The Balanced Inventory of Desirable Responding (BIDR)

Li, Andrew; Bagger, Jessica

doi:10.1177/0013164406292087

Cited by 73 publications

(33 citation statements)

References 134 publications

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“…College students completed the BIDR in a low-demand setting on two occasions to provide independent and stable estimates of the three primary sources of measurement error that affect scores on self-report measures; transient, specific factor, and random response. Alpha coefficients reported here (.66 and .72 for SDE and .73 and .75 for IM) for dichotomous scoring are very similar to the weighted mean values reported by Li and Bagger (2007) in their meta-analysis (i.e., .68 for SDE and .74 for IM). We also found consistently higher values for test-retest coefficients (i.e., .78 for SDE and .83 for IM), and those coefficients could be more informative than alphas for gauging reliability in situations where items are viewed strictly as fixed rather than sampled from a domain.…”

Section: Discussionsupporting

confidence: 81%

A generalizability analysis of score consistency for the Balanced Inventory of Desirable Responding.

Vispoel

Tao

2013

Psychological Assessment

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Our goal in this investigation was to evaluate the reliability of scores from the Balanced Inventory of Desirable Responding (BIDR) more comprehensively than in prior research using a generalizability-theory framework based on both dichotomous and polytomous scoring of items. Generalizability coefficients accounting for specific-factor, transient, and random-response error ranged from .64 to .75 for the BIDR's Self-Deception Enhancement (SDE) and Impression Management (IM) subscale scores, and these values were systematically lower than corresponding alpha (.66 to .83) and 1-week test-retest (.78 to .86) coefficients. Polytomous scoring provided higher reliability than dichotomous scoring on nearly all indexes reported. Random-response (8%-17%) and specific factor error (11%-17%) exceeded transient error (3%-6%) for both subscales and scoring methods. Doubling the number of items on a single occasion provided greater improvements in generalizability (.76-.83) than aggregating scores across 2 administrations (.72-.81). Both scoring methods provided reasonably high indexes of consistency (φ coefficients≥.91) at cut scores on the IM scale for detecting faked responses when all sources of error were taken into account. Implications of these results for common uses of the BIDR are discussed.

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Section: Discussionsupporting

confidence: 81%

A generalizability analysis of score consistency for the Balanced Inventory of Desirable Responding.

Vispoel

Tao

2013

Psychological Assessment

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“…With eight items per subscale, the BIDR-16 is short enough to reduce transient errors that may occur as a result of fatigue or boredom but long enough for participants to get into a suitable mind-set for responding to items. Although internal consistencies of the BIDR-16 are relatively low (i.e., not always exceeding .70), they are comparable with those of the BIDR-40 (Li & Bagger, 2007). Moreover, given that internal consistency indexes construct breadth (Clark & Watson, 1995), the BIDR's moderate internal consistency is a reflection that SDE and IM, respectively, entail a broad range of self-enhancement and IM instantiations.…”

Section: Discussionmentioning

confidence: 87%

The Balanced Inventory of Desirable Responding Short Form (BIDR-16)

et al. 2015

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Self-report studies often call for assessment of socially desirable responding. Many researchers use the Marlowe-Crowne Scale for its brief versions; however, this scale is outdated, and contemporary models of social desirability emphasize its multi-dimensional nature. The 40-item Balanced Inventory of Desirable Responding (BIDR) incorporates Self-Deceptive Enhancement (honest but overly positive responding) and Impression Management (bias toward pleasing others). However, its length limits its practicality. This article introduces the BIDR-16. In four studies, we shorten the BIDR from 40 items to 16 items, while retaining its two-factor structure, reliability, and validity. This short form will be invaluable to researchers wanting to assess social desirability when time is limited.

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“…Li and Bagger (2007) stated that SDE aims to elicit information about ''an unintentional propensity to portray oneself in a favorable light, manifested in positively biased but honestly believed self-descriptions ( p. 526).''…”

Section: Methodsmentioning

confidence: 99%

Academic dishonesty and ethical reasoning: Pharmacy and medical school students in New Zealand

et al. 2012

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Background: There is ample evidence to suggest that academic dishonesty remains an area of concern and interest for academic and professional bodies. There is also burgeoning research in the area of moral reasoning and its relevance to the teaching of pharmacy and medicine. Aims: To explore the associations between self-reported incidence of academic dishonesty and ethical reasoning in a professional student body. Methods: Responses were elicited from 433 pharmacy and medicine students. A questionnaire eliciting responses about academic dishonesty (copying, cheating, and collusion) and their decisions regarding an ethical dilemma was distributed. Multivariate analysis procedures were conducted. Results: The findings suggested that copying and collusion may be linked to the way students make ethical decisions. Students more likely to suggest unlawful solutions to the ethical dilemma were more likely to disclose engagement in copying information and colluding with other students. Conclusions: These findings imply that students engaging in academic dishonesty may be using different ethical frameworks. Therefore, employing ethical dilemmas would likely create a useful learning framework for identifying students employing dishonest strategies when coping with their studies. Increasing understanding through dialog about engagement in academic honesty will likely construct positive learning outcomes in the university with implications for future practice.

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The Balanced Inventory of Desirable Responding (BIDR)

Cited by 73 publications

References 134 publications

A generalizability analysis of score consistency for the Balanced Inventory of Desirable Responding.

A generalizability analysis of score consistency for the Balanced Inventory of Desirable Responding.

The Balanced Inventory of Desirable Responding Short Form (BIDR-16)

Academic dishonesty and ethical reasoning: Pharmacy and medical school students in New Zealand

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