Objective Attaining competence in assessment is a necessary step in graduate training and has been defined to include multiple domains of training relevant to this attainment. While important to ensure trainees meet these standards of training, it is critical to understand how and if competence shapes a trainees' professional identity, therein promoting lifelong competency. Methods The current study assessed currently enrolled graduate trainees' knowledge and perception of their capabilities related to assessment to determine if self‐reported and performance‐based competence would incrementally predict their intention to use assessment in their future above basic training characteristics and intended career interests. Results Self‐reported competence, but not performance‐based competence, played an incremental role in trainees' intention to use assessments in their careers. Multiple graduate training characteristics and practice experiences were insignificant predictors after accounting for other relative predictors (i.e., intended career settings, integrated reports). Conclusion Findings are discussed about the critical importance of incorporating a hybrid competency‐capability assessment training framework to further emphasize the role of trainee self‐efficacy in hopes of promoting lifelong competence in their continued use of assessments.

It is relatively unclear if underreporting (UR) detected by Minnesota Multiphasic Personality Inventory–2–Restructured Form (MMPI-2-RF) L-r (Uncommon Virtues) and K-r (Adjustment Validity) scale scores generalizes to score distortion on criterion measures differently based on test-takers having scored highly on L-r, K-r, or both. Thus, this study reanalyzed the correctional sample of 632 men previously presented by Forbey and colleagues and defined UR groups as high scores on L-r alone ( n = 89), K-r alone ( n = 45), or both ( n = 29). Groups were compared on selected MMPI-2-RF and criterion scales assessing internalizing, externalizing, and thought dysfunction difficulties using analysis of variance (ANOVA) and post hoc tests. Results suggested that UR generalized to score distortion on collateral measures, with K-r outperforming L-r in the prediction of this generalizability on all but measures of specific externalizing difficulties. However, having elevations on both L-r and K-r resulted in the strongest pattern of generalizability.

Impulsivity and excitement seeking are distinctly associated with alcohol use and related problems in emerging adulthood. Specifically, impulsivity is associated with alcohol problems, while excitement seeking is associated with quantity and frequency of alcohol use (Finn, 2002; Gunn et al., 2013). Given how critical these traits are to alcohol use disorder, such that they play central roles in prominent theories such as Finn’s (2002) cognitive motivational theory (CMT), we examined how impulsivity, excitement seeking, and related constructs were captured by an instrument used in clinical practice, the Minnesota Multiphasic Personality Inventory–3 (MMPI-3; Ben-Porath & Tellegen, 2020a, 2020b). In a sample of 401 college students, we investigated MMPI-3 scales representing the CMT constructs—impulsivity/novelty seeking, excitement seeking, and low harm avoidance—by examining correlations between MMPI-3 Specific Problem scales and theoretically relevant criterion measures. Then, we used these scales to predict alcohol-related outcomes. Impulsivity (IMP), Social Avoidance (SAV), and Anxiety-Related Experiences (ARX) scales captured the core CMT constructs that are said to reflect personality-based vulnerabilities to alcohol-related problems. Further, Impulsivity and Social Avoidance scales incremented the Substance Abuse (SUB) scale in predicting risky drinking outcomes (alcohol problems and quantity and frequency of use). Overall, results support the use of select MMPI-3 scales in providing a nuanced assessment of personality-based vulnerabilities in college-aged drinkers.