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The ACT Predicts Academic Performance-But Why?

Alexander P Burgoyne1, Kelly M Stec2, Kimberly M Fenn3

  • 1School of Psychology, Georgia Institute of Technology, Atlanta, GA 30332, USA.

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Summary
This summary is machine-generated.

ACT scores predict college grades, but general intelligence (g) doesn't fully explain why. Even after controlling for g, other factors like prior knowledge or personality traits did not account for this relationship.

Keywords:
ACTacademic achievementgeneral intelligencepersonality

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Area of Science:

  • Educational Psychology
  • Cognitive Psychology
  • Psychometrics

Background:

  • ACT scores are significant predictors of college academic performance.
  • General intelligence (psychometric 'g') is a commonly hypothesized explanation for this predictive validity.

Purpose of the Study:

  • To investigate factors beyond general intelligence that may explain the predictive validity of ACT scores on college performance.
  • To test whether pre-course knowledge, motivation, interest, grit, or self-control mediate the ACT-college performance relationship after controlling for g.

Main Methods:

  • A study involving 182 undergraduate students in two Introductory Psychology courses.
  • Statistical control for general intelligence (g) using independent measures.
  • Assessment of ACT scores, course performance, pre-course knowledge, motivation, interest, grit, and self-control.

Main Results:

  • ACT scores continued to positively predict college grades even after statistically controlling for general intelligence (g).
  • Pre-course knowledge, motivation, interest, grit, and self-control did not explain the ACT-college performance relationship when g was controlled.

Conclusions:

  • The predictive validity of ACT scores on college performance is not fully explained by general intelligence, prior knowledge, motivation, interest, or specific personality traits like grit and self-control.
  • Further research is needed to identify the underlying factors contributing to the robust relationship between ACT scores and academic success.