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

By Jacob B Hirsh, Jordan B. Peterson. 2008

96 citations recorded by the source corpus.

Abstract Self-report measures of personality appear susceptible to biased responding, especially when administered in competitive environments. Respondents can selectively enhance their positive traits while downplaying negative ones. Consequently, it can be difficult to achieve an accurate representation of personality when there is motivation for favourable self-presentation. In the current study, we developed a relative-scored Big Five measure in which respondents had to make repeated choices between equally desirable personality descriptors. This measure was contrasted with a traditional Big Five measure for its ability to predict GPA and creative achievement under both normal and “fake good” response conditions. While the relative-scored measure significantly predicted these outcomes in both conditions, the Likert questionnaire lost its predictive ability when faking was present. The relative-scored measure thus proved more robust against biased responding than the Likert measure of the Big Five.

Subfields: Clinical Psychology, Developmental and Educational Psychology, Experimental and Cognitive Psychology

View Paper: https://www.semanticscholar.org/paper/5e066f7109d1534c5d710a29fc2446e50103ffc8

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In Clinical Psychology

In Developmental and Educational Psychology

In Experimental and Cognitive Psychology

Citations in the corpus

Delay discounting: Interactions between personality and cognitive ability (2008, background): “(FPBF; Hirsh & Peterson, 2008).”
Creativity, Age And Gender As Predictors Of Academic Achievement Among Undergraduate Students (2009, background): “Research has also suggests that academic achievement can be predicted through creativity testing (Cicirelli, 1965; Feldhusen, Denny, & Condon, 1965; Hirsh & Peterson, 2008; Struthers et al., 1996).”
Assessing creativity with self-report scales: A review and empirical evaluation. (2012, result): “Openness to experience has been a robust predictor of CAQ scores in several later studies (Hirsh & Peterson, 2008; Silvia, Nusbaum, Berg, Martin, & O'Connor, 2009).”
The General Factor of Personality and Evaluation (2012, methodology): “More powerful approaches to remove evaluation include using ipsatised items (Hirsh & Peterson, 2008), neutral markers (Bäckström et al., 2009; Saucier, 1994), statistical techniques such as target rotation (Peabody & Goldberg, 1989) or ESEM (Asparouhov & Muthén, 2009), or cross-rater designs…”
Preservice Teachers' Personality Traits and Engagement in Creative Activities as Predictors of Their Support for Children's Creativity (2014, background): “…factors, the openness to experience factor is the most positively and consistently associated with a wide range of diverse creativity traits in creativity-personality research (Carson, Peterson, & Higgins, 2005; Hirsh & Peterson, 2008; Hoseinifar et al., 2011; Prabhu, Sutton, & Sauser, 2008).”
The Five-Factor Model, forced-choice personality inventories and performance: A comprehensive meta-analysis of academic and occupational validity studies (2014, unknown): “…and Jarret (1973) 100 GPP Q PRG .13 .18 .12 7.27 .18 – .48 Guller (2003) 375 EPPS I JPR .06 7.04 .00 .04 7.01 – – Hakel (1966) 102 EPPS I GPA .16 7.04 7.06 7.01 .25 – – Hirsh and Peterson (2008) 196 IPIP I GPA 7.02 7.14 7.02 7.24 .32 – – Hughes and Dood (1961) 90 GPI I SLS .22 7.17 – – .14 –…”
A dimensional analysis of creativity and mental illness: Do anxiety and depression symptoms predict creative cognition, creative accomplishments, and creative self-concepts? (2010, unknown): “Some researchers have created an overall score by averaging the 10 domain scores and applying a natural-log transformation (Hirsh & Peterson, 2008).”