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Estimating one's own personality and intelligence scores
Abstract
One hundred and eighty-seven university students completed the full NEO-PI-R assessing the five super-traits and 30 primary traits, and the Wonderlic Personnel Test of general intelligence. Two months later (before receiving feedback on their psychometric scores), they estimated their own scores on these variables. Results at the super-factor level indicated that participants could significantly predict/estimate their own Neuroticism, Extraversion, and Conscientiousness scores. The correlation between estimated and psychometrically measured IQ was r=.30, showing that participants could, to some extent, accurately estimate their intelligence. In addition, there were a number of significant correlations between estimated intelligence and psychometrically assessed personality (particularly Neuroticism, Agreeableness and Extraversion). Disagreeable people tended to award themselves higher self-estimated intelligence scores. Similarly, stable people tended to award themselves higher estimates of intelligence (even when other variables were controlled). Regressing both estimated and psychometric IQ scores onto estimated and psychometric personality scores indicated that the strongest significant effect was the relationship between trait scores and self-estimated intelligence.
... Over the past decade, there has been an increase in research into the relationship between intelligence and personality (Chamorro-Premuzic & Furnham, 2004a, 2004b). The majority of studies investigating the relationship between personality factors and psychometric intelligence have yielded small but replicated effects (Ackerman & Heggestad, 1997; Furnham, Chamorro-Premuzic, & Moutafi, 2005; Goff & Ackerman, 1992; Moutafi, Furnham, & Crump, 2003). ...
... and r = .50 (Furnham & Chamorro-Premuzic, 2004a; Moutafi, Chamorro-Premuzic, & Furnham, 2004). Recent research into this area has shown predictable correlations between SEI and psychometric intelligence test performance (Paulus, Lysy, & Yik, 1998; Furnham, 2001) and has highlighted the importance of introducing SEI into the personality-intelligence relationship. ...
... The model places self-assessed intelligence as a moderator and mediator variable between personality traits and measures of both crystalized and fluid intelligence. Personality variables, as a whole, has been found to predict SEI, accounting for up to 17% of SEI variance in one study (Furnham & Thomas, 2004). Repeated studies indicate that Neuroticism is associated with lower levels of SEI (Furnham & Thomas, 2004; Furnham, Chamorro-Premuzic, & Moutafi, 2005) which can be explained by Neuroticism also being related to poor self-concept (Wells & Matthews, 1994). ...
This longitudinal study aimed to explore the nature of the relationships between personality Big Five as measured by the (NEO PI-R), psychometric and self-estimated intelligence (Ravens, Wonderlic and Baddeley Tests) and creativity (Barron Welsh Test). A model was developed which proposed that both self-estimated intelligence (SEI) and creativity (SEC) as well as the Big Five personality traits, predicted both psychometric intelligence and creativity which in turn predicted academic performance. Results showed that Openness was significantly correlated with, and predicted, fluid intelligence (Ravens) as well as psychometric Creativity (Barron Welsh). SEI was found to be predictive of intelligence scores on all three IQ tests. Openness to Experience (positively) and Conscientiousness (negatively) was found to predict psychometric Creativity. Males gave consistently higher estimates than females in SEI and SEC. Academic performance was found to be predicted by trait Conscientiousness, and also by Baddeley (fluid intelligence). Implications of this study are discussed.
... Results of this programmatic research effort have been the following: evidence of consistent sex differences in the estimation of overall IQ and on specific self-estimates of intelligence (Beloff, 1992;Hogan, 1978;Szymanowicz & Furnham, 2011); intergenerational differences in the self-estimates of intelligence (Furnham, Reeves, & Budhani, 2002;Neto & Furnham, 2011;Pe´rez, Gonza´lez, & Beltra´n, 2010); cross-cultural differences in self-estimates of intelligence (Furnham, Fong, & Martin, 1999;Neto, Furnham, & Paz, 2007); the relation between self-estimates of intelligence and personality traits (Furnham, Zhang, & Chamorro-Prezumic, 2006); and correlation between self-estimates of intelligence and psychometrically measured IQ (Furnham & Chamorro-Prezumic, 2004;Furnham & Rawles, 1999). ...
... The findings tend to show small, but significant, positive correlations with Openness. Some studies have shown Extraversion (Chamorro-Premuzic & Furnham, 2006;Furnham, Kidwai, & Thomas, 2001) and Conscientiousness (Furnham & Chamorro-Prezumic, 2004) correlated with SEI. ...
This study focuses on lay conceptions of intelligence. It examined sex and cross-cultural similarities and differences in estimated intelligences and beliefs about intelligence in two countries, Angola and East Timor, within the reversal theory framework. A total of 209 Angolan (109 women and 100 men) and 183 Timorese (89 women and 94 men) students were participated in this study. Participants completed a questionnaire in order to estimate their parents', partners' and own overall intelligence and the 8 reversal multiple intelligences (telic, paratelic, conformist, negativistic, autic mastery, autic sympathy, alloic mastery and alloic sympathy intelligence). Respondents also rated 6 questions about intelligence. Men rated their overall, conformist and autic mastery higher than women. Angolans rated their overall, telic, paratelic, conformist, negativistic, autic mastery, autic sympathy, alloic mastery and alloic sympathy intelligence higher than Timorese. In both countries, fathers have been perceived as more intelligent than mothers, and telic intelligence emerged as a significant predictor of overall intelligence. Principal component analysis of the 8 reversal multiple intelligences yielded one factor. Angolan participants revealed more IQ test experience than Timorese participants. Most of respondents in both countries did not believe in sex differences in intelligence. These findings are discussed by means of cross-cultural literature.
... Vi vill sammanställa en fullständig bild av ledarnas bild av verkligheten. Tidigare studier har visat att det ganska enkelt går att uppskatta sina egna värden inom femfaktormodellen (Furnham & Chamorro-Premuzic, 2004 ...
... Ledarcoachningen är beroende av en god relation mellan coachen och den coachade ledaren(Joo, 2005;Feldman & Lankau, 2005; Bluckert, 2007) vilket gjorde att vi även diskuterade relationen till coachen. Vi ville också se vad respondenten tyckte om de begrepp som vi tagit fram i vår modell, enligt Figur 2 ställde vi även frågor om varje tidigare framforskad effekt av ledarcoachning.Vidare fortsatte vi intervjun genom att respondenten skulle få reflektera över de fem personlighetsfaktorerna.Furnham & Chamorro-Premuzic (2004) genomförde en studie på 187 studenter som först fick skatta sin egen nivå av de fem personlighetsfaktorerna och fann att de kunde förutspå sin egen nivå. Vi ville i likhet med denna studie få respondenterna att själva reflektera över sin förändring av faktorerna. ...
... In fact, previous studies have found a relation between positive schizotypy and creativity (Nelson and Rawlings, 2010). Similarly, creativity has been linked to heightened openness to experience (Furnham and Chamorro-Premuzic, 2004). Thus, there is some overlap between personality characteristics of synesthetes and personality characteristics of creative non-synesthetes. ...
The current article provides an overview of the state of research into synesthesia, a rare developmental condition that involves the consistent, conscious and automatic experience of a stimulus quality that is not present in the physical stimulus eliciting this experience. First, the definitional criteria and the phenomenological quality are addressed, in particular the plethora of different types which vary according to the kind of inducing stimulus (i.e., the inducer) and the kind of induced experience (i.e., the concurrent). As many forms of synesthesia involve cultural artifacts as inducers, the emergence of stable inducer-concurrent associations may not occur before school age. Most knowledge has been collected from grapheme-color synesthesia, which involves the experience of colors in response to letters or numbers. Research on the developmental trajectory of grapheme-color synesthesia indicates a steady increase in the number and consistency of the synesthetic inducer. On a neural level, synesthesia co-occurs with hyper-connectivity in the brain. The relevant theories for the formation of the condition are introduced. Moreover, the occurrence of associations with a particular cognitive and personality profile is highlighted, specifically enhanced memory function and higher propensity of engagement in art. I also review synesthesia's relationship to other clinical and neurological variations of experience such as absolute pitch, autism spectrum disorder, and schizophrenia. Finally, the article addresses the question whether synesthesia can be acquired by non-synesthetes. Overall, synesthesia can be considered as a non-pathological individual difference property, a congenital variation of experience, based on higher connectivity between brain areas.
... First, this study only examined conscious rater motives, thus requiring managers to be aware of what ultimately drives their ratings. However, just because people claim that they are motivated to do something does not mean that they actually are (Murphy, Cleveland, & Hanscom, 2018), and concerns over self-report inaccuracy exist beyond PA rater motivation (Furnham & Chamorro-Premuzic, 2004;Mabe & West, 1982). These concerns likely emerged in these data via the high Accuracy and lower Conflict Avoidance and System Gaming scores. ...
