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1
Hernandez, Jérôme. "Facilitating the Development of Game-Based Assessments : An In-depth Exploration of Behavioural Profiling and Soft Skills Recognition via Gamified Situational Judgement Tests." Electronic Thesis or Diss., Sorbonne université, 2023. http://www.theses.fr/2023SORUS589.
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Au cours des dernières années, la reconnaissance des compétences non techniques et transversales est devenue de plus en plus courante dans la sélection et la formation du personnel. Dans cette optique, les entreprises ont montré un intérêt croissant pour l'utilisation d'approches ludiques, couplées à des données informatiques, pour prédire le comportement des employés. Les professionnels des ressources humaines cherchent donc et développent des outils fiables et valides pour identifier le bon candidat pour le bon poste tout en améliorant simultanément les stratégies de sélection et l'engagement des candidats. Cette thèse explore l'exploration et l'exploitation des approches basées sur le jeu dans le domaine des ressources humaines, en particulier dans les processus de recrutement et de sélection. Elle commence d'abord par plonger dans l'histoire des approches basées sur le jeu, en retraçant leurs origines et en expliquant leur évolution jusqu'aux jeux sérieux d'aujourd'hui. Ensuite, la thèse présente un méta-cadre et deux cadres pour la conception et la création d'un test de jugement situationnel ludifié (GSJT). Une progression systématique est mise en évidence, allant de la compréhension des besoins des clients à la mise en œuvre du GSJT. Ce méta-cadre et ces cadres subissent deux exécutions expérimentales pour affirmer leur efficacité. Par la suite, un système de notation de psychométrie computationnelle est introduit pour aider les équipes de psychométrie du GSJT dans leurs efforts de notation. Plusieurs méthodes de notation sont examinées, et une approche de notation hybride est introduite. Une troisième expérience est exécutée pour valider l'efficacité de cette approche. La thèse déplace ensuite son attention sur l'importance d'avoir des personnages non jouables réalistes pour reconnaître les compétences non techniques. Des modèles d'apprentissage profond sont suggérés pour faciliter la création de ces personnages. Une dernière expérience est menée pour évaluer l'efficacité de ces modèles. En conclusion, cette thèse apporte des contributions préliminaires à la théorie et aux applications pratiques concernant la création et l'utilisation de méthodologies basées sur le jeu dans le secteur des ressources humaines pour la reconnaissance de profils comportementauxIn recent years, the recognition of non-technical and cross-functional skills has become increasingly common in personnel selection and training. To this end, companies have shown a growing interest in using game-based approaches, coupled with computational data, to predict employee behaviour. Human resources professionals are, therefore, seeking and developing reliable and valid tools to identify the right candidate for the right position while simultaneously enhancing selection strategies and candidate engagement. This thesis explores the exploration and exploitation of game-based approaches in the field of human resources, particularly in recruitment and selection processes. It first delves into the history of game-based approaches, tracing their origins and explaining their evolution up to today’s serious games. Following that, the thesis presents a meta-frameworks and two frameworks for designing and creating a gamified situational judgement test (GSJT). A systematic progression is highlighted, spanning from grasping client needs to implementing the GSJT. These meta- framework and frameworks undergoes two experimental runs to affirm its effectiveness. Subsequently, a computational psychometric scoring system is introduced to assist GSJT psychometry teams in their scoring endeavors. Several scoring methods are scrutinized, and a hybrid scoring approach is introduced. A third experiment is executed to validate the efficacy of this approach. The thesis then shifts its focus to the significance of having lifelike non-playable charac- ters for recognizing non-technical skills. Deep learning models are suggested to facilitate the creation of these characters. A final experiment is conducted to gauge the effective- ness of these models. In conclusion, this thesis provides preliminary contributions to both theory and practical applications concerning the creation and use of game-based methodologies in the human resources sector for behavioural profile recognition
2
Pui, Shuang-Yueh. "Situational Judgment Test: A Measurement of Judgment?" Bowling Green, Ohio : Bowling Green State University, 2007. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=bgsu1192636656.
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Conner, Lane A. Guarnaccia Charles Anthony. "Evaluation of the situational judgment test." [Denton, Tex.] : University of North Texas, 2007. http://digital.library.unt.edu/permalink/meta-dc-3686.
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Conner, Lane A. "Evaluation of the Situational Judgment Test." Thesis, University of North Texas, 2007. https://digital.library.unt.edu/ark:/67531/metadc3686/.
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This research attempts to confirm the reliability and construct validity of a personnel selection instrument called a Situational Judgment Test (SJT) through reliability analysis and factor analysis. The existing literature on SJTs is reviewed, including the advantages of using SJTs in personnel selection as well as the debate on whether SJTs measure a single construct or whether they can be multidimensional depending on the content. The specific SJT in this research was theoretically developed and received expert ratings to assess four general constructs: problem solving, planning, priority setting, and leadership. No support from alpha internal consistency reliability analysis was found for the assembly of these items into the four a priori subscales, thus assembly of these items into the theoretical subscales and scales was not supported.
5
Mumford, Sally. "The Situational Judgment Test : cognition, constructs and criterion validity." Thesis, University of Sheffield, 2015. http://etheses.whiterose.ac.uk/9597/.
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The Situational Judgment Test (SJT) is a personnel selection test in which a hypothetical scenario is provided, and the applicant asked to choose one or rate multiple answers. Unlike conventional knowledge tests, performance does not rely upon typical academic intelligence. A key requirement of research is to fully understand the construct validity, criterion validity and SJT theory. This thesis is a set of 3 studies that investigates firstly, the construct validity of an SJT in medicine, secondly, establishes a new construct of interest to the SJT (formal operational thought, FOT) and thirdly, investigates FOT in relation to both the construct and criterion validity of an SJT in medicine. In study 1 a current model of the construct validity of the SJT was examined alongside two measures assessing individual differences that are not currently included in SJT theory (‘Need for Cognition’ and ‘Occupational Self-Efficacy’) with the aim of increasing the amount of variance explained in SJT scores. Neither existing theory nor the additional variables significantly explained SJT performance. Inspection of the literature revealed aspects of intelligence previously unexplored in relation to the SJT; fluid intelligence and FOT. A new measure of FOT was validated and FOT was conceptualised as a higher level ability for complex reasoning, independent to that used for primary cognitions. Study 3 then assessed FOT, SJT performance, academic attainment and job performance within medical students. FOT scores did not significantly explain variance in the SJT scores. However, they had incremental validity over the SJT in explaining actual job performance. The studies demonstrate that introducing FOT yielded additional unique variance over the SJT when explaining job performance and that this concept is a higher level thought store, independent of procedural and declarative knowledge stores. These ideas are presented in a theoretical model integrating existing intelligence and SJT theory.
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Colakoglu, Zeliha Ruhsar. "Establishing The Validity Of A Leadership Based Situational Judgment Test." Master's thesis, METU, 2013. http://etd.lib.metu.edu.tr/upload/12615673/index.pdf.
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The aim of this study was to develop a leadership measure using situational judgment test (SJT) methodology and to evaluate both construct and criterion-related validity of the developed SJT with respect to a well established measure of leadership, the Leadership Opinion Questionnaire (LOQ).
In this study, it was hypothesized that task-oriented leadership-based SJT (SJT-T) is positively related to the supervisors&rsquoand subordinates&rsquo
ratings of task-oriented leadership as assessed by the LOQ and relationship-oriented SJT (SJT-L) would be positively related to the supervisors&rsquo
and subordinates&rsquo
ratings of the relationship-oriented leadership as assessed by the LOQ. The data were collected from supervisors (N = 87) and their subordinates (N = 160) in a government organization in Ankara. The results indicated that the expected division of SJT-T and SJT-R was not possible. Therefore, rather than developing two SJTs measuring task- and relationship-oriented leadership, a decision was made to develop a general SJT-L measuring context-specific leadership and the hypotheses were tested on an exploratory basis without making a distinction between SJT-T and SJT-R. It was found that the relationship between the SJT-L and supervisors&rsquo
self ratings for task-oriented LOQ was significant but in the unexpected direction. However, the relationship between the SJT-L and subordinates&rsquo
ratings for their supervisors&rsquo
relationship-oriented leadership, using the LOQ, was positive and significant. Lastly, SJT-L was found to be a significant and unique predictor of subordinates&rsquo
ratings of leadership performance. Limitations of the study are acknowledged and results are discussed along with some suggestions for future research.
