Relative importance of college success predictors: fluid intelligence, crystallized intelligence, and grit

[EN] This study aimed to compare the predictive power of grit and two cognitive ability tests of fluid and crystallized intelligence used for university admission on the success of college students in Turkey. Utilizing Cattell’s Investment Theory and Ackerman’s PPIK Theory of Adult Intelligence, we hypothesized that knowledge tests would be a better predictor of academic achievement in college than tests of fluid intelligence. We collected data from 441 students enrolled in engineering, physical sciences, social sciences, and administrative sciences majors in a technical university. Our results based on hierarchical regression and dominance analyses provided support for our hypothesis. For science, technology, engineering and math (STEM) students, the test of crystallized intelligence not only was a better predictor of college GPA compared to the test of fluid intelligence but also explained incremental variance over and above the fluid intelligence test. For social-administrative sciences, the predictive powers of tests were equivalent to each other. We also found that the perseverance of effort dimension of grit was the best predictor of GPA. Our findings support the notions of the adult intelligence theories suggesting that domain knowledge is a better predictor of typical performance in adults.Mete, I.; Toker, Y. (2017). Relative importance of college success predictors: fluid intelligence, crystallized intelligence, and grit. En Proceedings of the 3rd International Conference on Higher Education Advances. Editorial Universitat Politècnica de València. 1246-1254. https://doi.org/10.4995/HEAD17.2017.5568OCS1246125

The Mediating Role of Interests towards Complex Stem Areas between Antecedants and Vocational Fit Criteria

Person-occupation t has traditionally been studied within Holland's six occupational interest types framework; however the variance explained in t criteria with assessments derived from this framework has remained limited. In order to improve assessments in the elds of Science, Technology, Engineering, and Mathematics (STEM), a new scale named STEM Interest Complexity was developed by integrating occupational complexity levels (Toker and Ackerman 524). This scale proved useful by explaining more variance in criteria. The aim of the present investigation was to test the mediating role of STEM interest complexity between antecedents and vocational t criteria, by means of structural equation modeling. The model, which was tested on 122 university students enrolled in STEM majors, revealed good t to the data. Quantitative abilities, math-science selfconcept, and typical intellectual engagement predicted STEM interests. STEM interests predicted academic domain satisfaction, intentions to work in a highly-complex STEM occupation, and STEM grade point average. Quantitative abilities also directly predicted STEM grades. The model also t the data of men; however the predictive role of mathscience self-concept on academic domain satisfaction came forth in the sample of women. Study ndings highlight the mediating role of an interest measure that includes assessing interests towards complex STEM tasks

The moderating role of emotion management in the relationship between mobbing and burnout

The purpose of the study was to investigate the moderating role of emotion management (emotion regulation and emotional intelligence) in the relationship between mobbing and burnout with two samples (220 nurses and 220 engineers). The reason to use two samples was to investigate and being consistent with the discussions that employees who have a non-service occupation might also experience burnout. In both samples, emotional intelligence moderated the relationship between mobbing and burnout but the effect was not in the hypothesized direction; it did not buffer the effects of mobbing on burnout. Furthermore, cognitive reappraisal which is the dimension of emotion regulation moderated the relationship between mobbing and reduced personal accomplishment/professional efficacy in both samples and cynicism in engineers but the effects were not in the hypothesized direction. Expressive suppression which is the other dimension of emotion regulation moderated the relationship between mobbing and reduced personal accomplishment/professional efficacy in both samples and cynicism in engineers.info:eu-repo/semantics/publishedVersio

Developing A Conditional Reasoning Test for Impression Management

Individuals engage in impression management behaviors in most social situations. However, one of the most prone settings to impression management is the work context. Even though the extent to which an individual performs impression management behaviors is influenced by situational factors, it is also plausible that there is a dispositional component involved, as some people are more likely to engage in impression management behaviors than others. Therefore, it is important to be able to measure the extent to which individuals are likely to engage in impression management. In this study, an innovative approach to the measurement of impression management is proposed. Specifically, as a form of implicit assessment, a conditional reasoning test (CRT) is developed to measure impression management propensity. Keywords: Impression management, CRT, ingratiation, self-promotion, exemplificatio

