An Assessment of the Prevalence, Severity, and Verifiability of Entry-Level Applicant Faking Using the Randomized Response Technique

Donovan, John J.; Dwight, Stephen A.; Hurtz, Gregory M.

doi:10.1207/s15327043hup1601_4

Cited by 154 publications

(156 citation statements)

References 37 publications

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“…Further, evidence suggests that individuals may fake their responses on self-report questionnaires even if they know their actual levels of EI (Donovan et al 2003). For example, job applicants rate their own EI higher than job incumbents, suggesting that individuals fake their responses to questions about their abilities when they have an incentive to do so (Lievens et al 2011).…”

Section: Self-report Measurement Of Emotional Intelligencementioning

confidence: 99%

Emotional Intelligence in Organizations

Côté

2014

Annu. Rev. Organ. Psychol. Organ. Behav.

229

233

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Emotional intelligence (EI) is a set of abilities that pertain to emotions and emotional information. EI has attracted considerable attention among organizational scholars, and research has clarified the definition of EI and illuminated its role in organizations. Here, I define EI and describe the abilities that constitute it. I evaluate two approaches to measuring EI: the performance-based and self-report approaches. I review the findings about how EI is associated with work criteria, organizing the findings according to three overarching models: the validity generalization, situation-specific, and moderator models. The support for the latter two models suggests that the organizational context and employee dispositions should be considered in order to fully explain how EI relates to criteria. I identify controversies in this area, describe how findings address some controversies, and propose future research to address those that remain. I conclude by listing best practices for future research on the role of EI in organizations.

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Section: Self-report Measurement Of Emotional Intelligencementioning

confidence: 99%

Emotional Intelligence in Organizations

Côté

2014

Annu. Rev. Organ. Psychol. Organ. Behav.

229

233

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“…The most used self-report personality test was applied (Hojat et al 2013), one that is already validated for the Portuguese population (Magalhães et al 2014). Moreover, it is a longitudinal study while most of the published research about faking is cross-sectional (Shoss and Strube 2011;Donovan et al 2003).…”

Section: Discussionmentioning

confidence: 99%

“…The majority of the faking research is cross-sectional, and participants receive instructions either to answer honestly ("honest conditions") or to make a good impression or to make a specific impression of themselves ("faking conditions") (Shoss and Strube 2011;Tett et al 2012;Topping and O'Gorman 1997). In the endeavour to identify and avoid the faking behaviour when answering to personality tests, some strategies were devised such as the use of social desirability scales or the use of response times (Donovan et al 2003;Holden and Lambert 2015). However, how faking may affect personality assessment usefulness in the medical selection field has been poorly addressed.…”

Section: Introductionmentioning

confidence: 99%

Self-report personality tests and medical school selection

Lourinho

Ferreira

Severo

2016

Psicol. Refl. Crít.

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Background: There has been a growing interest on the assessment of personality when selecting medical students. However, how faking may affect its usefulness has been poorly addressed. Therefore, we aimed to assess the faking effect on self-report personality tests in the selection process of graduates to a medical school. Methods: Sixty-seven graduates admitted as medical students completed the 60-item NEO Five-Factor Inventory (NEO-FFI) and the Marlowe-Crowne Social Desirability short-form scale at the stage of applying (baseline assessment) and after they had already been admitted (follow-up assessment). Reliability was assessed by the intra-class correlation coefficient and means of the personality traits compared by two paired sample t tests. Results: At baseline assessment, the participants showed higher scores on the conscientiousness and lower scores on the neuroticism traits, respectively, 40.3 vs. 38.5 (p = 0.026) and 17.0 vs. 18.5 (p = 0.089). Also, at the follow-up assessment, the participants with low social desirability scored higher on the traits of openness to experience (−1.63 vs. 1.12, p = 0.036), conscientiousness (−3.09 vs. 0.03, p = 0.022), and neuroticism (3.88 vs. −0. 69, p = 0.012). Conclusions: Our study does not suggest the use of self-report personality assessment in medical student's selection as it can be faked particularly among applicants with low social desirability. Research is required to evaluate the faking effect on indirect personality assessment, namely through the tools that aim to select non-academic characteristics.

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“…They include a study of xenophobia and anti-Semitism in Germany (Krumpal 2012), fabrication in job applications (Donovan, Dwight, and Hurtz 2003), employee theft (Wimbush and Dalton 1997), social security fraud (van der Heijden and van Gils 1996), sexual behavior and orientation (Fidler and Kleinknecht 1977), vote choice regarding a Mississippi abortion referendum (Rosenfeld, Imai, and Shapiro 2015), illegal poaching among South African farmers (St John et al 2012), use of performance enhancing drugs (Stubbe et al 2014), and violation of regulatory laws by commercial firms (Elffers, Van Der Heijden, and Hezemans 2003). Furthermore, De Jong, Pieters, and Fox (2010) expanded this design to allow for ordinal responses (e.g., a Likert scale), which they use to measure the frequency of respondent consumer use of adult entertainment.…”

Section: Forced Response Designmentioning

confidence: 99%

“…Indeed, our extensive search yields only a handful of published studies that use the randomized response method to answer substantive questions (Madigan et al 1976;Chaloupka 1985;Wimbush and Dalton 1997;Donovan, Dwight, and Hurtz 2003;St John et al 2012). In contrast, a vast majority of existing studies apply the randomized response method to empirically illustrate its methodological properties by including some substantive examples (e.g., Abernathy, Greenberg, and Horvitz 1970;Chi, Chow, and Rider 1972;Goodstadt and Gruson 1975;Reinmuth and Geurts 1975;Locander, Sudman, and Bradburn 1976;Fidler and Kleinknecht 1977;Lamb and Stem 1978;Tezcan and Omran 1981;Tracy and Fox 1981;Edgell, Himmelfarb, and Duchan 1982;Volicer and Volicer 1982;van der Heijden and van Gils 1996;van der Heijden et al 2000;Elffers, Van Der Heijden, and Hezemans 2003;Lensvelt-Mulders, Hox, and Van Der Heijden 2005a;Lara et al 2006;Cruyff et al 2007;Himmelfarb 2008;De Jong, Pieters, and Fox 2010;Gingerich 2010;Krumpal 2012).…”

Section: Introductionmentioning

confidence: 99%

E-research – selected issues concerning the Internet attitudes and opinions research

Kulikowski¹

2015

e-mentor

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About a half century ago, in 1965, Warner proposed the randomized response method as a survey technique to reduce potential bias due to nonresponse and social desirability when asking questions about sensitive behaviors and beliefs. This method asks respondents to use a randomization device, such as a coin flip, whose outcome is unobserved by the interviewer. By introducing random noise, the method conceals individual responses and protects respondent privacy. While numerous methodological advances have been made, we find surprisingly few applications of this promising survey technique. In this article, we address this gap by (1) reviewing standard designs available to applied researchers, (2) developing various multivariate regression techniques for substantive analyses, (3) proposing power analyses to help improve research designs, (4) presenting new robust designs that are based on less stringent assumptions than those of the standard designs, and (5) making all described methods available through open-source software. We illustrate some of these methods with an original survey about militant groups in Nigeria.

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An Assessment of the Prevalence, Severity, and Verifiability of Entry-Level Applicant Faking Using the Randomized Response Technique

Cited by 154 publications

References 37 publications

Emotional Intelligence in Organizations

Emotional Intelligence in Organizations

Self-report personality tests and medical school selection

E-research – selected issues concerning the Internet attitudes and opinions research

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