Protocolliterature review on the psychometric properties of the short versions of the scales of social desirability in the answers to competency self-assessment questionnaires

  1. Marin-Garcia, Juan A.
  2. Betancour, Estefania
  3. Giraldo-O'Meara, Martha
Revista:
WPOM

ISSN: 1989-9068

Ano de publicación: 2018

Volume: 9

Número: 1

Páxinas: 14-29

Tipo: Artigo

DOI: 10.4995/WPOM.V9I1.9172 DIALNET GOOGLE SCHOLAR lock_openAcceso aberto editor

Outras publicacións en: WPOM

Resumo

Research in business organization in general and talent management (in university or professional students) uses in many cases self-administered questionnaires as a source of data to assess people's competencies. In clinical psychology, it has been shown that self-evaluations of behaviors may present a bias of social desirability. However, even in this field of research it is not usual to measure its effect when taking data. Our work proposes a protocol to find a set of scales of social desirability (SD) with less than 20 items that are valid and reliable. We also intend to identify if SD scales are associated with the self-assessments of some transversal competences. [Protocolo: revisión de literatura sobre las propiedades psicométricas de las versiones cortas de las escalas de deseabilidad social en las respuestas a cuestionarios de autoevaluación de competenciasResumenLa investigación en organización de empresas en general y la gestión del talento (en alumnos universitarios o profesionales) usa en muchos casos los cuestionarios auto-administrados como fuente de datos para evaluar las competencias de las personas. En el área de la psicología clínica se ha demostrado que las auto-evaluaciones de conductas o comportamientos pueden presentar un sesgo de deseabilidad social. Sin embargo, ni siquiera en ése campo de investigación es habitual que se mida su efecto al tomar datos. Nuestro trabajo plantea un protocolo para encontrar un conjunto de escalas de deseabilidad social (SD) con menos de 20 ítems que sean válidas y fiables. Además, pretendemos identificar si las escalas de SD están asociadas a las auto-valoraciones de algunas competencias transversales. Palabras clave: Revisión de literatura; protocolo; deseabilidad social; escalas; cuestionarios; versiones cortas; competencias transversales]

