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      Faking effects on the factor structure of a quasi-ipsative forced-choice personality inventory Translated title: Los efectos del faking en la estructura factorial de un inventario de personalidad de elección forzosa quasi-ipsativo

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          Abstract

          ABSTRACT Research has shown that faking behavior affects the factor structure of single-stimulus (SS) personality measures. However, no published research has analyzed the effects of this phenomenon on the factor structure of forced-choice (FC) personality inventories. This study examines the effects of faking, induced in a laboratory setting, on the construct validity of a quasi-ipsative FC personality inventory based on the Five-Factor Model. It also examines the moderator effect of the type of experimental design (between-subject and within-subject design) on factor analyses. The results showed that (a) data fit to a structure of five-factors in the two conditions (honest and faking) in both experimental designs; (b) model fit indices are also good or excellent in all cases; and (c) Burt-Tucker’s congruence coefficients between convergent factors of conditions analyzed are very high. These findings provide evidence that the quasi-ipsative FC format is a robust instrument that controls the effects of faking on factor structure. Finally, we discuss theoretical and practical implications of these findings for personnel selection and assessment.

          Translated abstract

          RESUMEN La investigación ha demostrado que el faking o falseamiento afecta a la estructura factorial de las medidas de personalidad de estímulo único (single stimulus; SS). Sin embargo hasta la fecha no se ha publicado ninguna investigación que haya analizado los efectos de este fenómeno en la estructura factorial de los cuestionarios de personalidad de elección forzosa (forced-choice, FC). Este estudio examina los efectos del falseamiento, inducido en un entorno de laboratorio, en la validez de constructo de un cuestionario de personalidad de elección forzosa quasi-ipsativo basado en el modelo de los cinco grandes factores de personalidad. También examina el efecto moderador del tipo de diseño experimental (inter-sujeto e intra-sujeto) en los análisis factoriales. Los resultados mostraron que (a) los datos se ajustan a una estructura de cinco factores en las dos condiciones (honesta y faking) en ambos diseños experimentales, (b) los índices de ajuste del modelo son buenos o excelentes en todos los casos y (c) los coeficientes de congruencia de Burt-Tucker entre los factores convergentes de las condiciones analizadas son muy altos. Estos hallazgos proporcionan evidencia de que el formato de elección forzosa quasi-ipsativo es un instrumento robusto que controla los efectos del faking en la estructura factorial. Finalmente se analizan las implicaciones teóricas y prácticas de estos resultados en la selección y evaluación de personal.

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          Most cited references80

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          The development of markers for the Big-Five factor structure.

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            Four ways five factors are basic

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              A meta-analysis of the five-factor model of personality and academic performance.

              This article reports a meta-analysis of personality-academic performance relationships, based on the 5-factor model, in which cumulative sample sizes ranged to over 70,000. Most analyzed studies came from the tertiary level of education, but there were similar aggregate samples from secondary and tertiary education. There was a comparatively smaller sample derived from studies at the primary level. Academic performance was found to correlate significantly with Agreeableness, Conscientiousness, and Openness. Where tested, correlations between Conscientiousness and academic performance were largely independent of intelligence. When secondary academic performance was controlled for, Conscientiousness added as much to the prediction of tertiary academic performance as did intelligence. Strong evidence was found for moderators of correlations. Academic level (primary, secondary, or tertiary), average age of participant, and the interaction between academic level and age significantly moderated correlations with academic performance. Possible explanations for these moderator effects are discussed, and recommendations for future research are provided. (c) 2009 APA, all rights reserved.
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                Author and article information

                Journal
                rpto
                Revista de Psicología del Trabajo y de las Organizaciones
                Rev. psicol. trab. organ.
                Colegio Oficial de la Psicología de Madrid (Madrid, Madrid, Spain )
                1576-5962
                2174-0534
                2021
                : 37
                : 1
                : 1-10
                Affiliations
                [01] Santiago de Compostela orgnameUniversity of Santiago de Compostela Spain
                Article
                S1576-59622021000100001 S1576-5962(21)03700100001
                10.5093/jwop2021a7
                d821a960-2e83-40ce-8f36-1b2590d8b318

                This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.

                History
                : 21 December 2020
                : 01 February 2021
                Page count
                Figures: 0, Tables: 0, Equations: 0, References: 82, Pages: 10
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                SciELO Spain

                Categories
                Articles

                Validez de constructo,Construct validity,Cuestionario,Cuestionarios de elección forzosa quasi-ipsativos,Five-factor model,Falseamiento,Equivalencia/invarianza de la medida,Quasi-ipsative forced-choice,Faking,Measurement equivalence/ invariance,Modelo de los cinco grandes,inventories

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