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Incremental validity of noncognitive tests for medical school academic achievement

This paper reports an investigation of the incremental validity of noncognitive tests. Incremental validity is the predictive ability of a measure when entered into a regression equation after the routine predictors have first been included. Three noncognitive tests—Rotter Locus of Control, Adjective Check List, and Student Orientations Survey—were administered to a first‐year medical school class. When entered after the usual academic predictors of success in medical school—Undergraduate Grade Point Average and Medical College Admission Test—the three noncognitive tests added little to the prediction of first‐year medical school Grade Point Average. It is concluded that while noncognitive measures are useful in characterizing a medical school class and in discovering nonacademic correlates of academic success in medical school, limited incremental validity related to first‐year academic performance was demonstrated.