Evidence of an Adaptive Level Grading Practice through a Causal Approach

The adaptation level theory in grading implies students will select a major program whose grading practices are realistic with their ability. Studies have generally investigated the phenomenon from a single-equation regression approach. An alternative “causal” approach using a system of multiple equations is presented. A sample of 688 graduates from 10 undergraduate major programs within an institution comprised the data set. The causal approach described the total association between entry ability and final GPA as a function of two components: direct effects and indirect effects of ability on GPA as influenced through membership in a particular major program. The indirect effects were as large as the direct, which lent support to occurrence of the adaptive grading practice.