M.Phil. (Industrial Psychology) / The equivalent cross-cultural assessment of personality has long been a debatable subject in psychological research. Personologists remain divided as to the universality of personality traits, and as such, their cross-cultural applicability. This argument remains valid within the South African multicultural and multilingual context. In addition to the applicability of various imported personality measures, South Africa’s past misuse of psychological assessments for unfair discriminatory purposes has created many negative perceptions of their utility. This was further corroborated with the promulgation of the Employment Equity Act 55 of 1998 that stipulates that all psychological assessments used in South Africa need to meet the criteria of: a) being scientifically shown to be valid and reliable; b) can be applied fairly to all employees; and c) not biased against any employee or group (Government Gazette, 1998). Currently no validated indigenous model and measure of personality exists in South Africa. Psychological assessments are mainly imported from the United States of America (US) and United Kingdom (UK) and normed to the South African population. Foxcroft, Roodt and Abrahams (2005) acknowledge that many of these assessments, in addition to many locally developed measures, have not been tested for bias nor have they been cross-culturally validated. Furthermore, the theories, models and taxonomies on which these measures are based were developed within a Western context and as such, have not incorporated the unique intricacies of the South African context and its array of cultures and languages. Therefore, the accurate and appropriate measure of personality within South Africa has been impeded.

The use of scales on the Personality Assessment Inventory (PAI) to detect defensiveness in criminal and nonclinical samples was evaluated. Forty-five male inmates of a county jail and 38 male undergraduate psychology students were provided with incentives to complete the PAI under two conditions: standard instructions and experimental instructions to feign a specific, positive role. The sequence of instructions was counterbalanced in both samples for the purpose of examining ordering effects. A repeated measures multivariate analysis of variance (MANOVA) was performed, yielding significant main effects of condition, group and order. Additionally, a step-wise discriminant function analysis significantly predicted group membership (i.e., subjects under honest and faking conditions) with a hit rate = 84.4%. Finally, a more effective cutting score for the Positive Impression scale was recommended.

D. Litt et Phil.

Thesis (Ph. D.)--University of Missouri-Columbia, 2000. / Typescript. Vita. Includes bibliographical references (leaves 71-78). Also available on the Internet.

Thesis (M.A.)--University of Toledo, 2007. / Typescript. "Submitted as partial fulfillment of the requirements for The Master of Arts Degree in Psychology." "A thesis entitled"--at head of title. Bibliography: leaves 57-82.

Thesis(M.S.)--Auburn University, 2008. / Abstract. Includes bibliographic references (p.37-43).

Thesis (Ph. D.)--University of Missouri-Columbia, 2000. / Typescript. Vita. Includes bibliographical references (leaves 71-78). Also available on the Internet.

In understanding the importance of career adaptability in an individual‟s career development, career counsellors require a valid assessment technique for measuring career adaptability. The Career Adapt-Abilities Inventory (CAI) was originally developed by Mark Savickas (2008) as a measure of career adapt-abilities. The present study forms part of an international collaboration investigating the psychometric properties and construct validity of the CAI. The aims of the present study involved the following: conducting exploratory factor analysis in order to determine whether interrelationships within the items of the CAI can be explained by the presence of unobserved variables; conducting confirmatory factor analysis in an attempt to confirm the hypothesised factor structures of the CAI; and to explore and describe South African university students‟ perceptions of the underlying constructs of the CAI in terms of the language usage and comprehension of the inventory‟s item content. A sample of South African first-year university students were employed in this current study. In an exploratory factor analysis of the CAI, preference was given to the a priori criterion forcing the extraction of five factors. The oblique rotation method was employed using the OBLIMIN method provided by the statistical package in order to derive the simplest and most interpretable factor structure. Exploratory factor analysis supported a five factor solution after the fourth iteration, reflecting the underlying dimensions of Curiosity, Concern, Confidence, Cooperation and Control. These factors support the five scales presented by Savickas (2008). Confirmatory factor analyses were subsequently performed in order to test both the original CAI factor model as well as the factor model that emerged through exploratory factor analysis. After using several goodness-of-fit indices, it can be concluded that the inventory items adequately represent the five CAI scales based on the value obtained using the Root Mean Square Error of Approximation index. The factor model derived through EFA demonstrated a slightly better fit when compared to the original CAI factor model using other fit indices. In terms of the qualitative findings of this current study, participants indicated that the meaning of several items were unclear to them causing comprehension difficulty. Items 8 and 50 were marked by participants several times and can be viewed as the items causing most difficulty with regard to comprehension, with participants pointing out the words „keeping upbeat‟ (item 8) and „conscientious‟ (item 50). Participants were also asked to provide additional comments with regard to the readability, comprehension and applicability of the CAI. On investigation of these comments, three main themes were generated relating to: the comprehension and clarity of the CAI; the CAI enhancing participants‟ understanding of themselves; and the structure, length and general layout of the CAI. In essence, the current study provided useful information regarding the psychometric properties of the CAI using a sample of South African first-year university students. Factor analyses provided some support for the validity of the CAI while the qualitative results provided aspects for consideration in making the CAI more applicable for South African usage. Moreover, a foundation has been laid for further research to be conducted in South Africa regarding the validity and applicability of the CAI for South African populations.

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