Predicting creativity and academic success with a “Fake-Proof” measure of the Big Five

Less Evaluative Measures of Personality in Job Applicant Contexts: The Effect on Socially Desirable Responding and Criterion Validity

Researchers have long sought to mitigate the detrimental effects of socially desirable responding on personality assessments in high-stakes contexts. This study investigated the effect of reducing the social desirability of personality items on response distortion and criterion validity in a job applicant context. Using a 2 × 2 repeated measures design, participants (n = 584) completed standard (International Personality Item Pool) and less evaluative (Less Evaluative Five Factor Inventory) measures of Big Five personality in a low-stakes context and then several weeks later in a simulated job applicant context. Self-report criteria with objective answers, including university grades, were also obtained. In general, the less evaluative measure showed less response distortion than the standard measure on some metrics, but not on others. Declines in criterion validity in the applicant context were smaller for the less evaluative measure. In the applicant context, however, validities were similar across the two measures. Correlations across contexts for corresponding traits (e.g., low-stakes extraversion with high-stakes extraversion) were also similar for both measures. In summary, reducing socially desirable item content might slightly reduce the substantive content required to predict criteria in low-stakes contexts, but this effect appears to be partly offset by reduced response distortion for less evaluative measures in applicant contexts.

Creativity and productivity during the COVID-19 pandemic

This study explored impacts of the COVID-19 pandemic on creativity and productivity and how personality variables moderated these impacts. Two online self-report surveys were conducted. 863 (spring 2020) and 421 (spring 2021) participants were asked how the corona crisis affected their creativity and productivity. In addition, personality variables, namely the Big Five (openness, conscientiousness, extraversion, agreeableness, neuroticism), as well as interpersonal trust, need for cognition, risk-taking, and life satisfaction, were assessed. As a result of the crisis, the group of participants appeared more creative in 2020, while no significant group effect of the pandemic was found for productivity. In 2021, however, the crisis had a negative impact on creativity and productivity. In 2020, predictors for an improved creativity were openness, conscientiousness, neuroticism, and life satisfaction; predictors for improved productivity were conscientiousness, negative interpersonal trust, and life satisfaction. In 2021, only life satisfaction predicted improved creativity, while improved productivity was predicted by conscientiousness, negative neuroticism, and life satisfaction. At its beginning, the COVID-19 pandemic had, on average, a positive effect on creativity and a neutral one on productivity. Later, the impact turned negative on both creativity and productivity. Here, lower life satisfaction was particularly relevant.

Multidimensional Forced-Choice CAT With Dominance Items: An Empirical Comparison With Optimal Static Testing Under Different Desirability Matching

Several forced-choice (FC) computerized adaptive tests (CATs) have emerged in the field of organizational psychology, all of them employing ideal-point items. However, despite most items developed historically follow dominance response models, research on FC CAT using dominance items is limited. Existing research is heavily dominated by simulations and lacking in empirical deployment. This empirical study trialed a FC CAT with dominance items described by the Thurstonian Item Response Theory model with research participants. This study investigated important practical issues such as the implications of adaptive item selection and social desirability balancing criteria on score distributions, measurement accuracy and participant perceptions. Moreover, nonadaptive but optimal tests of similar design were trialed alongside the CATs to provide a baseline for comparison, helping to quantify the return on investment when converting an otherwise-optimized static assessment into an adaptive one. Although the benefit of adaptive item selection in improving measurement precision was confirmed, results also indicated that at shorter test lengths CAT had no notable advantage compared with optimal static tests. Taking a holistic view incorporating both psychometric and operational considerations, implications for the design and deployment of FC assessments in research and practice are discussed.

Modeling Multidimensional Forced Choice Measures with the Zinnes and Griggs Pairwise Preference Item Response Theory Model

This research developed a new ideal point-based item response theory (IRT) model for multidimensional forced choice (MFC) measures. We adapted the Zinnes and Griggs (ZG; 1974) IRT model and the multi-unidimensional pairwise preference (MUPP; Stark et al., 2005) model, henceforth referred to as ZG-MUPP. We derived the information function to evaluate the psychometric properties of MFC measures and developed a model parameter estimation algorithm using Markov chain Monte Carlo (MCMC). To evaluate the efficacy of the proposed model, we conducted a simulation study under various experimental conditions such as sample sizes, number of items, and ranges of discrimination and location parameters. The results showed that the model parameters were accurately estimated when the sample size was as low as 500. The empirical results also showed that the scores from the ZG-MUPP model were comparable to those from the MUPP model and the Thurstonian IRT (TIRT) model. Practical implications and limitations are further discussed.

How Students' Big Five personality traits manifest in perceived social loafing behavior

BACKGROUND

Social loafing (SL) has a detrimental impact on cooperative learning. SL dysfunctionalities are causing more faculty to avoid assigning group projects as part of their course work.