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Miller, Daniel S. "The effects of scoring technique on situational judgment test validity." Master's thesis, University of Central Florida, 2011. http://digital.library.ucf.edu/cdm/ref/collection/ETD/id/4806.
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Situational Judgment Tests (SJTs) are frequently used by organizations as a face-valid selection measure with low adverse impact and a relatively strong relationship with relevant criteria. Despite their common use, there remain several research questions regarding the theoretical foundations and characteristics of SJTs. Additionally, developments in SJT scoring provide fertile ground for research to validate new scoring techniques to better predict criteria of interest. Motowidlo and his colleagues (2006) recently developed a scoring technique for SJTs based on the principle of Implicit Trait Policies (ITPs) which are implicit beliefs concerning the effectiveness of different behavioral choices that demonstrate varying levels of targeted traits. Individuals high in these targeted traits will rate item responses that demonstrate high levels of that particular trait as more effective. Taking into consideration this new method, and also considering the multitude of scoring methods already available to test developers, it logically follows that these different scoring methods will have different correlations with constructs of interest, and that by using this new method it may be possible to achieve a much higher correlation with personality. The effects of scoring technique on relationships between SJT scores and constructs of interest such as personality will in turn have effects on the criterion validity of the SJT. This research explored how scoring methods affected the relationship SJT scores have with general mental ability, personality traits, typical performance, and maximum performance. Results indicated significant differential validity as a function of the respondents' race. For minority participants, SJT scores predicted "maximum performance ratings" in a simulation exercise but not "typical performance ratings" provided by familiar peers. However, the reverse was true for Caucasian participants.; The two scoring methods demonstrated differential validity. However, the nature of these differences varied as a function of the performance dimension in question (i.e., agreeableness, extraversion). Implications for future research will be discussed as well as the practical implications of these findings.ID: 031001501; System requirements: World Wide Web browser and PDF reader.; Mode of access: World Wide Web.; Title from PDF title page (viewed July 26, 2013).; Thesis (Ph.D.)--University of Central Florida, 2011.; Includes bibliographical references (p. 203-226).
Ph.D.
Doctorate
Psychology
Sciences
Psychology; Industrial and Organizational Psycholog Track
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Grant, Kaci Lyn. "The Validation of a Situational Judgment Test to Measure Leadership Behavior." TopSCHOLAR®, 2009. http://digitalcommons.wku.edu/theses/64.
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Assessment centers, although useful for assessing behaviors and competencies associated with a targeted construct, can be low in economic utility. The current study sought to validate a situational judgment test (SJT) that was developed as an alternate form of assessment for a leadership development program. The first study examined the content validity of the SJT by performing retranslation on item stems and calibration of the item responses. The second study examined alternate forms reliability between the two forms of the leadership SJT that were developed. The third and final study evaluated the relationship between assessment center performance scores and SJT scores by demonstrating their convergent validities. Results from Study 1 demonstrated that the SALSA© test was a content valid measure of leadership ability. Results from Study 2 demonstrated that all available items from SALSA© could be used to make two forms of the test that demonstrate good alternate forms reliability. Finally, Study 3 suggests a moderate correlation between the assessment center and situational judgment test. Future research should focus on the underlying issues pertaining to significant group differences between English as primary language and English as second language students. Alternate developmental procedures, especially with alternate form assignment, should also be considered.
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Trippe, David Matthew. "An evaluation of the construct validity of situational judgment tests." Thesis, Virginia Tech, 2002. http://hdl.handle.net/10919/35795.
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Situational judgment tests are analogous to earlier forms of "high fidelity" simulations such that an ostensible paradox emerges in the consistent finding of criterion-referenced validity but almost complete lack of construct validity evidence. The present study evaluates the extent to which SJT's can demonstrate convergent and discriminant validity by analyzing a SJT from a multitrait-multimethod perspective. A series of hierarchically nested confirmatory factor models were tested. Results indicate that the SJT demonstrates convergent and discriminant validity but also contains non-trivial amounts of construct-irrelevant method variance. Wide variability in the content and validation methods of SJT's are discussed as the reason previous attempts to find construct validity have failed.Master of Science
10
Swander, Carl Joseph. "Video-Based Situational Judgment Test Characteristics: Multidimensionality at the Item Level and Impact of Situational Variables." Diss., Virginia Tech, 2001. http://hdl.handle.net/10919/27720.
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A new approach was taken to identify a specific construct or dimension being measured by a video-based situational judgment test (VBSJT). Appropriate exertion of control was specifically explored in relation to a VBSJT test designed for entry-level selection of law enforcement officers. Ratings from ten law enforcement experts were utilized to identify this construct. The VBSJT items scored toward overexertion of control were significantly related to performance (r = .23) in a sample of 334 incumbent police officers, capturing a large portion of the effective variance of the test which had an overall validity of r = .34.
Situational variables within the items were then compared to ratings of exertion of control within a sample of 5426 applicants. General provocation toward overexertion of control and ethnicity significantly affected appropriate exertion of control. Gender and likeability also had significant impact on appropriate exertion, but the practical significance was limited. Specific character manipulations (i.e., rudeness, aggressiveness, pleasantness, cooperativeness, sympathy, and suspiciousness) also had a significant impact on appropriate exertion of control. Specific information manipulations (i.e., warrants, complaints, contemptible crimes and laws being broken) also had an impact on appropriate exertion of control. Some unexpected findings suggest that the character manipulations may actually override the effect of other provocation.
The overexertion of control scale was also applied to test hypotheses about the likely behavior of police officers. It was found that the location of the organization had an affect on overexertion of control. Contrary to the hypothesis, suburban locations had more overexertion of control than urban locations. Length of tenure for police officers did not have an effect on overexertion of control. This difference did not affect validity across organizations. Implications and further research are discussed.Ph. D.
11
Whelpley, Christopher E. "How to Score Situational Judgment Tests: A Theoretical Approach and Empirical Test." VCU Scholars Compass, 2014. http://scholarscompass.vcu.edu/etd/3592.
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The purpose of this dissertation is to examine how the method used to a score situational judgment test (SJT) affects the validity of the SJT both in the presence of other predictors and as a single predictor of task performance. To this end, I compared the summed score approach of scoring SJTs with item response theory and multivariate items response theory. Using two samples and three sets of analyses, I found that the method used to score SJTs influences the validity of the test and that IRT and MIRT show promise for increasing SJT validity. However, no individual scoring method produced the highest amount of validity across all sets of analyses. In line with previous research, SJTs added incremental validity in the presence of GMA and personality and, again, the method used to score the SJT affected the incremental validity. A relative weights analysis was performed for each scoring method across all the sets of analyses showing that, depending on the scoring method, SJT score may account for more criterion variance than either GMA or personality. However, it is likely that the samples were influenced by range restriction present in the incumbent samples.
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Biga, Andrew. "Measuring Diversity Management Skill: Development and Validation of a Situational Judgment Test." [Tampa, Fla] : University of South Florida, 2007. http://purl.fcla.edu/usf/dc/et/SFE0002262.
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Stagl, Kevin. "The Construct Validity of a Situational Judgment Test in a Maximum Performance Context." Doctoral diss., University of Central Florida, 2006. http://digital.library.ucf.edu/cdm/ref/collection/ETD/id/3670.
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A Predictor Response Process model (see Ployhart, 2006) and research findings were leveraged to formulate research questions about, and generate construct validity evidence for, a new situational judgment test (SJT) designed to measure declarative and strategic knowledge. The first question asked if SJT response instructions (i.e., 'Should Do', 'Would Do') moderated the validity of an SJT in a maximum performance context. The second question asked what the upper-bound criterion-related validity coefficient is for SJTs in talent selection contexts in which typical performance is the criterion of interest. The third question asked whether the SJT used in the present study was fair for gender and ethnic-based subgroups according to Cleary's (1968) definition of test fairness. Participants were randomly assigned to complete an SJT with either 'Should Do' or 'Would Do' response instructions and their maximum decision making performance outcomes were captured during a moderate fidelity poker simulation. The findings of this study suggested knowledge, as measured by the SJT, interacted with response instructions when predicting aggregate and average performance outcomes such that the 'Should Do' SJT had stronger criterion-related validity coefficients than the 'Would Do' version. The findings also suggested the uncorrected upper-bound criterion-related validity coefficient for SJTs in selection contexts is at least moderate to strong ([beta] = .478). Moreover, the SJT was fair according to Cleary's definition of test fairness. The implications of these findings are discussed.Ph.D.
