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published_or_final_version / Psychology / Master / Master of Arts

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The objectives of the present study were to: (a) replicate the results of Arthur et al. (2002) by comparing race-based subgroup differences on a multiple-choice and constructed response test in a laboratory setting using a larger sample, (b) extend their work by investigating the role of reading ability, test-taking skills, and test perceptions that could explain why subgroup differences are reduced when the test format is changed from multiple-choice to a constructed response format, and (c) assess the criterion-related validity of the constructed response test. Two hundred sixty White and 204 African Americans completed a demographic questionnaire, Test Attitudes and Perceptions Survey, a multiple-choice or constructed response test, the Raven's Advanced Progressive Matrices Short Form, the Nelson-Denny Reading Test, Experimental Test of Testwiseness, and a post-test questionnaire. In general, the pattern of results supported the hypotheses in the predicted direction. For example, although there was a reduction in subgroup differences in performance on the constructed response compared to the multiple-choice test, the difference was not statistically significant. However, analyses by specific test content yielded a significant reduction in subgroup differences on the science reasoning section. In addition, all of the hypothesized study variables, with the exception of face validity, were significantly related to test performance. Significant subgroup differences were also obtained for all study variables except for belief in tests and stereotype threat. The results also indicate that reading ability, test-taking skills, and perceived fairness partially mediated the relationship between race and test performance. Finally, the criterion-related validity for the constructed response test was stronger than that for the multiple-choice test. The results suggested that the constructed response test format investigated in the present study may be a viable alternative to the traditional multiple-choice format in high-stakes testing to solve the organizational dilemma of using the most valid predictors of job performance and simultaneously reducing subgroup differences and subsequent adverse impact on tests of knowledge, skill, ability, and achievement. However, additional research is needed to further demonstrate the appropriateness of the constructed response format as an alternative to traditional testing methods.

The current study was designed to examine sex differences in the stability of same-sex friendships. Based on past research, it was hypothesized that boys have more stable friendship nominations than girls. Four hundred fifty-one elementary and high school students from grades three, four, seven and eight completed questionnaires in which they were asked to nominate their closest friends. Friendship nominations were collected three times over a seventh month period, in the fall, winter and spring of the school year. Partial support was obtained for the hypothesis at the high school level: Adolescent boys had more stable friendship nominations than adolescent girls. No sex differences in stability were evident at the elementary level. At all grade levels, fewer friendship nominations were made at the beginning of the year and friendship stability was lowest over the longer time interval from fall to spring. Results are discussed in terms of the importance of the stability of friendships for peer social support.

Gender differences in the experience of jealousy have been the subject of research interest since the work of Freud. Recent research seems to indicate that males may be more distressed by their partners' sexual infidelity, whereas females are possibly more upset by emotional infidelity. Evolutionary psychologists believe these gender differences are the result of different adaptive problems faced by males and females over the course of evolutionary history. This view has been criticised by social psychologists and feminist theorists, who assert that gender differences in the experience of jealousy are the result of socialisation practices and power imbalances in society. This study examined gender differences in the experience of jealousy in a cross-cultural sample. The results provided only partial support for the evolutionary model. Strongly significant gender differences were found, but the difference was driven mostly by a large majority female dislike of emotional infidelity. Males across the sample were ambivalent, selecting sexual and emotional infidelity as approximately equally distressing. Significant cultural differences were found, suggesting that cultural factors may play a part in the experience of jealousy. / Thesis (M.A.)- University of Natal, Pietermaritzburg, 2002.

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