It is the purpose of this investigation to quantitatively assess the effect of halo in peer ratings of individuals in the areas of friendship, mental ability, and level of anxiety, by identifying the discrepancy between these ratings and the measurement of these characteristics by standardized tests.

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Although traditional researchers exploring perfectionism frequently cast the construct in a negative light, a steady stream of recent studies have demonstrated that perfectionistic beliefs can yield both positive and negative outcomes. Despite this progression in the research, perfectionism remains an understudied phenomenon among youth, especially as it relates to the ways in which these individuals are perceived by others. The current study builds on the previous literature by exploring adolescent perfectionism across a variety of psychological and psychoeducational dimensions. Moreover, a unique addition to the literature offered by this study was the inclusion of peer-reports along with self-reported measures in hopes of gaining a fuller understanding of the psychosocial characteristics of perfectionistic youth. The incorporation of peer reports also allowed a novel approach to the study of perfectionism by exploring this construct through the lens of their adolescent colleagues. Self and peer reported data was drawn from a sample of 816 ninth grade students representing three separate high schools. MANOVA results revealed a number of differences between perfectionistic subtypes across both self and peer-reported data. More specifically, adaptive perfectionists rated themselves as having less anxiety and depression as compared to their maladaptive and non-perfectionistic counterparts. Adaptive perfectionists were also reported to have stronger interpersonal relationships and greater social connectivity than their peers. Moreover, both adaptive and maladaptive perfectionists reported significantly higher GPAs than non-perfectionists. Peer informant data indicated that adaptive perfectionists were rated as having the highest academic expectations followed by maladaptive perfectionists and then non-perfectionists. Contrary to expectations, no significant differences were found between cluster groupings on peer reported social withdrawnness. Findings suggest that adaptive perfectionism is associated with a range of positive psychological, psychoeducational and psychosocial outcomes. Conversely, maladaptive perfectionism appears to be related to several behaviors which may impede healthy adolescent functioning. Implications regarding the improved assessment of perfectionism and intervention strategies aimed at both students and professionals working within the school domain are discussed.

One of the most persistent issues in contemporary organizations has been how to evaluate individual performance. Basically, the problem is who should evaluate whom and against what productivity criterion. Educational institutions have been the organizations most concerned with this dilemma in recent years. As recently as September, 1973, teachers went on strike over accountability procedures. This study was conducted to identify which mode of teacher evaluation was most efficient, based on fairly objective performance criterion, and to establish a basis for viewing teaching style as leadership style. In existing research, superior ratings were the most used evaluation measure, student ratings were a rapidly growing mode of evaluation, self-ratings were considered biased, and peer ratings were used very little. Hence, who should do the evaluating was an unsolved problem. All four evaluation modes were employed in the present study for comparison.

This study investigated if girls and boys high in ADHD symptomology exhibited and experienced relational and overt aggression differently than boys and girls without ADHD symptoms using peer, parent and teacher ratings. A measurement of social behavior for parent ratings was also validated. Using archival data, 371 3rd- 6th graders from a north Texas school district participated in the study, along with a parent or guardian and teachers. Results supported that ADHD subtype predicted more overt aggression according to parents and teachers but not peers. ADHD subtype did not predict more relational aggression but ADHD symptomology did. Contrary to past research, gender did not moderate relational aggression or internalizing symptoms from relational victimization. Furthermore, a parent version of the Child Social Behavior Scale was found to effectively measure relational, overt and prosocial behavior. Limitations, future directions and implications are discussed.

Präsentiert werden drei Studien zum Thema Prädiktion von Leistung. In Studie 1 wurde die Prädiktion von Studienerfolg nicht nur mit Persönlichkeitsmaßen auf Facettenebene sowohl von Fremd- als auch Selbst-Ratings untersucht, sondern auch der Einfluss von faking auf die Kriteriumsvalidität. Ergebnisse zeigten, dass Fremd- über Selbst-Ratings und Intelligenz hinaus Studienerfolg prädizieren. Auch wurde gezeigt, dass Faking die Kriteriumsvaliditäten auf Facettenebene in unterschiedlicher Weise beeinflusst. Studie 2 untersuchte den Einfluss der unterschiedlichen Abstraktionsebene von Prädiktor und Kriterium auf die Kriteriumsvalidität. Dazu wurden Leistungsmotivationsskalen sowohl in einer Mathe-spezifischen Formulierung als auch in einer globalen Formulierung Schülern vorgegeben. Diese Skalen dienten dann als Prädiktoren für Noten in Mathe, Physik und Deutsch. Ergebnisse einer Varianzzerlegung mit MTMM zeigten, dass die Mathe-spezifischen Skalen durchgehend ein Plus an Varianz enthalten, welches unabhängig ist von der Varianz aufgrund der einzelnen Motivationskonstrukte. Folglich messen domänen-spezifische Skalen entweder ein engeres Konstrukt von Leistungsmotivation oder, eher, ein zusätzliches Konstrukt. Das Korrelationsmuster der domänen-spezifischen Varianz mit den drei untersuchten Noten legt nahe, dass es sich bei diesem zusätzlichen Konstrukt um Selbstkonzept handelt. Studie 3 untersuchte die Konstruktvalidität der Big 5 und möglicher higher-order factors nach Kontrolle von möglichen Biases innerhalb des CTCM-1 Ansatzes mit Selbst- und Fremdratings. Ergebnisse zeigten, dass bias-bereinigte Big 5 Maße die Annahme eines higher-order factors wenig plausibel machen. Darüber hinaus konnte ein solcher potentieller Faktor nicht theoriekonform die positive Eigenschaft Intelligenz prädizieren. Insgesamt verdeutlicht dies die Problematik des Einflusses von unterschiedlichen Quellen und Verzerrungen auf die Kriteriumsvalidität von häufig eingesetzten Persönlichkeitsmaßen. / Presented are 3 studies about the prediction of performance. Study 1 analyzes the prediction of academic performance by use of self-ratings, other-ratings and faked-ratings of personality measures not only on domain level but also on facet level. Result showed that other-ratings yield incremental validity above and beyond self-ratings and intelligence. Moreover, against prior findings for domain-level, faking does influence criterion validity on facet-level, with the influence not being uniform in direction. Study 2 analyzed the influence of different levels of abstraction of predictor and criterion in the realm of achievement motivation. For that, various achievement motivation scales were administered both in a global and a math-specific wording. These scales later on served as predictor for grades in math, physics and German. By modeling this data in a MTMM model different sources of variance could be disentangled. Results showed that math-specific scales are the better predictors. More so, these domain-specific scales have uniformly an increase in variance regardless of the positive or negative valence of the various achievement motivation scales. This leads to the conclusion that math-domain-specific scales either measure a narrower construct or, more probable, they tap an additional construct. This is backed by the uniform positive additional variance. Moreover, test-criterion correlation-pattern between the math-domain-specific variance and the three different grades makes it plausible that the additional construct tapped in these scales is self-concept. Study 3 analyzed the construct-validity of personality’s Big 5 and their possible higher order factor after controlling for singular rater biases using a newly developed CTCM-1 approach. Results showed that these bias free Big 5 make the assumption of one higher order factor implausible. Moreover, such a factor would not uniformly predict intelligence as is claimed by advocates of this factor.