Department of Psychology
Sciences
Psychology
14
Persich, Michelle Ruth. "Applying the Situational Judgment Test Method to Assess Individual Differences in Health Competence." Thesis, North Dakota State University, 2017. https://hdl.handle.net/10365/28047.
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People regularly make decisions about their health, yet they clearly differ in their ability to successfully make healthy decisions. We sought to understand this important individual difference by developing a scenario-based measure of health competence (HC) modeled from the Situation Judgment Test (SJT) method. People were required to judge certain responses to health-related scenarios in terms of how healthy the response was and the likelihood that they would enact the response. In study 1, we showed that those with high HC scores tended to participate in less risky health behaviors and more protective health behaviors. In study 2, we used a daily diary methodology to show that HC scores were predictive of daily substance use, healthy eating, impulsivity, and coping. These findings suggest that this HC assessment will contribute to our knowledge of how people make health decisions and how those decisions affect their health.
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Teng, Yuejia. "Capturing Resilience in Context: Development and Validation of a Situational Judgment Test of Resilience." Scholar Commons, 2017. http://scholarcommons.usf.edu/etd/7098.
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The current study developed a 40-item situational judgment test (SJT) to measure resilience in context. Undergraduate samples were used in the study and situational stems of the SJT consisted of both daily stressors and major life crises; each response alternative was designed to reflect one of five resilience-related factors. A crowd-sourcing method was utilized to create scoring keys for the SJT. The Resilience SJT demonstrated good psychometric properties, and showed evidence of construct and criterion-related validity. The SJT scores moderately correlated with scores from two resilience Likert scales, a hardiness scale as well as a negative affect scale. Compared to the two Likert-type resilience scales, the SJT demonstrated less overlap with hardiness, positive affect, and negative affect. Moreover, the SJT showed incremental validity in predicting global adjustment, but not academic achievement or college satisfaction, above and beyond the two other resilience measures. Lastly, the study examined different modes of resilient behavior and captured individuals’ mode choice tendencies for resilient responses to adverse situations. The Resilience SJT appears to be a viable alternative to capture resilience. Implications and limitations were discussed.
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Wei, Min. "A Structural and Psychometric Evaluation of a Situational Judgment Test: The Workplace Skills Survey." Thesis, University of North Texas, 2014. https://digital.library.unt.edu/ark:/67531/metadc799488/.
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Some basic but desirable employability skills are antecedents of job performance. The Workplace Skills Survey (WSS) is a 48-item situational judgment test (SJT) used to assess non-technical workplace skills for both entry-level and experienced workers. Unfortunately, the psychometric evidence for use of its scores is far from adequate. The purpose of current study was two-fold: (a) to examine the proposed structure of WSS scores using confirmatory factor analysis (CFA), and (b) to explore the WSS item functioning and performance using item response theory (IRT). A sample of 1,018 Jamaican unattached youth completed the WSS instrument as part of a longitudinal study on the efficacy of a youth development program in Jamaica. Three CFA models were tested for the construct validity of WSS scores. Parameter estimations of item difficulty, item discrimination, and examinee’s proficiency estimations were obtained with item response theory (IRT) and plotted in item characteristics curves (ICCs) and item information curves (IICs). Results showed that the WSS performed quite well as a whole and provided precise measurement especially for respondents at latent trait levels of -0.5 and +1.5. However, some modifications of some items were recommended. CFA analyses showed supportive evidence of the one-factor construct model, while the six-factor model and higher-order model were not achieved. Several directions for future research are suggested.
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Flannery, Nicholas Martin. "Investigating the Convergent, Discriminant, and Predictive Validity of the Mental Toughness Situational Judgment Test." Diss., Virginia Tech, 2020. http://hdl.handle.net/10919/99062.
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This study investigated the validity of scores of a workplace-based measure of mental toughness, the Mental Toughness Situational Judgment Test (MTSJT). The goal of the study was to determine if MTSJT scores predicted supervisor ratings 1) differentially compared to other measures of mental toughness, grit, and resilience, and 2) incrementally beyond cognitive ability and conscientiousness. Further, two machine learning algorithms – elastic nets and random forests – were used to model predictions at both the item and scale level. MTJST scores provided the most accurate predictions overall when model at the item level via a random forest approach. The MTSJT was the only measure to consistently provide incremental validity when predicting supervisor ratings. The results further emphasize the growing importance of both mental toughness and machine learning algorithms to industrial/organizational psychologists.Doctor of Philosophy
The study investigated whether the Mental Toughness Situational Judgment Test (MTSJT)– a measure of mental toughness directly in the workplace, could predict employees' supervisor ratings. Further, the study aimed to understand if the MTSJT was a better predictor than other measures of mental toughness, grit, resilience, intelligence, and conscientiousness. The study used machine learning algorithms to generate predictive models using both question-level scores and scale-level scores. The results suggested that the MTSJT scores predicted supervisor ratings at both the question and scale level using a random forest model. Further, the MTJST was a better predictor than most other measures included in the study. The results emphasize the growing importance of both mental toughness and machine learning algorithms to industrial/organizational psychologists.
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Flannery, Nicholas M. "Development of the Mental Toughness Situational Judgment Test: A Novel Approach to Assessing Mental Toughness." Thesis, Virginia Tech, 2018. http://hdl.handle.net/10919/83922.
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Mental toughness (MT) has been shown to predict outcomes across a variety of high-stress contexts such as athletics, the military, and the workplace. Despite this, researchers have struggled to reach consensus regarding how best to conceptualize and measure MT. Specifically, MT assessments have focused on measuring general MT rather than domain-specific MT. The current study proposes a measurement model of MT grounded in social-cognitive theory and introduced an assessment of MT within a situational judgment test framework to assess MT in the workplace. Participants completed a battery consisting of the new measure as well as measures intended to establish construct validity. Factor analyses suggested a three-factor solution fit the data best. Furthermore, cross-structure analyses indicated that the new assessment avoided common-method bias in responding, as evident by weak correlations with measures of other constructs.Master of Science
Mental toughness (MT) has been shown to be a resource that buffers against the negative effects of distress and predicts outcomes across a variety of settings, including the workplace. However, widely used self-report MT questionnaires have numerous issues, such as a lack of context. The current study addressed a number of these issues by creating a measure of MT wherein respondents were given a workplace situation and asked the likelihood that they would respond in a variety of manners, thereby assessing MT as relevant to the workplace context. Three factors of MT were most prominent – task persistence, emotional control, and utilization of feedback. The measure introduced in the current study had small associations with existing self-report measures of MT, personality, and distress, suggesting that the new method of measuring MT avoided some issues inherent to self-report responding. This research laid promising groundwork for the future assessment of MT in the workplace.
19
Linkletter, Sarah. "The Effects of Social Desirability on Situational Judgment Tests in Organizational Selection." Thesis, Université d'Ottawa / University of Ottawa, 2017. http://hdl.handle.net/10393/36441.
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Organizational contexts use Situational judgment tests (SJTs) to assess and select individuals for competitive positions. As with other standardized assessments, threats to validity must be identified, examined, and communicated. As such, this research aims to identify the effects of socially desirable responding on the validity of an SJT used in a competitive selection process, and to identify if response latency provides insight into the identification of socially desirable responding. Participants in a competitive organizational selection process were administered an online assessment and the Balanced Inventory of Desirable Responding (BIDR). No significant correlations were identified between social desirability and the online assessment; however, this research provides evidence to suggest that participants who had shorter response latencies were less likely to participate in social desirability responding.
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Conway, Jeffrey S. "The Invention of Lying (at Work): The Development and Validation of a Situational Judgment." Scholar Commons, 2014. https://scholarcommons.usf.edu/etd/5204.
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The focus of the current dissertation was on the construction and validation of a situational judgment test (SJT) assessing lying/dishonesty in the workplace. The scale was designed to have two dimensions corresponding to two needs based on Socioanalytic Theory: (1) the need to get along and (2) the need to get ahead. Three studies were undertaken in order to create items, pilot test items, and assess both the construct and criterion-related validity of the scale. The result of Study 1 was a pilot-tested scale with six SJT items corresponding to each of the two SJT dimension (12 items total). The dimensions of the new SJT are referred to in the paper as LAl (lying to get along) and LAh (lying to get ahead). Study 2 examined convergent and discriminant validity as well as the nomological network of other individual difference variables expected to be related to LAl and/or LAh. The results of Study 2 largely supported the construct validity of the overall scale but many of the personality constructs based on the Five Factor Model (FFM) were not related to LAl or LAh. In Study 3, LAl and LAh were unrelated to several aspects of supervisor rated performance as well turnover intentions and objective career outcomes (e.g., promotions). The primary contribution of the dissertation was the creation of a construct valid SJT measuring lying in organizations whose dimensions could be assessed reliably using coefficient alpha as opposed to test-retest reliability. Future research directions and limitations of the study are discussed in the final section of the dissertation.
