Psychometric Evaluation of the BFI-10 and the NEO-FFI-3 in Indian Adolescents

Abstract

The Five-Factor Model (FFM) is one of the most commonly examined constructs of personality across cultures in recent times. However, there is a lacuna of evidence for the suitability of FFM measures for Indian adolescent school students below the age of 17 years. We carried out two independent studies for the psychometric evaluation of the measures BFI-10 and NEO-FFI-3 on Indian adolescent school students. Both studies examined two socio-culturally distinct linguistic groups of secondary and senior secondary school students with a total sample of N = 1117 students. There was very limited support for a five-factor solution in both cases. Model fit was poor when applying FFM measures to our samples, whether applying confirmatory factor analysis or exploratory structural equation models. The results provide evidence against using adult personality measures with adolescents without separate psychometric validation and applying the Western age norms to Indian students without considering that the process of personality consolidation during adolescence may not be identical across cultures.

Psychometric Properties and Factor Structure of the Personality Inventory for DSM-5–Brief Form (PID-5-BF) in Iranian Student and Clinical Samples

“…This reveals discrepancies in how people in Western and Eastern cultures grasp personality constructs and appraise items of the PID-5-BF (17). For instance, the Big-Five Model did not yield a well-t model in some Asian countries (22)(23)(24). Likewise, the Openness dimension of the NEO Personality Inventory was replicated poorly in a study with 24 different Asian cultures, including Iran (25).…”

Validation of the Psychometric Properties of the NEO-FFI-3 in an Arabic Context

“…2 They are what personality can be described by self-reports, ratings, or scales measure, and they include other components as standpoints, faiths, life experience, and motivations. 3 Most of the research relating to personality traits has established the theory of the Big Five Traits (BFT) named by Goldberg (1992), which describes and explains the behavior of humans. 4,5 The stem of the BFT was from the use of adjectives that usually denote personality traits in English and other natural languages.…”

The governmental ranking of class and the academic performance of Indian adolescents

“…In turn, social capital may facilitate increased educational opportunities/achievement, which is part of the cultural capital [ 22 , 23 ]. In the Indian context, caste affiliation along with the financial condition of the family constitutes a major part of students’ socioeconomic and cultural capital [ 24 , 25 ]. Caste affiliation may determine to some extent the socioeconomic status of the family [ 11 ].…”

“…Sinha and Mishra [ 28 ] observed that social class-based identities especially linked to parental education did not determine academic achievement of Indian students. However, other studies observed that educational and occupational status of parents influence their academic achievement (e.g., [ 24 , 32 ]). Whereas Sekhri [ 31 ] found that integrated college environment of higher and lower castes was unhelpful for academic achievement of both groups, Bagde et al [ 29 ] affirm that studying together did not have a negative impact on academic performance.…”