In Search of Effective Student Selection Indices in Higher-Education: Going Beyond Scholastic Achievement
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Published:
Jun 27, 2019
Keywords:
predictors of college performance; GPA; high-school grades; psychometric exam; emotional intelligence
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Abstract
Academic studies are a demanding challenge, and individuals cope with it with varying levels of success. Despite the evidence of high levels of stress among college students in Israel, the US as well as a few EU countries, and in many cases alarming rates of dropout, universities and colleges rely on high school GPA and at times, a general mental ability test (e.g.: SAT, psychometric exams) to assess candidates’ suitability to their program of study. Such approach, however, ignores personal and interpersonal factors that may facilitate or hinder individuals’ development as both scholars and budding professionals, especially in care-related programs (e.g.: psychology, education, social work, etc.). The recently introduced concept of emotional intelligence holds promise as a framework for our understanding of individuals’ non-cognitive potentials for adaptation and effective performance. This preliminary study examines cognitive ability alongside emotional intelligence as two effective selection criteria for higher education. A sample of 126 College students located in Israel reported their high-school, psychometric exam and College GPA grades and filled out two measures of emotional intelligence: a self-report and an ability test format. The results showed the psychometric exam and the ability EI measures associated significantly with College GPA, while high-school and self-report EI grades did not. The results are briefly discussed to draw preliminary conclusions and elicit future research in this venue.
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References
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Barros, E., Kausel, E.E., Cuadra, F., & Díaz, D.A. (2014). Using general mental ability and personality traits to predict job performance in three Chilean rganizations. International Journal of Selection and Assessment, 22 (4), 432-438.
Beiter, R., Nash, R., McCrady, M., Rhoades, D., Linscomb, M., Clarahan, M., & Sammut, S. (2015). The prevalence and correlates of depression, anxiety, and stress in a sample of college students. Journal of Affective Disorders, (173), 90-96.
Carl, M. (2012). The mystery of student selection: are there any selection criteria? Educational Studies, 38 (2), 123-137.
DiGennaro, K. (2006). Fairness and test use: the case of the SAT and writing placement for ESL students. TESOL & Applied Linguistics, 6:2Retrievable at http://www.tc. columbia.edu/tesolalwebjournal
Fisher, C.D., & Ashkanasy, N.M. (2000). The emerging role of emotions in work life: An introduction. Journal of Organizational Behavior, 123-129.
Harris, S., & Owen, C. (2007). Discerning quality: using the multiple mini‐interview in student selection for the Australian National University Medical School. Medical Education, 41 (3), 234-241.
Holland, J.L. (1959). A theory of vocational choice. Journal of Counseling Psychology, 6 (1), 35.
Holland, J.L. (1996). Exploring careers with a typology: What we have learned and some new directions. American Psychologist, 51 (4), 397.
Hughes, P. (2002). Can we improve on how we select medical students? Journal of the Royal Society of Medicine, 95 (1), 18-22.
Israel council of higher education (2014). The higher education System in Israel. Jerusalem: Planning and budgeting committee.
Kobrin, J.L., Patterson, B.F., Shaw, E.J., Mattern, K.D. & Barbuti, S.M. (2008). Validity of the SAT for predicting 1st year college grade point average. New York: The College Board.
Komarraju, M., Karau, S.J., & Schmeck, R.R. (2009). Role of the bog five personality traits in predicting college students’ academic motivation and achievement. Learning & Individual Differences, (19), 47-52.
Kozak, A. (2008). Building commitment through participation in creating organizational culture. Journal for Political Economic and Social Integration, (1), 94-108.
Laidra, K., Pullmann, H., & Allik, J. (2007). Personality and intelligence as predictors of academic performance. Personality & Individual Differences, (42), 441-451.
Levashina, J., Hartwell, C.J., Morgeson, F.P., & Campion, M.A. (2014). The structured employment interview: Narrative and quantitative review of the research literature. Personnel Psychology, 67 (1), 241-293.
Libbrecht, N., Lievens, F., Carette, B., & Côté, S. (2014). Emotional intelligence predicts success in medical school. Emotion, 14 (1), 64.
Mayer, J.D., Salovey, P., & Caruso, D.R. (2000). Selecting a measure of emotional intelligence: the case for ability scales. In: R. Bar-On, & J.D. Parker (eds.), The handbook of emotional intelligence (320-342). San Francisco: Jossey-Bass, Inc.
Mayer, J.D., Salovey, P., & Caruso, D.R. (2008). Emotional intelligence: new ability or eclectic traits? American Psychologist, 63 (6), 503.
McDaniel, M.A., Whetzel, D.L., Schmidt, F.L., & Maurer, S.D. (1994). The validity of employment interviews: A comprehensive review and meta-analysis. Journal of Applied Psychology, 79 (4), 599-616.
Morris, J.G. (1999). The value and role of the interview in the student admissions process: a review. Medical Teacher, 21 (5), 473-481.