Referencias bibliográficas

  • Andrews, P., & Meyer, R. G. (2003). Marlowe-Crowne social Desirability Scale and short Form C: Forensic norms. Journal of Clinical Psychology, 59(4), 483–492. https://doi.org/10.1002/jclp.10136
  • Anthony, S., & Garner, B. (2016). Teaching soft skills to business students: An analysis of multiple pedagogical methods. Business and Professional Communication Quarterly, 79(3), 360-370. https://doi.org/10.1177/2329490616642247
  • Ayhan, M. B., & Oztemel, E. (2014). A methodology to measure the degree of managerial innovation. Journal of Industrial Engineering and Management, 7(1), 153-173. https://doi.org/10.3926/jiem.927
  • Beretvas, S. N., Meyers, J. L., & Leite, W. L. (2002). A Reliability Generalization Study of the Marlowe-Crowne Social Desirability Scale. Educational and Psychological Measurement. https://doi.org/10.1177/001316402128775021
  • Bobbio, A., & Manganelli, A. M. (2011). Measuring social desirability responding. A short version of Paulhus’ BIDR 6. TPM - Testing, Psychometrics, Methodology in Applied Psychology, 18(2), 117–135. Retrieved from https://www.scopus.com/inward/record.uri?eid=2-s2.0-84878800292&partnerID=40&md5=d49417c23ce033f6cacb880d67c404f6
  • Bryman, A., & Bell, E. (2011). Business research methods. USA: Oxford University Press.
  • Butter, R., & van Beest, W. (2017). Psychometric validation of a tool for innovation competencies development and assessment using a mixed-method design. Paper presented at the EURAM (21-24 June), Glasgow.
  • Charmaz, K. (2006). Constructing grounded theory. A practical guide through qualitative analysis. London: SAGE.
  • Crowne, D. P., & Marlowe, D. (1960). A new scale of social desirability independent of psychopathology. Journal of Consulting Psychology, 24(4), 349–354. https://doi.org/10.1037/h0047358
  • De Grez, L., Valcke, M., & Roozen, I. (2012). How effective are self- and peer assessment of oral presentation skills compared with teachers assessments? Active Learning in Higher Education, 13(2), 129-142. https://doi.org/10.1177/1469787412441284
  • Diez, E. V., Zárraga-Rodríguez, M., & García, C. J. (2013). A tool to assess teamwork performance in higher education. Intangible Capital, 9(1), 281-304. https://doi.org/10.3926/ic.399
  • DiLillo, D., Hayes-Skelton, S. A., Fortier, M. A., Perry, A. R., Evans, S. E., Moore, T. L. M., ... Fauchier, A. (2010). Development and initial psychometric properties of the Computer Assisted Maltreatment Inventory (CAMI): A comprehensive self-report measure of child maltreatment history. Child Abuse & Neglect, 34(5), 305–317. https://doi.org/10.1016/j.chiabu.2009.09.015
  • Ferrando, P. J., & Anguiano-Carrasco, C. (2010). Acquiescence and social desirability as item response determinants: An irt-based study with the marlowe-crowne and the epq lie scales. Personality and Individual Differences, 48(5), 596-600. https://doi.org/10.1016/j.paid.2009.12.013
  • Ferrando, P., & Chico Librán, E. (2000). Adaptación y análisis psicométrico de la escala de deseabilidad social de marlowe y crowne. Psicothema, 12(3), 383-389.
  • Fisher, R. J., & Katz, J. E. (2000). Social-desirability bias and the validity of self-reported values. Psychology and Marketing, 17(2), 105–120. https://doi.org/10.1002/(SICI)1520-6793(200002)17:2<105::AID-MAR3>3.0.CO;2-9
  • Francis, L. J., Brown, L. B., & Philipchalk, R. (1992). The development of an abbreviated form of the revised eysenck personality questionnaire (epqr-a): Its use among students in england, canada, the u.S.A. And australia. Personality and Individual Differences, 13(4), 443-449. https://doi.org/10.1016/0191-8869(92)90073-X
  • Friese, S. (2012). Qualitative data analysis with atlas.Ti. London: SAGE Publications Ltd.
  • García-Ros, R. (2011). Analysis and validation of a rubric to assess oral presentation skills in university contexts. Electronic Journal of Research in Educational Psychology, 9(3), 1043--1062.
  • Gopinath, C. (1999). Alternatives to instructor assessment of class participation. Journal of Education for Business, 75(1), 10-14. https://doi.org/10.1080/08832329909598983
  • Greenberg, B., & Weiss, P. (2012). Validation of a Short Form of the Marlowe-Crowne for Use with Law Enforcement Personnel. Journal of Police and Criminal Psychology, 27(2), 123–128. https://doi.org/10.1007/s11896-012-9100-z
  • Gutiérrez, S., Sanz, J., Espinosa, R., Gesteira, C., & García-Vera, M. P. (2016). La Escala de Deseabilidad Social de Marlowe-Crowne: baremos para la población general española y desarrollo de una versión breve. Anales de Psicología, 32(1), 206–217. https://doi.org/10.6018/analesps.32.1.185471
