Marcus Credé

Bio: Marcus Credé is an academic researcher from Iowa State University. The author has contributed to research in topics: Psychology & Test validity. The author has an hindex of 29, co-authored 56 publications receiving 5881 citations. Previous affiliations of Marcus Credé include University at Albany, SUNY & Fairleigh Dickinson University.

The Validity of Self-Reported Grade Point Averages, Class Ranks, and Test Scores: A Meta-Analysis and Review of the Literature

Abstract: Self-reported grades are heavily used in research and applied settings because of the importance of grades and the convenience of obtaining self-reports. This study reviews and meta-analytically summarizes the literature on the accuracy of self-reported grades, class ranks, and test scores. Results based on a pairwise sample of 60,926 subjects indicate that self-reported grades are less construct valid than many scholars believe. Furthermore, self-reported grade validity was strongly moderated by actual levels of school performance and cognitive ability. These findings suggest that self-reported grades should be used with caution. Situations in which self-reported grades can be employed more safely are identified, and suggestions for their use in research are discussed.

Much ado about grit: A meta-analytic synthesis of the grit literature.

Abstract: Grit has been presented as a higher order personality trait that is highly predictive of both success and performance and distinct from other traits such as conscientiousness. This paper provides a meta-analytic review of the grit literature with a particular focus on the structure of grit and the relation between grit and performance, retention, conscientiousness, cognitive ability, and demographic variables. Our results based on 584 effect sizes from 88 independent samples representing 66,807 individuals indicate that the higher order structure of grit is not confirmed, that grit is only moderately correlated with performance and retention, and that grit is very strongly correlated with conscientiousness. We also find that the perseverance of effort facet has significantly stronger criterion validities than the consistency of interest facet and that perseverance of effort explains variance in academic performance even after controlling for conscientiousness. In aggregate our results suggest that interventions designed to enhance grit may only have weak effects on performance and success, that the construct validity of grit is in question, and that the primary utility of the grit construct may lie in the perseverance facet. (PsycINFO Database Record (c) 2017 APA, all rights reserved)

Study Habits, Skills, and Attitudes: The Third Pillar Supporting Collegiate Academic Performance

Abstract: Study habit, skill, and attitude inventories and constructs were found to rival standardized tests and previous grades as predictors of academic performance, yielding substantial incremental validity in predicting academic performance. This meta-analysis (N = 72,431, k = 344) examines the construct validity and predictive validity of 10 study skill constructs for college students. We found that study skill inventories and constructs are largely independent of both high school grades and scores on standardized admissions tests but moderately related to various personality constructs; these results are inconsistent with previous theories. Study motivation and study skills exhibit the strongest relationships with both grade point average and grades in individual classes. Academic specific anxiety was found to be an important negative predictor of performance. In addition, significant variation in the validity of specific inventories is shown. Scores on traditional study habit and attitude inventories are the most predictive of performance, whereas scores on inventories based on the popular depth-of-processing perspective are shown to be least predictive of the examined criteria. Overall, study habit and skill measures improve prediction of academic performance more than any other noncognitive individual difference variable examined to date and should be regarded as the third pillar of academic success.

Class Attendance in College A Meta-Analytic Review of the Relationship of Class Attendance With Grades and Student Characteristics

Abstract: >> A meta-analysis of the relationship between class attendance in college and college grades reveals that attendance has strong relationships with both class grades (k = 69, N = 21,195, r = 44) and GPA (k = 33, N = 9,243, r = 41) These relationships make class attendance a better predictor of college grades than any other known predictor of academic performance, including scores on standardized admissions tests such as the SAT, high school GPA, study habits, and study skills Results also show that class attendance explains large amounts of unique variance in college grades because of its relative independence from SAT scores and high school GPA and weak relationship with student characteristics such as conscientiousness and motivation Mandatory attendance policies appear to have a small positive impact on average grades (k = 3, N = 1,421, d = 21) Implications for theoretical frameworks of student academic performance and educational policy are discussed

Emotional intelligence and transformational and transactional leadership: A meta-analysis.

