Counterproductive academic behaviors (CAB) are a major problem for educational institutions all over the world. For this reason, to determine the potential predictors of CAB is relevant. After ...defining CAB and introducing a typology of seven CABs facets (i.e., cheating, absenteeism, plagiarism, deception, breach of rules, low effort, and misuse of resources), this study reports on a comprehensive meta-analysis carried out to estimate the relationships between CAB and its facets with the Big Five personality dimensions and intelligence. Results showed that conscientiousness (K = 77, N = 31,473, ρ = −.28) and agreeableness (K = 56, N = 24,436, ρ = −.14) were predictors of the student's propensity to engage in CAB. Conscientiousness also predicted the 7 facets of CAB, particularly absenteeism (ρ = −.30), cheating (ρ = −.34), misuse of resources (ρ = −.32), low effort (ρ = −.29), and breach of rules (ρ = −.27). Intelligence showed a negative relationship with CAB (K = 55, N = 30,052, ρ = −.19), and it was the best predictor of deception (K = 18, N = 3,575 ρ = −.48). The educational level, the type of cognitive tests, and the intelligence factor assessed were relevant moderators of the validity estimates. The validity of a compound of conscientiousness, agreeableness, and intelligence was .42 for predicting overall CAB. Finally, we discuss the theoretical and practical implications of the findings.
This paper presents a series of meta-analyses of the validity of general mental ability (GMA) for predicting five occupational criteria, including supervisory ratings of job performance, production ...records, work sample tests, instructor ratings, and grades. The meta-analyses were conducted with a large database of 467 technical reports of the validity of the General Aptitude Test Battery (GATB) which included 630 independent samples. GMA showed to be a consistent predictor of the five criteria, but the magnitude of the operational validity was not the same across the five criteria. Results also showed that job complexity is a moderator of the GMA validity for the performance criteria. We also found that the GMA validity estimates are slightly smaller than the previous ones obtained by Hunter and Hunter (
1984
). Finally, we discuss the implications of these findings for the research and practice of personnel selection.
This paper presents a series of psychometric meta-analysis on the relationship between cognitive reflection (CR) and several cognitive abilities (i.e., cognitive intelligence, numerical ability, ...verbal ability, mechanical-spatial ability, and working memory), and skills (i.e., numeracy skills). Also, the paper presents a bifactor analysis carried out to determine whether CR is a related but independent factor or a second-stratum factor in a hierarchical model of cognitive intelligence. Finally, the study also tested a path meta-analytic model of the CR-cognitive ability relationships. The results showed that CR correlated substantially with all the cognitive abilities and skills (K ranged from 3 to 44 and N ranged from 624 to 20,307). The bifactor analysis showed that CR variance was mainly accounted for by a general factor of cognitive intelligence plus a second-stratum factor of numerical ability. The results of the bifactor analysis were similar for numerical-CRT and verbal-CRT. It was not found evidence supporting the existence of a cognitive reflection factor. Finally, the path meta-analytic model showed that the combination of cognitive intelligence and numerical ability accounted for 69% of CR variance. The path model showed that cognitive intelligence and numerical ability have direct and indirect (through numeracy skills) effects on CR. Theoretical and practical implications are discussed, and future research is suggested.
•First meta-analysis of the relationship of cognitive reflection, cognitive abilities, and numeracy skills•Cognitive reflection correlates with all cognitive abilities and numeracy skills•Cognitive reflection is accounted for by a general factor of intelligence plus a second-stratum factor of numerical ability•Intelligence and numerical ability have direct and indirect effects on cognitive reflection through numeracy skills
A comprehensive meta‐analysis of two types of forced‐choice (FC) personality inventories (ipsative and quasi‐ipsative) across nine occupational groups (Clerical, Customer Service, Health Care, ...Managerial, Military, Police, Sales, Skilled Manual, and Supervisory) is reported. Quasi‐ipsative measures showed substantially higher operational validity coefficients and validity generalization across all occupations than ipsative measures. Results also showed that, compared with the findings of previous meta‐analyses, quasi‐ipsative personality inventories are better predictors of job performance than previously thought and that operational validities for ipsative measures are notably congruent with past findings. We conclude that quasi‐ipsative scale formats are superior for predicting job performance for all occupational groups. Theoretical and practical implications of these findings for personnel selection are discussed in .
Practitioner points
Personality inventories have been widely used in personnel selection, but it was thought that their predictive validity was small. We found that they are substantially more valid than was previously thought.
The traditional opinion among researchers in I/O psychology is that single‐stimulus personality inventories (e.g., normative Likert‐type scales) have superior predictive validity to FC personality questionnaires (e.g., ipsative inventories), but our research findings suggest that this is not true for quasi‐ipsative inventories.
In comparison with ipsative and normative personality inventories, quasi‐ipsative personality inventories showed higher predictive validity regardless of occupational group.
Based on our results, we recommend the use of quasi‐ipsative FC personality measures in personnel selection decisions regardless of the occupation group being recruited for.