The current study investigated the effects of rater motivations on performance appraisals (PA). Despite rater motivations being important to PAs, there is no established and validated scale to measure rater motives. Within this study, a scale was developed to measure five rater motives. This scale, labeled the Performance Appraisal Motivation Scale (PAMS), was then examined for internal structure and validated using data from current managers. PAMS exhibited acceptable internal structure and displayed an expected pattern of relationships with individual difference variables, situational variables, other rater motives, and rating outcomes. Overall, results provide evidence in support of PAMS’ construct validity. The findings also help establish empirical linkages between rater motivations and important variables within the nomological network of rater motivation.
... Unlike native students, foreign students need to develop bicultural competence, as they maintain their own values while adjusting to the practical, interpersonal, and emotional challenges encountered in the host country. Most students are young adults who are in the process of developing personal characteristics and identity in order to function with the greater psychological and financial independence [8]. Keeping in view this theory and the related researches this study aimed to understand the cultural adaptation of foreign students for academic achievements in a different perspective. ...
... and Agreeableness (r = .39). Furnham and Chamorro-Premuzic (2004) looked at self-estimate and actual test derived scores on all 30 facets of the NEO-PI-R. The most consistent were for the six Conscientiousness scales (range r = .18 ...
... Rather than measuring one's competence or skills, self-report instruments gauge one's perceptions of them, which are necessarily subjective. Self-reporting may be successfully used on two conditions: the subject has an accurate self-concept and responds honestly (compare to Furnham & Chamorro-Premuzic, 2004). However, children's self-knowledge and insight are by definition immature, their opinions concerning their functioning are not well-founded or stable, and so they are often unable to accurately assess their abilities. ...
The abilities comprising social intelligence are critical to children’s development and interpersonal functioning, and there is a need for reliable and valid tools for measuring them. This paper describes the Children’s Social Comprehension Scale (CSCS), which is a performance-based test of the cognitive component of social intelligence for young schoolchildren. The CSCS was developed as an easy-to-use and rapid screening tool for diagnosing deficits in social information processing, such as understanding and evaluation of social situations. The final version of the instrument exhibits satisfactory score reliability as measured by Cronbach’s alpha and acceptable factorial validity of results as determined by confirmatory factor analysis for each of the studied age groups (6–7, 8–9, and 10–11 years; N = 358). The validity of the CSCS results is also corroborated by its positive correlations with other measures of social intelligence (stronger), intellectual potential (weaker), and an indicator of effective social functioning. The scores on the test show age differences in the expected direction. All these findings suggest that the CSCS is valid and reliable measure of cognitive social intelligence in children.
... An early meta-analysis by Mabe and West (1982) summarized effect sizes from 55 studies and reported a mean correlation of .29 with measured performance. Comparable estimates have been found in more recent studies (Furnham & Chamorro-Premuzic, 2004a;Paulhus et al., 1998). By comparison, less is known about the accuracy of peer-ratings (some studies have investigated the accuracy of unacquainted ratings based on photographs; for an overview, see Zebrowitz, Hall, Murphy, & Rhodes, 2002). ...
The current study investigated the antecedents and consequences of peer-rated intelligence in a longitudinal round robin design, following previously unacquainted members of small student work groups. Results indicated that peer-reputations of intelligence were reliable, stable and weakly correlated with objective intelligence. Bias was shown by correlations with interpersonal liking (decreasing across time) and idiosyncratic rating tendencies (increasing across time). Agreement between self ratings and peer-reputations increased over time but was not based on increasing accuracy but on reciprocal associations between self-ratings and peer-reputations in the beginning of the acquaintanceship process, and on peer-reputations predicting changes in self-ratings later on. Finally, it was shown that peer-rated intelligence reputations predict academic achievement across two 4-month periods (even when tested intelligence was controlled) and dropout from university after 8 months. Overall, the pattern of results demonstrates the utility of a socioanalytic perspective in analysing personality and social processes.
... An even more plausible reason for the lack of a salient effect can stem from the greater difficulty in assessing the personalities of individuals from other cultures. People are imperfect in assessing their own personalities (the correlations between self-judged and actual scores on factors from the 'Big Five' range from 0.01 to 0.57; the accuracy of judgments falls when assessing the personality of other people [Furnham 1997;Furnham and Chamorro-Premuzic 2004]). Judging the personality of individuals from other countries can be an even more daunting task as the judgment can be distorted by cultural differences [Triandis and Suh 2002;Hofstede and McCrae 2004]. ...
... Studies consistently suggest that self-reports are not accurate 8 R. Grieve and D. Mahar reflection of traditional, academic intelligence (e.g. Furnham & Chamorro-Premuzic, 2004). However, possible additional insight into the relationship between self-report and actual social intelligence may come from Arteche, Chamorro-Premuzic, Ackerman and Furnham (2009). ...
Despite its intuitive appeal as a construct relevant to a number of psychological outcomes, adequate operationalisation of social intelligence has been problematic for researchers. This research aimed to extend the understanding of the measurement of social intelligence by investigating the psychometric properties of the English version of Tromsø Social Intelligence Scale by Silvera, Martinussen and Dahl. Factor analysis (N=328; Maximum Likelihood with Promax rotation) revealed three clear factors that paralleled the original Norwegian measure: social skills, social information processing and social awareness. Construct validity was also examined (N=116). As predicted, social intelligence was strongly and significantly related to political skill, emotional intelligence (EI) and empathy in both males and females. In addition, as predicted, there were weak relationships with social desirability; however, for males, there was no relationship between social intelligence and social desirability. Internal reliability was adequate to good, and temporal stability over a 2-week interval was excellent. It is concluded that the English version of the scale has sound psychometric properties, that the factor structure of the Tromsø Social Intelligence Scale is stable in the English version and that the relationships evident with political skill, EI and empathy suggest that the measure is successfully capturing the nature of social intelligence. While social intelligence remains a difficult construct to operationalise, consideration of the construct within a developing nomological network is indicated. The Tromsø Social Intelligence Scale English Version may be a useful tool for researchers aiming to operationalise trait or typical social intelligence in an easy to administer, self-report format in English-speaking samples.
... Nos últimos anos vive-se um novo ciclo de interesse pelo estudo da inteligência e suas medidas, especialmente porque elas são freqüentemente consideradas como relacionadas a comportamentos socialmente valorizados (desempenho acadêmico, desenvolvimento profissional, traços de personalidade, entre outros). Estudos ocorridos em vários países alicerçam essa tendência (Ackerman, Kyllonen, & Roberts, 1999;Furnham & Chamorro-Premuzic, 2004;Lubinsky, 2000;McGrew & Flanagan, 1998;Moutafi, Furham, & Crump, 2003;por exemplo). Embora no Brasil já houvesse estudiosos preocupados com esse construto, bem como com a forma de melhor avaliá-lo (Alves, Colosio, & Ruivo, 1995;Colom & Flores-Mendoza, 2001;Primi & Almeida, 2000;Primi et al., 2001;Primi, Flores-Mendoza, & Castilho, 1998;Primi, Santos, & Vendramini, 2002;Schellini, 2000), a exigência recente do Conselho Federal de Psicologia (Resolução n o 02/2003) fez com que o interesse pelas medidas psicológicas se intensificasse. ...
Resumo Considerando-se a relevância de se obter medidas confiáveis para a avaliação da inteligência, este estudo foi proposto com o objetivo de verificar a validade convergente entre os testes R1-Forma B e o G36. Participaram 78 alunos que freqüentavam o Telecurso do ensino médio, com idades entre 15 e 64 anos (média = 36,84; DP = 10,10), sendo 27 (34,6%) do sexo feminino e 51 (65,4%) do masculino. Os resultados apontaram para uma alta correlação entre os testes (r = 0,80), o que permite afirmar que medem o mesmo construto. Apesar disso, a hipótese de que o G36 estaria mais correlacionado com o Fator 2 do R-1 não pôde ser confirmada. Esse dado pode indicar que o G36 não seja unidimensional e se relacione mais com a inteligência cristalizada do que com o fator g. Palavras-chave: avaliação psicológica; psicometria; fator g; inteligência cristalizada Abstract R1-Forma B Intelligence Test and G36: evidences of convergent validity. Considering the relevance of obtaining trustful measurement for the evaluation of intelligence, this study aimed at verifying the convergent validity between the R1-Forma B and the G36 tests. 78 students of both gender (34,6% female and 65,4% male), aged from 15 to 64 years old (mean = 36,84; SD = 10,10) and attending to the high school Telecurso were studied. The results indicated a high correlation between tests (r = 0.80), what allowed for the statement that they measure similar constructs. Nevertheless, the hypothesis that G36 would be more correlated with Factor 2 of R-1 could not be confirmed. This information suggests that the G36 is not unidimensional and is more related to crystallized intelligence than the g factor.
