2024/08/27 by Chad H. Van Iddekinge, John D. Arnold, Sara Krivacek +2 · 3 voices
Business, Management and Accounting · Psychology · #Human Resource Development and Performance Evaluation #Human Resource and Talent Management #Organizational Learning and Leadership
paper · doi:10.1037/apl0001212
openalex publication_date 2024/08/27 · openalex created_date 2025/10/10 · openalex updated_date 2026/07/14
= 20). There was considerable heterogeneity in validity estimates for job performance (80% credibility interval [.04, .37]). Moderator analyses revealed that AP is a better predictor of performance (a) for AP measures that are more relevant to students' future jobs, (b) for professor ratings of AP than for grades and class rank, (c) for samples that include applicants from the same university or from the same major, and (d) for official records of AP than for applicant self-reports. Job relevance was the strongest and most consistent moderator with operational validities in the .30s and .40s for measures that assessed AP in major-specific courses or courses in which students are evaluated on behaviors relevant to their future jobs (e.g., practicum classes). Overall, researchers and organizations should carefully consider whether and how AP is relevant to particular jobs and outcomes, as well as use designs and measures that optimize the predictive value of AP. (PsycInfo Database Record (c) 2024 APA, all rights reserved).