Date: | 2022 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Higher Education Postsecondary Education |
| Descriptors: | Prediction, Test Validity, College Admission, Admission Criteria, Success, Failure, Measures (Individuals), Academic Persistence, Undergraduate Students, Student Attitudes |
| ISSN: | 2769-4879 2769-4887 |
| Abstract: | Upon the advent of the COVID-19 pandemic, hundreds of higher education institutions in the United States temporarily or permanently adopted test- optional admissions policies. Growth in the number of test- optional institutions and the longstanding criticism of standardized admissions tests as limited and unreliable predictors of college success have led to the use of broader criteria in the college admissions process. Despite the practice of holistic admissions, much of the variance in college outcomes remains unexplained by admissions criteria. Among the potential predictors of postsecondary educational promise are applicants' causal attributions of the behaviors and events they experience within their environment. Guided by attribution theory of motivation, we examine the predictive validity of a measure of 855 admissions applicants' causal attributions of success and failure. The measure, composed of four short- answer questions, was administered as part of a test- optional admissions policy at a large urban research university in the United States. Using hierarchical logistic and linear regression, we find that the measure is valid for use across student subgroups. The attribution score derived from the measure makes a statistically significant cant but nominal contribution to the prediction of four-year bachelor's degree completion. We also find that the attribution score does not make a statistically significant nor practical contribution to the prediction of cumulative undergraduate grade point average and five-year degree completion. We offer recommendations for higher education and enrollment management professionals and directions for future research. |
| Abstractor: | As Provided |
| Entry Date: | 2025 |
| Accession Number: | EJ1474224 |
| Database: | ERIC |
| Abstract: | Upon the advent of the COVID-19 pandemic, hundreds of higher education institutions in the United States temporarily or permanently adopted test- optional admissions policies. Growth in the number of test- optional institutions and the longstanding criticism of standardized admissions tests as limited and unreliable predictors of college success have led to the use of broader criteria in the college admissions process. Despite the practice of holistic admissions, much of the variance in college outcomes remains unexplained by admissions criteria. Among the potential predictors of postsecondary educational promise are applicants' causal attributions of the behaviors and events they experience within their environment. Guided by attribution theory of motivation, we examine the predictive validity of a measure of 855 admissions applicants' causal attributions of success and failure. The measure, composed of four short- answer questions, was administered as part of a test- optional admissions policy at a large urban research university in the United States. Using hierarchical logistic and linear regression, we find that the measure is valid for use across student subgroups. The attribution score derived from the measure makes a statistically significant cant but nominal contribution to the prediction of four-year bachelor's degree completion. We also find that the attribution score does not make a statistically significant nor practical contribution to the prediction of cumulative undergraduate grade point average and five-year degree completion. We offer recommendations for higher education and enrollment management professionals and directions for future research. |
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| ISSN: | 2769-4879 2769-4887 |