  • Halfhill, T. R., & Nielsen, T. M. (2007). Quantifying the "softer side" of management education: An example using teamwork competencies. Journal of Management Education, 31(1), 64-80. https://doi.org/10.1177/1052562906287777
  • Holden, R. R., Lambert, C. E., D’Agata, M. T., & Book, A. S. (2017). Response patterns for the identification of fakers: Detecting drifting dissimulators. Personality and Individual Differences, 108, 195–199. https://doi.org/10.1016/j.paid.2016.12.029
  • Isenhart, C. E. (1994). MOTIVATIONAL SUBTYPES IN AN INPATIENT SAMPLE OF SUBSTANCE-ABUSERS. Addictive Behaviors, 19(5), 463–475. https://doi.org/10.1016/0306-4603(94)90002-7
  • Jonsson, A., & Svingby, G. (2007). The use of scoring rubrics: Reliability, validity and educational consequences. Educational Research Review, 2(2), 130-144. https://doi.org/10.1016/j.edurev.2007.05.002
  • Karakurt, G., Erguner-Tekinalp, B., Terzi, S., Ergüner-Tekinalp, B., & Terzi, Ş. (2009). The Psychometric Qualities of the Turkish Version of Emotional Abuse Questionnaire. Egitim Arastirmalari-Eurasian Journal of Educational Research, 9(36), 7–22. Retrieved from https://www.scopus.com/inward/record.uri?eid=2-s2.0-84987730675&partnerID=40&md5=8d0171b5a4df70040f2c2bc7aa8422c2
  • Katou, A. A. (2008). Measuring the impact of hrm on organizational performance. Journal of Industrial Engineering and Management, 1(2), 119-142. https://doi.org/10.3926/jiem.2008.v1n2.p119-142
  • King, M. F., Bruner, G. C., Reversals, P., Kind, D., Less, M. I., Author, P., ... Tadesse, G. (2000). Social desirability bias: A neglected aspect of validity testing. Psychology & Marketing, 17(2), 79–103. https://doi.org/10.1002/(SICI)1520-6793(200002)17:2<79::AID-MAR2>3.0.CO;2-0
  • Lavrakas, P. (2008). Encyclopedia of Survey Research Methods. Thousand Oaks, California. https://doi.org/10.4135/9781412963947
  • Leach, L. (2010). Optional self-assessment: Some tensions and dilemmas. Assessment & Evaluation in Higher Education.
  • Lee, Z., & Woodliffe, L. (2010). Donor Misreporting: Conceptualizing Social Desirability Bias in Giving Surveys. Voluntas, 21(4), 569–587. https://doi.org/10.1007/s11266-010-9153-5
  • Marin-Garcia, J. A. (2015). Publishing in two phases for focused research by means of "research collaborations". WPOM-Working Papers on Operations Management, 6(2), 76-80. https://doi.org/10.4995/wpom.v6i2.4459
  • Marin-Garcia, J. A., & Martinez Tomas, J. (2016). Deconstructing amo framework: A systematic review. Intangible Capital, 12(4), 1040-1087. https://doi.org/10.3926/ic.838
  • Marin-Garcia, J. A., & Santandreu-Mascarell, C. (2015). What do we know about rubrics used in higher education? Intangible Capital, 11(1), 118-145. https://doi.org/10.3926/ic.538
  • Marin-Garcia, J. A., Andreu Andres, M. A., Atares-Huerta, L., Aznar-Mas, L. E., Garcia-Carbonell, A., González-Ladrón-de-Guevara, F., . . . Watts, F. (2016). Propossal of framework for innovation competencies development and assessment (fincoda). WPOM-Working Papers on Operations Management, 7(2), 119-126. https://doi.org/10.4995/wpom.v7i2.6472
  • Marin-Garcia, J. A., Aragonés Beltran, P., & Melón, G. (2014). Intra-rater and inter-rater consistency of pair wise comparison in evaluating the innovation competency for university students. WPOM-Working Papers on Operations Management, 5(2), 24-46. https://doi.org/10.4995/wpom.v5i2.3220
  • Marin-Garcia, J. A., Atares-Huerta, L., & Aznar-Mas, L. E. (2017). ¿cuántas competencias transversales podemos diferenciar en un auto-diagnóstico? Paper presented at the IN-RED Congreso Nacional de Innovación Educativa y de Docencia en Red, UPV. Valencia, 13 y 14 de junio 2017.
  • Marin-Garcia, J. A., Garcia-Sabater, J. P., Perello-Marin, M. R., & Canos-Daros, L. (2009). Proposal of skills for the bachelor degree of industrial engineering in the context of the new curriculum. Intangible Capital, 5(4), 387-406. https://doi.org/10.3926/ic.2009.v5n4.p387-406
  • Marin-Garcia, J. A., Ramirez Bayarri, L., & Atares-Huerta, L. (2015). Protocol: Comparing advantages and disadvantages of rating scales, behavior observation scales and paired comparison scales for behavior assessment of competencies in workers. A systematic literature review. WPOM-Working Papers on Operations Management, 2(6), 49-63. https://doi.org/10.4995/wpom.v6i2.4032
  • Martínez Gómez, M., Marin-Garcia, J., & Giraldo-O'Meara, M. (2016). The measurement invariance of job diagnostic survey (jds) across three university student groups. Journal of Industrial Engineering and Management, 9(1), 17-34. https://doi.org/10.3926/jiem.1783
