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This study investigated the relationship between the Child Behavior Checklist/4-18 (CBCL/4-18) and two modified measures of social desirability, the Marlowe-Crowne Social Desirability Scale and the Edwards Social Desirability Scale with a sample of 65 parents of normal children from grades K-7. Results from correlational and multiple regression analyses showed that the Aggressive Behaviors and Attention Problems cross-informant syndromes were modestly associated with social desirability scale scores. The relevance of findings are discussed in terms of the susceptibility of behavior rating scales to the self-deception and other-deception factors of social desirability [Paulhus, D.L. (1984). In: J.P. Robinson et al., (eds.) Measures of social psychological attitudes. (pp. 17-59). San Diego: Academic Press.] and fake-good response sets.

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A test was developed to assess free time boredom (the FTB scale). FTB components suggested by the literature were utilized to extract indicators, then developed into items. Three preliminary trials were used on separate samples of 109, 152 and 163 persons, to add, delete and modify items. Factor analysis in a nal eld test (347 subjects) produced four factors, accounting for 45% of the variance. Based upon the resulting factor structure, four subscales were developed and labelled as 'lack of meaningful involvement', 'lack of mental involvement', 'slowness of time' and 'lack of physical involvement'. Internal consistency coef cients for the subscales ranged from 0.91 to 0.78 while inter-subscale correlations ranged from r = 0.62 to 0.23. The moderate relationships of the FTB scale with the Boredom Proneness Scale and two items on boredom demonstrated acceptable concurrent validity.

This study investigated whether academic non-achievers differed from academic achievers in terms of their personal characteristics. A sample of 216 undergraduate students that were either enrolled in a college restoration program or part of a control group were administered the 16PF-5 Personality Questionnaire (Cattell, Cattell, & Cattell, 1993) and the College Student Questionnaire measuring five psychosocial factors. MANOVAs and independent t-tests revealed significant group differences for six of the primary personality traits, two global personality factors, and three psychosocial factors. Multiple regression analyses showed that time management served as a mediator of GPA with personality traits and psychosocial factors having direct and indirect moderating affects on time management.