Predicting GED Scores on the Bases of Expectancy,Valence,Intelligence,and Pretest Skill Levels with the Disadvantaged

Abstract

This study was undertaken to test the hypothesis that General Educational Development (GED) scores could be predicted from motivational variables derived from Vroom's expectancy-valence theorem. Subjects were 224 economically disadvantaged and/or handicapped students who were entering three-month GED classes. An experimental scale, the MDI, was developed by using data from 150 of the 224 GED students to measure expectancy and valence. Independent variables were the TABE Test score, the GATB G score, expectancy and valence subscale scores, the K score from the Minnesota Multiphasic Personality Inventory (MMPI), last grade completed, and gender. The dependent variable was the average GED score, obtained at the end of the class. Multiple regression analysis on data from the remaining 74 students showed that the valence subscale, last grade completed, and gender had no relationship to the outcome. In order of importance the TABE score, the GATB G score, the expectancy subscale score, and the K scale score accounted for about 2/3 of the variance in the outcome GED scores. The results of the test construction process indicated, however, that the MDI is not ready for general use.

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