A frequently occurring phenomenon in factor and cluster analysis of personality or attitude scale items is that all or nearly all questionnaire items that are negatively keyed will define a single factor. Although substantive interpretations of these negative factors are usually attempted, this study demonstrates that the negative factor could be produced by a relatively small portion of the respondents who fail to attend to the negative-positive wording of the items. Data were generated using three different correlation matrices, which demonstrated that regardless of data source, when only 10% of the respondents are careless in this fashion, a clearly definable negative factor is generated. Recommendations for instrument development and data editing are presented.
Procedures for analyzing multitrait-multimethod (MTMM) matrices are reviewed. Confirmatory factor analysis (Jöreskog, 1974) is presented as a general model allowing evaluation of the discriminant and convergent validity of MTMM matrices, both as a whole and in individual trait-method units. However, it is noted that this model is deficient with regard to analysis of trait-method interactions of the type de scribed by Campbell and O'Connell (1967, 1982). Composite direct product models described by Browne (1984) are one possible solution to this problem. Fur ther, more systematic use of hypothesis testing regard ing convergent and discriminant validity in nested hi erarchical models is recommended (Widaman, 1985), as well as the use of a procedure to cross-validate models of MTMM matrices described by Cudeck and Browne (1983).
Changes in self‐perceived ability as a function of performance in an assessment centre were evaluated. Centre participants (n = 1693) provided self‐ratings on eight ability dimensions before and immediately after the assessment centre experience. Performance measures on five different exercises were provided by assessors. Hierarchical regression analyses indicated significant changes in perceived ability on five of the eight assessment centre dimensions. Further, the effect of specific centre exercises reflected changes in self‐perceived ability (e.g. planning and organizing) which were consistent with the type of exercise (e.g. in‐tray) under study. Suggestions for further research on self‐assessments specifically in the context of assessment centre participation are provided.
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