... People are imperfect in assessing their own personalities (the correlations between self-judged and actual 8 These results are surprising given that individuals are poor in assessing these factors in others. scores on factors from the 'Big Five' range from 0.01 to 0.57; the accuracy of judgments falls when assessing the personality of other people [Furnham 1997;Furnham and Chamorro-Premuzic 2004]). Judging the personality of individuals from other countries can be an even more daunting task, as the judgment can be distorted by cultural differences [Triandis and Suh 2002;Hofstede and McCrae 2004]. ...
Building on the similarity-attraction hypothesis I examine whether differences
in the personalities of inhabitants from interacting countries affect the level of economic
activity between them. To do this I investigate whether both aggregated and nonaggregated
differences in personality scores of average inhabitants from two countries
have the potential to explain variation in the level of trade, foreign portfolio investment,
mergers and acquisitions, and cross-listings between these countries. Results show that
only the number of cross-listings is negatively and statistically significantly related to
personality distance. I discuss possible reasons for the lack of support (in general) for the
hypothesized relationship.
... Some studies have examined the relation between perceived intelligence and psychometric intelligence. For example, Furnham and Chamorro-Premuzic (2004) showed a significant relationship (r = .30) between these two constructs. ...
This study provides a framework to implement the theory of multiple intelligences (MI) in the identification of high-ability students in secondary education. The internal structure of three scales to assess students' MI (students, parents and teachers' ratings) was analyzed in a sample of 566 students nominated as gifted by their teachers. Participants aged 11 to 16 years (M = 14.85, SD = 1.08). The results indicated differentiated intellectual profiles depending on the informant estimating students' MI. This study provided evidence for two components that allow us to analyze the cognitive competence of high-ability students beyond the areas commonly assessed at school: an academic component composed by the linguistic, logical-mathematical, naturalistic, and visual-spatial intelligences; and a non-academic component statistically loaded by the bodily-kinesthetic, musical and social intelligences. Convergence of the two components in the three scales was evidenced; and correlations between these components and students' objective performance on a psychometric intelligence test were found to be low. Finally, the utility of the ME scales to identify high-ability students in secondary education is discussed.
... Nos últimos anos vive-se um novo ciclo de interesse pelo estudo da inteligência e suas medidas, especialmente porque elas são freqüentemente consideradas como relacionadas a comportamentos socialmente valorizados (desempenho acadêmico, desenvolvimento profissional, traços de personalidade, entre outros). Estudos ocorridos em vários países alicerçam essa tendência (Ackerman, Kyllonen, & Roberts, 1999;Furnham & Chamorro-Premuzic, 2004;Lubinsky, 2000;McGrew & Flanagan, 1998;Moutafi, Furham, & Crump, 2003;por exemplo). Embora no Brasil já houvesse estudiosos preocupados com esse construto, bem como com a forma de melhor avaliá-lo (Alves, Colosio, & Ruivo, 1995;Colom & Flores-Mendoza, 2001;Primi & Almeida, 2000;Primi et al., 2001;Primi, Flores-Mendoza, & Castilho, 1998;Primi, Santos, & Vendramini, 2002;Schellini, 2000), a exigência recente do Conselho Federal de Psicologia (Resolução n o 02/2003) fez com que o interesse pelas medidas psicológicas se intensificasse. ...
Considering the relevance of obtaining trustful measurement for the evaluation of intelligence, this study aimed at verifying the convergent validity between the R1-Forma B and the G36 tests. 78 students of both gender (34,6% female and 65,4% male), aged from 15 to 64 years old (mean = 36,84; SD = 10,10) and attending to the high school Telecurso were studied. The results indicated a high correlation between tests (r = 0.80), what allowed for the statement that they measure similar constructs. Nevertheless, the hypothesis that G36 would be more correlated with Factor 2 of R-1 could not be confirmed. This information suggests that the G36 is not unidimensional and is more related to crystallized intelligence than the g factor.
... Nos últimos anos vive-se um novo ciclo de interesse pelo estudo da inteligência e suas medidas, especialmente porque elas são freqüentemente consideradas como relacionadas a comportamentos socialmente valorizados (desempenho acadêmico, desenvolvimento profissional, traços de personalidade, entre outros). Estudos ocorridos em vários países alicerçam essa tendência (Ackerman, Kyllonen, & Roberts, 1999;Furnham & Chamorro-Premuzic, 2004;Lubinsky, 2000;McGrew & Flanagan, 1998;Moutafi, Furham, & Crump, 2003;por exemplo). Embora no Brasil já houvesse estudiosos preocupados com esse construto, bem como com a forma de melhor avaliá-lo (Alves, Colosio, & Ruivo, 1995;Colom & Flores-Mendoza, 2001;Primi & Almeida, 2000;Primi et al., 2001;Primi, Flores-Mendoza, & Castilho, 1998;Primi, Santos, & Vendramini, 2002;Schellini, 2000), a exigência recente do Conselho Federal de Psicologia (Resolução n o 02/2003) fez com que o interesse pelas medidas psicológicas se intensificasse. ...
This work aims to describe the indications of a sample of 23 children (from 4 to 6 years old), from a settlement of MST, to an infantile education, that is in the planning phase, through drawings and explanations/descriptions. The data indicate: the interest for external environment and nature; suggestions of entertainment and fun elements and pedagogic activities or materials. It is necessary to emphasize the indication of building materials, mainly windows that are preoccupation justified by the precarious conditions of survival, because the families live for 8 years in cottages of canvas. The results indicate the children are able informants in regard to the educational reality they will attend to.
... For example, research suggests that students generally tend to give themselves a lower score compared to the tutor's mark, and students with higher grades tend to underestimate their performance, whilst poorer performing students tend to overestimate their performance (Bryan et al., 2005;Edwards et al., 2003;Mowl, 1996). Individual personality traits can affect the estimation of one's own intelligence (Myers & McCaulley, 1985;Furnham & Chamorro-Premuzic, 2004) and, therefore, play a critical role in student-led assessment. Of course, any form of assessment might tend to favour some students over others, but it is necessary to identify potential biases in order to seek pedagogical strategies to enhance inclusivity in the university and college classroom. ...
1. Abstract: The desire to improve the quality of student learning and respond to growing student diversity in higher education, combined with increasing demands for accountability of learning outcomes have led instructors to seek innovative pedagogies and alternative forms of assessment, beyond that of the traditional lecture and examination format (Angelo & Cross 1993; Frye 1999; Mowl, 1996; Shavelson & Huang, 2003). A growing body of literature supports the use of a wide range of learning-centred assessment methods. However, very few studies have investigated the impact of these innovative assessment practices, particularly with regard to student diversity. In this paper we examine potential gender bias considerations in relation to learning-centred assessment methods. Evidence from practical classroom experiences, as well as the higher education literature suggests that instructors should address potential gender biases during interactive assessment methods in order to enhance inclusivity in self- and peer- assessment learning environments. Recommendations are suggested for implementing innovative learning-centred assessment methods in the college and university classroom. We conclude by highlighting the need for more SoTL research around issues of assessment and student diversity, particularly with respect to gender, age, ethnicity, cultural, sexual orientation and socio-economic status.
... Nos últimos anos vive-se um novo ciclo de interesse pelo estudo da inteligência e suas medidas, especialmente porque elas são freqüentemente consideradas como relacionadas a comportamentos socialmente valorizados (desempenho acadêmico, desenvolvimento profissional, traços de personalidade, entre outros). Estudos ocorridos em vários países alicerçam essa tendência (Ackerman, Kyllonen, & Roberts, 1999;Furnham & Chamorro-Premuzic, 2004;Lubinsky, 2000;McGrew & Flanagan, 1998;Moutafi, Furham, & Crump, 2003;por exemplo). Embora no Brasil já houvesse estudiosos preocupados com esse construto, bem como com a forma de melhor avaliá-lo (Alves, Colosio, & Ruivo, 1995;Colom & Flores-Mendoza, 2001;Primi & Almeida, 2000;Primi et al., 2001;Primi, Flores-Mendoza, & Castilho, 1998;Primi, Santos, & Vendramini, 2002;Schellini, 2000), a exigência recente do Conselho Federal de Psicologia (Resolução n o 02/2003) fez com que o interesse pelas medidas psicológicas se intensificasse. ...
Children of a settlement of MST: indications to an infantile education. This work aims to describe the indications of a sample of 23 children (from 4 to 6 years old), from a settlement of MST, to an infantile education, that is in the planning phase, through drawings and explanations/descriptions. The data indicate: the interest for external environment and nature; suggestions of entertainment and fun elements and pedagogic activities or materials. It is necessary to emphasize the indication of building materials, mainly windows that are preoccupation justified by the precarious conditions of survival, because the families live for 8 years in cottages of canvas. The results indicate the children are able informants in regard to the educational reality they will attend to.
