Abstract
This study was intended to investigate the predictive relationship between Graduate Record Examination scores and subsequent grade performance in graduate psychology courses. Students' records were evaluated for 275 graduate students in professional psychology programs. Higher GRE scores were significantly correlated with higher grades in several specific graduate courses. For GRE-Verbal scores, the correlation with grades in Theories and Techniques of Counseling was .24 ( n = 261) while for GRE-Quantitative scores, the correlations with course grades were .30 ( n = 255) for Theories of Learning and .36 ( n = 227) for Statistics II. For GRE-Total scores, the correlations with course grades obtained were .30 ( n = 255) for Theories of Learning, .22 ( n = 261) for Theories and Techniques of Counseling, and .33 ( n = 227) for Statistics II. These results indicate that, in some instances, GRE scores have some predictive validity for the course performance of professional psychology graduate students; however, the amount of variance in course grades explained by GRE scores was modest and there is need to identify other factors that explain success of graduate students.
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