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Self-reported SAT scores 1 Some Shortcomings of Soliciting Students' Self-Reported SAT Scores
 

Summary: Self-reported SAT scores 1
Some Shortcomings of Soliciting Students' Self-Reported SAT Scores
Richard E. Mayer, Andrew T. Stull, Julie Campbell, Kevin Almeroth, Bruce Bimber,
Dorothy Chun, and Alan Knight
University of California, Santa Barbara
Abstract
The authors analyzed self-reported SAT scores and actual SAT scores for 285 college
students. Students overestimated their actual SAT scores by an average of 23 points (SD =
65, d = .72), with 7% under-reporting, 53% reporting accurately, and 40% over-reporting,
indicating a systematic bias towards over-reporting. The amount of over-reporting was
greater for lower-scoring than higher-scoring students, was greater for upper division than
lower division students, and was equivalent for men and women. There was a strong
correlation between self-reported and actual SAT scores (r = .87), indicating high validity of
students' memories of their scores. Results are consistent with a motivated distortion
hypothesis. Caution is suggested in using self-reported SAT scores in educational research.
Self-reported SAT scores 2
Objectives and Theoretical Framework
Self-reported SAT scores are commonly used in educational research involving
college students, sometimes to describe the characteristics of the sample, sometimes to use
achievement as a main factor in a study, and sometimes to statistically control for the effects

  

Source: Almeroth, Kevin C. - Department of Computer Science, University of California at Santa Barbara

 

Collections: Computer Technologies and Information Sciences