... An early meta-analysis by Mabe and West (1982) summarized effect sizes from 55 studies and reported a mean correlation of .29 with measured performance. Comparable estimates have been found in more recent studies (Furnham & Chamorro-Premuzic, 2004a; Paulhus et al., 1998). By comparison, less is known about the accuracy of peer-ratings (some studies have investigated the accuracy of unacquainted ratings based on photographs; for an overview, see Zebrowitz, Hall, Murphy, & Rhodes, 2002). ...
The current study investigated the antecedents and consequences of peer-rated intelligence in a longitudinal round robin design, following previously unacquainted members of small student work groups. Results indicated that peer-reputations of intelligence were reliable, stable and weakly correlated with objective intelligence. Bias was shown by correlations with interpersonal liking (decreasing across time) and idiosyncratic rating tendencies (increasing across time). Agreement between self-ratings and peer-reputations increased over time but was not based on increasing accuracy but on reciprocal associations between self-ratings and peer-reputations in the beginning of the acquaintanceship process, and on peer-reputations predicting changes in self-ratings later on. Finally, it was shown that peer-rated intelligence reputations predict academic achievement across two 4-month periods (even when tested intelligence was controlled) and dropout from university after 8 months. Overall, the pattern of results demonstrates the utility of a socioanalytic perspective in analysing personality and social processes. Copyright © 2010 John Wiley & Sons, Ltd.
... Because acting on misjudgments of personal efficacy can produce adverse consequences, accurate appraisal of one's own capabilities has considerable functional value." (Bandura, 1982) The concept of self-efficacy, defined by Bandura (1981) as a judgement about how well one can manage any particular course of action or complete a specific task has been taken up by a variety of management researchers in the field of academic assessment Furnham, 2003a, 2003b;de Fruyt and Mervielde, 1996;Furnham and Chamorro-Premuzic, 2004;Furnham et al., 1998aFurnham et al., , 1998bFurnham and Medhurst, 1995;Matthews, 1999;Petrides et al., 2005). Traditional measures of academic success focus predominantly on written examinations , although many researchers are now exploring alternate measures of academic performance (Walker, 2003) and the subsequent impact on learning outcomes and retention. ...
The purpose of this research study is to evaluate whether or not students who choose to alter the grade weightings of required assignments a priori, in accordance with self-precepts of efficacy, improve their final course performance. Data was collected across three sets of MBA students who completed a course on strategic knowledge management. Results show a slight increase in overall performance when students optimise their weightings a priori; additionally, students demonstrated an ability to optimise their weightings correctly for specific course components related to technology and participation. Ontario. He has published extensively in a variety of academic journals and has completed three books. He is recognised as a Leading Professional Speaker and Consultant in the fields of intellectual capital, knowledge management and organisational learning. He launched Canada's first KM course in an MBA program in 2001 and has been awarded the business school's outstanding MBA Professor while teaching that course twice in 2004 and 2006.
This study provides a comprehensive assessment of the associations of personality and intelligence. It presents a meta-analysis (N = 162,636, k = 272) of domain, facet, and item-level correlations between personality and intelligence (general, fluid, and crystallized) for the major Big Five and HEXACO hierarchical frameworks of personality: NEO PI-R, Big Five Aspect Scales (BFAS), BFI-2, and HEXACO PI R. It provides the first meta-analysis of personality and intelligence to comprehensively examine (a) facet-level correlations for these hierarchical frameworks of personality, (b) item-level correlations, (c) domain- and facet-level predictive models. Age and sex differences in personality and intelligence, and study-level moderators, are also examined. The study was complemented by four of our own unpublished datasets (N = 26,813) which were used to assess the ability of item-level models to provide generalizable prediction. Results showed that openness (ρ = .20) and neuroticism (ρ = -.09) were the strongest Big Five correlates of intelligence and that openness correlated more with crystallized than fluid intelligence. At the facet-level, traits related to intellectual engagement and unconventionality were more strongly related to intelligence than other openness facets, and sociability and orderliness were negatively correlated with intelligence. Facets of gregariousness and excitement seeking had stronger negative correlations, and openness to aesthetics, feelings, and values had stronger positive correlations with crystallized than fluid intelligence. Facets explained more than twice the variance of domains. Overall, the results provide the most nuanced and robust evidence to date of the relationship between personality and intelligence.
This study provides a comprehensive assessment of the associations of personality and intelligence. It presents a meta-analysis (N = 162,636, k = 272) of domain, facet, and item-level correlations between personality and intelligence (general, fluid, and crystallized) for the major Big Five and HEXACO hierarchical frameworks of personality: NEO Personality Inventory–Revised, Big Five Aspect Scales, Big Five Inventory–2, and HEXACO Personality Inventory–Revised. It provides the first meta-analysis of personality and intelligence to comprehensively examine (a) facet-level correlations for these hierarchical frameworks of personality, (b) item-level correlations, (c) domain and facet-level predictive models. Age and sex differences in personality and intelligence, and study-level moderators, are also examined. The study was complemented by four of our own unpublished data sets (N = 26,813) which were used to assess the ability of item-level models to provide generalizable prediction. Results showed that openness (ρ =.20) and neuroticism (ρ = −.09) were the strongest Big Five correlates of intelligence and that openness correlated more with crystallized than fluid intelligence. At the facet level, traits related to intellectual engagement and unconventionality were more strongly related to intelligence than other openness facets, and sociability and orderliness were negatively correlated with intelligence. Facets of gregariousness and excitement seeking had stronger negative correlations, and openness to aesthetics, feelings, and values had stronger positive correlations with crystallized than fluid intelligence. Facets explained more than twice the variance of domains. Overall, the results provide the most nuanced and robust evidence to date of the relationship between personality and intelligence.
Educational experiences often influence self‐concept. Thus, readers with dyslexia can have low self‐esteem and self‐efficacy, and perceive themselves as less intelligent than their peers. They may develop creativity to succeed despite their difficulties but findings are inconsistent and rarely consider the effect of age of assessment on self‐perception. This study included 145 university students (Mage = 24.43 years), 72 with dyslexia; of these, 53% had been assessed in childhood (Mage = 11.89 years), 47% in adulthood (Mage = 27.38 years). A survey assessed self‐esteem, self‐efficacy, creativity and estimated intelligence. Students with dyslexia reported lower levels of self‐esteem, self‐efficacy and estimated intelligence. When assessment age was considered, those assessed early displayed lower self‐esteem and self‐efficacy but no difference in estimated intelligence. Those assessed late displayed lower estimated intelligence and self‐esteem but no difference in self‐efficacy. Findings highlight the importance of providing psychological support to students with dyslexia to enhance their self‐perceptions.
Studying at a higher education institution can be stressful, particularly for international students, who leave their homes to study in another country. Some students adjust more rapidly than others. This study explored the difference between the cultural adaptation of Chinese and Somalian students at IIUI Pakistan. The key objective of the study was to explore the pace of cultural adaptation of two foreign students from two different regions at IIUI. It was a purposeful qualitative study The population was all the Chinese and Somalian students studying in IIUI BS program in faculty of social sciences. A universal sampling technique was used to select 55 Chinese and 55 Somalian students for the study. The self-developed questionnaire used to collect the data. The analysis showed that there is significant difference between the pace of cultural adaptation of Chinese and Somali students at International Islamic University.
This paper analyzes and compares risk aversion levels in the theoretical attitude and actual behavior of individuals. Theoretical attitude is measured in two different ways, both directly and indirectly. The present research first examines differences between theoretical attitude and behavior. The findings for the entire sample and for the sociodemographic subgroups show that respondents demonstrate a lower risk aversion level in their behavior than in their indirectly measured theoretical attitude. In contrast, individuals are more risk averse in their behavior than in their directly measured theoretical attitude. Next, within the sociodemographic factors, the study compares the average risk aversion levels in directly and indirectly measured theoretical attitude, and in behavior. The sociodemographic subgroups within gender, age, and marital status differ in their risk aversion levels in theoretical attitude, but none of the sociodemographic subgroups differ in the risk aversion level for behavior. Regression results suggest that when an individual indicates he is more risk averse in both his directly and indirectly measured theoretical attitude, he is also more risk averse in his behavior. In addition, a respondent who is older, more religious, or earns a lower income is more risk averse in his behavior.
This research examined differences in interviewers’ ability to identify effective interview questions and to accurately rate interviewees’ responses. Given the theoretical association between these interview activities and the construct of social intelligence (SI), a performance‐based measure of SI was developed utilizing situational judgment test methodology. The initial step was to examine evidence of the psychometric properties and construct validity of the new SI measure. The SI measure, a test of general mental ability (GMA), and a personality inventory were then used to examine aspects of rater performance. Participants chose a set of interview questions and viewed interviewee responses during a videotaped interview. Results showed that people higher in SI and GMA chose interview questions judged by experts to be superior and were more accurate in rating interviewee responses. The SI measure explained variance beyond GMA and outperformed a trait‐based SI measure. Implications for the selection and training of interviewers are discussed.
