TEST PREPARATION PROGRAMS IN SELECTION CONTEXTS: SELF‐SELECTION AND PROGRAM EFFECTIVENESS

Abstract

Research examining coaching effects on test performance and other outcomes in selection settings has been limited despite an increase in test orientation programs. This study examined factors potentially related to self‐selection into a test preparation program, the outcomes of such a program, and the differential effectiveness of the program. Attendees were more likely to be female, African American, and low in Stress Tolerance. After considering potential differences due to self‐selection, attendance was unrelated to ability test performance, anxiety, or motivation levels. No evidence of the differential effectiveness of the program based on characteristics of attendees was found. Implications for research and practice related to test preparation programs in selection contexts are discussed.