The Role of Constructs in Psychological and Educational Measurement

By Marise Ph. Born. 2002

184 citations recorded by the source corpus.

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Citations in the corpus

Validity and the Consequences of Test Interpretation and Use (2011, background): “…with this group, (b) if the scores are relevant and useful for this group given our purpose and context, (c) about the role and impact of values in this case, and (d) about the social consequences stemming from this particular test use (cf. Messick 2000; Willingham 2002; Willingham and Cole 1997).”
Using skin conductance and facial electromyography to measure emotional responses to tourism advertising (2018, methodology): “Compared with self-report methods, psychophysiological measures are not influenced by socially desirable responses (Paulhus, 2002).”
The Wisdom Development Scale: Translating the Conceptual to the Concrete (2006, background): “Future administrations of the WDS should continue to examine the potential impact of sociallydesirable responding and perhaps utilize principal factor deletion when creating wisdom total scores (Paulhus, 2002).”
Implicit measures for preschool children confirm self-esteem's role in maintaining a balanced identity (2016, background): “This transparency can cause these measures to function more to reveal impression management strategies than to reveal selfesteem (Paulhus, 2002).”
Identifying careless responses in survey data. (2012, methodology): “The third and fourth indices were the self-deception (SD) and impression management (IM) subscales of an updated version of the Balanced Inventory of Desirable Responding scale (BIDR; Paulhus, 1984, 2002 ).”
The Magnitude and Extent of Cheating and Response Distortion Effects on Unproctored Internet-Based Tests of Cognitive Ability and Personality (2010, background): “On the other hand, response distortion, which is associated with non-cognitive measures, refers to deliberately falsifying one’s responses as in faking, impression management, and other forms of socially desirable responding (Paulhus, 2002).”
Current and potential methods for measuring emotion in tourism experiences: a review (2015, background): “While useful, such self-report methods may involve cognitive bias (Paulhus, 2002), elicit socially acceptable answers (Wiles & Cornwell, 1991) or seek responses where respondents may not remember or be aware of the emotions they have experienced (Poels & Dewitte, 2006).”
Contributions of Psychophysiology to Media Research: Review and Recommendations (2004, background): “…as compared to self-report; that is, the processes of interest can be covertly assessed by psychophysiological recordings, whereas self-report may be influenced by socially desirable responding (i.e., the tendency to give positive self-descriptions; see Paulhus, 2002) or political correctness.”
Teacher Personality and Teacher Effectiveness in Secondary School: Personality Predicts Teacher Support and Student Self-Efficacy but Not Academic Achievement (2017, background): “Socially desirable responding is a common explanation given for this, whereby one enhances their reports of socially desirable qualities and hides their socially undesirable qualities (Paulhus, 2002).”
The self-report method. (2007, background): “The nature of concern about SDR differs somewhat between survey and personality researchers .”
The use of personality measures in personnel selection: What does current research support? (2006, background): “A further new development that is worthy of consideration is the operationalization of socially desirable responding as a fourdimensional construct (Paulhus, 2002).”
Organization of cognitive abilities and neuropsychological variables across the lifespan (2006, result): “These Wndings are consistent with other results (e.g., Gustafsson, 2002; Salthouse, 2005a, 2005b) and imply that there is nearly perfect overlap of the gF factor and the second-order common factor in all three groups.”
Sensitive questions in surveys. (2007, background): “More generally, Paulhus (2002) argued that we tailor our impression management tactics to our goals and to the situations we find ourselves in. Self-promotion is useful in landing a job; making excuses helps in avoiding conflicts with a spouse.”
Designing Cognitive Complexity in Mathematical Problem-Solving Items (2010, background): “Gustafsson (2002) elaborates how measuring a broad trait actually requires heterogeneity among the test items.”