Alex Casillas

Unraveling the Differential Effects of Motivational and Skills, Social, and Self-Management Measures from Traditional Predictors of College Outcomes.

The authors report on a large-scale study examining the effects of self-reported psychosocial factors on 1st-year college outcomes. Using a sample of 14,464 students from 48 institutions, the authors constructed hierarchical regression models to measure the predictive validity of the Student Readiness Inventory, a measure of psychosocial factors. Controlling for institutional effects and traditional predictors, the authors tested the effects of motivational and skill, social, and self-management measures on academic performance and retention. Academic Discipline was incrementally predictive of academic performance (grade-point average) and retention. Social Activity and Emotional Control also helped predict academic performance and retention, whereas Commitment to College and Social Connection offered incremental prediction of retention. This study elaborates recent meta-analytic findings (S. Robbins et al., 2004), demonstrating the salience of a subset of motivational, social, and self-management factors. Future research questions include how measures of psychosocial factors can be used to aid students, the salience of these measures over the entire college experience and for predicting job performance, and the need for testing theoretical models for explaining postsecondary educational outcomes incorporating traditional, motivational, self-management, and social engagement factors.

Motivational and Skills, Social, and Self-Management Predictors of College Outcomes: Constructing the Student Readiness Inventory

The authors used a rational-empirical approach to construct the Student Readiness Inventory, measuring psychosocial and academic-related skill factors found to predict two important college outcomes, academic performance and retention, in a recent meta-analysis. The initial item pool was administered to 5,970 first-year college students and high school seniors to empirically validate and cross-validate the underlying factor structure. Ten first-order and 3 second-order factors were derived, partially resembling the original conceptual model. Future study is needed to explore the criterion and predictive validities of the factors constituting this inventory.

Psychometric evaluation of the restructured clinical scales of the MMPI-2.

Conceptual overlap and heterogeneity have long been noted as weaknesses of the Minnesota Multiphasic Personality Inventorys clinical scales. Restructured clinical (RC) scales recently were developed to address these concerns (A. Tellegen et al., 2003). The authors evaluated the psychometric properties of the RC scales in psychology clinic clients (N=285) and military veterans (N=567). The RC scales were as internally consistent as the clinical scales and correlated strongly with their original counterparts (except for RC3/Hysteria). They also were less intercorrelated, produced conceptually clearer relations with measures of personality and psychopathology, and yielded somewhat greater incremental utility than the clinical scales. Thus, the RC scales demonstrated several psychometric strengths while utilizing 60% fewer items, but the 2 sets of scales cannot be used interchangeably. Interpretive considerations are discussed.

Interests, Work Values, and Occupations: Predicting Work Outcomes with the WorkKeys Fit Assessment.

This study examined whether a measure of person–environment (P-E) fit predicted worker ratings of work attitudes and supervisor ratings of performance. After combining extant data elements and expert ratings of interest and work value characteristics for each occupation in the O*NET system, the authors generated a “Fit Index”—involving profile correlations between individual interest and work value score profiles and corresponding occupational profiles—for each occupation. The authors then conducted an extensive field study of 503 adult workers and 219 supervisors. The construct validity of the fit scores was supported by the patterns of over 477,000 scores across same, similar, and dissimilar occupations. Results also supported the association of person–occupation fit with desirable work attitudes and outcomes, and the incremental validity of fit when including a measure of integrity. These results add support to the idea that P-E fit can be useful in personnel staffing.

Using Narrow Facets of an Integrity Test to Predict Safety: A Test Validation Study

This paper describes the development and validation of an integrity test, the WorkKeys Performance Assessment, designed specifically to measure two domains: employee risk reduction (i.e., safety behavior) and general work attitudes. These domains were hypothesized to differentially predict multiple work outcomes, including task performance, organizational citizenship, counterproductive behavior, and safety. The study used a large sample of workers whose performance was rated by their supervisors. Results suggest that both integrity domains predict employee behavior, with risk reduction providing incremental validity over general work attitudes when predicting counterproductive and safety behavior. The findings support the value of measuring both domains of integrity.

