Cullen, M. J., Sackett, P. R., & Lievens, F. (2006). Threats to the operational use of situational judgment tests in the college admission process. International Journal of Selection and Assessment, 14(2), 142-155.
Based on a sample of undergraduate students in the United States (n = 411), coaching improved performance on one of the closed-SJTs (CSQ, +.24 SD) but not the other (SJI). Coaching was only useful when the SJT is straightforward, and simple coaching strategies can be used, but coaching was ineffective when the SJT itself and the coaching strategies were more complex. However, coaching effects did not influence the validity of SJTs in predicting academic performance.