Huy Le | Vietnam Miltary Medical University (original) (raw)

Papers by Huy Le

Psychological Bulletin, 2004

This study examines the relationship between psychosocial and study skill factors (PSFs) and coll... more This study examines the relationship between psychosocial and study skill factors (PSFs) and college outcomes by meta-analyzing 109 studies. On the basis of educational persistence and motivational theory models, the PSFs were categorized into 9 broad constructs: achievement motivation, academic goals, institutional commitment, perceived social support, social involvement, academic self-efficacy, general self-concept, academic-related skills, and contextual influences. Two college outcomes were targeted: performance (cumulative grade point average; GPA) and persistence (retention). Meta-analyses indicate moderate relationships between retention and academic goals, academic self-efficacy, and academicrelated skills (s ϭ .340, .359, and .366, respectively). The best predictors for GPA were academic self-efficacy and achievement motivation (s ϭ .496 and .303, respectively). Supplementary regression analyses confirmed the incremental contributions of the PSF over and above those of socioeconomic status, standardized achievement, and high school GPA in predicting college outcomes.

Educational and Psychological Measurement, 2005

The authors used a rational-empirical approach to construct the Student Readiness Inventory, meas... more The authors used a rational-empirical approach to construct the Student Readiness Inventory, measuring psychosocial and academic-related skill factors found to predict two important college outcomes, academic performance and retention, in a recent metaanalysis. The initial item pool was administered to 5,970 first-year college students and high school seniors to empirically validate and cross-validate the underlying factor structure. Ten first-order and 3 second-order factors were derived, partially resembling the original conceptual model. Future study is needed to explore the criterion and predictive validities of the factors constituting this inventory.

International Journal of Selection and Assessment, 2006

There has been controversy over the years about whether specific mental abilities increment valid... more There has been controversy over the years about whether specific mental abilities increment validity for predicting performance above and beyond the validity for general mental ability (GMA). Despite its appeal, specific aptitude theory has received only sporadic empirical support. Using more exact statistical and measurement methods and a larger data set than previous studies, this study provides further evidence that specific aptitude theory is not tenable with regard to training performance. Across 10 jobs, differential weighting of specific aptitudes and specific aptitude tests were found not to improve the prediction of training performance over the validity of GMA. Implications of this finding for training research and practice are discussed.

International Journal of Selection and Assessment, 2004

This paper investigates the extent to which differences in the likelihood of emerging as leaders ... more This paper investigates the extent to which differences in the likelihood of emerging as leaders are explained by genetic differences between individuals. Results indicated that approximately 17% of the variance in the latent construct of leadership emergence is explained by genetic effects that are mediated by intelligence and the Big Five personality traits. Because intelligence and the Big Five do not mediate all genetic influences on leadership emergence (other genetically-influenced personal characteristics, such as height and attractiveness, are likely to mediate genetic effects on leadership emergence), the heritability estimate obtained in this study represents a lower-bound estimate of the genetic influences on leadership emergence.

Journal of Educational Psychology, 2006

The authors report on a large-scale study examining the effects of self-reported psychosocial fac... more The authors report on a large-scale study examining the effects of self-reported psychosocial factors on 1st-year college outcomes. Using a sample of 14,464 students from 48 institutions, the authors constructed hierarchical regression models to measure the predictive validity of the Student Readiness Inventory, a measure of psychosocial factors. Controlling for institutional effects and traditional predictors, the authors tested the effects of motivational and skill, social, and self-management measures on academic performance and retention. Academic Discipline was incrementally predictive of academic performance (grade-point average) and retention. Social Activity and Emotional Control also helped predict academic performance and retention, whereas Commitment to College and Social Connection offered incremental prediction of retention. This study elaborates recent meta-analytic findings , demonstrating the salience of a subset of motivational, social, and self-management factors. Future research questions include how measures of psychosocial factors can be used to aid students, the salience of these measures over the entire college experience and for predicting job performance, and the need for testing theoretical models for explaining postsecondary educational outcomes incorporating traditional, motivational, self-management, and social engagement factors.