21
Findlay, Rolanda A. "The Development of a Hybrid Scoring Key for a Situational Judgment Test Designed for Training Evaluation." Thesis, Virginia Tech, 2007. http://hdl.handle.net/10919/42712.
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As a low fidelity work simulation, Situational Judgment Tests (SJTs) are an affordable and practical way of empirically linking training and on-the-job performance, thereby providing a viable means of evaluating training effectiveness. An issue, when utilizing SJTs, is deciding the appropriate manner in which the SJT should be scored. Traditional SJT scoring methodologies, while successfully utilized for selection and prediction, pose specific challenges when applied to a SJT designed to evaluate the effectiveness of a training program.
This study discusses the shortcomings of traditional SJT scoring methodologies when used in the evaluation context. To overcome these challenges, an innovative scoring methodology, the Hybrid methodology, is presented. This study provides the detailed description of the Hybrid scoring key creation, and compares the Hybrid scoring key with two traditional scoring keys (Subject Matter Expert (SME) and Respondent-based scoring keys). Responses from a military training program are utilized to illustrate the distinctive effects of using the three different scoring approaches. The superiority of the hybrid scoring key, due to increased confidence in the keyâ s accuracy, and findings regarding training evaluation are discussed. Future research directions and practical applications of the research are also discussed.Master of Science
22
Smith, Michael Robert. "Initial development and validation of the Entrepreneurial Orientation Profile Inventory (EOPI)." Diss., Kansas State University, 2011. http://hdl.handle.net/2097/8550.
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Doctor of PhilosophyDepartment of Psychology
Ronald G. Downey
Entrepreneurship represents an important path to job creation, product development and organizational competitive advantage. Therefore, the identification and retention of entrepreneurial talent is of primary importance. The Entrepreneurial Orientation Profile Inventory (EOPI) was developed to evaluate the Proactiveness, Innovativeness and Risk-Taking dimensions of Entrepreneurial Orientation using a situational judgment test (SJT) testing methodology. The current research outlines the initial development of the testing items and provides a preliminary review of the process used to develop a scoring key and evaluate the psychometric properties of the measure among two independent samples. Study 1 focused on developing a key to score and evaluate data in subsequent samples. In Study 1, 49 adult workers provided ratings regarding the most and least effective response to 12 business-related scenarios designed to measure the Proactiveness, Innovativeness and Risk-Taking dimensions of Entrepreneurial Orientation. Interrater consistency analyses were conducted to determine the correct rank order of the response options within the most and least effective response conditions. In the most effective condition, raters reached consensus on the correct ranking of the response options for 7 of the 12 items. In the least effective condition, raters reached consensus on the correct ranking of the response options for 9 of the 12 items. The highest ranked response option was identified as the “correct” response and used as a scoring key in Study 2. This finding suggests individuals are generally better at identifying a single best ineffective solution to a business-related problem, but less effective at identifying a single best effective solution to a business-related problem. Thus, when using an SJT format to evaluate business-related problems, asking respondents to identify the least effective responses is likely to provide better identification of a “correct” response. Items for which the adult sample reached agreement were retained for further examination in Study 2. Study 2 was conducted to evaluate the impact of three response option instruction and scoring methodologies (i.e., “most effective”, least effective” or a combined “most and least effective”) on the reliability and validity of the EOPI measure. Using a sample of 188 undergraduate students, the construct and criterion validity of the EOPI measure as a unidimensional composite and at the item level was evaluated. Across the three conditions, the results of the construct and criterion validity analyses generally failed to support the EOPI instrument as an effective method to evaluate Entrepreneurial Orientation at the composite level. The modest correlation coefficients among the criteria variables suggest a potentially broader measurement issue with currently available measures of Entrepreneurship in general. Within the “least effective” response instruction condition, minor significant results were found at the item level. A review of these items provides insight into how modifications of EOPI items may facilitate future item development. Further, the current research also suggests that biographical data may provide insight into the measurement of Entrepreneurial Orientation. A biodata-based unidimensional composite of Entrepreneurial Behavior was found to be both marginally reliable and significantly related to an alternative measure of Entrepreneurial Orientation. The development of additional biodata items that correlate with the current items is likely to improve the psychometric properties of the Entrepreneurial Orientation composite and provide insight into the role of previous experience as a valid and reliable indicator of Entrepreneurial Orientation and Entrepreneurship behaviors.
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Brady, Michael. "A Situational Judgment Test of Self-Control and its Relationship to Academic Performance: Development of a New Measure." Wright State University / OhioLINK, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=wright1559693052519396.
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Auer, Isabel, and Sofia Zingmark. "Arbetspsykologisk testning : Vad mäter ett situationsbaserat bedömningstest?" Thesis, Stockholms universitet, Psykologiska institutionen, 2014. http://urn.kb.se/resolve?urn=urn:nbn:se:su:diva-100159.
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Tidigare forskning har varit oenig gällande vad ett SJT (situational judgment test) mäter. Studiens syfte är att undersöka vad SJT mäter genom att korrelera SJT-poängen med poängen på personlighets- respektive begåvningstest. Ytterligare en frågeställning är huruvida SJT skulle kunna vara ett användbart komplement till övriga arbetspsykologiska test. Totalt genomförde 130 personer fyra olika test; ett SJT, ett personlighetstest samt två begåvningstest (ett logiskt och ett matematiskt test). Resultatet av en regressionsanalys, med poängen på conscientiousness, agreeableness och g-faktorn som prediktorer av SJT-poäng, gav R = .31 och Adj R2 = .07. I linje med ett flertal andra studier blev conscientiousness och g-faktorn signifikanta prediktorer till SJT. Ytterligare studier krävs dock för att bekräfta vilket konstrukt SJT faktiskt mäter.
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Toumbeva, Tatiana Haralinova. "Development and Validation of a Situational Judgment Test that Assesses Managerial Effectiveness in Providing Family-Friendly Supervision." Bowling Green State University / OhioLINK, 2018. http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1536176407039904.
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Kaminski, Katarina Karoline [Verfasser]. "Situational Judgment Tests und Kontextspezifität. Überprüfung des Einflusses von Sozialer Erwünschtheit und Überprüfung der Konstruktvalidität eines stark kontextspezifischen Situational Judgment Tests anhand des TEFEM (Test zur Erfassung von Führungs- und Entscheidungsverhalten im Militär) / Katarina Karoline Kaminski." Hamburg : Helmut-Schmidt-Universität, Bibliothek, 2017. http://d-nb.info/1143130405/34.
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Mafi, Kermanshahi Elham. "Investigating Reliability and Construct Validity of Situational Test of Socio-Emotional Competencies in the Iranian Context." Doctoral thesis, Universitat Autònoma de Barcelona, 2021. http://hdl.handle.net/10803/671378.
