Methods matter: Testing competing models for designing short-scale Big-Five assessments

Olaru, Gabriel; Witthöft, Michael; Wilhelm, Oliver

doi:10.1016/j.jrp.2015.09.001

Cited by 101 publications

(144 citation statements)

References 56 publications

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“…It has also been discovered that a program which works the EI subcomponents together with brief mindfulness techniques can obtain results that improve the latter. Findings by different researchers confirm that by improving mindfulness in the classroom, students’ EI (Brown and Ryan, 2003; Ramos et al, 2009; Arias, 2010) and their mindfulness ability (De La Fuente et al, 2010) also improve.…”

Section: Discussionmentioning

confidence: 91%

“…Besides, it is known that a direct relationship exists between training with mindfulness techniques and attention, clarity and emotional repair dimensions (De La Fuente et al, 2010), as well as emotional regulation (Ramos et al, 2009). Along the same lines, Davidson has conducted studies with expert Buddhist monks in mindfulness by demonstrating the primordial importance that mindfulness has when it comes to modifying emotional states voluntarily, and has directly correlated this attentional capacity and emotional regulation (Davidson, 2012).…”

Section: Introductionmentioning

confidence: 99%

“…Ramos et al (2009) explain that training in mindfulness involves exposure to negative emotions that favor habituation to them. Vallejo (2006) indicates that people can change tendencies of automatic response to certain emotional experiences thanks to training in mindfulness, which allows people to respond with other new and more positive behavioral repertoires as a result of quiet reflection.…”

Section: Introductionmentioning

confidence: 99%

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Emotional Intelligence and Mindfulness: Relation and Enhancement in the Classroom With Adolescents

et al. 2018

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Emotional intelligence (EI) and mindfulness are two constructs that have been separately studied, and the relation between them still remains unclear. Research in this area has not attempted to go further into how enhancing EI and mindfulness together can achieve better improvements in this ability to attend mindfully. To bridge this knowledge gap, our research goal was to study the relationship between EI and the mindfulness competence in our study sample and to assess the impact of implementing EI and a mindfulness competence developmental program (SEA) about participants’ mindfulness competence. The sample consisted of 156 students aged 11–14 years old from a Spanish public high school. One hundred and eight participants were randomly assigned to the experimental condition, and the remaining 48 were to the control condition. The instruments used to evaluate EI were the CDE-SEC, EQi-Youth Version and the General Empathy Scale. Mindfulness on the School Scope Scale was used to assess mindfulness competences. Social adaptation was evaluated by using the social abilities and adjustment questionnaire BAS3. All the instruments where answered by the participants and have been adapted to a sample of youths with such age specifications. The results showed that EI and mindfulness were related to many of the variables measured by the instruments. Showing a good mindfulness competence was particularly related to having a good general level of the EI trait, and to many of the assessed social and emotional variables. The data indicated a significant relation between the mindfulness competence and having better general empathy skills or being better socially adjusted to the school context. The data also indicated a significant effect on participants’ interior and kinesthetic mindfulness competence after implementing the SEA Program. These findings corroborate the relationship between EI and mindfulness, and the possibility of enhancing mindfulness by applying a direct intervention program in the classroom.

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Section: Discussionmentioning

confidence: 91%

Section: Introductionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

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Emotional Intelligence and Mindfulness: Relation and Enhancement in the Classroom With Adolescents

et al. 2018

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“…There was no time limit. Completion of the study took about 1 h. The order of measures was: Trait-Self Description Inventory-42i short form (TSDI-42i; Olaru et al, 2015), Job Knowledge Pilot, Faking WSQ Pilot, BEFKI-gf, Honest NEO, Faking NEO Pilot, Composite Emotions Emotion Perception Task, Faking NEO TV/radio announcer, Job Knowledge TV/radio announcer, BEFKI-gc, Faking WSQ TV/radio announcer, Faking WSQ Tour Guide, Honest WSQ, Visual Search Emotion Perception Task, Faking NEO Tour Guide, Job Knowledge Tour Guide, and Demographic Questionnaire. The instruments are explained in detail below.…”

Section: Methodsmentioning

confidence: 99%

“…” A second honest personality assessment was conducted using a shortened version of the TSDI (TSDI-42i, c.f. Olaru et al, 2015) with original instructions and response options. For a third honest personality assessment, the WSQ was also assessed under report honest condition.…”

Section: Studymentioning

confidence: 99%

The “g” in Faking: Doublethink the Validity of Personality Self-Report Measures for Applicant Selection

Geiger¹,

Olderbak²,

Sauter³

et al. 2018

Front. Psychol.