Journal of Applied Psychology, 2009

Using both organizational and educational perspectives, the authors proposed and tested theoretic... more Using both organizational and educational perspectives, the authors proposed and tested theoretical models on the mediating roles that psychosocial factors (PSFs; motivational, emotional, and social control factors) play between college interventions (academic skill, self-management, socialization, and First-Year-Experience interventions) and college outcomes (academic performance and retention). They first determined through meta-analysis of 404 data points the effects of college interventions on college outcomes and on PSFs. These meta-analytic findings were then combined with results from S. B. Robbins et al. 's (2004) meta-analysis to test the proposed models. Integrated meta-analytic path analyses showed the direct and indirect effects (via PSFs) of intervention strategies on both performance and retention outcomes. The authors highlight the importance of both academic skill and self-management-based interventions; they also note the salience of motivational and emotional control mediators across both performance and retention outcomes. Implications from organizational and educational perspectives, limitations, and future directions are addressed.

Psychological Methods, 2003

On the basis of an empirical study of measures of constructs from the cognitive domain, the perso... more On the basis of an empirical study of measures of constructs from the cognitive domain, the personality domain, and the domain of affective traits, the authors of this study examine the implications of transient measurement error for the measurement of frequently studied individual differences variables. The authors clarify relevant reliability concepts as they relate to transient error and present a procedure for estimating the coefficient of equivalence and stability (L. J. Cronbach, 1947), the only classical reliability coefficient that assesses all 3 major sources of measurement error (random response, transient, and specific factor errors). The authors conclude that transient error exists in all 3 trait domains and is especially large in the domain of affective traits. Their findings indicate that the nearly universal use of the coefficient of equivalence (Cronbach's alpha; L. J. Cronbach, 1951), which fails to assess transient error, leads to overestimates of reliability and undercorrections for biases due to measurement error.

Journal of Applied Psychology, 2006

Range restriction in most data sets is indirect, but the meta-analysis methods used to date have ... more Range restriction in most data sets is indirect, but the meta-analysis methods used to date have applied the correction for direct range restriction to data in which range restriction is indirect. The authors show that this results in substantial undercorrections for the effects of range restriction, and they present meta-analysis methods for making accurate corrections when range restriction is indirect. Applying these methods to a well-known large-sample empirical database, the authors estimate that previous metaanalyses have underestimated the correlation between general mental ability and job performance by about 25%, indicating that this is potentially an important methodological issue in meta-analysis in general.

Personnel Psychology, 2006

The common practice in meta-analyses and in individual studies of correcting for direct range res... more The common practice in meta-analyses and in individual studies of correcting for direct range restriction even though range restriction is actually indirect has long been known to lead to undercorrection, but this error has been assumed to be small. Using validity generalization data sets for 4 jobs, this study calibrated this error by comparing meta-analysis results based on corrections for direct range restriction with the more accurate results from a recently developed method of correcting for indirect range restriction. It was found that, on average, correction for direct range restriction resulted in substantial underestimation of operational validities for both job performance measures (21%) and training performance measures (28%). In addition, 90% credibility values were on average underestimated by 38%-40%. In addition to the implications for personnel selection, these findings suggest that similar underestimation of important relationships has occurred in other areas of research, with potential implications for theory development.

Giấc mơ Bác sĩ Nội trú! (Bài hơi dài nhưng hay, không đọc phí cả đời ^^) Xin chào các em sinh viê... more Giấc mơ Bác sĩ Nội trú! (Bài hơi dài nhưng hay, không đọc phí cả đời ^^) Xin chào các em sinh viên, chị là Trang K26B vừa mới tốt nghiệp hiện đang là Bác sĩ Nội trú (BSNT) chuyên ngành Hồi sức Cấp cứu Bệnh viện Bạch Mai.