Self-reported GPA and SAT: A methodological note

Practical Assessment, Research and Evaluation

Volumn 7, Issue 12, 2001, Pages

  Cassady, Jerrell C ^a  

^a BALL STATE UNIVERSITY   (United States)

Author keywords

[No Author keywords available]

Indexed keywords

EID: 84893478737     PISSN: None     EISSN: 15317714     Source Type: Journal    
DOI: None     Document Type: Article

References (7)

1. Dobbins, G. H., Farh, J. L., and Werbel, J. D. (1993). The influence of self-monitoring and inflation of grade-point averages for research and selection purposes. Journal of Applied Social Psychology, 23, 321-334.
2. Flake, W. L., and Goldman, B. A. (1991). Comparison of grade point averages and SAT scores between reporting and nonreporting men and women and freshmen and sophomores. Perceptual and Motor Skills, 72, 177-178.
3. Frucot, V. G., and Cook, G. L. (1994). Further research on the accuracy of students' self-reported grade point averages, SAT scores, and course grades. Perceptual and Motor Skills, 79, 743-746.
4. Goldman, B. A., Flake, W. L., and Matheson, M. B. (1990). Accuracy of college students' perceptions of their SAT scores and high school and college grade point averages relative to their ability. Perceptual and Motor Skills, 70, 514.
5. rd Ed.). New York: McGraw-Hill, Inc.
6. Shepperd, J. A. (1993). Student derogation of the Scholastic Aptitude Test: Biases in perceptions and presentations of College Board scores. Basic and Applied Social Psychology, 14, 455-473.
7. Trice, A. D. (1990). Reliability of students' self-reports of scholastic aptitude scores: Data from juniors and seniors. Perceptual and Motor Skills, 71, 290.