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"Roberts, Richard D"
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Situational Judgment Tests as a method for measuring personality: Development and validity evidence for a test of Dependability
Situational Judgment Tests (SJTs) are criterion valid low fidelity measures that have gained much popularity as predictors of job performance. A broad variety of SJTs have been studied, but SJTs measuring personality are still rare. Personality traits such as Conscientiousness are valid predictors of many educational, work and life-related outcomes and SJTs are less prone to faking than classical self-report measurements. We developed an SJT measure of Dependability, a core facet of Conscientiousness, by gathering critical incidents in semi-structured interviews using the construct definition of Dependability as a prompt. We examined the psychometric properties of the newly developed SJTs across two studies (N = 546 general population; N = 440 sales professionals). The internal validity of the SJTs was examined by correlating the SJT scores with related self-report measures of Dependability and Conscientiousness, as well as testing the unidimensionality of the measure with CFA. Additionally, we specified a bi-factor model of SJT, self-report and behavioral checklist measures of Dependability accounting for common and specific measurement variance. External validity was examined by correlating the SJT scale and specific factor with work-related outcomes. The results show that the Dependability SJTs with an expert based scoring procedure were psychometrically sound and correlated moderately to highly with traditional self-report measures of Dependability and Conscientiousness. However, a large proportion of SJT variance cannot be accounted for by personality alone. This supports the notion that SJTs measure general domain knowledge about the effectiveness of personality-related behaviors. We conclude that SJT measures of personality can be a promising addition to classical self-report assessments and can be used in a wide variety of applications beyond measurement and selection, for instance as formative assessments of personality.
Journal Article
Psychosocial skills and school systems in the 21st century : theory, research, and practice
This book provides a comprehensive overview and in-depth analysis of research on psychosocial skills, examining both theory and areas of application. It discusses students' psychosocial skills both as components of academic success and desired educational outcomes in grades K through 12. The book describes an organizing framework for psychosocial skills and examines a range of specific constructs that includes achievement, motivation, self-efficacy, creativity, emotional intelligence, resilience, and the need for cognition. In addition, it reviews specific school-based interventions and examines issues that concern the malleability of psychosocial skills. It addresses issues relating to the integration of psychosocial skills into school curriculum as well as large-scale assessment policies.
Book
What We Know about Emotional Intelligence
Sorting out the scientific facts from the unsupported hype about emotional intelligence.Emotional intelligence (or EI)--the ability to perceive, regulate, and communicate emotions, to understand emotions in ourselves and others--has been the subject of best-selling books, magazine cover stories, and countless media mentions.
eBook
A Big Five-Based Multimethod Social and Emotional Skills Assessment: The Mosaic™ by ACT® Social Emotional Learning Assessment
A focus on implementing social and emotional (SE) learning into curricula continues to gain popularity in K-12 educational contexts at the policy and practitioner levels. As it continues to be elevated in educational discourse, it becomes increasingly clear that it is important to have reliable, validated measures of students’ SE skills. Here we argue that framework and design are additional important considerations for the development and selection of SE skill assessments. We report the reliability and validity evidence for The Mosaic™ by ACT® Social Emotional Learning Assessment, an assessment designed to measure SE skills in middle and high school students that makes use of a research-based framework (the Big Five) and a multi-method approach (three item types including Likert, forced choice, and situational judgment tests). Here, we provide the results from data collected from more than 33,000 students who completed the assessment and for whom we have data on various outcome measures. We examined the validity evidence for the individual item types and the aggregate scores based on those three. Our findings support the contribution of multi-method assessment and an aggregate score. We discuss the ways the field can benefit from this or similarly designed assessments and discuss how the assessment results can be used by practitioners to promote programs aimed at stimulating students’ personal growth.
Journal Article
To Punish First and Reward Second: Values Determine How Reward and Punishment Affect Risk-Taking Behavior
The current study investigated whether manipulating participants’ pre-exposure to reward and punishment affects the extent to which sensation seeking and values predict risk-taking behavior. Participants (n = 195) were randomly allocated to one of two conditions, defined by the order at which they were rewarded or punished for risk-taking behavior. Risk-taking behavior was measured in both conditions using the Balloon Analogue Risk Test, but it was set up such that participants in Group 1 were rewarded for risk-taking behavior before being punished, whereas participants in Group 2 were punished for risk-taking behavior before being rewarded. Participants also completed questionnaires designed to measure sensation seeking and the values of stimulation (the need for novelty and excitement) and hedonism (the need for sensuous pleasure). It was found that stimulation predicted risk-taking behavior in the reward-then-punishment condition, whereas hedonism predicted risk-taking behavior in the punishment-then-reward condition. Sensation seeking was found to be an indirect predictor of risk-taking behavior in both conditions. It is tentatively concluded that the extent to which participants’ risk-taking behavior is guided by their values (hedonism, stimulation) largely depends on their prior exposure to the order of contingent reward and punishment.
