Predictors of success in graduate school at Texas A & M University with emphasis on the analytic score on the Graduate Record Examination.
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| Other Authors: | , , |
| Format: | Thesis Book |
| Language: | English |
| Published: |
1982.
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| Online Access: | Link to ProQuest Copy Link to OAKTrust copy |
| Abstract: | The purpose of this study was to determine how scores on the restructured GRE, including the GRE analytic score, and academic variables should be used in predicting success in graduate school at Texas A&M University(TAMU). The total sample of 564 graduate students entering TAMU during 1978 had taken the restructured GRE including the new analytic section. The total sample was divided by college and degree. The criterion variables were current grade point average and status in graduate school. The major predictor variables included verbal ability, quantitative ability, analytic ability, and entering grade point average. The minor predictor variables included type of master's program, type of doctoral program, last previous degree from TAMU, years between degrees, quality of institution as measured by selectivity rating, highest degree granted, and source of support of last previous institution attended. The data were analyzed using correlation and regression to investigate three research questions: (1) What degree of relationship existed between the predictor and criterion variables of success in graduate school? (2) Which combination of variables would significantly improve the prediction of success in graduate school? (3) Which model(s) for prediction of success of graduate students should be suggested for use at TAMU? Findings from Research Question 1 showed different patterns of significant relationships between predictors and criterion variables for each sample by college. Status in graduate school was not as good a criterion variable as current grade point average. Data from Research Question 2 indicated different patterns of predictor variables contributed to the total variance explained for each criterion variable by college and degree. Research Question 3 established individual regression equations for each model for each criterion variable by sample. Entering grade point average and/or GRE analytic score appeared in most of the regression equations for current grade point average. For status in graduate school equations included different combinations of GRE analytic score, GRE quantitative score, type of master's program, and selectivity rating of last institution. Different models for prediction of success of graduate students at TAMU were suggested depending on the student's major. |
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| Item Description: | "Major subject: Educational Curriculum and Instruction." Typescript (photocopy). Vita. |
| Physical Description: | xv, 194 leaves : illustrations ; 29 cm |
| Bibliography: | Includes bibliographical references (leaves 184-193). |