The primary goal of the current article is to “take stock” of the “other” relationships of self-assessed intelligence (SAI). The current article groups the relationships of SAI into four categories: constructs associated with intelligence (openness, emotional intelligence), tendencies and opportunities to develop intelligence (conscientiousness, education, age, SES, prior IQ test experience), constructs associated with biased self-assessments (extraversion, neuroticism, narcissism, honesty-humility, race), and positive states and life achievements (positive self-regard, psychological well-being, academic achievement). The meta-analytic results demonstrate that almost all variables from these four categories significantly relate to SAI, with the exception of prior IQ test experience. These relationships are also consistent when accounting for psychometric intelligence, and no studied moderator variables consistently influence the magnitude of these results.
The aim of this study was to explore the relationship of Eysenck´s Giant Three with Fluid and Crystallized Intelligence and Learning Potential among adolescents. A total of 205 students of the sixth grade (50,44% male) of five elementary schools participated in the research. The average age of the participants was M = 12.56 (SD = 0.61). Fluid intelligence was measured by Raven's Standard Progressive Matrices and Cattell's free-culture test, crystallized intelligence was measured by the Mill Hill Vocabulary Scale and Learning potential was measured by Learning Potential Assessment, (EPA-2). Personality traits were measured by the Eysenck Personality Questionnaire-Junior. The results are consistent with the findings of other studies in which moderate correlations between personality traits and intelligence have been established. Psychoticism, Extraversion and Lay scale are related to fluid and crystallized intelligence measurements. The correlation between personality traits and learning potential is lower in comparison with the correlations between personality traits and fluid and crystallized intelligence. The results gained in our research are partly in accordance with Chamorro-Premuzic and Furnham's (2005) two-level conceptual framework. Namely, we are prone to interpret Extraversion as personality trait that, except for being related to intelligence test performance, has a long-term effect on intelligence development, prior through sociability and activity. The results of our research point out to the assumption that dynamic intelligence testing method decreases the correlation between personality traits and intellectual skills, defined as learning potential. In addition, measurements obtained by dynamic intelligence testing are the additional explanatory constructs that can contribute to the explanation of the correlation between personality and intelligence. In general, the results obtained in our research are in line with Stimulation hypothesis (Lounsbury, Sundstrom, Loveland, & Gibson, 2003; Strelau, Zawadzki, & Piotrowska, 2001). Sociability and activity, referred to as the components of Extraversion and the absence of Psychoticism, are positively related to new experience, greater stimulation, and higher levels of cognitive stimulation, which, in turn, may result in higher levels of cognitive aptitude. In general, pro-social behaviour pattern contributes to greater involvement in seeking for environmental resources which could foster cognitive development.
Unique personality and intelligence factors are important components of the makeup of any individual. In addition, emotional factors, such as a person's inherent levels of joy, anger, passion, worry, grief, and dedication, influence their creative expression. The picture becomes more complicated when there are four individual members with different emotional, intelligence, and personality profiles who must collaborate to make one composition of a creative group. The inner workings of a band are intrinsic and may produce inner conflict, affecting not only themselves and family members but also management and production teams. While there is a growing amount of literature on cohesiveness and attitudinal influences on performance in other areas of psychology, the lack of literature and exploration into the dynamics of cohesiveness and group attitude within the musical domain is significant. Using the WAIS-III, MMPI-2, Rorschach Inkblot Test, and an interview, the authors took a psychological "snapshot" of a band. Making music is often the first thing a musician states as his life's work, but as this case study illustrates, intra-band difficulties including severe depression, anxiety, control issues, and family disruptions are significant issues that arise, affecting the success goals of the group.
This study looked at the self-estimation of the new “reversal multiple intelligences.” A sample of 200 adults completed a questionnaire that asked them to estimate their “overall” intelligence and their scores on the Apter’s eight multiple intelligences for self: telic, paratelic, negativistic, conformist, autic mastery, autic sympathy, alloic mastery, and alloic sympathy intelligence. They also completed a short measure of the Big Five, as well as six questions on their beliefs about intelligence. Sex differences were found regarding self-estimate of autic sympathy. A regression showed that participants think only three of the eight self-estimates are related to overall IQ (g). Regressing each self-estimate onto demography and the Big Five showed a clear interpretable pattern. Personality traits predicted self-estimated intelligence beyond demographic factors. Intelligence test experience predicted significantly overall reversal intelligence. Limitations of the study are considered.
This study examined personality trait and intelligence scores as predictors of schoollevel academic performance (AP) (British GCSE; America Grade 10) in various arts (i.e. languages) and science subjects. The participant sample consisted of 80 school pupils from a British Sixth Form College. Conscientiousness and Openness-to-Experience of the Big Five personality factors (Costa & McCrae, 1992) were found to account for 13% of unique variance in AP. Intelligence (Wonderlic, 1992) accounted for the initial 10% of unique variance in AP. For science subjects (maths, science) intelligence accounted for more of the variance than personality traits, while for English language (literature, language) subjects the opposite was true. The results further support the use of personality measures being used in academic selection procedures and confirms that personality can predict AP at school level. Limitations of the study are discussed.
The relationship between self-report abilities and measured intelligence was examined at both the phenotypic (zero-order) level as well as at the genetic and environmental levels. Twins and siblings (N = 516) completed a timed intelligence test and a self-report ability questionnaire, which has previously been found to produce 10 factors, including: politics, interpersonal relationships, practical tasks, intellectual pursuits, academic skills, entrepreneur/business, domestic skills, vocal abilities, and creativity. At the phenotypic level, the correlations between the ability factor scores and intelligence ranged from 0.01 to 0.42 (between self-report academic abilities and verbal intelligence). Further analyses found that some of the phenotypic relationships between self-report ability scores and measured intelligence also had significant correlations at the genetic and environmental levels, suggesting that some of the observed relationships may be due to common genetic and/or environmental factors.
Two studies that focussed on sex differences in self-rated management competencies are reported. In the first
study 197 working adults (125 female, 72 male) rated themselves on the nine competencies listed by Boyaztis
(1982). There were overall few significant sex differences. The ratings of the nine competencies factored in two
coherent factors. There were various individual difference predictors of the total competency rating and the two
factor scores. Older participants with higher Openness-to-Experience trait gave higher overall self-estimates. In
the second study 173 adults (108 female, 65 male) rated themselves on the 12 independent “super-competencies”
specified by Dulewicz (1999). Again there were few significant sex differences. Factor analysis revealed two
recognisable factors. Extraverts tended to give higher self-estimates than introverts. The results are discussed in
terms of the literature on self-assessed abilities and business competencies.
This study set out to examine whether Chinese parents, more than people from other nations, over-estimate the intelligence of their son (little emperor) compared to their daughter. In this study, 155 pairs of married couples from mainland China estimated their own, their partner’s and their only child’s overall intelligence and 13 “multiple intelligences.” They also completed a short measure of the Big Five personality traits. Replicating previous studies, fathers rated themselves higher than mothers for almost all types of intelligence. Results revealed, however, no parental sex differences in the estimates of children’s multiple intelligences. Both parents attributed higher overall, verbal, and musical intelligence, but lower existential intelligence to their child than to themselves. Multiple regressions indicated that estimates of verbal, logical–mathematical, spatial and intrapersonal intelligence were the best predictors of estimates of overall intelligence. Participants’ openness and neuroticism were significant predictors of self-rated intelligence. The results were interpreted in relation to specific Chinese social and cultural influences, though there seemed to be no “little emperor” effect.
A total of 101 university students completed the full NEO-PI-R (Costa & McCrae, 1992), assessing the five super-traits (domains) and 30 primary traits (facets), followed by four different cognitive ability tests. Two months later (before receiving feedback on their psychometric scores), they had estimated their own scores on all these variables (personality traits and ability tests), as well as that of a known friend. Results at the Big Five super-factor (domain) level indicated that participants could significantly predict/estimate all their own big five scores, particularly Neuroticism (r = .60). Correlations between estimates of their own intelligence scores and test-derived scores ranged from r = .51 to r = .59. They were, as predicted, much less successful in predicting their friend's scores. At the primary factor (facet) level, participants seemed best at predicting their six Neuroticism scores and less good predicting their six Agreeableness scores. A series of regressions looked at the extent to which self-estimated versus actual (test-derived) Big Five trait scores predicted self-estimated and actual intelligence on each of the four test scores. Self-estimated Conscientiousness significantly predicted various intelligence scores. Stable Open Introverts tended to give themselves higher self-estimates. The possible origins of academic hubris and humility are discussed. (PsycINFO Database Record (c) 2012 APA, all rights reserved)
Primary objective:
Postconcussion symptoms (PCS) are common following mild traumatic brain injury (mTBI). A psychological misperception, the "good-old-days" bias, has been indicated as one of the influencing factors on symptom reporting after injury. To date, this response bias has only been examined in a small number of cross-sectional studies. This study thus prospectively evaluated the "good-old-days" bias in patients with mTBI.