Navon, D., Cohen, Y., & Brunner, S. (2007). Factors affecting the validity of coefficients of predictors of candidate selection in higher education in Israel. Jerusalem: NITE.
O’Connor, R.M. & Little, I.S. (2003). Revisiting the predictive validity of emotional intelligence: self-report versus ability-based measures. Personality and Individual Differences, (35), 1893-1902.
Oren, C., Kenneth-Cohen, T., & Brunner, S. (2007). Grouped evidence to the validity of the selection batteries for higher education. Jerusalem: NITE.
Parker, J.D.A., Summerfledt, L.J., Hogan, M.J., & Majeski, S.A. (2004). Emotional intelligence and academic success: examining the transition from high-school to university. Personality and Individual Differences, (36), 163-172.
Pau, A., Jeevaratnam, K., Chen, Y.S., Fall, A.A., Khoo, C., & Nadarajah, V.D. (2013). The multiple mini-interview (MMI) for student selection in health professions training–a systematic review. Medical Teacher, 35 (12), 1027-1041.
Petrides, K.V., & Furnham, A. (2001). Trait emotional intelligence: Psychometric investigation with reference to established trait taxonomies. European Journal of Personality, 15 (6), 425-448.
Salgado, J.F., Anderson, N., Moscoso, S., Bertua, C., De Fruyt, F., & Rolland, J.P. (2003). A meta-analytic study of general mental ability validity for different occupations in the European community. Journal of Applied Psychology, 88 (6), 1068.
Schmidt, F.L., & Hunter, J.E. (1998). The validity and utility of selection methods in personnel psychology: Practical and theoretical implications of 85 years of research findings. Psychological Bulletin, 124 (2), 262.
Stinebrickner, R., & Stinebrickner, T. (2014). Academic performance and college dropout: Using longitudinal expectations data to estimate a learning model. Journal of Labor Economics, 32 (3), 601-644.
Thornton III, G.C., & Rupp, D.E. (2006). Assessment Centers in Human Resource Management: Strategies for Prediction, Diagnosis, and Development. Mahwah: Lawrence Erlbaum Associates.
Vidal, C.L., Rodeiro, J. Emery, L. & Bell, J. (2012). Emotional Intelligence and Academic Attainment of British Secondary School Children: a Cross-Sectional Survey. Educational Studies, 38 (5), 521-539.
Wagerman, S.A. & Funder, D.C. (2007). Acquaintance reports of personality and academic achievement. Journal of Research in Personality, 41 (1), 221-229.
Zysberg, L. (2011). Loneliness and Emotional Intelligence. The Journal of Psychology, 146 (1-2), 37-46.
Zysberg, L., Levy, A., & Zisberg, A. (2011). Emotional Intelligence in Applicant Selection for Care-Related Academic Programs. Journal of Psychoeducational Assessment, 29 (1), 27-38.
Zysberg, L., & Zisberg, A. (2017, January). Regarding the Role of EI in Candidate Selection in Nursing Programs. A Response to Smith (2016) BSN Programs Admittance Criteria. Nursing Forum, 52 (1), 68-69.
Barros, E., Kausel, E.E., Cuadra, F., & Díaz, D.A. (2014). Using general mental ability and personality traits to predict job performance in three Chilean rganizations. International Journal of Selection and Assessment, 22 (4), 432-438.
Beiter, R., Nash, R., McCrady, M., Rhoades, D., Linscomb, M., Clarahan, M., & Sammut, S. (2015). The prevalence and correlates of depression, anxiety, and stress in a sample of college students. Journal of Affective Disorders, (173), 90-96.
Carl, M. (2012). The mystery of student selection: are there any selection criteria? Educational Studies, 38 (2), 123-137.
DiGennaro, K. (2006). Fairness and test use: the case of the SAT and writing placement for ESL students. TESOL & Applied Linguistics, 6:2Retrievable at http://www.tc. columbia.edu/tesolalwebjournal
Fisher, C.D., & Ashkanasy, N.M. (2000). The emerging role of emotions in work life: An introduction. Journal of Organizational Behavior, 123-129.
Harris, S., & Owen, C. (2007). Discerning quality: using the multiple mini‐interview in student selection for the Australian National University Medical School. Medical Education, 41 (3), 234-241.
Holland, J.L. (1959). A theory of vocational choice. Journal of Counseling Psychology, 6 (1), 35.
Holland, J.L. (1996). Exploring careers with a typology: What we have learned and some new directions. American Psychologist, 51 (4), 397.
Hughes, P. (2002). Can we improve on how we select medical students? Journal of the Royal Society of Medicine, 95 (1), 18-22.
Israel council of higher education (2014). The higher education System in Israel. Jerusalem: Planning and budgeting committee.