  • Medina-López, C., Alfalla-Luque, R., & Marin-Garcia, J. A. (2011). Research in operations management teaching: Trends and challenges. Intangible Capital, 7(2), 507-548. https://doi.org/10.3926/ic.2011.v7n2.p507-548
  • Medina-López, C., Marin-Garcia, J. A., & Alfalla-Luque, R. (2010). Una propuesta metodológica para la realización de búsquedas sistemáticas de bibliografía (a methodological proposal for the systematic literature review). WPOM-Working Papers on Operations Management, 1(2), 13-30. https://doi.org/10.4995/wpom.v1i2.786
  • Moher, D., Liberati, A., Tetzlaff, J., Altman, D. G., & The, P. G. (2009). Preferred reporting items for systematic reviews and meta-analyses: The prisma statement. PLoS Med, 6(7), e1000097. https://doi.org/10.1371/journal.pmed.1000097
  • Paulhus, D. L., & Reid, D. B. (1991). Enhancement and denial in socially desirable responding. Journal of Personality and Social Psychology, 60(2), 307–317. https://doi.org/10.1037/0022-3514.60.2.307
  • Perinelli, E., & Gremigni, P. (2016). Use of Social Desirability Scales in Clinical Psychology: A Systematic Review. Journal of Clinical Psychology, 72(6), 534–551. https://doi.org/10.1002/jclp.22284
  • Pujol-Jover, M., Riera-Prunera, C., & Abio, G. (2015). Competences acquisition of university students: Do they match job market's needs? Intangible Capital, 11(4), 612-626. https://doi.org/10.3926/ic.625
  • Ramirez Bayarri, L., Marin-Garcia, J. A., & Atares-Huerta, L. (2016). How has been assessed the innovation competency in companies and universities? WPOM-Working Papers on Operations Management, 7(2), 140-167. https://doi.org/10.4995/wpom.v7i2.6886
  • Sandin, B., Valiente, R. M., Chorot, P., & Olmedo, M. (2002). Versión española del cuestionario epqr-abreviado (epqr-a) (i): Análisis exploratorio de la estructura factorial. Revista de Psicopato/ogfa y Psicología Clínica, 7(3), 195-205.
  • Santandreu-Mascarell, C., Canós-Darós, L., & Pons-Morera, C. (2011). Competencies and skills for future industrial engineers defined in spanish degrees. Journal of Industrial Engineering and Management, 4(1), 13-30. https://doi.org/10.3926/jiem.2011.v4n1.p13-30
  • Saunders, M., Lewis, P., & Thornhill, A. (2016). Research methods for business students, 7/e. Essex: Pearson Education.
  • Stefani, L. A. J. (1994). Peer, self and tutor assessment - relative reliabilities. Studies in Higher Education, 19(1), 69-75. https://doi.org/10.1080/03075079412331382153
  • Stöber, J., & Stober, J. (1999). The Social Desirability Scale-17 (SDS-17): Development and first results on reliability and validity. Diagnostica, 45(4), 173–177. Retrieved from https://www.scopus.com/inward/record.uri?eid=2-s2.0-0000840720&partnerID=40&md5=0eda7e6d1aa6b7c3a2ec81a70b0d3603 https://doi.org/10.1026//0012-1924.45.4.173
  • Thompson, E. R., & Phua, F. T. T. (2005). Reliability among senior managers of the Marlowe-Crowne short-form social desirability scale. Journal of Business and Psychology. https://doi.org/10.1007/s10869-005-4524-4
  • Tracey, T. J. G. (2016). A Note on Socially Desirable Responding. Journal of Counseling Psychology, 63(2), 224–232. https://doi.org/10.1037/cou0000135
  • van de Mortel, T. F. (2008). Faking it: Social desirability response bias in self-report research. Australian Journal of Advanced Nursing, 25(4), 40-48.
  • Voller, E. K., Long, P. J., & Aosved, A. C. (2009). Attraction to sexual violence towards women, sexual abuse of children, and non-sexual criminal behavior: Testing the specialist vs. generalist models in male college students. Archives of Sexual Behavior, 38(2), 235–243. https://doi.org/10.1007/s10508-008-9343-z
  • Watts, F., Marin-Garcia, J. A., Garcia-Carbonell, A., & Aznar-Mas, L. E. (2012). Validation of a rubric to assess innovation competence. WPOM-Working Papers on Operations Management, 3(1), 61-70. https://doi.org/10.4995/wpom.v3i1.1159
  • Williams, B., & Figueiredo, J. (2014). Lessons from an innovation-leader and tools to learn them. Journal of Industrial Engineering and Management, 7(4), 932-960. https://doi.org/10.3926/jiem.1135
  • Zemore, S. E. (2012). The effect of social desirability on reported motivation, substance use severity, and treatment attendance. Journal of Substance Abuse Treatment, 42(4), 400–412. https://doi.org/10.1016/j.jsat.2011.09.013
  • Zemore, S. E., & Ajzen, I. (2014). Predicting substance abuse treatment completion using a new scale based on the theory of planned behavior. Journal of Substance Abuse Treatment, 46(2), 174–182. https://doi.org/10.1016/j.jsat.2013.06.011