The Psychometric Evaluation of a Personality Selection Tool
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Personality and Social Psychology: Towards a Synthesis
Universität Potsdam Barbara Krahe´ Personality and social psychology: towards a synthesis first published in: Personality and social psychology : towards a synthesis / Barbara Krahe.´ - London [u.a.] : Sage, 1992. - VIII, 278 S., ISBN 0-8039-8724-2 Postprint published at the Institutional Repository of the Potsdam University: In: Postprints der Universitat¨ Potsdam Humanwissenschaftliche Reihe ; 121 http://opus.kobv.de/ubp/volltexte/2009/3830/ http://nbn-resolving.de/urn:nbn:de:kobv:517-opus-38306 Postprints der Universitat¨ Potsdam Humanwissenschaftliche Reihe ; 121 Personality and Social Psychology Personality and Social Psychology Towards a Synthesis Barbara Krahe SAGE Publications London • Newbury Park • New Delhi © Barbara Krahe 1992 First published 1992 All rights reserved. No part of this publication may be reproduced, stored in a retrieval system, transmitted or utilized in any form or by any means, electronic, mechanical, photocopying, recording or otherwise, without permission in writing from the Publishers. SAGE Publications Ltd 6 Bonhill Street London EC2A 4PU SAGE Publications Inc 2455 Teller Road Newbury Park, California 91320 SAGE Publications India Pvt Ltd 32, M-Block Market Greater Kailash - I New Delhi 110 048 British Library Cataloguing in Publication data Krahe, Barbara Personality and Social Psychology: Towards a Synthesis I. Title 302 ISBN 0 8039 8724 2 ISBN 0 8039 8725 0 pbk Library of Congress catalog card number 92-53776 Typeset by Photoprint, Torquay, Devon Printed in Great Britain by Biddies Ltd, Guildford, Surrey -
Third Year Preceptor Evaluation Form
3rd Year Preceptor Evaluation Please select student’s home campus: Auburn Carolinas Virginia Printed Student Name: Start Date: End Date: Printed Preceptor Name and Degree: Discipline: The below performance ratings are designed to evaluate a student engaged in their 3rd year of clinical rotations which corresponds to their first year of full time clinical training. Unacceptable – performs below the expected standards for the first year of clinical training (OMS3) despite feedback and direction Below expectations – performs below expectations for the first year of clinical training (OMS3). Responds to feedback and direction but still requires maximal supervision, and continual prompting and direction to achieve tasks Meets expectations – performs at the expected level of training (OMS3); able to perform basic tasks with some prompting and direction Above expectations – performs above expectations for their first year of clinical training (OMS3); requires minimal prompting and direction to perform required tasks Exceptional – performs well above peers; able to model tasks for peers or juniors, of medical students at the OMS3 level Place a check in the appropriate column to indicate your rating for the student in that particular area. Clinical skills and Procedure Log Documentation Preceptor has reviewed and discussed the CREDO LOG (Clinical Experience) for this Yes rotation. This is mandatory for passing the rotation for OMS 3. No Area of Evaluation - Communication Question Unacceptable Below Meets Above Exceptional N/A Expectations Expectations Expectations 1. Effectively listen to patients, family, peers, & healthcare team. 2. Demonstrates compassion and respect in patient communications. 3. Effectively collects chief complaint and history. 4. Considers whole patient: social, spiritual & cultural concerns. -
Personality Theory and the Nature of Human Nature Robert Hogan
Personality Theory and The Nature of Human Nature Robert Hogan & Ryne A. Sherman Hogan Assessment Systems Pre-print under review for special issue at Personality and Individual Differences Abstract This overview of modern personality theory makes six points. First, personality theory is crucial for understanding life. Second, life is largely about competition. Third, there is competition within groups for individual status, and there is competition between groups for collective survival. Fourth, academic psychology focuses on within group competition, but between group competition can be more consequential. Fifth, successful within group competition depends on social skill; successful between group competition depends on leadership. And finally, personality determines/explains the outcome of both forms of competition. Personality Theory and The Nature of Human Nature People are the