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Gepubliceerd in: Journal of Youth and Adolescence 5/2015

01-05-2015 | Empirical Research

Making (Up) the Grade? Estimating the Genetic and Environmental Influences of Discrepancies Between Self-reported Grades and Official GPA Scores

Auteurs: Joseph A. Schwartz, Kevin M. Beaver

Gepubliceerd in: Journal of Youth and Adolescence | Uitgave 5/2015

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Abstract

Academic achievement has been found to have a pervasive and substantial impact on a wide range of developmental outcomes and has also been implicated in the critical transition from adolescence into early adulthood. Previous research has revealed that self-reported grades tend to diverge from official transcript grade point average (GPA) scores, with students being more likely to report inflated scores. Making use of a sample of monozygotic twin (N = 282 pairs), dizygotic twin (N = 441 pairs), and full sibling (N = 1,757 pairs) pairs from the National Longitudinal Study of Adolescent Health (Add Health; 65 % White; 50 % male; mean age = 16.14), the current study is the first to investigate the role that genetic and environmental factors play in misreporting grade information. A comparison between self-reported GPA (mean score of 2.86) and official transcript GPA scores (mean score of 2.44) revealed that self-reported scores were approximately one-half letter grade greater than official scores. Liability threshold models revealed that additive genetic influences explained between 40 and 63 % of the variance in reporting inflated grades and correctly reporting GPA, with the remaining variance explained by the nonshared environment. Conversely, 100 % of the variance in reporting deflated grade information was explained by nonshared environmental influences. In an effort to identify specific nonshared environmental influences on reporting accuracy, multivariate models that adequately control for genetic influences were estimated and revealed that siblings with lower transcript GPA scores were significantly less likely to correctly report their GPA and significantly more likely to report inflated GPA scores. Additional analyses revealed that verbal IQ and self-control were not significantly associated with self-reported GPA accuracy after controlling for genetic influences. These findings indicate that previous studies that implicate verbal IQ and self-control as significant predictors of misreporting grade information may have been the result of model misspecification and genetic confounding. The findings from the current study indicate that genetic influences play a crucial role in the accuracy in which grade information is reported, but that nonshared environmental influences also play a significant role in specific circumstances. The theoretical and methodological implications of the results are discussed.
Voetnoten
1
Importantly, these two possibilities are not mutually exclusive and may simultaneously contribute to variation in misreporting. Unfortunately, the employed biometric model-fitting techniques do not allow nonshared environmental influences to be effectively separated from error making it impossible to estimate the proportion of E that can be attributed to each.
 
2
The AHAA only included transcript GPA information for classes completed during high school and did not include transcript information for classes during middle school. Keep in mind, during the first and second waves of data collection a significant proportion of the students included in the Add Health study were enrolled in middle school. Additionally, participants in the Add Health study were only asked to provide self-reported GPA information during the first two waves of the study, making self-report and official transcript GPA scores only available for respondents who were enrolled in high school during the first two waves of the Add Health study. In this way, it is only possible to directly compare self-report and transcript GPA measures for a small subset of the overall sample, a problem that is further exacerbated by limiting the sample to twin and sibling pairs (a necessary feature of biometric model-fitting techniques). For these reasons, the analysis was limited to wave 1 self-report and transcript GPA measures. While both GPA measures are available at wave 2, a significant reduction in statistical power stemming from a combination of missing data and students transitioning out of high school limited the analysis to wave 1 measures only.
 
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Metagegevens
Titel
Making (Up) the Grade? Estimating the Genetic and Environmental Influences of Discrepancies Between Self-reported Grades and Official GPA Scores
Auteurs
Joseph A. Schwartz
Kevin M. Beaver
Publicatiedatum
01-05-2015
Uitgeverij
Springer US
Gepubliceerd in
Journal of Youth and Adolescence / Uitgave 5/2015
Print ISSN: 0047-2891
Elektronisch ISSN: 1573-6601
DOI
https://doi.org/10.1007/s10964-014-0185-9

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