Non-ability correlates of the science-math trait complex: searching for personality characteristics and revisiting vocational interests

The trait complex approach (Ackerman&Heggestad, 1997) makes it possible to study the individual holistically by taking account of various individual differences at the same time, such as abilities, personality, motivation, and vocational preferences. Recently, Kanfer, Wolf, Kantrowitz, and Ackerman (2010) provided support for taking a whole-person approach in predicting academic performance. They also showed the incremental role of non-ability predictors over the role of ability predictors. Objectives of the present study were to further explore the non-ability variables of the science/math trait complex. Identifying the personality correlates of the science/math trait complex was the first objective. Investigation results yielded four personality factors as correlates of the complex, which play important roles for engineers and scientists at different stages of the vocational track: toughmindedness was the personality marker of the science/math trait complex and was associated with intending to pursue a STEM career; achievement and control were associated with academic success in STEM majors; and cognitively-oriented behavior was associated with more cognitively challenging pursuits, such as attending STEM competitions and planning to go on to graduate school. The second purpose was to revisit the vocational interests associated with the science/math trait complex and the Science, Technology, Engineering, and Mathematics (STEM) groups. A new measure was introduced, referred to as STEM Interest Complexity, which measures interests towards engaging in increasingly complex tasks in the Numerical, Symbolic, Spatial, and STEM-related Ideas domains. It was developed to assess the level of vocational interests, in addition to the traditionally assessed direction of vocational interests (Holland, 1985). Validation of the new STEM Interest Complexity measure showed adequate construct and concurrent criterion-related validities. Construct validity was established by demonstrating associations between the new measure and measures of the direction of interests, cognitive abilities, intelligence as personality, and learning goal orientations. Support for the new measure's criterion-related validity was found by demonstrating that the measure discriminates between majors, and predicts vocational criteria (i.e., college achievement in STEM, attachment to STEM fields, major satisfaction, and one's intentions to chose a complex STEM career). With dominance analyses, it was shown that STEM Interest Complexity was the most important vocational assessment in the prediction of criteria. Results support the assertion that vocational interest inventories can be improved by incorporating the level of complexity dimension. Finally, a science/math trait complex composite score, including the personality factors and STEM Interest Complexity, in addition to the previously determined ability, interest, and self-concept associates, showed moderate associations with STEM-related vocational criteria. The non-ability individual differences, which were the focus of the present study, added to the conceptualization and predictive utility of the science/math trait complex.Ph.D.Committee Chair: Ackerman, Phillip L.; Committee Member: Embretson, Susan; Committee Member: James, Lawrence R.; Committee Member: Kanfer, Ruth; Committee Member: McKlin, To

Fen-bilimleri, teknoloji, mühendislik ve matematik (FTMM) alanlarında sembol içeren aktivitelere ilgiler: Kadın-erkek farkları.

