Abstract:

The utility of aptitude tests and intelligence measures in the prediction of academic success is one of the empirically best supported results in ability research. However, the structure of the study success criterion has not been appropriately investigated so far. Moreover, it remains unclear which aspect of intelligence - fluid intelligence or crystallized intelligence - has the major impact on the prediction. In 3 studies the authors investigated the dimensionality of the achievements criterion as well as the relative contributions of competing ability predictors. In Study 1, the dimensionality of college grades was explored in a sample of 629 alumni (former psychology students). A measurement model with 2 correlated latent factors distinguishing between undergraduate college grades and graduate college grades had the best fit to the data. In Study 2, a group of 179 graduate psychology students completed a Psychology knowledge test and provided available college grades in undergraduate studies. A model separating a general latent factor for psychology knowledge from a nested method factor for college grades and a second nested factor for experimental orientation had the best fit to the data. In Study 3, the predictive power of domain-specific knowledge tests in Mathematics, English, and Biology was investigated. A sample of 387 undergraduate psychology students additionally completed a compilation of fluid intelligence tests. As expected, the results indicate that (1) ability measures are incrementally predictive over school grades in predicting examination grades, and (2) that knowledge tests from relevant domains were incrementally predictive over fluid intelligence. The results suggest that criteria for college admission tests deserve and warrant more attention, and that domain specific ability indicators can contribute to the predictive validity of established admission tests.