A meta-analysis of 205 studies involving 23,702 Ss was conducted to determine whether there are sex differences in self-disclosure. Across these studies, women disclosed slightly more than men (d = .18). This effect size was not homogeneous across studies. Several moderator variables were found. Sex of target and the interaction effect of relationship to target and measure of self-disclosure moderated the effect of sex on self-disclosure. Sex differences in self-disclosure were significantly greater to female and same-sex partners than to opposite-sex or male partners. When the target had a relationship with the discloser (i.e., friend, parent, or spouse), women disclosed more than men regardless of whether self-disclosure was measured by self-report or observation. When the target was a stranger, men reported that they disclosed similarly to women; however, studies using observational measures of self-disclosure found that women disclosed more than men.

Sex differences in self-disclosure: a meta-analysis.

This meta-analysis examined the validity of the Graduate Record Examinations (GRE) and undergraduate grade point average (UGPA) as predictors of graduate school performance. The study included samples from multiple disciplines, considered different criterion measures, and corrected for statistical artifacts. Data from 1,753 independent samples were included in the meta-analysis, yielding 6,589 correlations for 8 different criteria and 82,659 graduate students. The results indicated that the GRE and UGPA are generalizably valid predictors of graduate grade point average, 1st-year graduate grade point average, comprehensive examination scores, publication citation counts, and faculty ratings. GRE correlations with degree attainment and research productivity were consistently positive; however, some lower 90% credibility intervals included 0. Subject Tests tended to be better predictors than the Verbal, Quantitative, and Analytical tests.

A comprehensive meta-analysis of the predictive validity of the Graduate Record examinations : Implications for Graduate student selection and performance

Sixty doctoral students and 34 faculty members were interviewed in departments identified as having high and low doctoral student completion rates at one institution in the United States in order to examine the cultural contexts and structures that facilitate or hinder doctoral student completion. This paper outlines the differences in understandings of doctoral student attrition by role and by department using attribution theory. Implications for policy, practice, and further research are included.

Student and faculty attributions of attrition in high and low-completing doctoral programs in the United States

To better understand how high and low doctoral completion rates affect the socialization process of doctoral students at one institution, 60 doctoral students in 6 disciplines were interviewed. Findings highlight differential socialization experiences between high and low completion departments and among developmental phases of the student experience.

/pdf/contrasting-the-socialization-experiences-of-doctoral-2z1vwra3ob.pdf

Contrasting the Socialization Experiences of Doctoral Students in High- and Low-Completing Departments: A Qualitative Analysis of Disciplinary Contexts at One Institution

http://www.iapsych.com/iqmr/koening2008.pdf

ACT and General Cognitive Ability.

The purpose of this study was to investigate the predictive validity of Graduate Record Examination (GRE) scores and academic background variables for graduate degree completion in psychology. Stepwise logistic regression procedures were used to analyze the relative contribution of each GRE score and academic background variable toward explaining subsequent degree completion. GRE Verbal scores entered the prediction equation first as the best predictor of degree completion for students in professional psychology areas but entered the equation last for students in general/ experimental psychology. The results of this study indicated that the predictor variables did not predict similarly for all graduate students in psychology. The results of this study have implications for faculty involved in the selection of students for graduate study in psychology.

Graduate Record Examination Scores and Academic Background Variables as Predictors of Graduate Degree Completion

A number of studies have evaluated the predictive validity of the GRE across several settings. The purpose of this study was to assess the predictive validity of the GRE for performance in selected graduate courses in psychology. Each of the three sections of the GRE aptitude test was evaluated. The predictive validity coefficients observed were comparable to those noted previously. Present results suggest that, while over-all predictive validity of the GRE may be relatively low, there may in fact be some courses for which validity coefficients are considerably higher.

Predictive validity of the graduate record examination for performance in selected graduate psychology courses

Significant reliability coefficients for the Verbalizer-Visualizer Questionnaire of .36, .52, and .47 were obtained after 16 wk. for college men (N = 59), women (N = 123), and pooled subjects (N = 184), respectively.

Further Evidence of the Stability of the Verbalizer-Visualizer Questionnaire

Summary.-This study was intended to investigate the predictive relationship between GRE scores, cumulative undergraduate grade point average, and the length of time (in semesters) from the initiation of graduate study until final completion of a master's degree. Students' records were evaluated for 291 graduate students in psychology who completed master's degrees during a six-year period. Higher cumulative undergraduate grade point averages were sigdicantly correlated with fewer semesters required for completion of a degree for the entire sample. No values of chi squared for the contrasts between program areas were significant, indicating that the correlations obtained can be considered estimates of the same population values. Several studies have investigated the predictive validity of the Graduate Record Examinations (GRE) for students' performance in master's programs in psychology and education. In most studies, students' cumulative graduate grade point average has been the criterion measure examined (Hartnett & Wdhngham, 1980). A more limited number of studies have examined the relationship between GRE scores and other measures of students' performance; other criterion measures investigated include grades in specific graduate courses (House, Johnson, & Tolone, 1987), students' performance on comprehensive examinations (Omizo & Michael, 1979), and faculty ratings of interpersonal skills (Federici & Schuerger, 1974). Finally, neither GRE-Verbal nor GRE-Quantitative scores were significantly correlated with time to completion of the master's degree in psychology at a Canadian university (Boud

http://prx.sagepub.com/content/71/3/1019.full.pdf

Predictive validity of graduate record examination scores and undergraduate grades for length of time to completion of degree

350 students in a general psychology class were given Rotter's Locus of Control Scale. Based on ± 1 SD from the mean, 48 were classified as Internals and 46 as Externals. In a Latin square design groups of equal size viewed 15-min. audiovisual tapes of a simulated first counseling session. The same client, same counselor, and same presenting concern were portrayed as representative of a humanistic, psychoanalytic, and behavioral approach to counseling. The subjects were asked to identify which film they preferred and why. A chi square analysis showed no differences between Internals and Externals. However, there was a statistically significant preference for the behavioral approach by both Internals and Externals. The major factor in the preference appeared to be the “structure” of the behavioral frame of reference.

James J. Johnson

Papers

Graduate Record Examination Scores and Academic Background Variables as Predictors of Graduate Degree Completion

Predictive validity of the graduate record examination for performance in selected graduate psychology courses

Further Evidence of the Stability of the Verbalizer-Visualizer Questionnaire

Predictive validity of graduate record examination scores and undergraduate grades for length of time to completion of degree

Preference for an Approach to Counseling