Multidimensional assessment using theory driven profile interpretation of personality tests

Abstract. Skilful collaborative problem-solving is becoming increasingly important in various life areas. However, researchers are still seeking ways to assess and foster this skill in individuals. In this study, we developed a computer-assisted assessment for collaborative behavior (COLBAS) following the experiment-based assessment of behavior approach (objective personality tests; Cattell, 1958 ). The instrument captures participants’ collaborative behavior in problem-solving tasks using the MicroDYN approach while participants work collaboratively with a computer-agent. COLBAS can thereby assess problem-solving and collaborative behavior expressed through communication acts. To investigate its validity, we administered COLBAS to 483 German seventh graders along with MicroDYN as a measure of individual problem-solving skills and questions regarding the motivation to collaborate. A latent confirmatory factor analysis suggested a five-dimensional construct with two problem-solving dimensions (knowledge acquisition and knowledge application) and three collaboration dimensions (questioning, asserting, and requesting). The results showed that extending MicroDYN to include collaborative aspects did not considerably change the measurement of problem-solving. Finally, students who were more motivated to collaborate interacted more with the computer-agent but also obtained worse problem-solving results.

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Further Insights Into the German Version of the Multidimensional Assessment of Interoceptive Awareness (MAIA)

European Journal of Psychological Assessment ◽

10.1027/1015-5759/a000404 ◽

2019 ◽

Vol 35 (3) ◽

pp. 317-325 ◽

Cited By ~ 6

Author(s):

Dorota Reis

Keyword(s):

Structural Equation Modeling ◽

Structural Equation ◽

Equation Modeling ◽

Interoceptive Awareness ◽

Multidimensional Assessment ◽

New Instrument ◽

Confirmatory Factor ◽

Complex Models ◽

Approximate Zero ◽

Bayesian Structural Equation Modeling

Abstract. Interoception is defined as an iterative process that refers to receiving, accessing, appraising, and responding to body sensations. Recently, following an extensive process of development, Mehling and colleagues (2012) proposed a new instrument, the Multidimensional Assessment of Interoceptive Awareness (MAIA), which captures these different aspects of interoception with eight subscales. The aim of this study was to reexamine the dimensionality of the MAIA by applying maximum likelihood confirmatory factor analysis (ML-CFA), exploratory structural equation modeling (ESEM), and Bayesian structural equation modeling (BSEM). ML-CFA, ESEM, and BSEM were examined in a sample of 320 German adults. ML-CFA showed a poor fit to the data. ESEM yielded a better fit and contained numerous significant cross-loadings, of which one was substantial (≥ .30). The BSEM model with approximate zero informative priors yielded an excellent fit and confirmed the substantial cross-loading found in ESEM. The study demonstrates that ESEM and BSEM are flexible techniques that can be used to improve our understanding of multidimensional constructs. In addition, BSEM can be seen as less exploratory than ESEM and it might also be used to overcome potential limitations of ESEM with regard to more complex models relative to the sample size.

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Effects of Targeted Self-Coaching on Applicant Distortion of Personality Measures

Journal of Personnel Psychology ◽

10.1027/1866-5888/a000069 ◽

2012 ◽

Vol 11 (4) ◽

pp. 169-175 ◽

Cited By ~ 2

Author(s):

Katherine A. Sliter ◽

Neil D. Christiansen

Keyword(s):

Impression Management ◽

Personality Assessment ◽

Personnel Selection ◽

Lie Detection ◽

Personality Test ◽

Personality Measures ◽

Personality Tests ◽

The Impact

The present study evaluated the impact of reading self-coaching book excerpts on success at faking a personality test. Participants (N = 207) completed an initial honest personality assessment and a subsequent assessment with faking instructions under one of the following self-coaching conditions: no coaching, chapters from a commercial book on how to fake preemployment personality scales, and personality coaching plus a chapter on avoiding lie-detection scales. Results showed that those receiving coaching materials had greater success in raising their personality scores, primarily on the traits that had been targeted in the chapters. In addition, those who read the chapter on avoiding lie-detection scales scored significantly lower on a popular impression management scale while simultaneously increasing their personality scores. Implications for the use of personality tests in personnel selection are discussed.

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