A combined emic–etic approach to cross-cultural personality test development: The case of the CPAI

2019 ◽  
pp. 91-103
Author(s):  
Fanny M. Cheung
Keyword(s):  
Test Development ◽  
Cross Cultural ◽  
Personality Test

Personality Assessment in a Collectivist Culture

1991 ◽  
Vol 4 ◽  
pp. 1-5 ◽  
Author(s):  
Lynn Frewer ◽  
Anne V. Bleus
Keyword(s):  
University Students ◽  
Papua New Guinea ◽  
Personality Assessment ◽  
Cross Cultural ◽  
Personality Test ◽  
Order Analysis ◽  
First Order ◽  
Eysenck Personality Inventory ◽  
Papua New Guinean ◽  
Collectivist Society

Papua New Guinea has been defined as a collectivist (as opposed to individualist) culture (Triandis et al., 1986a). The aim of this study was to examine the effects of allocentricity on a standardised personality test, the Eysenck Personality Inventory, using a sample of Papua New Guinean university students. The responses of 256 subjects were factor analysed. The 22 factors extracted in the first-order analysis were reduced to eight factors in a higher-order analysis. These eight factors were only psychologically meaningful if interpreted within the context of a collectivist society. The implications for cross-cultural personality assessment are considered.

A CROSS-CULTURAL INVESTIGATION OF PERSONALITY TRAITS AMONG ARAB AND AMERICAN BUSINESS STUDENTS

1996 ◽  
Vol 24 (3) ◽  
pp. 221-229 ◽  
Author(s):  
Jennifer Hozik ◽  
J.W. Wright
Keyword(s):  
United States ◽  
Personality Traits ◽  
Business Students ◽  
The United States ◽  
Cross Cultural ◽  
American Business ◽  
Personality Test ◽  
Research Results ◽  
Keirsey Temperament Sorter ◽  
The University

This study identifies differences in the scores of Jordanian and American business students on the Keirsey Temperament Sorter personality test. The test was administered to 137 students at the University of Jordan in Amman, Jordan, and Washington College in Chestertown, Maryland. The research results show that, although there are significant differences in personality traits in two of four categories, there are more similarities than differences between the traits identified by these groups of students. This indicates that the personalities and temperaments of business students in Jordan and the United States are not remarkably different.

scholarly journals Culturally De-Centered Test Design for Pictorial Reasoning Assessments

2020 ◽  
Author(s):  
Joni Lakin
Keyword(s):  
Test Development ◽  
Cross Cultural ◽  
Quantitative Reasoning ◽  
Test Design ◽  
Test Adaptation ◽  
Adaptation Practices ◽  
Cultural Loading

Although methods have been developed for developing culturally “decentered” assessments that use languages, such as transadaptation strategies, pictures are often assumed to be culture-neutral and have not received similar attention. This paper describes CogAT test development in 2007-2011 on the adaptation of verbal and quantitative reasoning formats that relied exclusively on pictures for students in grades K to 2. In the course of the test development, we applied cross-cultural test adaptation practices and developed new resources for cultural fairness reviews that explicitly addressed cultural loading of pictures and concepts beyond the usual achievement domains. This paper describes these applications and provides resources for others seeking to develop culturally decentered, picture-based assessments.

Five-Dimensional Personality Test: Development and Validation of a Persian Version

2018 ◽  
Vol 63 (3) ◽  
pp. 219-227 ◽  
Author(s):  
Saeed Akbari-Zardkhaneh ◽  
Hamid Poursharifi ◽  
Hamid Yaghubi ◽  
Saeid Zandi
Keyword(s):  
Test Development ◽  
Personality Test ◽  
Persian Version ◽  
Development And Validation

scholarly journals Assessment Model Implemented in Learning Gallery to Teach Cross Cultural Understanding for EFL Learners

