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Caught in the Act: Predicting Cheating in Unproctored Knowledge Assessment
Cheating is a serious threat in unproctored ability assessment, irrespective of countermeasures taken, anticipated consequences (high vs. low stakes), and test modality (paper-pencil vs. computer-based). In the present study, we examined the power of (a) self-report-based indicators (i.e., Honesty-Humility and Overclaiming scales), (b) test data (i.e., performance with extremely difficult items), and (c) para data (i.e., reaction times, switching between browser tabs) to predict participants’ cheating behavior. To ...
Compiling Measurement Invariant Short Scales in Cross–Cultural Personality Assessment Using Ant Colony Optimization
Examining the influence of culture on personality and its unbiased assessment is the main subject of cross–cultural personality research. Recent large–scale studies exploring personality differences across cultures share substantial methodological and psychometric shortcomings that render it difficult to differentiate between method and trait variance. One prominent example is the implicit assumption of cross–cultural measurement invariance in personality questionnaires. In the rare instances where measurement ...
On the Trail of Creativity: Dimensionality of Divergent Thinking and its Relation with Cognitive Abilities, Personality, and Insight
Divergent thinking (DT) is an important constituent of creativity that captures aspects of fluency and originality. The literature lacks multivariate studies that report relationships between DT and its aspects with relevant covariates, such as cognitive abilities, personality traits (e.g. openness), and insight. In two multivariate studies (N = 152 and N = 298), we evaluate competing measurement models for a variety of DT tests and examine the relationship between DT and established cognitive abilities, personality ...
Implementing Distributed Practice in Statistics Courses: Benefits for Retention and Transfer
The present study investigated the effect of distributed versus crammed practice before a course deadline on the retention and transfer of knowledge, and whether learner characteristics moderate the effect. In Experiment 1, only 41% (N = 38) of the initially enrolled students worked the voluntary but recommended practice tasks. Moreover, markedly fewer students did so in the distributed condition (12%) than the crammed practice condition (29%). In Experiment 2, working the practice tasks was mandatory and more students ...