ABSTRACT
Abstract Impression Management (IM) states that: 1) People know how others perceive them, 2) People attempt to control such perceptions. Bolino and Turnley (1999) developed an IM Scale based on Jones and Pittman's (1982) taxonomy of five strategies: Self-promotion, Ingratiation, Exemplification, Intimidation, and Supplication. The purpose of this study was to validate the IM Scale using a Mexican sample, evaluating reliability scores and dimensionality. A nomological network for IM was performed considering the Five-factor Personality traits, Social desirability, and Sense of control. Results prove adequate internal reliability and confirm the instrument's five factor structure. Our psychometric findings support the premise that IM may overlap with other psychological constructs, providing evidence of its construct validity.
Resumen El Manejo de Impresión (MI) se refiere a que: 1) Las personas generalmente saben cómo son percibidas por otras personas, 2) La gente intenta controlar dichas percepciones. Bolino y Turnley (1999) desarrollaron una Escala de MI con base en la taxonomía de Jones y Pittman (1982) de cinco estrategias: Autopromoción, Congraciamiento, Ejemplificación, Intimidación, y Súplica. El objetivo de este estudio fue validar la Escala de MI en una muestra mexicana, evaluando puntajes de consistencia interna y dimensionalidad. Se realizó una red nomológica para el MI considerando los Cinco Factores de Personalidad, Deseabilidad Social, y Control Percibido. Los resultados muestran una consistencia interna adecuada y confirman las cinco estrategias originalmente planteadas. Los hallazgos apoyan la premisa de que el MI incluye otros constructos psicológicos, dando evidencia adicional de su validez de constructo.
ABSTRACT
La envidia es una parte esencial de la condición humana que posibilita el correcto desarrollo del niño. El presente trabajo explora la red nomológica de la envidia en relación con la sintomatología depresiva, la ansiedad y la ira. La muestra estuvo constituida por 210 sujetos (43.8% varones) con edades comprendidas entre 10 y 14 años. Los centros educativos y las aulas fueron seleccionados al azar. En este estudio ex post facto se llevaron a cabo correlaciones de Pearson entre las medidas evaluadas, así como comparaciones de medias entre sujetos que presentaban envidia o no; por otro lado, se realizó un análisis factorial exploratorio para examinar la red nomológica de la envidia, y un análisis de regresión múltiple para conocer la relación entre ésta y el resto de emociones evaluadas. Los resultados mostraron que el entramado de relaciones entre la envidia y otras emociones está condicionado por la edad y el sexo de los sujetos. La envidia mostró una clara relación con la ira, especialmente con su vertiente rasgo, y fue esta emoción la que en mayor medida predijo cada una de sus dimensiones. La dimensión de la envidia, deseo por lo ajeno, se asoció con un mayor desajuste emocional. A pesar de la interconexión de la envidia con las restantes emociones, ésta emerge como una emoción independiente y diferenciada de las restantes. La escasez de trabajos sobre este tema en población infantil sugiere la necesidad de un mayor número de estudios.
Envy is an essential ingredient of human nature, which facilitates a proper development of children. This study analyzes the envy nomological network in relation to depression, anxiety and anger. 210 subjects aged 10 to 14 (43.8% males) took part in the study. The schools were randomly selected from a database and so were the classrooms. Different Pearson's correlations and comparisons of means between envious and nonenvious subjects were carried out in this ex post facto study. Moreover, an exploratory factor analysis and a multiple regression analysis were used to examine the envy nomological network and to check the relationship between envy and several emotions assessed. Results have shown that the envy nomological network depends on both, children's age and sex. Envy was mainly related to trait anger, which predicts every envy dimension. The dimension called "Wish for other's belongings" was the one related with a higher number of emotional disorders. Despite the link between envy and the other emotions, it constitutes an independent construct, different from the others. More studies are needed given the lack of works on this topic.
ABSTRACT
Desde o trabalho de Cronbach e Meehl dos meados do século passado, o conceito de validade dos testes em Psicologia e Educação vem perdendo o seu sentido original. Embora os autores quisessem precisamente salvar esse conceito, a introdução do modelo da rede nomológica, concebida dentro da visão do positivismo lógico veio, na verdade, destruir o conceito de validade, originalmente concebido por Kelly na década de 1920 e, depois, por Cattell. O conceito de validade, finalmente, foi totalmente descaracterizado com a definição do mesmo dada pelo grande psicometrista Samuel Messick, em 1989. Parece fundamental que esse conceito seja redescoberto para salvar as bases da Psicometria. A exposição procura mostrar as confusões que o modelo da rede nomológica introduziu em Psicometria e tentar recuperar o verdadeiro significado de validade no contexto das medidas em ciências psicossociais, em particular, em Psicologia e Educação.
Since the work of Cronbach and Meehl of mid last century, the concept of validity of the tests in Psychology and Education has been loosing its original meaning. Despite the intention of the authors to precisely save this concept, the introduction of the model of the nomological network, conceived within the framework of the logical positivism, was in fact decisive to destroy the concept of validity as originally conceived by Kelly in the 1920s and later on by Cattell. The concept of validity was finally completely mischaracterized with the definition given by the great psychometrist Samuel Messick in 1989. It seems to be fundamental that this concept is rediscovered in order to save the bases of Psychometry. The present article will try to show the confusion that the nomological network model brought to Psychometry and also to try to recuperate the real meaning of validity within the context of the measures in psychosocial sciences, especially in Psychology and Education.
Subject(s)
Psychological Tests , Psychometrics , Reproducibility of ResultsABSTRACT
Three problems about the concept of validity were discussed here,which is the evolution of concept of validity and its existing problems,a new understanding of validity and how to construct validity.During the development of the concept of validity,content validity,predictive validity,construct validity as well as concurrent validity were prevailing until the emergence of construct validity in which all aspects of validity were involved.To date,the bias we put on the concept of validity were mainly originated from the way by which we have taken concept of validity as a nomological network.Actually,the concept of validity is a ontological claim which is seriously based on reference and causality.We should establish a theory hypothesis,form a test,and confirm the measure attribute,so we could obtain the validity.