Self-Report as a Validity Check for the Lüscher Color Test

1981 ◽  
Vol 53 (2) ◽  
pp. 545-546 ◽  
Author(s):  
Richard S. Ledford ◽  
William E. Hoke
Keyword(s):  
College Students ◽  
Social Desirability ◽  
Self Report ◽  
Single Group ◽  
Color Test ◽  
Group Design ◽  
Validity Check

20 college students, in a single-group design, participated in a study of the validity of the Luscher Color Test. The objective was to determine whether personality descriptions based on the test would significantly match written statements the subjects selected as self-descriptive. Each subject took the test twice and data from the second testing were analyzed. Later, the same subjects took a self-report test on which they rated 32 statements on a continuum from “characteristics I identify with most” to “characteristics I identify with least.” The results of comparing the two tests showed a greater than chance correspondence between the test descriptions and self-report descriptions. Observed social desirability appears to account for the correlation.

Completing Surveys With Different Item Formats: Testing Equivalence

2020 ◽  
pp. 089443932095514
Author(s):  
Arne Weigold ◽  
Ingrid K. Weigold ◽  
Stephanie A. Dykema ◽  
Naomi M. Drakeford
Keyword(s):  
Higher Education ◽  
College Students ◽  
Missing Data ◽  
Social Desirability ◽  
The Other ◽  
Self Report ◽  
Institutions Of Higher Education ◽  
Radio Button ◽  
Survey Responses ◽  
Testing Equivalence

Studies examining the similarity of online self-report survey responses using different item formats have yielded inconclusive results. Additionally, no studies have used appropriate methods for thoroughly and correctly examining equivalence across conditions. We examined the comparability of survey responses across four item formats—horizontal radio button, text box, drop-down menu, and vertical radio button—in two studies. The second study added two response categories: optional responding and forced responding. Participants were college students at two institutions of higher education who were randomly assigned to conditions. They completed measures of computer self-efficacy, personality, and social desirability. Results of both studies indicated quantitative (mean scores) and qualitative (internal consistency estimates and scale intercorrelations) equivalence. However, there were notable differences in auxiliary equivalence such that participants in the text box condition had lower amounts of missing data than those in the other conditions, those in the horizontal radio button condition completed the study in the shortest amount of time, and participants across conditions generally preferred to use drop-down menus compared to other item formats.

scholarly journals As You Write, It Helps You Listen: An Experiment in TOEFL Preparation Class

AL-TA LIM ◽  
2018 ◽  
Vol 25 (3) ◽  
pp. 199-205
Author(s):  
Nyak Mutia Ismail ◽  
Fera Busfina Zalha
Keyword(s):  
College Students ◽  
Experimental Studies ◽  
Learning Rate ◽  
Single Group ◽  
Group Design ◽  
Attitude And Motivation

This study aims to test whether using the technique named keeping-journals during the TOEFL preparation class is beneficial for the listening section part A of the test. The quantitative pretest-posttest method used in this study involves single-group design consisting of 36 fifth semester college students at Syiah Kuala University, Aceh, Indonesia. The result is considered essential since, practically, TOEFL tutors need to bring TOEFL learners to keep track on their learning rate on their own; hopefully, the result can best suit the theoretical gap since there have been only few experimental studies conducted on Listening Section of TOEFL through journal-keeping. The findings approved that the Ha is accepted for the tvalue is 1.90 (df 34, α=0.05, -2.02 ≤ t ≥ 2.02 ). It is also significant for the sigvalue is 0.7 (sigvalue ≥ α=0.05). In conclusion, the technique does help the learners in tackling problems they face in Listening section on TOEFL part A as it enhances their listening performance, attitude, and motivation.

scholarly journals What are Replicable Aspects of the Broader Autism Phenotype among College Students?