AIMS

This qualitative case study examines how students' personalities are expressed in social loafers' behavior during university-level group assignments at a Texas university. The case study added further depth and breadth to current literature on SL in cooperative learning by exploring the perpetrator's personality expressions.

SAMPLE(S)

Ten faculty members were interviewed, 32 students were surveyed, and 10 loafers were identified and self-assessed.

METHODS

A qualitative case study was used to provide in-depth investigation of Big Five personality in SL behavior.

RESULTS

The faculty interviews and students' surveys revealed that Openness to Experience and Conscientiousness were not expressed in SL behavior for university-level group assignments assessed by four IPIP facets. Openness to Experience (values, ideas, actions, and fantasy) was not expressed. Faculty and students indicated that loafers were not curious, barely prepared, with very short attention spans after which they get lost. Social loafers showed no originality, no active imagination, and no deep thinking. Conscientiousness (achievement striving, dutifulness, competence, and order) was not expressed. For Extraversion, Agreeableness, and Neuroticism, some facets were expressed, and others were withheld.

CONCLUSION

The results of this study provide faculty with a multifaceted understanding of students' personality traits to better guide their group interaction and cooperative learning.

Big Five personality traits and academic performance: A meta-analysis

OBJECTIVE AND METHOD

This meta-analysis reports the most comprehensive assessment to date of the strength of the relationships between the Big Five personality traits and academic performance by synthesizing 267 independent samples (N = 413,074) in 228 unique studies. It also examined the incremental validity of personality traits above and beyond cognitive ability in predicting academic performance.

RESULTS

The combined effect of cognitive ability and personality traits explained 27.8% of the variance in academic performance. Cognitive ability was the most important predictor with a relative importance of 64%. Conscientiousness emerged as a strong and robust predictor of performance, even when controlling for cognitive ability, and accounted for 28% of the explained variance in academic performance. A significant moderating effect of education level was observed. The relationship of academic performance with openness, extraversion, and agreeableness demonstrated significantly larger effect sizes at the elementary/middle school level compared to the subsequent levels. Openness, despite its weak overall relative importance, was found to be an important determinant of student performance in the early years of school.

CONCLUSION

These findings reaffirm the critical role of personality traits in explaining academic performance through the most comprehensive assessment yet of these relationships.

Personality trait differences across types of entrepreneurs: a systematic literature review

The personality traits that define entrepreneurs have been of significant interest to academic research for several decades. However, previous studies have used vastly different definitions of the term “entrepreneur”, meaning their subjects have ranged from rural farmers to tech-industry start-up founders. Consequently, most research has investigated disparate sub-types of entrepreneurs, which may not allow for inferences to be made regarding the general entrepreneurial population. Despite this, studies have frequently extrapolated results from narrow sub-types to entrepreneurs in general. This variation in entrepreneur samples reduces the comparability of empirical studies and calls into question the reviews that pool results without systematic differentiation between sub-types. The present study offers a novel account by differentiating between the definitions of “entrepreneur” used in studies on entrepreneurs’ personality traits. We conduct a systematic literature review across 95 studies from 1985 to 2020. We uncover three main themes across the previous studies. First, previous research applied a wide range of definitions of the term “entrepreneur”. Second, we identify several inconsistent findings across studies, which may at least partially be due to the use of heterogeneous entrepreneur samples. Third, the few studies that distinguished between various types of entrepreneurs revealed differences between them. Our systematic differentiation between entrepreneur sub-types and our research integration offer a novel perspective that has, to date, been widely neglected in academic research. Future research should use clearly defined entrepreneurial samples and conduct more systematic investigations into the differences between entrepreneur sub-types.

The General Factor of Personality and Evaluation

According to the proposal of the general factor of personality (GFP), socially desirable personality traits have been selected for throughout evolution because they increase fitness. However, it remains unknown whether people high on this factor actually behave in socially desirable ways or whether they simply endorse traits of positive valence. We separated these two sources of variance by having 619 participants respond to 120 personality adjectives organised into 30 quadruples balanced for content and valence (e.g. unambitious, easy–going, driven and workaholic tapped the trait achievement–striving). An exploratory six–factor solution fit well, and the factors resembled the Big Five. We subsequently extracted a higher–order factor from this solution, which appeared similar to the GFP. A Schmid–Leiman transformation of the higher–order factor, however, revealed that it clustered items of similar valence but opposite content (e.g. at the negative pole, unambitious and workaholic), rendering it an implausible description of evolved adaptive behaviour. Isolating this evaluative factor using exploratory structural equation modelling generated factors consisting of items of similar descriptive content but different valence (e.g. driven and workaholic), and the correlations among these factors were of small magnitude, indicating that the putative GFP capitalises primarily on evaluative rather than descriptive variance. Implications are discussed. Copyright © 2011 John Wiley & Sons, Ltd.

