The validity of academic self-concept, achievement test scores, and teacher ratings in predicting grade point average and proficiency test scores for junior high school students was examined. All validity coefficiencts were statistically significant. (Author/BW)

Article based on a presentation given at a special commemorative session at the 1964 annual meeting of the American Psychological Association, Los Angeles

The Structure-of-Intellect Tests are shown to represent promising alternatives to the traditional commercial standardized tests now widely used in predicting success in modern algebra. (Author/NE)

This study compared the validity of chronological age, a standardized algebra prognosis test, standardized verbal and quantitative scales derived from an achievement test battery, and an objective measure of formal or concrete stages of Piagetian cognitive development for predicting final examination scores and course grades in high school…

The purpose of this study was to provide evidence of the validity of two measures of social intelligence and a self-esteem scale relative to math and reading achievement. The social intelligence measures showed modest degrees of concurrent and predictive validity; the academic self-esteem measure failed to demonstrate its validity. (Author/PN)

On the basis of the findings it would appear that mathematics instructors should consider seriously the use of Structure-of-Intellect factor tests for selection and placement of students. (Authors)

Scores on the Graduate Record Examinations and undergraduate grade point averages were correlated with graduate grade point averages, specific course grades, and comprehensive examination scores for a sample of Master's students in counseling. Correlations were generally low to moderate. (JKS)

This study was designed to determine whether an unweighted linear combination of community college students' scores on standardized achievement tests and a measure of motivational constructs derived from Vroom's expectance theory model of motivation was predictive of academic success (grade point average earned during one quarter of an academic…

The California State University and Colleges English Placement Test was designed to provide information about the reading and writing skills of newly admitted college students. The validity of this measure is examined. (Author/JKS)

Comparative predictive validities of 147 secondary school students were examined for six subtests of the SRA Assessment Survey and for five subscales of the Dimensions of Self-Concept relative to overall/grade point average (GPA) earned and to GPA achieved in English and mathematics courses. (Author)

The importance of theory and experimental findings in giving direction, structure, and comprehensibility to research about self-concept is discussed. Analysis of the necessary affective variables to be included in the systematic experimentally-based development of effective educational programs in the affective domain is emphasized. (Author/AL)

The Test of Standard Written English was found to be nearly as valid as the California State University and Colleges English Placement Test, while requiring one-fifth of the time. Both tests were more valid than the Scholastic Aptitude Test-Verbal in predicting English composition grades. (JKS)