deadliest invasive species in the history of the earth. People have the potential to kill every living thing and, in certain instances have already done so (e.g., passenger pigeons, western black rhinoceros, great auk) or are on their way to doing so (e.g., sea turtles, elephants, tigers, polar bears). Given their frightful potential and world-wide presence, it would be useful to know something about people. Personality psychology is the “go-to” discipline for understanding people; personality psychology is the only discipline whose primary focus is the nature of human nature. What does personality psychology tell us about human nature? The answer depends on whom you ask; or more precisely, to which theory of personality you subscribe. Modern personality psychology began in Vienna at the end of the 19th century, where an amazing flowering of human creativity brought revolutions in a wide variety of fields including architecture, music, physics, medicine, music, painting, literature, economics, and especially philosophy. -
Positive Emotion Dispositions Differentially Associated with Big Five Personality and Attachment Style
The Journal of Positive Psychology, April 2006; 1(2): 61–71 Positive emotion dispositions differentially associated with Big Five personality and attachment style MICHELLE N. SHIOTA, DACHER KELTNER, & OLIVER P. JOHN University of California at Berkeley, USA Abstract Although theorists have proposed the existence of multiple distinct varieties of positive emotion, dispositional positive affect is typically treated as a unidimensional variable in personality research. We present data elaborating conceptual and empirical differences among seven positive emotion dispositions in their relationships with two core personality constructs, the ‘‘Big Five’’ and adult attachment style. We found that the positive emotion dispositions were differentially associated with self- and peer-rated Extraversion, Conscientiousness, Agreeableness, Openness to Experience, and Neuroticism. We also found that different adult attachment styles were associated with different kinds of emotional rewards. Findings support the theoretical utility of differentiating among several dispositional positive emotion constructs in personality research. Keywords: Emotion; positive emotion; positive psychology; personality; Big Five; attachment Downloaded By: [CDL Journals Account] At: 22:51 20 December 2007 Introduction Shiota, Campos, Keltner, & Hertenstein, 2004). In the present investigation we explored distinctions Philosophers and writers have long debated the nature among the major personality correlates of several of happiness, reaching a wide range of conclusions, corresponding positive emotion dispositions. Prior but never a consensually accepted definition. studies have documented robust relationships Recently scientists have joined this enterprise, creat- between global positive affect and the Big Five trait ing a flourishing line of inquiry: a Psycinfo search Extraversion, as well as secure adult attachment for ‘‘happiness’’ now yields over 4,500 citations. -
List of Psychological Tests Material Was Prepared for Use As an Aid in Handling Requests for Psychological Testing
List of Psychological Tests Material was prepared for use as an aid in handling requests for psychological testing. The minutes allocated for each test include administration, scoring and write up. Determination of the medical necessity of psychological tests always requires consideration of the clinical facts of the specific case to assure that tests given are a cost-effective means of determining the appropriate treatment for the individual patient and are related to the diagnosis and treatment of covered mental health conditions. INSTRUMENT TYPE AGE MINUT COMMENTS ES 16 Personality Factor Questionnaire (16-PF) Personality 16+ 30 35-60 min per Tests in Print for admin time only ABEL Screen Sexual Interest Adol + 120 Primarily forensic in nature: may not be covered Achenbach System of Empirically Based Assessment 60 Preschool Module Behav Rating Scale 1.5-5 10 Caregiver-Teacher Report Form Behav Rating Scale 1.5-5 10 Child Behavior Checklist (CBCL) Behav Rating Scale 1.5-5 15 Teacher Report Form Behav Rating Scale 6-18 20 Youth Self-Report (YSR) Behav Rating Scale 11-18 20 ACTeERS-ADD-H Comprehensive, Teachers Rating Scale Behav Rating Scale 5 – 13 15 Adaptive Behavior Assessment System (ABAS II) Behav Rating Scale 0-89 30 Adaptive Behavior Scale (ABS) Developmental 3-18 30 ADHD Rating Scale Behav Rating Scale 4 – 18 15 Adolescent Anger Rating Scale Behav Rating Scale 11-19 15 Adolescent Apperception Cards Projective Personality 12 – 19 60 Adult Behavior Checklist (ABCL) Behav Rating Scale 18-89 30 Admin. Time 20 min. + 10 min. for scoring, interpretation, write up. Adolescent Psychopathology Scale Personality Child-adult 60 Alzheimer’s Quick Test (AQT) Neuro Adult 10 Amen System Checklist Behav Rating Scale Adult 15 Animal Naming Neuro Child-adult 10 Aphasia Screening Test (Reitan Indiana) Neuro 5+ 30 Asperger’s Syndrome Diagnostic Scales (ASDS) Rating scale 5-18 20 Attention Deficit Disorder Eval. -