The Road to Becoming a Psychologist: Indicators of Success and Hardship during the University Years

In order to become a full-fledged psychologist, one must undertake a long, demanding, and quite difficult journey in academia. The academic journey holds a promise of delivering knowledge, interesting theories, and strategies on helping those who need psychological assessment and/or treatment. However, the constant expectation of keeping up with the material, of succeeding in tests and exams, and of preparing to proceed to the next educational level can be daunting and exhausting. In line with the topic of this special issue, this paper addresses factors contributing to academic success at the undergraduate, graduate, and post-graduate levels of psychology. Utilizing the available literature on the Big Five personality classification scheme, high conscientiousness was found to be the most consistent predictor of success, although curiously, this relationship was only found to be reliable at the undergraduate level. Less robust findings included high agreeableness and low neuroticism as predictors of general academic success in all tertiary levels of education. The importance of mentorship figures in psychology, and a highlight of its lack of widespread implementation at the undergraduate level, are also addressed. Additionally, we discuss the negative implications of the impostor phenomenon and of loneliness, which students at all levels may experience as common barriers to scholastic success in psychology. Following a discussion of each factor as outlined above, there is a brief literature review regarding ways that its constraining effects may be limited or its positive effects possibly enhanced.

Questions on honest responding

This article presents a new method for reducing socially desirable responding in Internet self-reports of desirable and undesirable behavior. The method is based on moving the request for honest responding, often included in the introduction to surveys, to the questioning phase of the survey. Over a quarter of Internet survey participants do not read survey instructions, and therefore, instead of asking respondents to answer honestly, they were asked whether they responded honestly. Posing the honesty message in the form of questions on honest responding draws attention to the message, increases the processing of it, and puts subsequent questions in context with the questions on honest responding. In three studies (n_{Study I} = 475, n_{Study II} = 1,015, n_{Study III} = 899), we tested whether presenting the questions on honest responding before questions on desirable and undesirable behavior could increase the honesty of responses, under the assumption that less attribution of desirable behavior and/or admitting to more undesirable behavior could be taken to indicate more honest responses. In all studies the participants who were presented with the questions on honest responding before questions on the target behavior produced, on average, significantly less socially desirable responses, though the effect sizes were small in all cases (Cohen's d ranging between 0.02 and 0.28 for single items, and from 0.17 to 0.34 for sum scores). The overall findings and the possible mechanisms behind the influence of the questions concerning honest responding on subsequent questions are discussed, and suggestions are made for future research.

Longitudinal Alterations of Frontoparietal and Frontotemporal Networks Predict Future Creative Cognitive Ability

Creative cognition is important to academic performance and career success during late adolescence and adulthood. However, there is a lack of longitudinal data on whether brain structural development could predict improvements in creative thinking, and how such changes interact with other cognitive abilities to support creative performance. Here we examined longitudinal alterations of brain structure and their relation to creative cognitive ability in a sample of 159 healthy young adults who were scanned using magnetic resonance imaging 2-3 times over the course of 3 years. The most robust predictor of future creative ability was the right dorsolateral prefrontal cortex (DLPFC), which in conjunction with baseline creative capacity showed a 31% prediction rate. Longitudinal analysis revealed that slower decreases in gray matter density within left frontoparietal and right frontotemporal clusters predicted enhanced creative ability. Moreoever, the relationship between longitudinal alterations within frontal-related clusters and improved creative ability was moderated by the right DLPFC and working memory ability. We conclude that continuous goal-directed planning and accumulated knowledge are implemented in the right DLPFC and temporal areas, respectively, which in turn support longitudinal gains in creative cognitive ability.

On the Use of Broadened Admission Criteria in Higher Education

There is an increasing interest in the use of broadened criteria for admission to higher education, often assessed through noncognitive instruments. We argue that there are several reasons why, despite some significant progress, the use of noncognitive predictors to select students is problematic in high-stakes educational selection and why the incremental validity will often be modest, even when studied in low-stakes contexts. Furthermore, we comment on the use of broadened admission criteria in relation to reducing adverse impact of testing on some groups, and we extend the literature by discussing an approach based on behavioral sampling, which showed promising results in Europe. Finally, we provide some suggestions for future research.