Aim of the present investigation was to delineate gender differences on one specific domain (i.e. symbolic interests) of the vocational interest measure focusing on interests toward the Science, Technology, Engineering, and Math (STEM) areas; STEM Interest Complexity Measure (Toker & Ackerman, 2012). The measure was developed to incorporate STEM-related tasks that vary in their complexity levels to represent a more comprehensive assessment of interests that pertain to Holland’s Realistic and Investigative themes along the span of occupational complexity levels (Gottfredson, 1986). The measure covers tasks dealing with numeric, symbolic, spatial information, and STEM-related ideas. Each of these domains include items that cover the “data” complexity levels identified in the Dictionary of Occupational Titles; which are copying, comparing, computing, compiling, analyzing, synthesizing, and generating in order of ascending complexity. Furthermore, items were developed with a focus on the work activities outlined by the Occupational Information Network (O*NET) for STEM-related jobs. The 121-item measure was shown to have good construct and criterion-related validity (Toker & Ackerman, 2012). In the prediction of vocational criteria (i.e. STEM major satisfaction, intentions to further pursue the field) the relative contribution of measures revealed that the relevant Holland themes explained from 0% to 3%; math-and-science self-concept explained from 1% to 7%; and STEM Interest Complexity explained from 5% and 12% of the variance in criteria. STEM Interest Complexity added 5% variance on the above-mentioned interest measures in the prediction of STEM-GPA. Gender differences have been documented for Holland’s (1997) interest themes and STEM-subject interests with a recent meta-analysis (Su, Rounds, & Armstrong, 2009). Effect sizes of observed differences were large for realistic and engineering interests, and small for investigative, science, and math interests, with men reporting higher preferences than women. I hypothesized that men would have higher interests on the STEM Interest Complexity-Symbolic domain. The sample was 273 undergraduate students in an American college (126 men and 147 women). Latent Mean Differences was tested using EQS6.1 for the moderate- and high-complexity symbolic-interest factors, after omitting the items with differential slope and thresholds across the genders based on Differential Item 16 104 Functioning. As a result 21 items, 14 as indicators of the moderate-complexity latent factor and 7 of the highcomplexity latent symbolic-interests factor, were included in the analysis. The women sample was designated the reference group and latent factor loadings were set to zero. For the sample of men, latent factor loadings were freely estimated to yield this group’s latent factor means relative to the reference group. According to the results (S-Bc2(329) = 468.41, p < .001, CFI = .97, RMSEA = .058, CI .046, .069, MACS RMSEA = .056, CI. .044, .067), men reported higher preferences on symbolic-interests than did women. Latent mean differences were significant for moderate-complexity symbolic-interests (B = .643, t = 4.89, p < .05) and also for highcomplexity symbolic-interests (B = .734, t = 6.38, p < .05). Results are discussed in relation to the desire of increasing the representation of women in STEM-areas and related vocational counseling and intereststimulating activities

