Many organizations assess job applicants' academic performance (AP) when making selection decisions. However, researchers and practitioners recently have suggested that AP is not as relevant to work behavior as it used to be due to factors such as grade inflation and increased differences between academic and work contexts. The present meta-analysis examines whether, and under what conditions, AP is a useful predictor of work behavior. Mean correlations (corrected for error in the criterion) between AP and outcomes were .21 for job performance (k = 114), .34 for training performance (k = 8), and -.02 for turnover (k = 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).

中文翻译：

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取得成绩？将学习成绩作为工作表现和营业额预测指标的荟萃分析。


许多组织在做出选择决定时会评估求职者的学习成绩 （AP）。然而，研究人员和从业者最近表示，由于成绩膨胀以及学术和工作环境之间差异的增加等因素，AP 与工作行为的相关性不如以前。本荟萃分析研究了 AP 是否以及在什么条件下是工作行为的有用预测指标。AP 与结果之间的平均相关性（针对标准中的错误进行了校正）为工作绩效 （k = 114） 为 .21，培训绩效为 .34 （k = 8），离职率为 -.02 （k = 20）。工作绩效的有效性估计存在相当大的异质性 （80% 可信区间 [.04， .37]）。主持人分析显示，AP 是更好的表现预测指标：（a） 对于与学生未来工作更相关的 AP 指标，（b） 对于 AP 的教授评分，而不是成绩和班级排名，（c） 对于包括来自同一大学或同一专业的申请人的样本，以及 （d） 对于 AP 的官方记录，而不是申请人的自我报告。工作相关性是最强和最一致的调节因子，在 .30 和 .40 年代用于评估特定专业课程或根据学生未来工作相关行为进行评估的课程中的 AP 测量（例如，实习课程）。总体而言，研究人员和组织应仔细考虑 AP 是否以及如何与特定工作和结果相关，并使用优化 AP 预测价值的设计和措施。（PsycInfo 数据库记录 （c） 2024 APA，保留所有权利）。