Comparing Traditional and IRT Scoring of Forced-Choice Tests

This article explores how traditional scores obtained from different forced-choice (FC) formats relate to their true scores and item response theory (IRT) estimates. Three FC formats are considered from a block of items, and respondents are asked to (a) pick the item that describes them most (PICK), (b) choose the two items that describe them the most and the least (MOLE), or (c) rank all the items in the order of their descriptiveness of the respondents (RANK). The multi-unidimensional pairwise-preference (MUPP) model, which is extended to more than two items per block and different FC formats, is applied to obtain the responses to each item block. Traditional and IRT (i.e., expected a posteriori) scores are computed from each data set and compared. The aim is to clarify the conditions under which simpler traditional scoring procedures for FC formats may be used in place of the more appropriate IRT estimates for the purpose of inter-individual comparisons. Six independent variables are considered: response format, number of items per block, correlation between the dimensions, item discrimination level, and sign-heterogeneity and variability of item difficulty parameters. Results show that the RANK response format outperforms the other formats for both the IRT estimates and traditional scores, although it is only slightly better than the MOLE format. The highest correlations between true and traditional scores are found when the test has a large number of blocks, dimensions assessed are independent, items have high discrimination and highly dispersed location parameters, and the test contains blocks formed by positive and negative items.

The Interplay of Creativity, Imagination, Personality Traits, and Academic Performance

Three separate studies were conducted to examine the combined effects of creativity, imagination, and personality traits on the academic performance of design students. Both parallel analysis and exploratory factor analysis were conducted in Study 1 to determine the appropriate structure of the Creativity Capability Scale in a sample of 148 university students. A two-factor structure, with explained variables of 50.02%, identified originality and flexibility dimensions of creativity. A confirmatory factor analysis was conducted in Study 2 to confirm the established structure of the Creativity Capability Scale in a sample of 436 university design students. Additionally, we also confirmed the structures of the Imaginative Capability Scale and the Big-Five Mini-Markers using the same sample. The analyses of composite reliability and construct validity gave good support to all the scales employed in this study. Study 3 then tested the combined effects on academic performance in a sample of 429 design students. Student performance was measured with grade point average. The hypothesis of Study 3—that conceiving imagination played a mediator role between creativity/imagination/personality and academic performance—was partially supported. The data showed that flexibility had the strongest indirect effect on academic performance, followed by conscientiousness, initiating imagination, transforming imagination, and extroversion.

Self-Reported Personality Pathology Has Complex Structure and Imposing Simple Structure Degrades Test Information

Although simple structure is often used as a theoretical guideline for rotation of exploratory factor structures, its empirical foundation is sometimes not investigated. We examined the degree of simple structure in 2 self-report inventories advocated for the description of personality pathology. The multivariate complexity of the inventories was compared against simulated factorial solutions with increasing degrees of simple structure. Results revealed a high degree of complexity in both inventories, regardless of whether focusing on a few broad or many narrow factors and whether items or scales were analyzed. It is concluded that Thurstone's (1934) simple structure criteria are rarely fulfilled in multivariate personality pathology solutions, and, therefore, that alternate rotations represent equally justifiable ways to operationalize the space. Furthermore, using iterative test development to impose simple structure where none originally existed increased standard errors around the factor scores in the interstitial areas between imposed simple structure dimensions. In both simulated and real data, multidimensional item response theory test information functions based on complex solutions demonstrated that test information was uniformly distributed across the space. In contrast, in simple structure solutions, information was weak in areas of the space where nonconforming items had been removed. Implications are discussed.

The Road to Creative Achievement: A Latent Variable Model of Ability and Personality Predictors

This study investigated the significance of different well-established psychometric indicators of creativity for real-life creative outcomes. Specifically, we tested the effects of creative potential, intelligence, and openness to experiences on everyday creative activities and actual creative achievement. Using a heterogeneous sample of 297 adults, we performed latent multiple regression analyses by means of structural equation modelling. We found openness to experiences and two independent indicators of creative potential, ideational originality and ideational fluency, to predict everyday creative activities. Creative activities, in turn, predicted actual creative achievement. Intelligence was found to predict creative achievement, but not creative activities. Moreover, intelligence moderated the effect of creative activities on creative achievement, suggesting that intelligence may play an important role in transforming creative activities into publically acknowledged creative achievements. This study supports the view of creativity as a multifaceted construct and provides an integrative model illustrating the potential interplay between its different facets.

Influence of social desirability on age differences in self-reports of mood and personality

ABSTRACT Increased age has been found to be associated with differences in affect and personality that have been interpreted in terms of better emotional regulation and increased maturity. However, these findings have largely been based on self-report data, and the primary goal of the current research was to investigate the hypothesis that age-related differences in affect and in certain desirable personality traits might, at least partially, reflect age differences in social desirability. As expected, increased age was associated with lower levels of negative affect and Neuroticism and higher levels of positive affect, life satisfaction, Agreeableness, and Conscientiousness, and scores on the social desirability scale were positively related to age and to desirable self-report characteristics but negatively related to undesirable self-report characteristics. Importantly, controlling for the variance in the social desirability measure resulted in less positive age trends in both types of self-report measures.