İş yerinde cinsel taciz algıları ve etkileyen bireysel farklılıklar

The main purpose of the present study was to investigate the effects of individual differences on Sexual Harassment (SH) perceptions at the workplace. Specifically, the effects of attitudes toward women's gender roles and personality attributes (i.e., self-esteem and emotional affectivity) on SH perceptions were examined. Another purpose of the study was to explore the stereotype domains of sexual harassers and to compare it with those of managers. A preliminary study was conducted by interviewing 56 Turkish working woraen. Based on the content analyses of the responses, a measure of social-sexual behavior manifestations relevant to the Turkish culture and a measure of harasser stereotypes were developed. in the main study, the social-sexual behavior measure was used to assess harassment perceptions and experiences of women, the stereotype measure was used to explore the nature of harasser and manager stereotypes. iiiA total of 353 women employed in various organizations participated in the main study. Social-sexual behavior items based on sexual harassment perceptions yielded six factors (i.e., unwanted personal attention, verbal sexual attention, sexist hostility, physical sexual assault, insinuation of interest, and sexual bribery and sexual coercion). Each factor was regressed on the individual differences variables. Negative affectivity predicted perceptions of unwanted personal attention, verbal sexual attention, and sexist hostility type of behaviors. Attitudes toward women's gender roles predicted physical sexual assault and sexual bribery-sexual coercion type of behaviors. Self-esteem was found to predict ali sexual harassment factors, except sexist hostility. Women's stereotypes tovvards harassers were found to be significantly different from their stereotypes towards managers, except öne domain, which was dominancy. Cluster analysis suggested three different profiles of stereotypes towards harassers, and three different profiles of stereotypes towards managers. Women having stereotypes ofnegative ör negative andpowerful harassers perceived significantly more sexual harassment than those with ambivalent stereotypes towards harassers.Çalışmanın temel amacı kadınların cinsiyet rollerine karşı olan tutumlar ve kişilik özelliklerinin (özsaygı ve duygusal duygulanım) cinsel taciz algılan üzerindeki etkilerini araştırmaktı. Diğer bir amaç da, cinsel tacizcilere karşı olan kalıpyargıların araştırılması ve yönetici kalıpyargılar ile karşılaştırılmasıydı. Elli altı çalışan kadına mülakat yöntemi ile ulaşılarak bir ön çalışma gerçekleştirilmiştir. Cevapların içerik analizine dayanarak, Türk kültürüne özgü sosyo-cinsel davranış örnekleri ölçeği ve tacizci kalıpyargılarölçeği geliştirilmiştir. Ana çalışmada, sosyo-cinsel davranış ölçeği, kadınların cinsel taciz algılan ve yaşantılarını değerlendirmek, kalıpyargılar Ölçeği ise tacizci ve yöneticilere karşı olan kalıpyargılar araştırmak amacıyla kullanılmıştır. Çeşitli örgütlerde çalışan toplam 353 kadın ana çalışmaya katılmıştır. Sosyo- cinsel davranış maddeleri yapısının, cinsel taciz algılan değerlendirmelerine göre altı vfaktörden (istenmeyen kişisel ilgi, sözel cinsel ilgi, cinsiyetçilik, fiziksel cinsel zorlama, ilginin iması ve rüşvet-gözdağı) oluştuğu görülmüştür. Bireysel farklılık değişkenlerinin cinsel taciz faktörlerine olan etkileri regresyon analizi ile test edilmiştir. Olumsuz duygu durumunun, istenmeyen kişisel ilgi, sözel cinsel ilgi, ve cinsiyetçilik faktörlerini yordadığı bulunmuştur. Kadınların cinsiyet rollerine karşı olan tatamların, fiziksel cinsel zorlama ve rüşvet-gözdağı niteliğindeki cinsel tacizi yordadığı bulunmuştur. Özsaygının ise, cinsiyetçilik faktörü dışında diğer tüm faktörleri yordadığı bulunmuştur. Kadınların tacizcilere karşı olan kalıpyargılarının, "baskınlık" boyutu dışındaki boyutlarda yöneticilere karşı olan kalıpyargılanndan anlamlı bir şekilde farklı olduğu gözlenmiştir. Kümeleme (cluster) analizi sonuçlan tacizci kalıpyargılan açısından üç farklı kişi profili, yönetici kalıpyargılan açısından da üç farklı kişi profili ortaya koymuştur. Tacizcilere karşı olumsuz veya olumsuz ve güçlü kalıpyargılar taşıyan iki farklı profil grubunun, karasız kalıpyargılar olan profil grubuna kıyasla daha çok cinsel taciz algıladıkları ortaya çıkmıştır.M.S. - Master of Scienc

Akademik Başarıyı Etkileyen Bireysel Farklılıklar

Bu çalışmada, zihinsel yeteneklerin, edinilmiş alan bilgisinin, kişilik değişkenlerinin ve mesleki ilgilerin akademik başarı ile olan ilişkileri araştırılacaktır. Çalışmanın birinci amacı, bir lisans üstü programına (yüksek lisans veya bütünleşik doktora) ilk kez kayıt yaptırmış olan öğrencilerin bireysel farklılıklarının (zihinsel yetenek, bilgi, kişilik, mesleki ilgi, mesleki alanla ilgili lisans başarı düzeyi) yıl sonu başarıları ile ne ölçüde ilişkili olduğunu incelemektir. Lisans üstü aday seçiminde ağırlı olarak kullanılan lisans genel not ortalaması ve ALES puanlarının lisans üstü programının birinci yılı sonu başarısı ile ilişkileri de bu çalışma kapsamında incelenebilecektir. Çalışmanın ikinci amacı, lisans düzeyindeki alan başarısını yordarken ÖSYM sınav türlerinin göreceli etkisini incelemektir