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El present estudi analitza la fiabilitat i la validesa de constructe del Test Situacional del Desenvolupament de Competències Socioemocionals en el context d’Iran. Per això es va traduir el test, es va validar per experts, es va fer una administració pilot i es va dissenyar un estudi exploratori no experimental amb la versió iraniana del test (SSECDT) que va ser administrada a 250 nens (amb edats de 12 a 15 anys) d’ambdós sexes que estudiaven en diferents instituts de Tehran. Les dades van ser analitzades a partir de a) les alfes de Cronbach per a estimar la fiabilitat del test, b) els coeficients de correlació intraclasse per analitzar la consistència interna de les puntuacions dels cinc experts que van avaluar el contingut del test, c) una anàlisi factorial exploratòria per a calcular la validesa interna del test, i finalment d) una anàlisi factorial confirmatoria utilitzant LISREL 8.8 per a provar l’estructura de la versió persa del SSECDT. Els resultats de l’anàlisi van revelar que la versió persa del test desenvolupat per Sala-Roca et al. (2016) tenia una consistència interna significativa a partir dels índexs de fiabilitat dels components del test. En segon lloc, l’anàlisi va revelar la validesa del test a partir dels anàlisis dels jutges utilitzant el mètode Delphi. En tercer lloc, l’anàlisi factorial exploratòria, en que es va realitzar una rotació varimax, va mostrar una validesa interna significativa del test. En quart lloc, l’anàlisi confirmatòria va comprovar la validesa de constructe de la versió persa amb un model que presenta sis variables latents: autoestima, assertivitat, comprensió de les emocions dels altres, comprensió de les pròpies emocions, autoregulació, i regulació de les emocions dels altres. L’anàlisi també va identificar una variable latent superior etiquetada como SSEST. Els resultats tenen implicacions pràctiques tant en la psicologia clínica com a educativa i l’investigació sociològica.El presente estudio pretende investigar la fiabilidad y la validez de constructo del Test Situacional del Desarrollo de Competencias Socioemocionales en el contexto de Iran. Para ello se realizó una traducción del test, una validación por expertos, una administración piloto y se diseñó un estudio exploratorio no experimental con la versión iraniana del test (SSECDT) que fue administrada a 250 niños (con edades de 12 a 15 años) de ambos sexos que estudiaban en diferentes institutos de Tehran. Los datos fueron analizados a partir de a) las alfas de Cronbach para estimar la fiabilidad del test, b) los coeficientes de correlación intraclase para analizar la consistencia interna de las puntuaciones de los cinco expertos que evaluaron el contenido del test, c) un análisis factorial exploratorio para calcular la validez interna del test, y finalmente d) un análisis factorial confirmatorio utilizando LISREL 8.8 para probar la estructura de la versión persa del SSECDT. Los resultados del análisis revelaron que la versión persa del test desarrollado por Sala-Roca et al. (2016) tenía una consistencia interna significativa a partir de los índices de fiabilidad de los componentes del test. En segundo lugar, el análisis reveló la validez del test a partir del análisis de los jueces utilizando el método Delphi. En tercer lugar, el análisis factorial exploratorio en que se realizó una. Rotación varimax mostró una significativa validez interna del test. En cuarto lugar, el análisis confirmatorio comprobó la validez de constructo de la versión persa con un modelo que presenta seis variables latentes: autoestima, asertividad, comprensión de las emociones de los otros, comprensión de las propias emociones, autoregulación, y regulación de las emociones de los otros. El análisis también identificó una variable latente superior etiquetada como SSEST. Los resultados tienen implicaciones prácticas tanto en la psicología clínica como educativa y la investigación sociológica.
The present study was an attempt to investigate the reliability and construct validity of situational test of socio-emotional competencies in the Iranian context. To run the research, following the processes of translation, expert judgment, and piloting the test, a non-experimental exploratory study was designed and the modified reliable SSECDT Persian test was administered to 250 normal children (with the age range of 12 to 15) from both male and female genders studying at different educational centers (high schools) in Tehran from various districts. The collected data were analyzed through employing a) Cronbach’s alpha for the purpose of estimating reliability of the test, b) intra-class correlation coefficients to find the internal consistency of the ratings of the five experts who evaluated the SSECDT based on content-related evidence, c) an exploratory factor analysis (EFA) to calculate the internal validity of the test, and finally d) a confirmatory factor analysis (CFA) which was run using LISREL 8.8 in order to probe the trait structure of the Persian version of the SSECDT. The results of data analysis revealed that the Persian version of the SJT developed by Sala-Roca et al. (2016) under the name of Situational Socio-emotional Skills Test (SSEST) firstly enjoyed significant internal consistency as the findings showed high degrees of reliability indices for the components of the test. Secondly, the results of data analysis revealed that the test had significant expert judgment validity based on Delphi method. Thirdly, the exploratory factor analysis (EFA) which was run to find internal validity of the test through varimax rotation using principal axis factoring method, showed that the test had significant degree of internal validity. In the fourth place, the data analysis results showed that the Persian version of the SSEST enjoyed significant construct validity as the confirmatory factor analysis (CFA) calculated through LISREL 8.8 investigated a model which included six latent variables; i.e. self-esteem, assertiveness, understanding others’ emotions, understanding own emotions, self-regulation and others’ emotional regulation. In addition, these variables tapped on a higher order latent variable labeled as “SSEST”. The findings have practical implications in clinical and educational psychology and sociology research.
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MacCann, Carolyn Elizabeth. "New approaches to measuring emotional intelligence." Thesis, The University of Sydney, 2006. http://hdl.handle.net/2123/934.
Full textAbstract:
New scoring and test construction methods for emotional intelligence (EI) are suggested as alternatives for current practice, where most tests are scored by group judgment and are in ratings-based format. Both the ratings-based format and the proportion-based scores resulting from group judgments may act as method effects, obscuring relationships between EI tests, and between EI and intelligence. In addition, scoring based on standards rather than group judgments add clarity to the meaning of test scores. For these reasons, two new measures of emotional intelligence (EI) are constructed: (1) the Situational Test of Emotional Understanding (STEU); and (2) the Situational Test of Emotion Management (STEM). Following test construction, validity evidence is collected from four multi-variate studies. The STEU’s items and a standards-based scoring system are developed according to empirically derived appraisal theory concerning the structure of emotion [Roseman, 2001]. The STEM is developed as a Situational Judgment Test (SJT) with situations representing sadness, fear and anger in work life and personal life settings. Two qualitative studies form the basis for the STEM’s item development: (1) content analysis of responses to semi-structured interviews with 31 psychology undergraduates and 19 community volunteers; and (2) content analysis of free responses to targeted vignettes created from these semi-structured interviews (N = 99). The STEM may be scored according to two expert panels of emotions researchers, psychologists, therapists and life coaches (N = 12 and N = 6). In the first multi-variate study (N = 207 psychology undergraduates), both STEU and STEM scores relate strongly to vocabulary test scores and moderately to Agreeableness but no other dimension from the five-factor model of personality. STEU scores predict psychology grade and an emotionally-oriented thinking style after controlling vocabulary and personality test scores (ΔR2 = .08 and .06 respectively). STEM scores did not predict academic achievement but did predict emotionally-oriented thinking and life satisfaction (ΔR2 = .07 and .05 for emotionally-oriented thinking and .04 for life satisfaction). In the second multi-variate study, STEU scores predict lower levels of state anxiety, and STEM scores predict lower levels of state anxiety, depression, and stress among 149 community volunteers from Sydney, Australia. In the third multi-variate study (N = 181 psychology undergraduates), Strategic EI, fluid intelligence (Gf) and crystallized intelligence (Gc) were each measured with three indicators, allowing these constructs to be assessed at the latent variable level. Nested structural equation models show that Strategic EI and Gc form separate latent factors (Δχ2(1) = 12.44, p < .001). However, these factors relate very strongly (r = .73), indicating that Strategic EI may be a primary mental ability underlying Gc. In this study, STEM scores relate to emotionally-oriented thinking but not loneliness, life satisfaction or state stress, and STEU scores do not relate to any of these. STEM scores are significantly and meaningfully higher for females (d = .80), irrespective of gender differences in verbal ability or personality, or whether expert scores are derived from male or female experts. The fourth multi-variate study (N = 118 psychology undergraduates) distinguishes an EI latent factor (indicated by scores on the STEU, STEM and two emotion recognition ability measures) from a general cognitive ability factor (indicated by three intelligence measures; Δχ2(1) = 10.49, p < .001), although again cognitive ability and EI factors were strongly related (r = .66). Again, STEM scores were significantly higher for females (d = .44) and both STEU and STEM relate to Agreeableness but not to any other dimension from the five-factor model of personality. Taken together, results suggest that: (1) STEU and STEM scores are reasonably reliable and valid tests of EI; (2) EI tests assess slightly different constructs to existing measures of Gc, but more likely form a new primary mental ability within Gc than an entirely separate construct; and (3) the female superiority for EI tests may prove useful for addressing adverse impact in applied settings (e.g., selection for employment, promotion or educational opportunities), particularly given that many current assessment tools result in a male advantage.
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MacCann, Carolyn Elizabeth. "New approaches to measuring emotional intelligence." University of Sydney, 2006. http://hdl.handle.net/2123/934.
