Profile Similarity Metrics as an Alternate Framework to Score Rating-Based Tests: MSCEIT Reanalyses

Legree, Peter J.; Psotka, Joseph; Robbins, Jordan M.; Roberts, Richard D.; Putka, Dan J.; Mullins, Heather M.

doi:10.1016/j.intell.2014.09.005

Cited by 45 publications

(59 citation statements)

References 17 publications

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“…We want to acknowledge that although Legree et al (2014) showed that elevation is contained in the equation of shape, we disagree that they are redundant. We estimated elevation separately because shape and elevation ability levels can differ substantially in one response profile.…”

Section: Studymentioning

confidence: 95%

“…Ability was scored using PSM (Legree et al, 2010, 2014). We use two scores: The first is elevation , the absolute difference between an average participant’s response across all relevant items and the average of the optimal profile.…”

Section: Studymentioning

confidence: 99%

“…Cattell, 1949; Cronbach and Gleser, 1953; Abdel-Aty, 1960; Cohen, 1969). However, we consider Legree et al (2014) as the most advanced and therefore used their formulae. Namely, for elevation, we subtracted the mean of the response vector (of a task or subscale) from the mean of the corresponding optimal profile vector and used them as absolute values.…”

Section: Studymentioning

confidence: 99%

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The “g” in Faking: Doublethink the Validity of Personality Self-Report Measures for Applicant Selection

Geiger¹,

Olderbak²,

Sauter³

et al. 2018

Front. Psychol.

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The meta-analytic finding that faking does not affect the criterion validity of self-report measures in applicant selection suggests cognitive abilities are crucial to fake personality to an expected optimal profile in self-report measures. Previous studies in this field typically focus on how the extent of faking changes self-report measurement. However, the effect of faking ability is rarely considered. In Study 1 (n = 151), we link two questionnaires, the WSQ and the NEO-PI-R, to use them for later faking ability tasks. With O∗NET expert ratings and the linked questionnaires, we establish veridical responses of optimal personality profiles for both questionnaires. Based on this, in Study 2, we develop six faking ability task employing both questionnaires and three common jobs to fake for. To score the tasks, we introduce profile similarity metrics that compare faked response vectors to optimal profile vectors. The faking ability tasks were administered to a community sample (n = 210) who additionally completed measures of cognitive abilities, namely general mental ability, crystallized intelligence, and interpersonal abilities. For all, based on previous research, it can be argued that they should predict individual differences in faking ability. We establish a measurement model of faking ability and its relation to the other cognitive abilities. Using structural equations modeling, we find the strongest effect for crystallized intelligence and weaker effects for general mental ability and interpersonal abilities, all positively predicting faking ability. We show for the first time that we can measure faking ability with psychometrically sound techniques, establish a confirmatory factor model of faking ability and that it is largely explained by other cognitive abilities. We conclude that research supporting a positive link between self-reported personality and job performance is presumably confounded by cognitive abilities, because they are predictive of both faking self-reported personality and job performance. We recommend researchers to broaden their measurements with assessments of faking ability or other cognitive abilities (besides general mental ability) in research regarding applicant selection.

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Section: Studymentioning

confidence: 95%

Section: Studymentioning

confidence: 99%

Section: Studymentioning

confidence: 99%

See 1 more Smart Citation

The “g” in Faking: Doublethink the Validity of Personality Self-Report Measures for Applicant Selection

Geiger¹,

Olderbak²,

Sauter³

et al. 2018

Front. Psychol.

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“…Students were compensated for their participation. Subsets of these data have been used in previous research (Legree, Pstoka, Robbins, Roberts, & Putka, 2014;MacCann et al, , 2014. The current data-set only included participants who had completed the MEMA.…”

Section: Methodsmentioning

confidence: 99%

Differences between multimedia and text-based assessments of emotion management: An exploration with the multimedia emotion management assessment (MEMA)

MacCann

Lievens

Libbrecht

et al. 2015

Cognition and Emotion

Self Cite

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“…Mestre et al, 2016) tal y como refleja la figura 2. Si bien en el reanálisis de los datos otros autores encontraron los cuatro componentes de la IE en el Segundo estrato del modelo CHC (Legree et al, 2014). Resumiendo, las capacidades del Segundo estrato del modelo CHC conectadas con la IE son aquellas que teó-ricamente, necesitamos desarrollar y estimular ante contenidos o desafíos que tengan a la emoción como protagonista.…”

Section: Figura 1 Cattell-horn-carroll (Chc) Teoría De Las Capacidadunclassified

El desarrollo de la inteligencia emocional a través de la optimización de las capacidades cognitivas a través de la educación obligatoria

Navas

Pérez²,

Torre³

et al. 2017

Contextos educativos

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RESUMEN:Desde que la Inteligencia Emocional (IE) fue desarrollada en 1990 (Salovey y Mayer, 1990), era cuestión de tiempo que se desarrollaran aplicaciones como en la educación, entre otros. De hecho, proliferaron programas específicos de IE, de menor temporalidad y de complicada incardinación en los proyectos de centro. Sin embargo, hay una alternativa a realizarlo de forma inespecífica y de mayor duración y viabilidad. El presente trabajo se basa en una propuesta teórica como base para el desarrollo de la IE en la educación obligatoria. Partiendo del modelo cognitivo de habilidades mentales de Cattell-Horn-Carroll, se observa que las capacidades que son fomentadas en la educación obligatoria son las mismas que se observan en el segundo estrato del modelo; además trabajos recientes (véase Mestre, MacCann, Guil y Roberts, 2016) han señalado que dichas capacidades del segundo estrato están conectadas a las capacidades de la IE. Por consiguiente, toda actividad educativa que optimice la percepción, la comprensión, el control atencional o la planificación cognitiva está incidiendo en el desarrollo de la IE. Para ello, se insta a utilizar de forma transversal la introducción de información "hot" -aquella con significado existencial para un sujeto-en el contenido de las asignaturas (Mayer, Caruso y Salovey, 2016). Las asignaturas de ciencias y ciencias naturales favorecen el desarrollo de la percepción consciente y precisa, incluida de las emociones. Por su parte, las ciencias sociales y las humanidades fomentan la comprensión. Finalmente, las diferentes contingencias que se producen en la vida escolar son escenarios idóneos para el entrenamiento de la regulación de las emociones.

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Profile Similarity Metrics as an Alternate Framework to Score Rating-Based Tests: MSCEIT Reanalyses

Cited by 45 publications

References 17 publications

The “g” in Faking: Doublethink the Validity of Personality Self-Report Measures for Applicant Selection

The “g” in Faking: Doublethink the Validity of Personality Self-Report Measures for Applicant Selection

Differences between multimedia and text-based assessments of emotion management: An exploration with the multimedia emotion management assessment (MEMA)

El desarrollo de la inteligencia emocional a través de la optimización de las capacidades cognitivas a través de la educación obligatoria

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