Research design:
A prospective follow-up study.
Method and procedures:
Fifty-three patients with mTBI were recruited in this study. The PCS was evaluated by the modified Checklist of Postconcussion Symptoms (mCPCS) at 1 month post injury. Twenty-five patients were evaluated again at 3 months after injuries. In addition, 53 healthy participants were also evaluated for the PCS, and 23 of them underwent a second evaluation at 2 months after the first one.
Main outcomes and results:
Patients with mTBI showed significantly higher PCS reporting at 1 month post injury than healthy participants did, but not at 3 months post injury. Consistent with the "good-old-days" bias, patients remarkably underestimated their preinjury PCS at 1 month post injury. Interestingly, our results further revealed that this response bias diminished more at 3 months than at 1 month after mTBI.
Conclusions:
This study thus might be the first one to prospectively reveal the progression of the "good-old-days" bias in patients with mTBI.
This paper examines the extent to which self-assessed intelligence (SAI) may be a function of personality traits, gender, and "actual" intellectual ability (as measured through psychometric g) in a sample of 188 (119 female) UK university students. Participants completed three cognitive ability tests and the "Big Five" personality inventory after estimating their own multiple intelligences. Psychometric g (extracted from the three ability test scores) was a significant predictor of SAI (extracted from self- assessed multiple intelligences), accounting for 10% of the variance. When personality was added to the regression model, the percentage of variance explained increased to 22%, whilst gender accounted for an additional 7% (total = 29%). Emotional Stability (rather than Neuroticism) and Extraversion (rather than Introversion) were associated with higher SAI. Theoretical implications with regard to the taxonomic position of SAI, and practical implications with regard to educational and occupational assessment and performance are discussed.
The present article examines the relation between the fear of being laughed at (gelotophobia) and intellectual abilities (verbal, numeric, and spatial intelligence, memory and reasoning, vocabulary, and attention) and the self-estimation of one's own abilities. In a first study, N = 167 participants completed ability tests along with a subjective measure for gelotophobia. The results indicate that gelotophobia and intellectual abilities exist independently from each other. These results were replicated in a second study (N = 177) with an independently collected data set. In this study the participants also completed a form fir the self-estimation of their own abilities. Though there was a tendency for lower self-estimations of their own abilities, the mean scores were not significantly different among groups of non-gelotophobes and participants with borderline, slight, and pronounced fear of being laughed at. However, the differences between psychometrically measured and self-estimated abilities showed that gelotophobes have a lower self-estimation of their abilities regarding general intelligence, vocabulary, and attention. Taken together the studies show that gelotophobia is not related to intelligence but that gelotophobes tend to have lower self-estimations of their own abilities and underestimate their true ability (i.e., psychometrically measured) by 6 IQ-points. The general pattern of low self-estimations of abilities in gelotophobes is discussed and whether this might be a useful starting point for the development of treatments for gelotophobia.
The purpose of this study was to determine how accurately individuals judge their own level of financial risk-tolerance and whether self-assessed financial risk-tolerance is associated with investment risk-taking behaviours. Using a sample of internet risk-assessment survey respondents (n = 1,740), it was concluded that individuals do a fair job of assessing their own level of financial risk-tolerance using self-classifications into one of four levels of risk-tolerance (r = 0.50 with risk-tolerance test score). Moreover, this self-classification was associated with actual risk-taking investing behaviours. Individuals who saw themselves as real risk avoiders or cautious when making investments tended to hold more cash than riskier assets like equities. Conversely, individuals who viewed themselves as gamblers or being willing to take risks after completing adequate research had larger holdings in equities.
Using a sample of 386 financial advisors and 458 of their clients, the study sought to determine how effective financial advisors and clients are at estimating risk-tolerance, and to test how well items from a risk tolerance test and demographic information can represent the judgmental process used to formulate these estimates (a "paramorphic representation" of the decision). The client's self rating and the advisor's rating of the client produced a Pearson correlation of .40. Moreover, the advisor's rating correlated at about the same level (r =.41) with the client's score on a test of risk tolerance. The data also showed that when it comes to estimating one's own risk tolerance, clients are better than are advisors at this task. The estimates could be represented paramorphically in terms of a few variables. It was observed that advisors assign too much diagnostic value to certain demographic variables in estimating client risk tolerance.
Un modelo de gran consenso para la descripción de los rasgos es el Modelo de los Cinco Factores (FFM, Five-Factor Model) que parece representar un avance conceptual y empírico en el campo de la teoría de la personalidad. El FFM es aplicado en distintas áreas de la Psicología tales como el ámbito clínico, laboral y educacional. Se ha propuesto que los rasgos de personalidad son predictivos del rendimiento académico y que están asociados a variables con fuerte influencia en el éxito académico, tales como la motivación, la inteligencia y la autoeficacia. En esta revisión se describen cuáles son los rasgos que están asociado con el éxito académico y otros predictores. Se mencionan algunas limitaciones y se proponen nuevas directrices.
Using an experimental design, we examined the interactive effect of situational (explicit presentations of an honor code reminder and of a realistic course warning) and individual (self-perceived cognitive ability) factors on business student cheating. Explicit presentations of both the honor code reminder and the realistic course warning led to significant reductions in academic cheating. In addition, we predicted and found a 3-way interaction indicating that students with the highest self-perceived cognitive ability engaged in the least cheating, especially when both the honor code reminder and the realistic course warning were presented at the outset of the semester. Conversely, when neither the honor code reminder nor the realistic course warning was presented, students low in self-perceived cognitive ability cheated the most. These results suggest that an academic institute's possession of an honor code reminder alone is not sufficient to substantially reduce academic cheating, and that an explicit reminder of the honor code and a realistic course warning together will produce the greatest reduction in cheating. Implications for reducing academic cheating using proactive interventions in the classroom are provided, and future research directions are discussed.
The relationship between self-report abilities and personality was examined at both the phenotypic (zero-order) level as well as at the genetic and environmental levels. Twins and siblings (
N = 516) completed self-report ability and personality questionnaires. A factor analysis of the ability questions revealed 10 factors, including politics, interpersonal relationships, practical tasks, intellectual pursuits, academic skills, entrepreneur/business, domestic skills, vocal abilities, and creativity. Five personality factors were examined, including extraversion, conscientiousness, dependence, aggression, and openness. At the phenotypic level, the correlations between the ability factor scores and personality factor scores ranged from 0 to .60 (between political abilities and extraversion). The relationship between the two areas at the genetic level was found to range between –.01 and .60; the environmental correlations ranged from –.01 to .48. The results suggest that some of the self-report ability scores are related to self-report personality, and that some of these observed relationships may have a common genetic basis while others are from a common environmental factor. (PsycINFO Database Record (c) 2012 APA, all rights reserved)
Participants from Poland (N = 258) provided estimates of their own, their parents', and their grandparents' general and multiple intelligences. Test experience, gender, and age were examined as potential predictors of general intelligence. Males gave higher self-estimates than females on general, spatial, and musical intelligence. There was evidence of perceived generational differences in estimates of general intelligence, with participants rating themselves slightly higher than their parents, and their parents slightly higher than their grandparents. Regression analyses showed that the most consistent predictors of estimated general intelligence were verbal, mathematical, and intrapersonal intelligence. A comparison between Polish and British (N = 185) data revealed interesting cultural effects, primarily concerning father and mother estimates. Overall, the results were broadly in line with those of other studies, although several cultural differences are noted and discussed. (PsycINFO Database Record (c) 2012 APA, all rights reserved)
This chapter addresses questions about the appropriateness of various cognitive approaches in assessing emotional intelligence (EI). The value of any methodology, however, is inextricably wedded to the variable being measured. Construct validity pertains not just to a particular test but to the construct or attribute it is supposed to measure. Validity is not about "a property of tests but about a property of test score interpretation... about the complex question of whether test score interpretations are consistent with a nomological network involving theoretical and observational terms (Cronbach & Meehl, 1955) and with an even more complicated system of theoretical rationales, empirical data, and social consequences of testing" (Borsboom, Mellenbergh, & van Heerden, 2004, p. 1061). Obviously, if the construct is incomplete or overly inclusive, trying to establish the validity of tests designed to measure it is rather like trying to catch trout with a bathtub. Very difficult; and not likely to yield fish in time for dinner. Therefore, this chapter will also consider some of the assumptions underlying a few of the many EI measures currently in use. (PsycINFO Database Record (c) 2012 APA, all rights reserved)
The parents from 415 child-mother-father triads (average age of children: 10.6 years of age) in their first year of secondary school education in the new German Federal States (former East Germany) estimated their own general and specific intelligence scores and that of their children. Analyses of variance yielded gender-specific variations in parents' self- and child-ratings. Males rated themselves more favorably than females did except for the aspect of emotional intelligence where the opposite pattern was observed. Ratings of children's intelligence only differed with respect to analytical and practical intelligence, where sons were rated higher than daughters. Moreover, child-ratings varied depending on school track (general secondary vs. grammar) with all parental estimates of grammar school students exceeding those given for general (secondary) school students. Regression analyses suggest that parental estimates of children's intelligence are strongly influenced by parents' self-ratings of intelligence. (PsycINFO Database Record (c) 2012 APA, all rights reserved)
Students are often asked to judge their own creativity. There is some evidence that such judgments correlate modestly with other self-report data and some divergent thinking test measures. Only limited work, however, has been done comparing self-reported creativity with actual creative performance. Because levels of self-reported creativity might vary across domains— which would allow greater likelihood of accuracy of such reports—we examined self-reports of creativity in four domains and compared these with expert ratings of subjects' work in those domains (as judged using the Consensual Assessment Technique). Subjects were 78 fourth-grade students. The students did not predict uniform levels of creativity for themselves across domains (all self-assessments correlated across domains less than .30). However, these predictions did not match expert ratings of the students' creative products in each domain. These results challenge the validity of self-assessments of creativity among students of this age, even when the students are given the opportunity to give themselves different creativity ratings in different domains.