Full textAbstract:
Doctor of Philosophy (PhD)New scoring and test construction methods for emotional intelligence (EI) are suggested as alternatives for current practice, where most tests are scored by group judgment and are in ratings-based format. Both the ratings-based format and the proportion-based scores resulting from group judgments may act as method effects, obscuring relationships between EI tests, and between EI and intelligence. In addition, scoring based on standards rather than group judgments add clarity to the meaning of test scores. For these reasons, two new measures of emotional intelligence (EI) are constructed: (1) the Situational Test of Emotional Understanding (STEU); and (2) the Situational Test of Emotion Management (STEM). Following test construction, validity evidence is collected from four multi-variate studies. The STEU’s items and a standards-based scoring system are developed according to empirically derived appraisal theory concerning the structure of emotion [Roseman, 2001]. The STEM is developed as a Situational Judgment Test (SJT) with situations representing sadness, fear and anger in work life and personal life settings. Two qualitative studies form the basis for the STEM’s item development: (1) content analysis of responses to semi-structured interviews with 31 psychology undergraduates and 19 community volunteers; and (2) content analysis of free responses to targeted vignettes created from these semi-structured interviews (N = 99). The STEM may be scored according to two expert panels of emotions researchers, psychologists, therapists and life coaches (N = 12 and N = 6). In the first multi-variate study (N = 207 psychology undergraduates), both STEU and STEM scores relate strongly to vocabulary test scores and moderately to Agreeableness but no other dimension from the five-factor model of personality. STEU scores predict psychology grade and an emotionally-oriented thinking style after controlling vocabulary and personality test scores (ΔR2 = .08 and .06 respectively). STEM scores did not predict academic achievement but did predict emotionally-oriented thinking and life satisfaction (ΔR2 = .07 and .05 for emotionally-oriented thinking and .04 for life satisfaction). In the second multi-variate study, STEU scores predict lower levels of state anxiety, and STEM scores predict lower levels of state anxiety, depression, and stress among 149 community volunteers from Sydney, Australia. In the third multi-variate study (N = 181 psychology undergraduates), Strategic EI, fluid intelligence (Gf) and crystallized intelligence (Gc) were each measured with three indicators, allowing these constructs to be assessed at the latent variable level. Nested structural equation models show that Strategic EI and Gc form separate latent factors (Δχ2(1) = 12.44, p < .001). However, these factors relate very strongly (r = .73), indicating that Strategic EI may be a primary mental ability underlying Gc. In this study, STEM scores relate to emotionally-oriented thinking but not loneliness, life satisfaction or state stress, and STEU scores do not relate to any of these. STEM scores are significantly and meaningfully higher for females (d = .80), irrespective of gender differences in verbal ability or personality, or whether expert scores are derived from male or female experts. The fourth multi-variate study (N = 118 psychology undergraduates) distinguishes an EI latent factor (indicated by scores on the STEU, STEM and two emotion recognition ability measures) from a general cognitive ability factor (indicated by three intelligence measures; Δχ2(1) = 10.49, p < .001), although again cognitive ability and EI factors were strongly related (r = .66). Again, STEM scores were significantly higher for females (d = .44) and both STEU and STEM relate to Agreeableness but not to any other dimension from the five-factor model of personality. Taken together, results suggest that: (1) STEU and STEM scores are reasonably reliable and valid tests of EI; (2) EI tests assess slightly different constructs to existing measures of Gc, but more likely form a new primary mental ability within Gc than an entirely separate construct; and (3) the female superiority for EI tests may prove useful for addressing adverse impact in applied settings (e.g., selection for employment, promotion or educational opportunities), particularly given that many current assessment tools result in a male advantage.
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Bandelli, Adam C. "Facilitating Communication and Effective Interpersonal Relationships at Work: A Theoretical Model of Socio-Affective Competence." [Tampa, Fla] : University of South Florida, 2008. http://purl.fcla.edu/usf/dc/et/SFE0002500.
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Yi-Ting, Liao, and 廖誼婷. "Multimedia Situational Judgment Test for Teaching." Thesis, 2008. http://ndltd.ncl.edu.tw/handle/48035704652848953439.
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碩士國立臺灣師範大學
資訊教育學系
96
Cause of Teachers’ supply excess the demand that was still a problem. University schools want to limit to the quantity of educational programs. How to choice the talent of having teacher’s instructional capability? Recently, we need to upgrade training beneficial result and teachers’ instructional capability on teachers’ selection. We have no testing tool to help ourselves, so that we can design a Test of the Teacher’s instructional capability for selecting the students of educational programs. Using Situational Judgment Test of the instructional capability make user who was role-play in the situated simulation solve the problems of instructional and daily. We make the test to evaluate ability of the teacher by way of all problem solving.
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Chen, Yi-Pu, and 陳奕蒲. "A Game-and-Simulation Based Situational Judgment Test for Teaching." Thesis, 2009. http://ndltd.ncl.edu.tw/handle/93917345564167396835.
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碩士國立臺灣師範大學
資訊教育學系
97
In order to redress the imbalance between the supply and demand of teachers as well as improve the quality of teacher education, this study hopes to develop an instruction situational judgment test (SJT) for students of teacher education, thus the teacher education program can be optimized. For the purpose of enhancing the fidelity of situations and the validity of SJTs, we develop traditional form of the paper-and-pencil SJT and the multimedia SJT with characteristics of games and simulations. In this study, we analyzed two different forms of SJTs, finding that the paper-and-pencil SJT has good reliability and validity whereas the multimedia SJT does not. However, both of the multimedia SJT and the paper-and-pencil SJT have concurrent validity. From the analyses of validity and the post-test questionnaire, the multimedia SJT is more applicable to current college students. This study will discuss the instruction SJTs’ reliability and validity and the results of the post-test questionnaire.
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Rasmussen, Jennifer. "Situational Judgment Test Responding: Best and Worst or Rate Each Response." 2009. http://hdl.handle.net/1969.1/ETD-TAMU-2009-05-383.
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This study explores the differential validity of SJT responding formats (i.e., selecting a response to an SJT item). It was hypothesized that the SJT on which respondents identified the best and worst options would be related to cognitive ability because this type of SJT has a high cognitive load and thus acts like a knowledge test. It was also hypothesized that the SJT on which respondents rated the effectiveness of each option on a Likert scale would be related to personality because it taps into test taker?s behavioral tendencies. Results show that the best-and-worst SJT was not related to measures of education (a proxy for cognitive ability) or measures of personality. The SJT on which respondents rated the effectiveness of each option on a Likert scale was related to measures of personality but not education. Finally, because the Likert SJT has a greater number of responses, it was rescored as following the best-and-worst SJT keying. This converted SJT was related to neither measures of education nor measures of personality. The choose best-and-worst SJT significantly predicted performance, while the Likert SJT and a Likert SJT converted to a best-and-worst SJT did not predict performance.
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CHAN, YA-WEN, and 詹雅雯. "The Exploratory Research of Situational Judgment Test on Parenting’s Education of Living." Thesis, 2016. http://ndltd.ncl.edu.tw/handle/58385870259604312321.
Full textAbstract:
碩士輔仁大學
兒童與家庭學系碩士班
104
In my teaching career, I have deeply felt the importance of life education; however, life education and upbringing for parents are rarely discussed. In this study, I formulated a situational questionnaire based on parenting attitude toward life education to understand how parents react when encountering different upbringing situations. This questionnaire can help parents evaluate themselves as well. The research goal was to develop a situational questionnaire based on a study group of parents regarding life education and upbringing. Based on the situations parents may encounter in their daily lives, this assessment tool was designed based on their children’s milestones, well-being, etiquette, physical development, sense of beauty, and time management. This multifaceted situational assessment tool, with reliability and validity, is appropriate for parents with kindergarten children and lower elementary students. The research included 243 sampling anonymous primary caregivers with children aged between kindergarten and lower elementary from Taipei and the New Taipei City. The Delphi method and test-retest reliability with two indices, questionnaire evaluation and observation evaluation were applied here. The research results indicated that most primary caregivers are mothers between the ages of 30 to 39 with a college degree or higher. Most children live with their parents. In the analysis of an independent sample t-test for living education, we observed gender, social-economic status, age, and education level. However, physical development varies in life education from region to region. From the one-factor variance analysis, we know children’s milestones, sense of beauty, etiquette, and physical development obviously vary from region to region. In the skewness analysis, most of them is negative but taking care of oneself is positive. This research also provides a total score of life education, a norm-referenced test of six variables, and a norm-referenced test of gender and regions. Research recommendations: this research provides a new direction for future researchers. This questionnaire and parenting report can help those who fill out the questionnaire on raising children. In the future, heterogeneous samples can be used to simplify the research. The design, reflected in scaled scores, can consider how to best choose candidates for the samples.
