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Modeling the Practical Effects of Applicant Reactions: Subgroup Differences in Test‐Taking Motivation, Test Performance, and Selection Rates

Modeling the Practical Effects of Applicant Reactions: Subgroup Differences in Test‐Taking... Research suggests that Black–White differences in test‐taking motivation may be related to subgroup test score differences, but this research has not shown the extent to which minimizing subgroup motivation differences will reduce subgroup differences in selection rates and adverse impact. This Monte Carlo study examined how enhancing Blacks' test‐taking motivation for cognitive ability tests might reduce adverse impact across a range of (a) subgroup test differences, (b) selection ratios, (c) subgroup differences in test‐taking motivation, and (d) relationships between motivation and test scores. The results suggest that although enhancing test‐taking motivation will consistently reduce subgroup differences in test performance and adverse impact, the effect is often small and will not eliminate adverse impact for any condition we examine. However, under some conditions the reduction may be important, and the discussion considers conditions where even these minimal reductions may be practically helpful. http://www.deepdyve.com/assets/images/DeepDyve-Logo-lg.png International Journal of Selection and Assessment Wiley

Modeling the Practical Effects of Applicant Reactions: Subgroup Differences in Test‐Taking Motivation, Test Performance, and Selection Rates

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References (26)

Publisher
Wiley
Copyright
Copyright © 2002 Wiley Subscription Services, Inc., A Wiley Company
ISSN
0965-075X
eISSN
1468-2389
DOI
10.1111/1468-2389.00216
Publisher site
See Article on Publisher Site

Abstract

Research suggests that Black–White differences in test‐taking motivation may be related to subgroup test score differences, but this research has not shown the extent to which minimizing subgroup motivation differences will reduce subgroup differences in selection rates and adverse impact. This Monte Carlo study examined how enhancing Blacks' test‐taking motivation for cognitive ability tests might reduce adverse impact across a range of (a) subgroup test differences, (b) selection ratios, (c) subgroup differences in test‐taking motivation, and (d) relationships between motivation and test scores. The results suggest that although enhancing test‐taking motivation will consistently reduce subgroup differences in test performance and adverse impact, the effect is often small and will not eliminate adverse impact for any condition we examine. However, under some conditions the reduction may be important, and the discussion considers conditions where even these minimal reductions may be practically helpful.

Journal

International Journal of Selection and AssessmentWiley

Published: Dec 1, 2002

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