DINAMIKA ILMU ◽  
2018 ◽  
Vol 18 (1) ◽  
pp. 51-62
Author(s):  
Erna Iftanti
Keyword(s):  
Cultural Competence ◽  
Test Development ◽  
Cross Cultural ◽  
Assessment Model ◽  
Cultural Understanding ◽  
Efl Learners ◽  
Teaching Content ◽  
English Speaking ◽  
Self Test

In response to one of the demands for EFL learners to have cross cultural competence mainly on cultures of English speaking countries, this article describes assessment model implemented in Learning Gallery technique to teach Cross Cultural Understanding. Learning Gallery as one of the innovative ways of teaching content courses with an abundant coverage of materials proves to be able to help learners to be competent in some topics of cultures. This fact has been proved by implementing assessment model, namely Student-Self Test and Teacher-Made Test. The result of this study reveals that such an assessment model brings about improving the students’ cross cultural competence and leads them to be more independent learners. Moreover, through a reflective interview given at the end of the course, they claim that by developing their own test and doing their peer’s made test, they are experienced in test development in addition to be better prepared for the test. Accordingly, this study gives a meaningful insight for EFL lecturers teaching content courses to implement Learning Gallery technique with such an assessment model in order to help the EFL learners to be autonomously independent learners and competent in their own subjects learnt. 

scholarly journals Revisiting validity in cross-cultural psychometric-test development: A systems-informed shift towards qualitative research designs

2011 ◽  
Vol 17 (1) ◽  
pp. 6
Author(s):  
Isabelle Swanepoel ◽  
Christa Kruger
Keyword(s):  
Qualitative Research ◽  
Quantitative Methods ◽  
Test Development ◽  
Cross Cultural ◽  
Cultural Group ◽  
Psychometric Test ◽  
Cultural Research ◽  
Research Designs ◽  
Cross Cultural Research ◽  
Value Judgements

<p><strong>Background:</strong> The problem of enhancing validity in cross-cultural psychometric-test development in the field of clinical psychology has been perpetuated by several factors. Societal biases and value judgements, a positivistic paradigm, and challenges associated with multiculturalism continually spill over into cross-cultural research methodology. An overemphasis on quantitative methods and insufficient exploration of the meaning of the concepts to be measured tend to threaten construct validity. <strong></strong></p><p><strong>Objectives and Methods:</strong> This article tracks some of the progress in the field of clinical cross-cultural psychometric-test development – prior to and since the International Test Commission Guidelines, and including the complex South African situation – to give support to the perspective that previous cross-cultural research inadequately equips contemporary researchers to develop valid tests for multicultural clinical contexts.</p><p><strong>Results:</strong> A systems-informed paradigm shift is proposed, which involves the application of systemic concepts such as circularity, relationality, neutrality, and a concern with process issues. Ideally, multidisciplinary, multicultural test-developing teams that include members of the target-cultural group should consult and collaborate with the target groups before embarking on test-adaptation or test-development activities. Such teamwork would help to ensure that the meaning of the relevant concept/s is captured in a valid way for each cultural group. Furthermore, such collaboration should form a part of using qualitative research designs more frequently in clinical cross-cultural psychometric-test development.</p><p><strong>Conclusions:</strong> The emphasis should be on building theory and generating hypotheses, in order to pursue a deeper understanding of the constructs under investigation, and to advance theoretical developments in the field of clinical cross-cultural psychometric-test development.</p>

The sense of obligation is culturally modulated

2020 ◽  
Vol 43 ◽  
Author(s):  
Andrea Bender
Keyword(s):  
Cultural Studies ◽  
Cross Cultural ◽  
Human Populations ◽  
Cultural Group ◽  
Target Article ◽  
Sense Of Obligation ◽  
Cross Cultural Studies

Abstract Tomasello argues in the target article that, in generalizing the concrete obligations originating from interdependent collaboration to one's entire cultural group, humans become “ultra-cooperators.” But are all human populations cooperative in similar ways? Based on cross-cultural studies and my own fieldwork in Polynesia, I argue that cooperation varies along several dimensions, and that the underlying sense of obligation is culturally modulated.

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