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CHEN, YA-LI, and 陳雅麗. "The Exploratory Research of Situational Judgment Test on Parenting’s Education of Thinking." Thesis, 2016. http://ndltd.ncl.edu.tw/handle/69408686091196203379.
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碩士輔仁大學
兒童與家庭學系碩士班
104
The purpose of this study was to develop a situational parenting’s education of thinking scale for their young children from kindergarten through the first two years in elementary school. The scale’s main theory is based on Guilford’s ability of thinking, which includes problem solving, logical thinking, creative thinking, ability of expression, self-efficacy, and achievement motivation. This scale is prepared in accordance with real situational problems experienced in the children's lives, and how these problems are solved. Experts check the scale content three times and this study used the Delphi method to finally reach a consensus of experts. This assessment crosses over the different factors involved, with the total number of questions being twenty. According to the reliability analysis, the correlation coefficient of the test-retest reliability is .670 and is significantly correlated at the 0.001 level. Furthermore in the validity analysis, the correlation coefficient of the criterion-related validity of the problem solving ability is 0.174 and is not significant. The correlation coefficient of the criterion-related validity on the creative thinking is 0.198 and is significantly correlated at the 0.01 level. As the results of this study will show, this study can serve as reference for the future studies.
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CHEN, HSIU-HUAN, and 陳秀環. "The Exploratory Research of Situational Judgment Test on Parenting’s Education of Life." Thesis, 2016. http://ndltd.ncl.edu.tw/handle/24656332970616720909.
Full textAbstract:
碩士輔仁大學
兒童與家庭學系碩士在職專班
104
The study aims to develop a Situational Judgment Test in order to understand how parents provide life education to their young children from kindergarten to first two years in elementary school. The content of the scale is based on the connotations of the Life Education Learning disclosed on the Ministry of Education website. Man and himself, man and society, and man and nature are the main body. The content extents to six operational concepts as well; the value of life, ethics, culture and history, environmental protection, science technology and multi-media, and multiple international. Problem situations relating to real experiences in everyday life are made up with problem solutions. The scale was formed through experts’ assessment for being able to meet parents’ parenting experience in real life. Also, all the questions in the scale were inspected through Paired-Samples T-test, Analysis of Variance(ANOVA) and canonical correlation. Cross variables are adopted in the study. The reliability analysis are examined with Coefficient of Stability. A correlation coefficient of .670 shows the significant level of the scale. According to validity analysis, criterion-related validity of .221 for environmental protection shows less significance. Criterion-related validity of . 137 for multiple international displays less significance. On the basis of the results of the study, the development and the use of the scale will be reference for subsequent research.
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HUI, LU YA, and 呂雅惠. "The Exploratory Research Of situational Judgment Test on Parenting's Education of Emotion." Thesis, 2016. http://ndltd.ncl.edu.tw/handle/07883060712691177992.
Full textAbstract:
碩士輔仁大學
兒童與家庭學系碩士在職專班
104
The purpose of this study was to develop a Situational Judgment Test in order to understand how parents provide emotional education to their young children from kindergarten to first two years in elementary school.The scale includes the ability of delay of gratification, the ability of frustration tolerance, the ability of willpower, the ability of empathy , Interpersonal Communication, and team cooperation. The content of the scale is based on the Goleman of emotional intelligence. Problem situations relating to real experiences in everyday life are made up with problem solutions. The scale was formed through the experts to Examine the content for being able to meet parents’ parenting experience in real life, and by the Delphi Method to complete the consensual assessment. According to the reliability analysis, the correlation coefficient of .670 shows the significant level of the scale.3 questionaire items are created on the delay of gratification ability, 7 on the frustration tolerance, 7 on the willpower, 7 on the empathy, 7 on the Interpersonal Communication and 7 on the team cooperation, the total number of questions are 15. According to the results of the study, the development and the use of the scale will be reference for subsequent research.
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CHOU, PEI-CHI, and 周珮琪. "The Research on Scale Development by Computerized Situational Judgment Test for Children’sSelf-Management." Thesis, 2012. http://ndltd.ncl.edu.tw/handle/93984460004545829240.
Full textAbstract:
碩士輔仁大學
兒童與家庭學系碩士班
100
This study based on the principle of Goleman’s basis of emotional intelligence quotient (EQ), this study plans to an evaluative tool specific for self management in children, and the purpose of this study was to develop situational children’s social awareness emotional intelligence scale toward the 9 and 12 years old children, in the six projects the ability of self-management of emotional intelligence development situation, self-management includes achievement motivation, delay of gratification, autonomy, tolerate frustration, self-control, commitment, and six emotional competence. In this study, by using interviews to specific for children’s real life, the result are prepared to develop the questions of story situation, the preparation of the story situations in line with its real-life situation and response solution, the preparation process and completed, the expert teacher scale content of the review, in order to meet the real life of the 3th to 6th grades children from the experience of the real life children experiences. Of this study applied the test subjects for the New Taipei City Elementary School 3th to 6th grade students, an effective sample of 534 people, by extreme groups t test, correlation test, after deleting inappropriate topics, the sub-items related to the number of questions were, 6 questionnaire on achievement motivation, 5 on delay of gratification, 10 on questions of autonomy, 5 on frustration endured, 8 on the self-control and 6 on the commitment, the total number of questions are 11. According to the reliability analysis, the correlation coefficient of the grader reliability is from .490~.993, the composite reliability are above .9, ,the correlation coefficient of the test-retest reliability is from .553 to.675（the value of Pearson correlation coefficient towards CPS is all up to the level of significance）, further in the validity analysis, the correlation coefficient of the criterion-related validity on the ability of serving others is .544 and the correlation coefficient of the criterion-related validity on the ability of intimating with others is .349 the value of Pearson correlation coefficient towards CPS is all up to the level of significance. In summary, based on the findings and conclusions, [The Research on Scale Development by Computerized Situational Judgment Test for Children’s Self Management], on behalf of the scale for this assessment and with considerable reliability and validity, this study can serve as reference for the future studies.
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Chen, Yi-Qian, and 陳亦謙. "Situational Judgment Test for Interpersonal Skills:Scale Development and the Relationship with Big Five Personality." Thesis, 2017. http://ndltd.ncl.edu.tw/handle/a7kg66.
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碩士國立交通大學
管理科學系所
105
The purpose of this study is to develop and validate a situational judgement test for the interpersonal skills. After reviewing the literature, four domains were considered : communication, relationships building, cooperative problem solving and conflict management and 28 questions were created. A total of 407 valid samples were collected via internet questionnaires. The reliability of the entire test was .698. For evidences of construct validity, two dimensions of communication and coordination and relationship building were identified. For convergent validity evidence, the scale has weakly positive correlations with the communication skill scale, and three dimensions of the big five personality scale, including extraversion, agreeableness and conscientiousness. The scale also has weakly negative correlations with the neuroticism dimension. The scale has weakly positive correlations with the social desirability scale indicating the scale has social desirability bias and additional discriminate validity evidence is needed.
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"The Generalizability of Knowledge as Measured by a Single-Response Situational Judgment Test Across Domains." Thesis, 2011. http://hdl.handle.net/1911/70339.
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The current investigation examined the consistency of two different types of procedural knowledge as measured by a single-response Situational Judgment Test (SJT) across three different professions, including those of a physician, volunteer, and human factors professional (HFP). The first of these types of knowledge refers to Implicit Trait Policies (ITPs), which represent general procedural knowledge as measured by an SJT and have been shown to account for variance in job performance (Motowidlo & Beier, 2009). The second class of knowledge involves a bifurcation of the knowledge construct into knowledge about effective and ineffective interpersonal interactions at work. Undergraduates ( N = 152) completed a personality measure and an abbreviated version of three single-response SJTs created for medical students, volunteers, and FIFPs. Results suggest that there is moderate consistency in knowledge about effective and ineffective behavior across different jobs and that each type of knowledge is differentially related to personality traits.
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Mei-Ju, Chen, and 陳美如. "A Study of Computerized Situational Judgment Test in Children’s Social Awareness Emotional Intelligence Scale Development." Thesis, 2012. http://ndltd.ncl.edu.tw/handle/25325533154550509892.