History Sixteen Personality Factor Questionnaire
History Sixteen Personality Factor Questionnaire steevesAdolphusIs Durante some sometimes maiden soot oror drabsbivalvularsupplying his Nigel afterright. tortoise-shellassentingly and Aamir groups conceding so erotically! so ungrammatically? Concentric Mohamad Unprimed usually Despite these scales: winning friends tend to discover the sixteen personality factor questionnaire will, but he also However, a number of tech companies have now adopted virtual work simulations and puzzles in their recruitment process. Major goals of the chapter include the following areas of emphasis. What each group than at a history sixteen personality factor questionnaire derive from other two tests designed for people around us. These results were used to qualitatively examine the content of the items with higher internal validity, that is, those that had high scores in their originating factor. You might be subsumed within five years, history sixteen personality factor questionnaire has proposed that they tend not be identified a sixteen different qualities mineable by providing this article via this? Their behavior on general history tests that? This means that traits should remain consistent across situations and over time, but may vary between individuals. In this part, other groups do not have different ways when it is defined as simple, history sixteen personality factor questionnaire has been shown that. Big Five scales, suggesting a balanced profile with little emphasis on any specific scale, quite a rare Big Five profile. Measure for measure: the strange science of Francis Galton. What tests are acceptable for use in forensic evaluations? This is quite different than many of the psychodynamic and humanistic theorists, who based their theories on clinical observation, but it is similar to the learning theorists, who also value careful, objective observation and the collection of scientific data. -
The Fire and Smoke Model Evaluation Experiment—A Plan for Integrated, Large Fire–Atmosphere Field Campaigns
atmosphere Review The Fire and Smoke Model Evaluation Experiment—A Plan for Integrated, Large Fire–Atmosphere Field Campaigns Susan Prichard 1,*, N. Sim Larkin 2, Roger Ottmar 2, Nancy H.F. French 3 , Kirk Baker 4, Tim Brown 5, Craig Clements 6 , Matt Dickinson 7, Andrew Hudak 8 , Adam Kochanski 9, Rod Linn 10, Yongqiang Liu 11, Brian Potter 2, William Mell 2 , Danielle Tanzer 3, Shawn Urbanski 12 and Adam Watts 5 1 University of Washington School of Environmental and Forest Sciences, Box 352100, Seattle, WA 98195-2100, USA 2 US Forest Service Pacific Northwest Research Station, Pacific Wildland Fire Sciences Laboratory, Suite 201, Seattle, WA 98103, USA; [email protected] (N.S.L.); [email protected] (R.O.); [email protected] (B.P.); [email protected] (W.M.) 3 Michigan Technological University, 3600 Green Court, Suite 100, Ann Arbor, MI 48105, USA; [email protected] (N.H.F.F.); [email protected] (D.T.) 4 US Environmental Protection Agency, 109 T.W. Alexander Drive, Durham, NC 27709, USA; [email protected] 5 Desert Research Institute, 2215 Raggio Parkway, Reno, NV 89512, USA; [email protected] (T.B.); [email protected] (A.W.) 6 San José State University Department of Meteorology and Climate Science, One Washington Square, San Jose, CA 95192-0104, USA; [email protected] 7 US Forest Service Northern Research Station, 359 Main Rd., Delaware, OH 43015, USA; [email protected] 8 US Forest Service Rocky Mountain Research Station Moscow Forestry Sciences Laboratory, 1221 S Main St., Moscow, ID 83843, USA; [email protected] 9 Department of Atmospheric Sciences, University of Utah, 135 S 1460 East, Salt Lake City, UT 84112-0110, USA; [email protected] 10 Los Alamos National Laboratory, P.O. -
Journals in Assessment, Evaluation, Measurement, Psychometrics and Statistics