Counterproductive academic behaviors (CAB) is a problem that has plagued academic institutions for centuries. However, research has mostly been focused on higher learning institutes in North America. ...For this reason, literature on CAB must be expanded to other geographical areas and academic levels. The present research analyses the prevalence and correlates of CAB in a sample of Spanish high school students. The results indicate that CAB is a common phenomenon, cheating and low effort behaviors being the most prevalent forms. Correlational analyses revealed that conscientiousness (rho = -.55, p .01), emotional stability (rho = .28, p .01), and agreeableness (rho = -.26, p .05) are predictors of CAB. Multiple regression analyses showed that conscientiousness is the dimension exerting the strongest impact on CAB (beta = -.64, p .01), followed by agreeableness, and emotional stability. These three dimensions accounted for 51% of CAB variance. Last, implications for theory and practice are described.
This study presents a comprehensive meta-analysis on the faking resistance of forced-choice (FC) inventories. The results showed that (1) FC inventories show resistance to faking behavior; (2) the ...magnitude of faking is higher in experimental contexts than in real-life selection processes, suggesting that the effects of faking may be, in part, a laboratory phenomenon; and (3) quasi-ipsative FC inventories are more resistant to faking than the other FC formats. Smaller effect sizes were found for conscientiousness when the quasi-ipsative format was used (δ = 0.49 vs. δ = 1.27 for ipsative formats). Also, the effect sizes were smaller for the applicant samples than for the experimental samples. Finally, the contributions and practical implications of these findings are discussed.
This article reports a comprehensive meta-analysis of the criterion-oriented validity of the Big Five personality dimensions assessed with forced-choice (FC) inventories. Six criteria (i.e., ...performance ratings, training proficiency, productivity, grade-point average, global occupational performance, and global academic performance) and three types of FC scores (i.e., normative, quasi-ipsative, and ipsative) served for grouping the validity coefficients. Globally, the results showed that the Big Five assessed with FC measures have similar or slightly higher validity than the Big Five assessed with single-stimulus (SS) personality inventories. Quasi-ipsative measures of conscientiousness (K = 44, N = 8794, ρ = .40) are found to be better predictors of job performance than normative and ipsative measures. FC inventories also showed similar reliability coefficients to SS inventories. Implications of the findings for theory and practice in academic and personnel decisions are discussed, and future research is suggested.
Objectives:
This reliability generalization study aimed to estimate the mean and variance of the interrater reliability coefficients (
r
yy
) of supervisory ratings of overall, task, contextual, and ...positive job performance. The moderating effect of the appraisal purpose and the scale type was examined. It was hypothesized that the ratings collected for research purposes and multi-item scales have higher
r
yy
. It was also examined whether
r
yy
was similar for the four performance dimensions.
Method:
A database consisting of 224 independent samples was created and hierarchical sub-grouping meta-analyses were conducted.
Results:
The appraisal purpose was a moderator of
r
yy
for the four performance dimensions. Scale type was a moderator of
r
yy
for overall and task performance collected for research purposes. The findings also suggest that supervisors seem to have less difficulty evaluating overall job performance than task, contextual, and positive performance. The best estimates of the observed
r
yy
for overall job performance are 0.61 for research-collected ratings and 0.45 for administrative-collected ratings.
Conclusions:
(1) Appraisal purpose moderates
r
yy
and researchers and practitioners should be aware of its effects before collecting ratings or using empirically-derived interrater reliability distributions, (2) Scale type seems to moderate
r
yy
in the case of the ratings collected for research purposes, only, (3) overall job performance is more reliably rated than task, contextual, and positive performance. Implications for research and practice are discussed.
This article presents a meta-analysis of the validity of cognitive reflection (CR) for predicting job performance and training proficiency. It also examines the incremental validity of CR over ...cognitive intelligence (CI) for predicting these two occupational criteria. CR proved to be an excellent predictor of job performance and training proficiency, and the magnitude of the true validity was very similar across the two criteria. Results also showed that the type of CR is not a moderator of CR validity. We also found that CR showed incremental variance over CI for the explanation of job performance, although the magnitude of the contribution is small. However, CR shows practically no incremental validity over CI validity in the explanation of training proficiency. Finally, we discuss the implications of these findings for the research and practice of personnel selection.
Knowledge management systems try to elicit and support the flow of ideas and experiences among groups of employees (sometimes referred to as knowledge communities). Whereas numerous information and ...communication systems have been developed to support such knowledge exchanges, practical applications have found that technology alone cannot ensure that knowledge will indeed be volunteered and exchanged, and whereas researchers and consultants alike have argued that culture and other human variables constitute key success factors, it is not clear what specific variables are at play, nor what management practices can affect those variables. This exploratory research investigates some of the psychological, organizational and system-related variables that may determine individual engagement in intra-organizational knowledge sharing. Results from a survey of 372 employees from a large multinational show that self-efficacy, openness to experience, perceived support from colleagues and supervisors and, to a lesser extent, organizational commitment, job autonomy, perceptions about the availability and quality of knowledge management systems, and perceptions of rewards associated with sharing knowledge, significantly predicted self-reports of participation in knowledge exchange.
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