Browsing by Author "Pantili, Linda D."

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    A meta-analytic validity study of the National Association of Secondary School Principals' Assessment Center process
    Pantili, Linda D. (Virginia Tech, 1992)
    The purpose of this study was to systematically synthesize and analyze through a meta-analytic method the results of various studies pertaining to the validity of the NASSP Assessment Center process. Thirtyfour studies were identified as potential sources of information. The analysis focused primarily on criterion-related validity and the potential of gender, position type and racial bias in the assessment process. Results of the study indicated criterion-related validity of the NASSP Assessment Center process to be very low. Questions were raised about the ability of the assessment process to discriminate among the twelve skill dimensions. The low discriminant validity in the NASSP process probably reduced the criterion validity reported by the various studies. The results indicated the criterion validity of the process was relatively low across most of the criteria used to substantiate validity. No significance relationships were found between the twelve skill dimensions and the demographic variables of gender, position type, or race. Although thirty-four studies were identified as sources of data for assessing the validity of the NASSP Assessment Center process, there isa need for more research on both construct and criterion-related validity. Criterion-related validity should be based on the application of skills on the job rather than a global measure of job performance.
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    A Study to Determine the Impact of a Precollege Intervention Program on Early Adolescent Aspiration and Motivation for College in West Virginia
    Adams, John Edwin (Virginia Tech, 1997-10-31)
    The impact of a precollege intervention, the Junior High Washington Gateway Academy (JHWGA), on early adolescent aspiration and motivation for a college education was measured. JHWGA provided an intensive week of activities in career planning, self-concept improvement, and study skills. Specific research questions were: a) did participation in this program increase career readiness, self-concept, productive study habits, aspiration, and motivation to prepare for college? b) what percent of the variance in aspiration to and motivation for college in early adolescents could be explained by career readiness, self-esteem, and study habits? Using survey research, a questionnaire was developed with five scales (career readiness, self-esteem, study habits, aspiration, and motivation). Questionnaires were sent to 301 West Virginia students in Grade 8 who had been JHWGA applicants in 1996. The 265 (88%) who responded were divided into two groups: a participant group consisting of 104 students who participated in the 1996 program and a comparison group consisting of 161 students who did not attend the 1996 program. T-tests and chi square tests revealed no significant differences between groups. Multiple regressions were performed for the aspiration and motivation variables using career readiness, self concept, and study scales as independent variables. An assumption of normal variance was found to be violated because subjects favored endpoints on Likert scale causing data to be skewed. Career readiness, self-concept, and study habits (using transformation and excluding several outliers) were found to explain 59 percent of the variance in the aspiration model. However, two regressors (study habits and career readiness) were discovered to be highly correlated (r = .66). Only one regressor for the motivation model (study habits) was found to be significant. Data results may have been affected by group differences, group selection, and lack of normal distribution. The two groups being measured were found to be unevenly matched with JHWGA participants having significantly lower grades than the comparison group. Based on this information and the low variance in data collected, results are believed to have been inconclusive regarding the effectiveness of JHWGA. Recommendations for further research are included.