Leadership Awards Publications Resources Membership About Journals in Assessment, Evaluation, Measurement, Psychometrics and Statistics Compiled by (mailto:[email protected]) Lihshing Leigh Wang (mailto:[email protected]) , Chair of APA Division 5 Public and International Affairs Committee. Journal Association/ Scope and Aims (Adapted from journals' mission Impact Publisher statements) Factor* American Journal of Evaluation (http://www.sagepub.com/journalsProdDesc.nav? American Explores decisions and challenges related to prodId=Journal201729) Evaluation conceptualizing, designing and conducting 1.16 Association/Sage evaluations. Offers original articles about the methods, theory, ethics, politics, and practice of evaluation. Features broad, multidisciplinary perspectives on issues in evaluation relevant to education, public administration, behavioral sciences, human services, health sciences, sociology, criminology and other disciplines and professional practice fields. The American Statistician (http://amstat.tandfonline.com/loi/tas#.Vk-A2dKrRpg) American Publishes general-interest articles about current 0.98^ Statistical national and international statistical problems and Association programs, interesting and fun articles of a general nature about statistics and its applications, and the teaching of statistics. Applied Measurement in Education (http://www.tandf.co.uk/journals/titles/08957347.asp) Taylor & Francis Because interaction between the domains of 0.33 research and application is critical to the evaluation and improvement of -
Psychological Systems Questionnaire: an Objective Personality Test Designed for On-Line Computer Presentation, Scoring, and Interpretation
Behavior Research Methods&Instrumentation 1979, Vol. 11 (2), 257-260 SESSION X CLINICAL APPLICATIONS GEOFFREY LOFTUS, University of Washington, Presider Psychological systems questionnaire: An objective personality test designed for on-line computer presentation, scoring, and interpretation JAMES H. JOHNSON, RONALD A. GIANNETII, and THOMAS A. WILLIAMS Eastern VirginiaMedical School, Norfolk, Virginia 23501 Previous research efforts to use on-line computer systems for personality assessment are briefly reviewed. Shortcomings in the conversion of paper-and-pencil testing forms to computer media are noted. Construction of a new instrument, specifically designed for use with an on-line computer system, is described. Advantages of this approach are noted. In the early 1960s, psychologists began to use com tests is more efficient than off-line systems approaches, puters to score and interpret psychological tests. Com but researchers have begun to understand that the puter programs were developed for the Minnesota ultimate potential of on-line assessment systems cannot Multiphasic Personality Inventory (MMPI) (Pearson, be realized using instruments originally designed for Swenson, Rome, Mataya, & Brannick, 1965), the paper-and-pencil administration. As Giannetti, Klingler, Rorschach (Piotrowski, 1964), the California Psy Johnson, and Williams (1976) noted, on-line computer chological Inventory (Finney, 1966), the 16 Personality technology offers a fundamentally different medium Factor Questionnaire (Karson & O'Dell, 1975), the from the traditional paper-and-pencil medium. On-line Sentence Completion Test (Veldman, 1967), the technology makes available the computer's decision Holtzman Ink Blot Test (Gorham, 1967), the Kelly capabilities, computing power, and data bank through Role Construct Repertory Test (Space, 1975), the out the testing process. -
Research Designs for Program Evaluations
03-McDavid-4724.qxd 5/26/2005 7:16 PM Page 79 CHAPTER 3 RESEARCH DESIGNS FOR PROGRAM EVALUATIONS Introduction 81 What Is Research Design? 83 The Origins of Experimental Design 84 Why Pay Attention to Experimental Designs? 89 Using Experimental Designs to Evaluate Programs: The Elmira Nurse Home Visitation Program 91 The Elmira Nurse Home Visitation Program 92 Random Assignment Procedures 92 The Findings 93 Policy Implications of the Home Visitation Research Program 94 Establishing Validity in Research Designs 95 Defining and Working With the Four Kinds of Validity 96 Statistical Conclusions Validity 97 Working with Internal Validity 98 Threats to Internal Validity 98 Introducing Quasi-Experimental Designs: The Connecticut Crackdown on Speeding and the Neighborhood Watch Evaluation in York, Pennsylvania 100 79 03-McDavid-4724.qxd 5/26/2005 7:16 PM Page 80 80–●–PROGRAM EVALUATION AND PERFORMANCE MEASUREMENT The Connecticut Crackdown on Speeding 101 The York Neighborhood Watch Program 104 Findings and Conclusions From the Neighborhood Watch Evaluation 105 Construct Validity 109 External Validity 112 Testing the Causal Linkages in Program Logic Models 114 Research Designs and Performance Measurement 118 Summary 120 Discussion Questions 122 References 125 03-McDavid-4724.qxd 5/26/2005 7:16 PM Page 81 Research Designs for Program Evaluations–●–81 INTRODUCTION Over the last 30 years, the field of evaluation has become increasingly diverse in terms of what is viewed as proper methods and practice. During the 1960s and into the 1970s most evaluators would have agreed that a good program evaluation should emulate social science research and, more specifically, methods should come as close to randomized experiments as possible. -
