The DOI matches its Crossref record; 9 of the 9 references it cites were found in a registry or an index.
Academic Performance, Career Potential, Creativity, and Job Performance: Can One Construct Predict Them All?
Abstract
This meta-analysis addresses the question of whether 1 general cognitive ability measure developed for predicting academic performance is valid for predicting performance in both educational and work domains. The validity of the Miller Analogies Test (MAT; W. S. Miller, 1960) for predicting 18 academic and work-related criteria was examined. MAT correlations with other cognitive tests (e.g., Raven's Matrices [J. C. Raven, 1965]; Graduate Record Examinations) also were meta-analyzed. The results indicate that the abilities measured by the MAT are shared with other cognitive ability instruments and that these abilities are generalizably valid predictors of academic and vocational criteria, as well as evaluations of career potential and creativity. These findings contradict the notion that intelligence at work is wholly different from intelligence at school, extending the voluminous literature that supports the broad importance of general cognitive ability (g).
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Cites
Methods of Meta-Analysis: Correcting Error and Bias in Research Findings
Schmidt, F. L., & Hunter, J. E. (2015) · doi:10.4135/9781483398105 · Cited by 5,542
Schmidt, F. L., & Hunter, J. E. (1998) · Psychological Bulletin · doi:10.1037//0033-2909.124.2.262 · Cited by 4,180
Human Cognitive Abilities: A Survey of Factor-Analytic Studies
Carroll, J. B. (1993) · doi:10.1017/cbo9780511571312 · Cited by 4,121
Colquitt, J. A., LePine, J. A., & Noe, R. A. (2000) · Journal of Applied Psychology · doi:10.1037/0021-9010.85.5.678 · Cited by 2,126 · cited 1×
“Using meta-analysis to evaluate alternate models of training, Colquitt, LePine, and Noe (2000) concluded that cognitive ability influenced the acquisition of declarative knowledge (job knowledge) and procedural knowledge (job skills).2 Skill acquisition mediated the relationship between cognitive…”
MethodWhy g matters: The complexity of everyday life
Gottfredson, L. S. (1997) · Intelligence · doi:10.1016/s0160-2896(97)90014-3 · Cited by 1,408
Kuncel, N. R., Hezlett, S. A., & Ones, D. S. (2001) · Psychological Bulletin · doi:10.1037/0033-2909.127.1.162 · Cited by 639 · cited 2×
“However, this correction may be an undercorrection because our u values are smaller than those typically obtained in the work and even graduate school domains (Kuncel et al., 2001).”
BackgroundResultSelf-citationMeta-analyzing the relationship between grades and job performance.
Roth, P. L., BeVier, C. A., Switzer, F. S., & Schippmann, J. S. (1996) · Journal of Applied Psychology · doi:10.1037/0021-9010.81.5.548 · Cited by 259
Survey of expert opinion on intelligence and aptitude testing.
Snyderman, M., & Rothman, S. (1987) · American Psychologist · doi:10.1037/0003-066x.42.2.137 · Cited by 221
g: Highly General and Highly Practical
(2002) · The General Factor of Intelligence · doi:10.4324/9781410613165-23 · Cited by 157
Cited by
Grit: perseverance and passion for long-term goals
Duckworth, A. L., Peterson, C., Matthews, M. D., & Kelly, D. R. (2007) · Journal of Personality and Social Psychology · doi:10.1037/0022-3514.92.6.1087 · Cited by 6,911
A meta-analysis of the five-factor model of personality and academic performance.
Poropat, A. E. (2009) · Psychological Bulletin · doi:10.1037/a0014996 · Cited by 2,729
Roberts, B. W., Kuncel, N. R., Shiner, R., Caspi, A., & Goldberg, L. R. (2007) · Perspectives on Psychological Science · doi:10.1111/j.1745-6916.2007.00047.x · Cited by 2,361
Self-citationMuch ado about grit: A meta-analytic synthesis of the grit literature
Credé, M., Tynan, M. C., & Harms, P. D. (2017) · Journal of Personality and Social Psychology · doi:10.1037/pspp0000102 · Cited by 1,653
Professional competence of teachers: Effects on instructional quality and student development.
Kunter, M., Klusmann, U., Baumert, J., Richter, D., Voss, T., & Hachfeld, A. (2013) · Journal of Educational Psychology · doi:10.1037/a0032583 · Cited by 1,553
Metadata
- Authors
- Kuncel, N. R., Hezlett, S. A., & Ones, D. S.
- Venue
- Journal of Personality and Social Psychology
- Published
- 2004
- Volume
- 86
- Issue
- 1
- Pages
- 148-161
- ISSN
- 0022-3514 (ISSN-L)
- 1939-1315
- OpenAlex
- W2127837421
- Cited by
- 908
- References
- 9
- FWCI
- 32.04
- Type
- journal article
- Language
- en
- Open access
- closed
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- Kuncel, N. R., Hezlett, S. A., & Ones, D. S. (2004). Academic Performance, Career Potential, Creativity, and Job Performance: Can One Construct Predict Them All? Journal of Personality and Social Psychology. https://doi.org/10.1037/0022-3514.86.1.148
Data sources
Bibliographic data: Semantic Scholar, OpenAlex, Crossref.
Contains information from the Semantic Scholar Academic Graph Datasets, made available under the ODC Attribution License (ODC-BY 1.0).
Semantic Scholar’s data is described in: Kinney, R., et al. (2023). The Semantic Scholar Open Data Platform. arXiv:2301.10140.
