2016
DOI: 10.1027/1015-5759/a000343
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Abstract: Abstract. Whereas the structure of individual differences in personal attributes is well understood in adults, much less work has been done in children and adolescents. On the assessment side, numerous instruments are in use for children but they measure discordant attributes, ranging from one single factor (self-esteem; grit) to three factors (social, emotional, and academic self-efficacy) to five factors (strength and difficulties; Big Five traits). To construct a comprehensive measure for large-scale studie… Show more

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Cited by 63 publications
(90 citation statements)
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References 24 publications
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“…The Institute Ayrton Senna (IAS) is a foundation that has played a key role in Brazil in raising awareness for this challenge and has initiated and supported a range of education projects, including the development of a reliable and valid instrument to assess these skills in the school context (Santos & Primi, 2014; see also Primi et al, 2016).…”
Section: Using Anchoring Vignettes To Assess Response Style and Corrementioning
confidence: 99%
“…The Institute Ayrton Senna (IAS) is a foundation that has played a key role in Brazil in raising awareness for this challenge and has initiated and supported a range of education projects, including the development of a reliable and valid instrument to assess these skills in the school context (Santos & Primi, 2014; see also Primi et al, 2016).…”
Section: Using Anchoring Vignettes To Assess Response Style and Corrementioning
confidence: 99%
“…The present contribution has important utility, both conceptually and pragmatically. First, the availability of a short RIASEC measure opens new perspectives to expand twenty-first century skill models, such as those proposed by the OECD and Primi et al (2016), with a model specifying the educational or vocational areas in which social-emotional skills are preferably demonstrated, practiced, and further developed. Supplemental RIASEC descriptions in largescale educational and labor market assessments allows to connect observed social-emotional skill levels with required skill levels as described in O*NET, comparing educational output with labor market requirements.…”
Section: Discussionmentioning
confidence: 99%
“…Primary requirements for such instruments are that they not only demonstrate construct and predictive validity, but also that they are reliable, easy to administer, short, and that they show measurement invariance across subgroups of the population, allowing for meaningful comparisons across groups. Zanon et al (The role of socioeconomic status, language proficiency and grade-age correspondence in recovering personality strucutre in large-scale educational assessment in adolescence, in preparation) examined for example whether a personality-based social-emotional skill measure such as SENNA 1 (Primi et al 2016) demonstrated measurement equivalence across groups differing in social-economic status and language proficiency. Most available interest assessment tools are designed to be used for self-exploratory purposes, helping students discovering and expanding their interest patterns, and therefore most RIASEC measures use a large set of interest items, often referring to activities that people enjoy, occupations they want to try, or skills, competencies, and characteristics they might have.…”
Section: Backgoundmentioning
confidence: 99%
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“…Recently, Primi, Santos, John, and De Fruyt (2015) examined the underlying structure of eight instruments that are frequently used to assess social-emotional skills in childhood and adolescence in Brazil. They found a structure that showed strong parallels, but was not isomorphic, with the dimensions of the five-factor model of personality-that is, Extraversion, Agreeableness, Emotional Stability (Neuroticism), Openness to Experience, and Conscientiousness, supplemented with a sixth dimension referring to Negative Valence.…”
Section: Models In the Real World Versus Models From Academic Psychologymentioning
confidence: 99%