Journal Article
Emotional Intelligence as Assessed by Situational Judgment and Emotion Recognition Tests: Building the Nomological Net
Recent research on emotion recognition ability (ERA) suggests that the capacity to process emotional information may differ for disparate emotions. However, little research has examined whether this findings holds for emotional understanding and emotion management, as well as emotion recognition. Moreover, little research has examined whether the abilities to recognize emotions, understand emotions, and manage emotions form a distinct emotional intelligence (EI) construct that is independent from traditional cognitive ability factors. The current study addressed these issues. Participants (N=118) completed two ERA measures, two situational judgment tests assessing emotional understanding and emotion management, and three cognitive ability tests. Exploratory and confirmatory factor analyses of both the understanding and management item parcels showed that a three-factor model relating to fear, sadness, and anger content was a better fit than a one-factor model, supporting an emotion-specific view of EI. In addition, an EI factor composed of emotion recognition, emotional understanding, and emotion management was distinct from a cognitive ability factor composed of a matrices task, general knowledge test, and reading comprehension task. Results are discussed in terms of their potential implications for theory and practice, as well as the integration of EI research with known models of cognitive ability. [PUBLICATION ABSTRACT]
Journal Article
A Multilevel CFA-MTMM Model for Nested Structurally Different Methods
The numerous advantages of structural equation modeling (SEM) for the analysis of multitrait–multimethod (MTMM) data are well known. MTMM-SEMs allow researchers to explicitly model the measurement error, to examine the true convergent and discriminant validity of the given measures, and to relate external variables to the latent trait as well as the latent method factors in the model. According to Eid et al. (2008) different MTMM measurement designs require different types of MTMM-SEMs. Eid et al. (2008) proposed three different MTMM-SEMs for measurement designs with (a) structurally different methods, (b) interchangeable methods, and taxonomy to a multilevel correlated traits-correlated methods minus one [CTC(M — 1)] model for nested structurally different methods. The new model enables researchers to study method effects on both measurement levels (i.e., within and between clusters, classes, schools, etc.) and evaluate the convergent and discriminant validity of the measures. The statistical performance of the model is examined by a simulation study, and recommendations for the application of the model are given.
Journal Article
The Role of Individual Differences in the Accuracy of Confidence Judgments
Generally, self-assessment of accuracy in the cognitive domain produces overconfidence, whereas self-assessment of visual perceptual judgments results in under-confidence. Despite contrary empirical evidence, in models attempting to explain those phenomena, individual differences have often been disregarded. The authors report on 2 studies in which that shortcoming was addressed. In Experiment 1, participants (N = 520) completed a large number of cognitive-ability tests. Results indicated that individual differences provide a meaningful source of overconfidence and that a metacognitive trait might mediate that effect. In further analysis, there was only a relatively small correlation between test accuracy and confidence bias. In Experiment 2 (N = 107 participants), both perceptual and cognitive ability tests were included, along with measures of personality. Results again indicated the presence of a confidence factor that transcended the nature of the testing vehicle. Furthermore, a small relationship was found between that factor and some self-reported personality measures. Thus, personality traits and cognitive ability appeared to play only a small role in determining the accuracy of self-assessment. Collectively, the present results suggest that there are multiple causes of miscalibration, which current models of over- and underconfidence fail to encompass.
Journal Article
Assessing Teamwork and Collaboration in High School Students
Various policy papers assert that teamwork is an essential skill for the 21stcentury workforce. However, outside of organizational psychology research with adult populations, there are few reliable assessments of this construct with suitable validity evidence for test scores. To redress this issue, self-report, situational judgment, and teacher-report assessments of teamwork were developed for high school students. Various multivariate techniques were used to determine the structure of the scales, including factor and latent class analysis. Measures showed reasonable reliability and satisfactory validity evidence: Self-report, situational judgment, and teacher-report measures intercorrelated, and these measures also related to academic achievement. The advantages and disadvantages of each methodology are discussed, as are possible uses of this assessment system (e.g., evaluation of school-based programs that infuse curricula with modules on teamwork).
Divers articles sur les politiques affirment que le travail d'équipe est essentiel à la force de travail du 21e siècle. Cependant, en dehors des recherches en psychologie des organisations chez les adultes, peu d'évaluations fiables ont été faites sur ce thème avec suffisamment de validité. Pour pallier cette situation, nous avons élaboré des mesures d'auto-évaluation, de jugements de situations et d'évaluation par les enseignants du travail d'équipe chez les étudiants du secondaire. Diverses techniques multivariées ont été utilisées pour déterminer la structure des mesures, y compris des analyses factorielles et de classes latentes. Les mesures se révèlent raisonnablement fiables et leur validité est satisfaisante. L'auto-évaluation, les jugements de situations et l'évaluation par les enseignants sont en intercorrélation et toutes ces mesures sont également liées au rendement scolaire. Nous abordons le pour et le contre de chaque méthodologie, de même que les utilisations possibles de ce système d'évaluation (p. ex. l'évaluation de programmes scolaires qui comprennent des curriculum avec des modules fondés sur le travail d'équipe).
Journal Article