pere-j-ferrando documents

The convergent validity of acquiescence: an empirical study relating balanced scales and separate acquiescence scales
Documents The convergent validity of acquiescence: an empirical study relating balanced scales and separate acquiescence scales
The interpretation of the EPQ Lie scale scores under honest and faking instructions: A multiple-group IRT-based analysis
Documents The interpretation of the EPQ Lie scale scores under honest and faking instructions: A multiple-group IRT-based analysis
Acquiescence and social desirability as item response determinants: An IRT-based study with the Marlowe–Crowne and the EPQ Lie scales
Documents Acquiescence and social desirability as item response determinants: An IRT-based study with the Marlowe–Crowne and the EPQ Lie scales
Faking propensity and faking-related change: A model-based analysis of the EPQ-R scores
Documents Faking propensity and faking-related change: A model-based analysis of the EPQ-R scores
Assessing inconsistent responding in E and N measures: An application of person-fit analysis in personality
Documents Assessing inconsistent responding in E and N measures: An application of person-fit analysis in personality
The measurement of neuroticism using MMQ, MPI, EPI and EPQ items:: a psychometric analysis based on item response theory
Documents The measurement of neuroticism using MMQ, MPI, EPI and EPQ items:: a psychometric analysis based on item response theory
The construct of sensation seeking as measured by Zuckerman's SSS-V and Arnett's AISS: a structural equation model
Documents The construct of sensation seeking as measured by Zuckerman's SSS-V and Arnett's AISS: a structural equation model
The accuracy of the E, N and P trait estimates: an empirical study using the EPQ-R
Documents The accuracy of the E, N and P trait estimates: an empirical study using the EPQ-R
The relationship between approaches to teaching and approaches to studying: a two-level structural equation model for biology achievement in high school
Documents The relationship between approaches to teaching and approaches to studying: a two-level structural equation model for biology achievement in high school