Self Cite

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The meta-analytic finding that faking does not affect the criterion validity of self-report measures in applicant selection suggests cognitive abilities are crucial to fake personality to an expected optimal profile in self-report measures. Previous studies in this field typically focus on how the extent of faking changes self-report measurement. However, the effect of faking ability is rarely considered. In Study 1 (n = 151), we link two questionnaires, the WSQ and the NEO-PI-R, to use them for later faking ability tasks. With O∗NET expert ratings and the linked questionnaires, we establish veridical responses of optimal personality profiles for both questionnaires. Based on this, in Study 2, we develop six faking ability task employing both questionnaires and three common jobs to fake for. To score the tasks, we introduce profile similarity metrics that compare faked response vectors to optimal profile vectors. The faking ability tasks were administered to a community sample (n = 210) who additionally completed measures of cognitive abilities, namely general mental ability, crystallized intelligence, and interpersonal abilities. For all, based on previous research, it can be argued that they should predict individual differences in faking ability. We establish a measurement model of faking ability and its relation to the other cognitive abilities. Using structural equations modeling, we find the strongest effect for crystallized intelligence and weaker effects for general mental ability and interpersonal abilities, all positively predicting faking ability. We show for the first time that we can measure faking ability with psychometrically sound techniques, establish a confirmatory factor model of faking ability and that it is largely explained by other cognitive abilities. We conclude that research supporting a positive link between self-reported personality and job performance is presumably confounded by cognitive abilities, because they are predictive of both faking self-reported personality and job performance. We recommend researchers to broaden their measurements with assessments of faking ability or other cognitive abilities (besides general mental ability) in research regarding applicant selection.

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How objectively measured Twitter and Instagram use relate to self‐reported personality and tendencies toward Internet/Smartphone Use Disorder

Peterka‐Bonetta

Sindermann

Elhai

et al. 2021

Human Behav and Emerg Tech

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Mounting evidence suggests meaningful relationships between personality and tendencies toward Internet Use Disorder (IUD), Smartphone Use Disorder (SmUD) and Social Networks Use Disorder (SNUD). Results of past research vary not only depending on methods applied, but also with respect to data and platforms investigated. With the present work, we aimed to examine links between objectively measured use of Twitter/Instagram and personality in a sample of N = 331 participants.We further investigated the relationship between actual social media usage and selfreported tendencies toward IUD/SmUD. We observed that active social media usage (number of posts) was negatively correlated with IUD/SmUD levels. Other users' reactions to one's posts (Likes and comments) on the other hand were positively associated with SmUD severity. Thus, our work contradicts the sometimes prevailing view that greater activity on social media in general predicts greater SmUD. Finally, we replicated most prior findings by showing that greater Extraversion, Conscientiousness, and Agreeableness were associated with more activity on social media (e.g. more posts on Twitter). Based on our results, some types of social media use seem to be beneficial to the individual and thus do not contribute to the development or maintenance of problematic tendencies in the context of social media applications.

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Methods matter: Testing competing models for designing short-scale Big-Five assessments

Cited by 101 publications

References 56 publications

Emotional Intelligence and Mindfulness: Relation and Enhancement in the Classroom With Adolescents

Emotional Intelligence and Mindfulness: Relation and Enhancement in the Classroom With Adolescents

The “g” in Faking: Doublethink the Validity of Personality Self-Report Measures for Applicant Selection

How objectively measured Twitter and Instagram use relate to self‐reported personality and tendencies toward Internet/Smartphone Use Disorder

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