Kobrin, J.L., Patterson, B.F., Shaw, E.J., Mattern, K.D. & Barbuti, S.M. (2008). Validity of the SAT for predicting 1st year college grade point average. New York: The College Board.
Komarraju, M., Karau, S.J., & Schmeck, R.R. (2009). Role of the bog five personality traits in predicting college students’ academic motivation and achievement. Learning & Individual Differences, (19), 47-52.
Kozak, A. (2008). Building commitment through participation in creating organizational culture. Journal for Political Economic and Social Integration, (1), 94-108.
Laidra, K., Pullmann, H., & Allik, J. (2007). Personality and intelligence as predictors of academic performance. Personality & Individual Differences, (42), 441-451.
Levashina, J., Hartwell, C.J., Morgeson, F.P., & Campion, M.A. (2014). The structured employment interview: Narrative and quantitative review of the research literature. Personnel Psychology, 67 (1), 241-293.
Libbrecht, N., Lievens, F., Carette, B., & Côté, S. (2014). Emotional intelligence predicts success in medical school. Emotion, 14 (1), 64.
Mayer, J.D., Salovey, P., & Caruso, D.R. (2000). Selecting a measure of emotional intelligence: the case for ability scales. In: R. Bar-On, & J.D. Parker (eds.), The handbook of emotional intelligence (320-342). San Francisco: Jossey-Bass, Inc.
Mayer, J.D., Salovey, P., & Caruso, D.R. (2008). Emotional intelligence: new ability or eclectic traits? American Psychologist, 63 (6), 503.
McDaniel, M.A., Whetzel, D.L., Schmidt, F.L., & Maurer, S.D. (1994). The validity of employment interviews: A comprehensive review and meta-analysis. Journal of Applied Psychology, 79 (4), 599-616.
Morris, J.G. (1999). The value and role of the interview in the student admissions process: a review. Medical Teacher, 21 (5), 473-481.
Navon, D., Cohen, Y., & Brunner, S. (2007). Factors affecting the validity of coefficients of predictors of candidate selection in higher education in Israel. Jerusalem: NITE.
O’Connor, R.M. & Little, I.S. (2003). Revisiting the predictive validity of emotional intelligence: self-report versus ability-based measures. Personality and Individual Differences, (35), 1893-1902.
Oren, C., Kenneth-Cohen, T., & Brunner, S. (2007). Grouped evidence to the validity of the selection batteries for higher education. Jerusalem: NITE.
Parker, J.D.A., Summerfledt, L.J., Hogan, M.J., & Majeski, S.A. (2004). Emotional intelligence and academic success: examining the transition from high-school to university. Personality and Individual Differences, (36), 163-172.
Pau, A., Jeevaratnam, K., Chen, Y.S., Fall, A.A., Khoo, C., & Nadarajah, V.D. (2013). The multiple mini-interview (MMI) for student selection in health professions training–a systematic review. Medical Teacher, 35 (12), 1027-1041.
Petrides, K.V., & Furnham, A. (2001). Trait emotional intelligence: Psychometric investigation with reference to established trait taxonomies. European Journal of Personality, 15 (6), 425-448.
Salgado, J.F., Anderson, N., Moscoso, S., Bertua, C., De Fruyt, F., & Rolland, J.P. (2003). A meta-analytic study of general mental ability validity for different occupations in the European community. Journal of Applied Psychology, 88 (6), 1068.
Schmidt, F.L., & Hunter, J.E. (1998). The validity and utility of selection methods in personnel psychology: Practical and theoretical implications of 85 years of research findings. Psychological Bulletin, 124 (2), 262.
Stinebrickner, R., & Stinebrickner, T. (2014). Academic performance and college dropout: Using longitudinal expectations data to estimate a learning model. Journal of Labor Economics, 32 (3), 601-644.
Thornton III, G.C., & Rupp, D.E. (2006). Assessment Centers in Human Resource Management: Strategies for Prediction, Diagnosis, and Development. Mahwah: Lawrence Erlbaum Associates.
Vidal, C.L., Rodeiro, J. Emery, L. & Bell, J. (2012). Emotional Intelligence and Academic Attainment of British Secondary School Children: a Cross-Sectional Survey. Educational Studies, 38 (5), 521-539.
Wagerman, S.A. & Funder, D.C. (2007). Acquaintance reports of personality and academic achievement. Journal of Research in Personality, 41 (1), 221-229.
Zysberg, L. (2011). Loneliness and Emotional Intelligence. The Journal of Psychology, 146 (1-2), 37-46.
Zysberg, L., Levy, A., & Zisberg, A. (2011). Emotional Intelligence in Applicant Selection for Care-Related Academic Programs. Journal of Psychoeducational Assessment, 29 (1), 27-38.
Zysberg, L., & Zisberg, A. (2017, January). Regarding the Role of EI in Candidate Selection in Nursing Programs. A Response to Smith (2016) BSN Programs Admittance Criteria. Nursing Forum, 52 (1), 68-69.