Abstract: The purpose of this study is to evaluate claims that emotional intelligence is significantly related to transformational and other leadership be haviors. Results (based on 62 independent samples) indicated a validity estimate of .59 when ratings of both emotional intelligence and leadership behaviors were provided by the same source (self, subordinates, peers, or superiors). However, when ratings of the constructs were derived from different sources, the validity estimate was .12. Lower validity estimates were found for transactional and laissez-faire leadership behaviors. Separate analyses were performed for each measure of emotional intelligence. Trait measures of emotional intelligence tended to show higher validities than ability-based measures of emotional intelligence. Agreement across ratings sources for the same construct was low for both transformational leadership (.14) and emotional intelligence (.16).

Visible Learning: A Synthesis of Over 800 Meta-Analyses Relating to Achievement

Abstract: Preface Chapter 1 The challenge Chapter 2 The nature of the evidence: A synthesis of meta-analyses Chapter 3 The argument: Visible teaching and visible learning Chapter 4: The contributions from the student Chapter 5 The contributions from the home Chapter 6 The contributions from the school Chapter 7 The contributions from the teacher Chapter 8 The contributions from the curricula Chapter 9 The contributions from teaching approaches - I Chapter 10 The contributions from teaching approaches - II Chapter 11: Bringing it all together Appendix A: The 800 meta-analyses Appendix B: The meta-analyses by rank order References

Human cognitive abilities: A survey of factor analytic studies

Abstract: (1998). Human cognitive abilities: A survey of factor analytic studies. Gifted and Talented International: Vol. 13, No. 2, pp. 97-98.

Psychological correlates of university students' academic performance: a systematic review and meta-analysis

Abstract: A review of 13 years of research into antecedents of university students' grade point average (GPA) scores generated the following: a comprehensive, conceptual map of known correlates of tertiary GPA; assessment of the magnitude of average, weighted correlations with GPA; and tests of multivariate models of GPA correlates within and across research domains. A systematic search of PsycINFO and Web of Knowledge databases between 1997 and 2010 identified 7,167 English-language articles yielding 241 data sets, which reported on 50 conceptually distinct correlates of GPA, including 3 demographic factors and 5 traditional measures of cognitive capacity or prior academic performance. In addition, 42 non-intellective constructs were identified from 5 conceptually overlapping but distinct research domains: (a) personality traits, (b) motivational factors, (c) self-regulatory learning strategies, (d) students' approaches to learning, and (e) psychosocial contextual influences. We retrieved 1,105 independent correlations and analyzed data using hypothesis-driven, random-effects meta-analyses. Significant average, weighted correlations were found for 41 of 50 measures. Univariate analyses revealed that demographic and psychosocial contextual factors generated, at best, small correlations with GPA. Medium-sized correlations were observed for high school GPA, SAT, ACT, and A level scores. Three non-intellective constructs also showed medium-sized correlations with GPA: academic self-efficacy, grade goal, and effort regulation. A large correlation was observed for performance self-efficacy, which was the strongest correlate (of 50 measures) followed by high school GPA, ACT, and grade goal. Implications for future research, student assessment, and intervention design are discussed.

A meta-analysis of the five-factor model of personality and academic performance.

Abstract: This article reports a meta-analysis of personality-academic performance relationships, based on the 5-factor model, in which cumulative sample sizes ranged to over 70,000. Most analyzed studies came from the tertiary level of education, but there were similar aggregate samples from secondary and tertiary education. There was a comparatively smaller sample derived from studies at the primary level. Academic performance was found to correlate significantly with Agreeableness, Conscientiousness, and Openness. Where tested, correlations between Conscientiousness and academic performance were largely independent of intelligence. When secondary academic performance was controlled for, Conscientiousness added as much to the prediction of tertiary academic performance as did intelligence. Strong evidence was found for moderators of correlations. Academic level (primary, secondary, or tertiary), average age of participant, and the interaction between academic level and age significantly moderated correlations with academic performance. Possible explanations for these moderator effects are discussed, and recommendations for future research are provided.