In this article, we attempt to distinguish between the properties of moderator and mediator variables at a number of levels. First, we seek to make theorists and researchers aware of the importance of not using the terms moderator and mediator interchangeably by carefully elaborating, both conceptually and strategically, the many ways in which moderators and mediators differ. We then go beyond this largely pedagogical function and delineate the conceptual and strategic implications of making use of such distinctions with regard to a wide range of phenomena, including control and stress, attitudes, and personality traits. We also provide a specific compendium of analytic procedures appropriate for making the most effective use of the moderator and mediator distinction, both separately and in terms of a broader causal system that includes both moderators and mediators. (46 ref) (PsycINFO Database Record (c) 2012 APA, all rights reserved)
Correlations between single-item self-reports of intelligence and IQ scores are rather low (.20-.25) in college samples. The literature suggested that self-reports could be improved by three strategies: (1) aggregation, (2) item weighting, and (3) use of indirect, rather than direct, questions. To evaluate these strategies, we compared the validity of aggregated and unaggregated versions of direct measures with four indirect measures (Gough's Intellectual efficiency scale, Hogan's Intellect composite scale, Sternberg's Behavior Check List, and Trapnell's Smart scale). All measures were administered to two large samples of undergraduates (Ns = 310, 326), who also took an IQ test. Although results showed some success for both direct and indirect measures, the failure of their validities to exceed .30 impugns their utility as IQ proxies in competitive college samples. The content of the most valid items referred to global mental abilities or reading involvement. Aggregation benefited indirect more than direct measures, but prototype-weighting contributed little.
This article reports on 2 studies, both concerned with the validity of the NEO Five-Factor Inventory (NEO-FFI). The first study, replicated over 3 samples, concerned the validity of the measure as determined by self-ratings. Results indicated that participants were able to predict their extraversion, conscientiousness, and neuroticism scores with reasonable accuracy, but agreeableness and openness-to-experience less so. In addition, participants were not very reliable in predicting others' test scores, although they believed themselves to have scores moderately similar to the other, self-nominated person. The second study showed that the NEO-FFI was highly susceptible to faking, although the all-important fake good versus control comparisons were significant only for agreeableness, conscientiousness, and neuroticism. The implications of these studies for applied personality measurement are considered.
Several studies have shown above-chance agreement of self-reports on extraversion and conscientiousness with ratings by strangers, indicating that ratings by strangers might be quite accurate. Because self-reports are a less-than-ideal criterion to evaluate the accuracy of stranger ratings, however, the present study compared them also with ratings by acquaintances and with targets' performance on an intelligence test. Ratings of extraversion, conscientiousness, and intelligence by strangers having been exposed to a videotape of targets were significantly related to self-reports of these traits as well as to ratings by acquaintances. Moreover, ratings of intelligence by strangers were related to targets' measured intelligence, provided that judges had been exposed to a sound film of the targets. (PsycINFO Database Record (c) 2012 APA, all rights reserved)
In this article, we attempt to distinguish between the properties of moderator and mediator variables at a number of levels. First, we seek to make theorists and researchers aware of the importance of not using the terms moderator and mediator interchangeably by carefully elaborating, both conceptually and strategically, the many ways in which moderators and mediators differ. We then go beyond this largely pedagogical function and delineate the conceptual and strategic implications of making use of such distinctions with regard to a wide range of phenomena, including control and stress, attitudes, and personality traits. We also provide a specific compendium of analytic procedures appropriate for making the most effective use of the moderator and mediator distinction, both separately and in terms of a broader causal system that includes both moderators and mediators.
The authors review the development of the modern paradigm for intelligence assessment and application and consider the differentiation between intelligence-as-maximal performance and intelligence-as-typical performance. They review theories of intelligence, personality, and interest as a means to establish potential overlap. Consideration of intelligence-as-typical performance provides a basis for evaluation of intelligence-personality and intelligence-interest relations. Evaluation of relations among personality constructs, vocational interests, and intellectual abilities provides evidence for communality across the domains of personality of J. L. Holland's (1959) model of vocational interests. The authors provide an extensive meta-analysis of personality-intellectual ability correlations, and a review of interest-intellectual ability associations. They identify 4 trait complexes: social, clerical/conventional, science/math, and intellectual/cultural.
From research on the organization of implicit personality theory, and on the fakability of psychometrically sophisticated scales a general argument about the conceptual overlap between implicit personality theory and ‘scientific’ theories of personality is developed. This is tested in the case of the common-sense conception of extroversion—introversion, and that of Eysenck. The convergent validity of these two conceptions are found to be high enough to support the argument. The implications of the argument are discussed in relation to the correspondences between implicit personality theory and personality theory, and the functions of personality theory in psychology and implicit personality theory in everyday life.
This study looks at the relationship between personality traits (Big Five personality traits), fluid (Gf) and subjectively-assessed (SAI) intelligence. British university students together (N = 100) completed the NEO-PI-R (Costa & McCrae, 1992), five intelligence tests, a measure of Emotional Intelligence (EQ) and estimated their intellectual ability on a normal distribution followed by six specific abilities. The Wonderlic Personnel Test score was a significant predictor of three estimates: EQ of two; and Openness to Experience of five of these estimates. The most variance accounted for was 16 per cent when regressing intelligence the Big Five personality traits and emotional intelligence onto SAI scores. The five intelligence tests correlated significantly with each other. Males give higher overall IQ self-estimates (114.4 vs 106.4) and higher overall vocabulary scores (116.0 vs 106.5). Regressing the six specific abilities onto the overall estimate showed three to be significant (Vocabulary, Ability to learn new things, Cultural Knowledge).
Following J. Reilly and G. Mulhern (1995), the authors examined the relationship between self-estimated and psychometrically measured IQs in men and women. In this study, 53 male and 140 female British undergraduates estimated their overall IQs. About 4 months later, they completed a spatial-intelligence (mental-rotation) test. The men estimated their scores significantly higher (120) than the women did (116) and also obtained significantly higher test scores (6.94) than the women did (4.43). There was a very modest but significant correlation between self-estimated IQ and actual IQ score (r = .16). The correlation was significant for the men (r = .27, n = 53) but not for the women (r = .09, n = 140). Removal of a small number of outliers had no significant effect on the results.
This study examined the relationship between subjects' actual test derived scores and their estimates of what those scores would be. Fifty-six subjects completed three questionnaires (Morningness-Eveningness Questionnaire; FIRO-B; Myers—Briggs Type Indicator MBTI), and then estimated the scores on each dimension (15 in all) for themselves and another person that they knew well. The results showed significant positive correlations on 10 of the 15 dimensions for themselves. The dimensions that they were best at estimating were Morningness-Eveningness; Extraversion, and Thinking on the MBTI; and Wanted and Expressed Inclusion on the FIRO-B. Eight correlations reached significance concerning their ability to predict another known person's scores but were lower than for their own estimate-actual score correlations. Whereas subjects believed that they were like the other person they nominated (12 of the 15 correlations were significantly positive), in actual fact their test derived scores showed only five significant findings, two positive and the others negative. The results are discussed in terms of lay theories of personality and their relationship to personality assessment.
