Meghan W. Brenneman

A psychometric analysis of the reading the mind in the eyes test: toward a brief form for research and applied settings.

The Reading the Mind in the Eyes Test is a popular measure of individual differences in Theory of Mind that is often applied in the assessment of particular clinical populations (primarily, individuals on the autism spectrum). However, little is known about the tests psychometric properties, including factor structure, internal consistency, and convergent validity evidence. We present a psychometric analysis of the test followed by an evaluation of other empirically proposed and statistically identified structures. We identified, and cross-validated in a second sample, an adequate short-form solution that is homogeneous with adequate internal consistency, and is moderately related to Cognitive Empathy, Emotion Perception, and strongly related to Vocabulary. We recommend the use of this short-form solution in normal adults as a more precise measure over the original version. Future revisions of the test should seek to reduce the tests reliance on ones vocabulary and evaluate the short-form structure in clinical populations.

Effects of Situational Judgment Test Format on Reliability and Validity.

Single-response situational judgment tests (SRSJTs) differ from multiple-response SJTs (MRSJTS) in that they present test takers with edited critical incidents and simply ask test takers to read over the action described and evaluate it according to its effectiveness. Research comparing the reliability and validity of SRSJTs and MRSJTs is thus far extremely limited. The study reported here directly compares forms of a SRSJT and MRSJT and explores the reliability, convergent validity, and predictive validity of each format. Results from this investigation present preliminary evidence to suggest SRSJTs may produce internal consistency reliability, convergent validity, and predictive validity estimates that are comparable to those achieved with many traditional MRSJTs. We conclude by discussing practical implications for personnel selection and assessment, and future research in psychological science more broadly.

Assessing Cross-Cultural Competence: A Working Framework and Prototype Measures for Use in Military Contexts

Working effectively with people from different cultures is critically important for U.S. Soldiers. However, there is evidence to suggest that a majority of Soldiers fall short in this ability (Baker and Hamilton in The Iraq study group report: The way forward – A new approach. Vintage, New York, 2006). Recently, this ability has been deemed cross-cultural competence (3C), which can be defined as, “set of knowledge, skills, and affect/motivation that enable individuals to adapt effectively in cross-cultural environments” (Abbe et al. in Cross-cultural competence in army leaders: A conceptual and empirical foundation (Study Report 2008–01). U.S. Army Research Institute for the Behavioral and Social Sciences, Arlington, VA, 2008, vii). The goal of the current chapter is to identify and address prior relevant 3C frameworks, discuss and define 3C and its constituent components, and provide a synthesis of the frameworks into one comprehensive framework that captures the construct’s dynamic, multifaceted nature. The chapter also provides a detailed explanation of constructs related to 3C, as well as corresponding measures or item types that have demonstrated greater resistance to faking or bias. The chapter concludes with a number of considerations researchers should bear in mind when developing assessments to measure 3C and other closely related noncognitive skills.

Connecting Noncognitive Development to the Educational Pipeline

Understanding the educational pipeline has been of great importance to educators and policymakers as both groups seek ways to help students navigate it successfully. The broadest description of the educational pipeline includes a series of important transitions: persistence through high school, graduation from high school, entry into postsecondary education, persistence through postsecondary education, completion of postsecondary education, and entry into the workforce (Ewell, Jones, & Kelly, 2003; Gandara, 2006).

Psychosocial Skills: Essential Components of Development and Achievement in K-12

In this chapter we introduce an organizational framework for our discussion of psychosocial skills, borrowing from the prominent organizational taxonomy of personality, the five-factor model. Using the Big Five as a guide, we identify several psychosocial skills that we feel are important for K-12 students and group them under the trait to which we perceive them to be most highly related. We further divide the Big Five into the three categories of skills we feel are important for students in K-12: performance skills (“getting along with school”), interpersonal skills (“getting along with others”), and self-management skills (“getting along with yourself”). In addition to the Big Five, we conclude with a brief discussion of cross-cultural competence and its possible place within the psychosocial skills framework.

Social Networks and Minority Male College Access The “Tip of the Iceberg” Phenomena

Using a qualitative approach, we sought to understand the social networks and decision-making strategies of minority males as they choose to attend a postsecondary institution. Data were obtained from interviews where students self-report perceptions of their college transition process. Our findings suggest that students’ social networks are inefficient, disrupted, and fractured resulting in prominent informational gaps that impacted matriculation decisions. We liken students’ knowledge about the transition to college to a tip of an iceberg; that is, participants only developed a surface-level understanding of the college process. We conclude with implications for policy and practice.