Examining coaching and retest effects on aptitude tests

Abstract

Cognitive tests are commonly used in employment settings because they are strong predictors of job performance. Although cognitive tests are beneficial in selection settings, they have potential drawbacks. Test scores may artificially increase from retesting and from studying test materials and aids beforehand (coaching effects). Studies have examined these effects, but have yet to investigate why these effects exist. The purpose of this study was to conduct an experiment to examine coaching and retesting effects on two aptitude tests. Thirty-nine participants completed two testing sessions composed of these aptitude tests and questions about general test-taking attitudes. The combined total effect of coaching and retesting led to a significant increase in aptitude test scores. However, test-taking anxiety, test-taking stress, test-taking familiarity, and test-taking motivation did not uniquely contribute to these effects. Future research should examine other possible explanations of why these effects exist.