[This book] is written for students of cognitive psychology, and also for clinicians and researchers in the areas of cognition, stress and emotional disorders. (PsycINFO Database Record (c) 2012 APA, all rights reserved)
To satisfy the need in personality research for factorially univocal measures of each of the 5 domains that subsume most English-language terms for personality traits, new sets of Big-Five factor markers were investigated. In studies of adjective-anchored bipolar rating scales, a transparent format was found to produce factor markers that were more univocal than the same scales administered in the traditional format. Nonetheless, even the transparent bipolar scales proved less robust as factor markers than did parallel sets of adjectives administered in unipolar format. A set of 100 unipolar terms proved to be highly robust across quite diverse samples of self and peer descriptions. These new markers were compared with previously developed ones based on far larger sets of trait adjectives, as well as with the scales from the NEO and Hogan personality inventories. (PsycINFO Database Record (c) 2012 APA, all rights reserved)
Investigated whether self-ratings of ability can be used as substitutes for ability tests in an industrial setting. 114 undergraduates first completed a questionnaire asking them to rate themselves on 10 ability areas. The Ss were then given a battery of tests designed to test these same ability areas. Tests included the Employee Aptitude Survey Test of Visual Pursuit and Manual Speed and Accuracy, the Revised Minnesota Paper Forms Board Test, Personnel Tests for Industry—Verbal and Numerical, the Otis Self-Administering Tests of Mental Ability, and the Bennett Mechanical Comprehension Test. In addition, the potential moderator effects of sex, general intelligence, self-esteem, and social desirability were investigated. Correlations between self-rated and tested abilities, although generally significant, were too small to have any practical significance. The self-ratings were also unable to diffentiate between those who would score high and low on the ability tests, even for extreme self-rated groups. No moderator effects were found. It is concluded that self-reports of ability could not substitute for ability tests. (16 ref) (PsycINFO Database Record (c) 2012 APA, all rights reserved)
Administered the Eysenck Personality Inventory (EPI) and a questionnaire to 76 undergraduates to determine whether Ss perceived their best friends as similar to them along the dimension of extraversion–introversion. Ss' scores on the EPI were compared with their perceptions of their own best friends' personalities. An overall tendency to perceive similarity was indicated, with the exception being inventory-scaled introverts who showed no preference. Preference for a hypothetical roommate was influenced by the amount of similarity between the roommates' perceived level of extraversion and Ss' own degree of extraversion. Both personality types were able to identify correctly their own amount of extraversion, but the hypothesis that an extraverted roommate would be the preferred choice overall was not confirmed. (8 ref) (PsycINFO Database Record (c) 2012 APA, all rights reserved)
This experiment was concerned with the similarity between subjects' ratings of themselves and others, and their scores on various psychological tests of personality, social skills and beliefs. The literature on the accuracy of self-ratings, the acceptance of personality feedback, the accuracy of person perception and self-other attributional errors was reviewed. Sixty-three subjects estimated their own and a friend's score on five standard psychological tests. The results revealed that subjects were able to correctly estimate several of their own personality (extraversion, neuroticism, psychotism and self-monitoring) and social anxiety scores, though they were able to correctly estimate only two scores of another person that they knew well (extraversion and neuroticism). They did however believe themselves to be significantly similar on all eight dimensions to their nominated friend, thereby showing attributional errors. The results are discussed in terms of person perception and attribution theory, and the significance of the results for psychological assessment are explored. Limitations in research of this kind are also considered.
The aim of the present study was to investigate to what extent personality, gender, and age can predict psychometric intelligence scores. A total of 900 participants completed the Watson–Glaser Critical Thinking Appraisal Test, the Graduate Managerial Assessment: Abstract, the Revised NEO Personality Inventory, and the Myers–Briggs Type Indicator. Intelligence was found to be most consistently predicted by high Openness and low Neuroticism, which has been repeatedly reported in the past (Ackerman & Heggestad, 1997; Kyllonen, 1997), as well as by low Extraversion and low Conscientiousness, which has also been previously reported (Furnham, Chamorro-Premuzic, & Moutafi, under review). Of the demographic factors, there were no gender differences with respect to general intelligence (g), but age was found to be a significant negative predictor of g, in line with previous findings (Matthews, Davies, Westerman, & Stammers, 2000). Copyright © 2002 John Wiley & Sons, Ltd.
This paper reports on two studies that investigated the relationship between the Big Five personality traits, self-estimates of intelligence (SEI), and scores on two psychometrically validated intelligence tests. In study 1 a total of 100 participants completed the NEO-PI-R, the Wonderlic Personnel Test and the Baddeley Reasoning Test, and estimated their own intelligence on a normal distribution curve. Multiple regression showed that psychometric intelligence was predicted by Conscientiousness and SEI, while SEI was predicted by gender, Neuroticism (notably anxiety) and Agreeableness (notably modesty). Personality was a better predictor of SEI than of psychometric intelligence itself. Study 2 attempted to explore the relationship between SEI and psychometric intelligence. A total of 130 participants completed the NEO-PI-R, the Baddeley Reasoning Test, and the S & M Spatial intelligence test. In addition, SEI and participants conceptions of intelligence were also examined. In combination with gender and previous IQ test experience, these variables were found to predict about 11% of the variance in SEI. SEI was the only significant predictor of psychometrically measured intelligence. Inconsistencies between results of the two studies, theoretical and applied implications, and limitations of this work are discussed.
This review paper examines two related areas of research: studies dating back over 50 years on lay theories of the nature and measurement of intelligence, and more recent research on sex and culture differences on self-estimated intelligence. The latter focus is on the nearly 20 published papers on estimated intelligence. Studies have shown consistent sex differences with males rating themselves higher than females. There are also consistent generational effects with adult participants believing around a half standard deviation difference in intelligence with their grandparents being least intelligent and children most. Self-estimated and psychometric intelligence only correlates weakly. Studies looking at self and other estimates of multiple intelligence indicated that participants seemed to believe that intelligence was male normative in that it was specifically those types of intelligence (mathematical and spatial) that most differentiated between the sexes that were themselves more predictive of general overall intelligence. Implications of these findings for intelligence testing are considered.
This study sought to examine differences between estimated intelligence and measured IQ among males and females. Forty-six male and 80 female participants were asked to estimate their own IQ and to complete the Digit Symbol and Vocabulary tests from the WAIS. Analysis of group data revealed a significant gender difference in self-estimated IQ, with male self-estimates higher on average than those of females. Moreover, male self-estimates were found to be significantly higher overall than their measured IQs and female self-estimates were lower than measured IQ, although not significantly. Consideration of these results at individual level, however, indicated that, for the majority of subjects, the overall pattern of results for males and females was strikingly similar and that statistically significant group differences were due to a few ‘outliers’ who displayed large discrepancies between estimated and measured IQ. It was concluded that speculation about the causality of inaccurate self-estimates of IQ should not be based on the assumption that gender differences at group level represent a generalized tendency on the part of either sex to either over-confidence or lack of confidence with regard to their own intelligence.
Eysenck Personality Inventory extraversion scores correlated .48 with self-rated extraversion and EPI neuroticism correlated .21 with self-rated neuroticism. Self-ratings were made on single-item 7-point scales. Although statistically significant these correlations were too low to substitute self-ratings from single item scales for personality inventory scores, as some have claimed is possible.
To further establish the validity of the Eysenck Personality Inventory, 243 general psychology students were administered this test and were then read descriptions of the ‘typical’ introvert, extravert and the ‘typical’ high- and low-anxious person and asked to make a self-rating on these two dimensions. The self-ratings and EPI means and standard deviations were found to be equivalent. The subjects dichotomized into introverts and extraverts on the basis of the EPI scores were found to be significantly different on the self-rating scores. Subjects dichotomized on the basis of self-ratings into introverts and extraverts also yielded significantly different EPI scores. The same analyses of the Neuroticism dimension resulted in significant differences. The correlations between self-ratings of Extraversion and this scale on the EPI was 0.72, for the self-ratings and Neuroticism, 0.56.
The E.P.I. was administered to 58 normal Ss who were students in three adult psychology classes. Immediately after responding to the E.P.I., Ss were asked to rate themselves on a seven-point introversion-extraversion scale. The Ss were divided into Introverts and Extraverts on the basis of their self-ratings. The Ss were also dichotomized into Introverts and Extraverts on the basis of E scores. Introvert and Extravert criterion groups were found to be significantly different from each other and from the total group. The results indicate that introverts as defined by self-ratings are somewhat more aware of their position on the Introversion-Extraversion continuum than are extraverts. Results support the validity of the E scale of the E.P.I. when using Introvert and Extravert criterion groups as defined above.
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