2020 ◽  
Vol 6 (1) ◽  
Author(s):  
Ariana Riccio ◽  
Steven K. Kapp ◽  
Nidal Daou ◽  
Jacob Shane ◽  
Kristen Gillespie-Lynch
Keyword(s):  
College Students ◽  
Undergraduate Students ◽  
Social Desirability ◽  
Autistic Traits ◽  
Broader Autism Phenotype ◽  
Self Report ◽  
Social Desirability Bias ◽  
The Social ◽  
Prosocial Tendencies ◽  
Autism Phenotype

Are people with heightened autistic traits less likely to help other people? Recent research suggests that heightened autistic traits are associated with reduced self-reported prosocial behavior among college students. However, the growing literature examining sub-clinical traits associated with autism, or the Broader Autism Phenotype (BAP), among college students has invested insufficient attention in replication of findings, potential interrelationships between constructs, or the degree to which social desirability bias may contribute to findings. To identify replicable aspects of the BAP, we administered a battery of measures to 391 undergraduate students. Replicating prior work, findings suggested that self-reported difficulties understanding the self and others (but not less feeling for others) and sensory atypicalities are core aspects of the BAP. Reduced social desirability bias was also associated with the BAP. Prior associations between reduced prosocial tendencies and the BAP were not replicated. Findings highlight the importance of assessing multiple potential aspects of the BAP, particularly reduced susceptibility to the social desirability bias, when using self-report measures.

Multicultural Competency: Social Desirability and Self-Report Measures

2013 ◽  
Author(s):  
Dustin K. Shepler ◽  
Derek M. Zuhlke ◽  
Simone D. Foster ◽  
Sheena Sharma
Keyword(s):  
Social Desirability ◽  
Multicultural Competency ◽  
Self Report

scholarly journals Perceived Stress and Cyberloafing among College Students: The Mediating Roles of Fatigue and Negative Coping Styles

2021 ◽  
Vol 13 (8) ◽  
pp. 4468
Author(s):  
Yan Chen ◽  
Hong Chen ◽  
Frank Andrasik ◽  
Chuanhua Gu
Keyword(s):  
College Students ◽  
Perceived Stress ◽  
Coping Styles ◽  
Mediating Effect ◽  
Self Report ◽  
Mediating Role ◽  
Digital Devices ◽  
Educational Environments ◽  
Negative Coping ◽  
Stress Fatigue

Cyberloafing has increasingly attracted the attention of scholars because of the widespread use of digital devices in educational environments. This research was conducted to investigate the roles of fatigue and negative coping styles in mediating the relationship between perceived stress and cyberloafing. A total of 730 undergraduates (reduced to 716 due to incomplete data) completed self-report questionnaires measuring perceived stress, fatigue, negative coping styles, and cyberloafing. Perceived stress was shown to be a significant predictor of cyberloafing. Furthermore, negative coping styles played a unique mediating role and fatigue and negative coping styles exerted a sequential mediating effect on the association between perceived stress and cyberloafing. We envision the findings as being helpful in guiding educators develop interventions for minimizing cyberloafing by college students and its disrupting effects.

A Cross-Cultural Comparison of Media Multitasking in American and Malaysian College Students

2014 ◽  
Vol 4 (3) ◽  
pp. 1-16
Author(s):  
Laura L. Bowman ◽  
Bradley M. Waite ◽  
Laura E. Levine
Keyword(s):  
College Students ◽  
Media Use ◽  
Electronic Media ◽  
Self Report ◽  
Cultural Comparison ◽  
Cross Cultural Comparison ◽  
Electronic Media Use ◽  
Reading Activities ◽  
Malaysian Students ◽  
Report Measure

Asian societies have adopted electronic media in equal measure to western societies. Media use, its impacts and correlates have been examined in western and some Asian societies, but this study is unique in examining Malaysian students' use of media. Malaysian and American college students reported their electronic media use, reading activities and patterns of multitasking with media while studying. They also were administered an academic distractibility questionnaire and a standard self-report measure of impulsiveness. Results indicated that Malaysians reported more electronic media use than Americans as well as more multitasking with media and multitasking while studying. For both Malaysians and Americans, students who reported using social networking while studying scored higher on measures of distractibility and impulsiveness. A more complex pattern of results for other types of media use and reading are described.

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