Test Adaptation and Cross-Cultural Assessment From a Business Perspective: Issues and Recommendations.

Test adaptation and cross-cultural assessment activities are skyrocketing as the demand for educational opportunities and personnel selection grow both within the United States and across the industrializing world. We chose a qualitative, case study approach to identify central themes encountered by ACT, a not-for-profit organization that has accumulated considerable experience in cross-cultural assessment and test adaptation. Based on 16 projects and 28 interviews, we present a cross-cultural assessment guide within the context of how business administration, marketing, and research and technical issues interplay. It is apparent that business expectations and cultural differences in client groups have an important influence on technical and research decisions during the test adaptation and validation processes of testing institutions. Recommendations for future research regarding this interplay of issues are discussed.

Exploring the Meaning of Motivation across Cultures: IRT Analyses of the Goal Instability Scale.

The present study uses item response theory (IRT) to establish comparability between the English and Portuguese versions of the Goal Instability Scale (GIS), a measure of generalized motivation. A total of 2,848 American and 679 Portuguese high school students were administered their respective language versions of the GIS. Results showed only minor differences in item performance between language versions, suggesting equivalent measurement of the underlying motivational construct. Implications regarding the interpretation of IRT analyses for intervention purposes, as well as future research, are discussed.

Motivational Correlates of Portuguese High Schoolers' Vocational Identity: Cultural Validation of the Goal Instability Scale.

This study examined the relevance of the Goal Instability Scale-Portuguese Adaptation (GIS-P) on the vocational identity and career certainty of 375 10th-, 11th-, and 12th-grade Portuguese high schoolers. After translating the GIS-P, confirmatory factor analysis was used to examine the factorial unidimensionality and reliability of the construct. A multitrait-monomethod correlation matrix demonstrated convergent and divergent validity with personality, career, and social constructs. As expected, the GIS-P was a stronger predictor of vocational identity than global self-esteem and differentiated those students with postsecondary plans from those who were uncertain about their plans. This research supports the cultural relevance of the goal instability construct and of motivational determinants of academic and career adjustment with Portuguese students.

Reducing Gaps in First-Year Outcomes Between Hispanic First-Generation College Students and Their Peers: The Role of Accelerated Learning and Financial Aid

Hispanic students are the most likely out of all racial or ethnic groups to be first-generation college students (FGCS). Hispanic FGCS have been shown to be the least likely to persist out of all racial or ethnic backgrounds. However, there is little literature on this population. To address this, the present study investigated the association of accelerated learning in high school (e.g., Advanced Placement courses and dual enrollment) and financial aid on academic outcomes for Hispanic FGCS and Hispanic non-FGCS at a 4-year postsecondary institution (n = 2,499). Hispanic FGCS fared worse in first-year grade point average (GPA) and first- to second-year retention than Hispanic non-FGCS. After controlling for academic, nonacademic, and demographic variables, results suggested that accelerated learning reduced achievement gaps in first-year GPA and financial aid reduced achievement gaps in retention rates for Hispanic FGCS. These results suggest that environmental supports (i.e., accelerated learning and financial aid) may be able to improve GPA and retention for Hispanic FGCS.

Explaining Gender Gaps in English Composition and College Algebra in College: The Mediating Role of Psychosocial Factors

We examined the role of six psychosocial factors (PSFs) in explaining gender gaps in English Composition (n = 8,633) and College Algebra (n = 2,261) using data of first-year female (55%) and male students from 42 colleges. Using a multilevel model and controlling for prior achievement, we found that PSFs mediated between 3% and 41% of the gender gap in English Composition, but only one PSF (Academic Discipline), helped explain the gender gap in College Algebra. Gender gaps significantly narrowed when students were more motivated to turn in homework assignments in a timely and consistent manner, meet deadlines, and obtain satisfactory academic achievement. These findings may help stakeholders prepare students for success in these foundational college courses.