Leadership Theory: a Different Conceptual Approach
Journal of Leadership Education DOI:10.12806/V17/I2/T1 APRIL 2018 THEORY Leadership Theory: A Different Conceptual Approach William E. Allen, Ph.D. Assistant Professor Fort Hays State University Abstract Creating a logical and consistent picture of the state of leadership theory and research is a difficult task (Hernandez, Eberly, Avolio, & Johnson, 2011). Attempts to describe leadership studies occasionally include words such as “paradox,” “inconsistencies,” “contradictions,” and “messy” (Brungardt, 1996; Klenke, 1993). These adjectives flow from many diverse ways of thinking about leadership (Bass, 2008; Grint, 2000; Northouse, 2015; Ruben, 2012). This paper presents an alternative view of leadership theory providing practitioners, educators, and students with an additional-and perhaps a singular-conceptual framework for their toolbox. It also provides leadership studies students with a unifying perspective of leadership theory without taking anything away from individual theories. Introduction This idea for a thirty-thousand-foot alternative view of leadership theory developed out of the challenges associated with teaching leadership studies concepts in China cross-culturally to Chinese students. The understanding of leadership theory that follows allows the reader to grasp the depth and breadth of discipline content in a way that makes sense from a holistic perspective. The new point of view encourages discussion with the hope for a more efficacious understanding of leadership theory in any part of the world. Prior papers have noted this same need and interest (Harter, 2012; Martin & Allen, 2016; Paxton & Van Stralen, 2016; Perkins, 2009). Moreover, this paper answers the call for a critical perspective that goes well beyond the currently available approach by addressing core assumptions in the field (Tourish, 2015). -
An Outline of Critical Thinking
AN OUTLINE OF CRITICAL THINKING LEVELS OF INQUIRY 1. Information: correct understanding of basic information. 2. Understanding basic ideas: correct understanding of the basic meaning of key ideas. 3. Probing: deeper analysis into ideas, bases, support, implications, looking for complexity. 4. Critiquing: wrestling with tensions, contradictions, suspect support, problematic implications. This leads to further probing and then further critique, & it involves a recognition of the limitations of your own view. 5. Assessment: final evaluation, acknowledging the relative strengths & limitations of all sides. 6. Constructive: an articulation of your own view, recognizing its limits and areas for further inquiry. EMPHASES Issues! Reading: Know the issues an author is responding to. Writing: Animate and organize your paper around issues. Complexity! Reading: assume that there is more to an idea than is immediately obvious; assume that a key term can be used in various ways and clarify the meaning used in the article; assume that there are different possible interpretations of a text, various implications of ideals, and divergent tendencies within a single tradition, etc. Writing: Examine ideas, values, and traditions in their complexity: multiple aspects of the ideas, different possible interpretations of a text, various implications of ideals, different meanings of terms, divergent tendencies within a single tradition, etc. Support! Reading: Highlight the kind and degree of support: evidence, argument, authority Writing: Support your views with evidence, argument, and/or authority Basis! (ideas, definitions, categories, and assumptions) Reading: Highlight the key ideas, terms, categories, and assumptions on which the author is basing his views. Writing: Be aware of the ideas that give rise to your interpretation; be conscious of the definitions you are using for key terms; recognize the categories you are applying; critically examine your own assumptions.