Full textAbstract:
碩士輔仁大學
兒童與家庭學系碩士班
100
The purpose of this study was to develop situational children’s social awareness emotional intelligence scale toward 3th to 6th grade students. The scale includes the ability of empathy, the ability of serving others, the ability of caring about others, the ability of intimating with others , the interpersonal innovations, and the interpersonal cognition. 7 questionnaire items are created on the ability of empathy, 5 on the ability of serving others, 4 on the ability of caring about others, 4 on the ability of intimating with others , 4 on the interpersonal innovations, and 12 on the interpersonal cognition. As to the reliability analysis and the validity analysis, the scale samples obtained from 534 students from 3th to 6th grade students to examine the reliability and the validity. According to the reliability analysis, the correlation coefficient of the grader reliability is from 0.977 to 0.821 and the correlation coefficient of the test-retest reliability is from 0.643 to 0.435 and all are significantly correlated at the 0.01 level. Further in the validity analysis, the correlation coefficient of the criterion-related validity on the ability of serving others is 0.547 and the correlation coefficient of the criterion-related validity on the ability of intimating with others is 0.508 and all are significantly correlated at the 0.01 level.As the results of this study, this study can serve as reference for the future studies
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Quick, Daniel Ryan. "Assessing personality using a virtual simulation : a research proposal." Thesis, 2011. http://hdl.handle.net/2152/ETD-UT-2011-05-2172.
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One of the primary goals of personality assessment is to provide meaningful information regarding an individual’s characteristic way of thinking, feeling, and behaving. Given the interaction between the individual and the context, however, there is much debate as to how well personality tests do what they intend. In this paper, the limitations of text-based personality assessments are examined, and the use of virtual simulations as an alternative to conventional tests is explored. A research study is proposed comparing a virtual test with a written test on a variety of criteria. Modern technology and the growing popularity of gaming suggest that researchers may find virtual simulations as a more immersive, flexible, and accurate forms of assessment.text
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Koppe, Annika. "Interkulturelle Kompetenz in der Pflege von Patienten mit Migrationshintergrund – Analyse und Erfassung pflegespezifischer Dimensionen von Interkultureller Kompetenz im Krankenhaus." Doctoral thesis, 2021. https://repositorium.ub.uni-osnabrueck.de/handle/urn:nbn:de:gbv:700-202109095323.
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Aufgrund der demografischen Entwicklung in Deutschland ist mit einem wachsenden Anteil von Patienten mit Migrationshintergrund in der stationären Versorgung im Krankenhaus zu rechnen. Gerade in der Pflege ist die Interaktion mit Patienten von besonderer Bedeutung und insbesondere in der Interaktion von Menschen mit unterschiedlichem kulturellen Hintergrund kann es zu Problemen kommen. In solchen Situationen benötigen Pflegekräfte Interkulturelle Kompetenz, die bisher jedoch kaum in arbeitspsychologischen Studien erforscht wurde. Die Forschungsfragen lauten: Wann wird Interkulturelle Kompetenz in der Pflege erforderlich, was zeichnet sie aus und wie kann Interkulturelle Kompetenz in der Pflege messmethodisch erfasst werden? Als Methoden kommen hauptsächlich qualitative Methoden (Fokusgruppen, Leitfadeninterviews) und in geringerem Umfang quantitative Methoden (Fragebogen) zum Einsatz, die in einem Mixed-Method-Forschungsdesign verbunden werden. Es wurden sowohl Pflegekräfte als auch Patienten mit Migrationshintergrund und Experten für interkulturelle Pflege befragt.
Bedeutende Erkenntnisse aus der qualitativen Studie sind, neben den typischen interkulturellen Überschneidungssituationen, die Fähigkeit zur interkulturellen Empathie, die Wichtigkeit der Berücksichtigung der religiösen Bedürfnisse der Patienten und die Beachtung von sprachlichen Barrieren. Die Ergebnisse werden in der Diskussion auf ihren jeweiligen Bezugsrahmen (Organisation, Patient, Ressourcen der Pflegekraft) und ihre Pflegespezifität hin analysiert. Hinsichtlich der methodischen Diskussion sind insbesondere die Problematik der Rekrutierung und die angemessene Befragung der Patienten mit Migrationshintergrund zu nennen. Aus einem Teil der qualitativen Ergebnisse wurde der Situative Fragebogen Interkulturelle Kompetenz Pflege (SFIKP) entwickelt. Die vorhandenen Fallgeschichten ergaben einen Schwerpunkt auf türkische und muslimische Patienten. Eine Pilotversion wurde an einer Stichprobe von Pflegekräften erprobt. Nach einer Evaluation der Testkonstruktion kann der SFIKP in seiner jetzigen Form nicht als eigenständiges Messinstrument zur Erfassung der Interkulturellen Kompetenz bei Pflegekräften empfohlen werden. Als Forschungsinstrument oder als Grundlage für Trainings könnte der SFIKP jedoch Verwendung finden. Die Zusammenführung aus qualitativen und quantitativen Ergebnissen hat einige neue Aspekte ergeben. So sollte in der interkulturellen Pflegesituation dem Prozess der Entscheidungs- und Lösungsfindung durch die Pflegekraft besondere Beachtung geschenkt werden. Außerdem wird diskutiert, unter welchen Bedingungen Interkulturelle Kompetenz aus dem Handlungserfolg abgeleitet werden kann, was direkte Auswirkungen auf die Messbarmachung dieses Konstrukts hat.
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Gauthier, Isabelle. "Le défi de l’intégration de l’approche par compétences lors de la sélection : conception d’un test de jugement situationnel ciblant le rôle CanMEDS de collaborateur pour la sélection au niveau postdoctoral en médecine." Thèse, 2014. http://hdl.handle.net/1866/12288.
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Introduction : L’approche par compétences est maintenant bien ancrée dans l’enseignement au niveau de la formation médicale postdoctorale. Dans ce contexte, un système de sélection également axé sur les compétences pourrait être avantageux. L’objectif principal de ce projet était de concevoir un TJS ciblant le rôle CanMEDS de collaborateur pour la sélection au niveau postdoctoral en médecine interne (MI) et en médecine familiale (MF). Méthodologie : Des entrevues d’incidents critiques ont été réalisées auprès de résidents juniors en MI ou en MF afin de générer les items du TJS. Trois leaders de l’approche par compétences ont révisé le contenu du test. Les items ont été analysés pour identifier la compétence principale du rôle CanMEDS de collaborateur, le contexte ainsi que les membres de l’équipe interprofessionnelle représentés dans les vignettes. La clé de correction a été déterminée par un panel composé de 11 experts. Cinq méthodes de notation ont été comparées. Résultats : Sept entrevues ont été réalisées. Après révision, 33 items ont été conservés dans le TJS. Les compétences clés du rôle CanMEDS de collaborateur, les contextes et les divers membres de l’équipe interprofessionnelle étaient bien distribués au travers des items. La moyenne des scores des experts variait entre 43,4 et 75,6 % en fonction des différentes méthodes de notation. Le coefficient de corrélation de Pearson entre les cinq méthodes de notation variait entre 0,80 et 0,98. Conclusion : Ce projet démontre la possibilité de concevoir un TJS utilisant le cadre CanMEDS comme trame de fond pour l’élaboration de son contenu. Ce test, couplé à une approche globale de sélection basée sur les compétences, pourrait éventuellement améliorer le pouvoir prédictif du processus de sélection au niveau de la formation médicale postdoctorale.Background: Competency-based training is well integrated into postgraduate medical education. A competency-based selection system would also be desirable. Primary objective: To develop a situational judgment test (SJT) targeting the CanMEDS Collaborator Role for the admission process in internal medicine (IM) and family medicine (FM) postgraduate training programs. Methods: Interviews using the critical incident technique were conducted with IM and FM residents in order to create items for the SJT. Three experts revised the content of the items. CanMEDS Collaborator Role key competencies, context and type of team members involved were analysed for each item. Answer key was determined by a panel of experts composed of 11 IM and FM physicians using a rate response format. Five absolute and partial credit scoring methods were compared. Results: Seven interviews were completed. After revision, 33 items were kept in the SJT. CanMEDS Collaborator Role key competencies, contexts and team members involved were well distributed over the items. Mean experts’ scores ranged from 43.4% to 75.6% with the different scoring methods. Pearson’s correlation coefficients between the five scoring methods ranged between 0.80-0.98. Conclusion: SJT targeting CanMEDS Framework Roles can help integrate competency-based selection into the postgraduate medical education admission process.