The Romanian translation of the Francis Scale of Attitude Toward Christianity: internal consistency reliability, re-test reliability and construct validity among undergraduate students within a Greek Orthodox Culture

In order to contribute to a growing international research programme concerned with the correlates, antecedents and consequences of individual differences in attitude toward religion, the Francis Scale of Attitude toward Christianity was translated into Romanian and applied within a cultural context shaped by the Greek Orthodox tradition. Data provided by a sample of 158 students (mainly in their late teens and early twenties) supported the internal consistency reliability, re-test reliability and construct validity of this instrument and commended it for further use in studies conducted in Romania

Unmonitored Online Exams: Valid Assessment or Score Inflation?

Background: The validity of unmonitored online exams has raised concerns about academic integrity and grade inflation, especially given the rise of artificial intelligence–powered tools. Objective: This study evaluates the validity of unmonitored online exams by comparing student performance between two sections of an undergraduate personality psychology course: one section completed an unmonitored online multiple-choice final exam while the other completed an in-person multiple-choice final exam. Method: A quasi-experimental design was used with two undergraduate personality psychology course sections. Section 1 (Spring 2022, n=153) took an in-person final exam, while Section 2 (Spring 2023, n=160) took an unmonitored online final exam. Both sections completed identical in-person exams throughout the semester. Results: Online final exam scores were significantly higher than the in-person final exam scores. The correlation between regular in-person exams was strong for the in-person final exam but weak for the online final exam. Exam format was a stronger predictor of final exam scores than prior performance. Conclusion: Unmonitored online exams lead to inflated scores and may not reflect students’ true abilities. Teaching Implications: Educators should reconsider using unmonitored online exams for high-stakes assessments and explore alternative methods or enhanced monitoring to maintain academic integrity

A Field Quasi-Experiment of the Effects of Employee Input in the Development of Performance Appraisal Systems

The purpose of this study was to investigate the effects of employee input in the development stage of a new performance appraisal system on their attitudes and work behaviors. A field quasi-experiment with pre-test and post-test measures was conducted in two plants of an organization. The results, consistent with the hypotheses, show that the employees in the experimental plant report higher proximal (satisfaction with the performance appraisal system, procedural justice of the performance appraisal system) and distal (organizational satisfaction, fairness of the organization and citizenship behaviors) outcomes. Also, the proximal outcomes were stronger than the distal ones. Implications for theory and practice are discussed

A Field Quasi-Experiment of the Effects of Employee Input in the Development of Performance Appraisal Systems

The purpose of this study was to investigate the effects of employee input in the development stage of a new performance appraisal system on their attitudes and work behaviors. A field quasi-experiment with pre-test and post-test measures was conducted in two plants of an organization. The results, consistent with the hypotheses, show that the employees in the experimental plant report higher proximal (satisfaction with the performance appraisal system, procedural justice of the performance appraisal system) and distal (organizational satisfaction, fairness of the organization and citizenship behaviors) outcomes. Also, the proximal outcomes were stronger than the distal ones. Implications for theory and practice are discussed

The Role of Rater Motivation in Personnel Selection Validation Studies

Personnel selection validation studies are routinely conducted in contemporary organizations for selecting and placing employees. Although numerous studies have been conducted with the goal of identifying new predictors, less research was focused on the criterion side. In the current paper, across three studies and five samples, I examined the role played by rater motivation in validation studies. I proposed that rater motivation would impact criterion-related validity of various predictors, the reliability, and the variance of performance ratings. In Study 1, these hypotheses were tested in two samples with varied operationalizations of predictors and of rater motivation. In Study 2, I developed and tested a theoretically based brief intervention designed to increase rater motivation. Study 3 examined directly the link between rater motivation and accuracy. The results suggest that rater motivation is important and should be considered in validation studies. Rater motivation impacted the criterion related validity of the predictors and the reliability of the ratings. Also, motivated raters showed higher convergence between subjective and objective ratings. The intervention resulted in increased response rates and more reliable ratings. Strengths, limitations and directions for future research are discussed

Electronic publishing: The future is here

No abstract available

The relative weighting of predictors

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Electronic publishing: The future is here

No abstract available

Personality Assessment

The chapter focuses on the assessment of personality in an international context. Starting from the definition of personality, the chapter discusses the way culture and personality are mixed and sets then out to explain the emic (indigenous) versus etic (universal) debate in personality assessment. The combined emic-etic approach is outlined as an interesting evolution in cross-cultural personality assessment, and two measures based on this approach are discussed, the Cross-Cultural Personality Assessment Inventory (CPAI) and the South African Personality Inventory (SAPI). Finally, the chapter discusses the currently dominant model of personality used in assessment internationally, the five-factor model, outlining some of the dilemmas still being debated related to this model, such as the broad versus narrow debate, the cross-cultural replicability issue, and the bandwidth-fidelity dilemma.</p