8 Social Desirability Bias
Much of the research carried out with human beings that measures behaviors, affections, personality, etc. use self-report scales (Lange & Dewitte, 2019; Peterson & Kerin, 1981). When responding to a questionnaire, some factors influence the response given to items that may or may not be associated with the latent trait being measured. Ideally, when we measure a construct, we want to measure it without many errors or spurious variations; however, it is possible that there is bias/response style that introduces spurious variations into our analyses. Some examples of these responses are: social desirability, acquiescence, and extreme responses.
8.1 Faking: The Good, The Bad, and the Ugly
Faking depends on the context of the application and the questionnaire applied. The person who uses faking aims to provide a representation of themselves that helps achieve a personal objective (Ziegler et al., 2011). Therefore, faking occurs when this set of responses is activated by situational demands and personal characteristics to produce systematic differences in test scores that are not due to the construct of interest. Faking is a behavior that is influenced by different factors and is, in essence, a matter of measurement (Ziegler et al., 2011).
Faking can be conceptualized as faking good and faking bad. Faking good is a conscious effort to manipulate responses to an instrument to make a positive impression (Zickar & Robie, 1999). Faking bad includes both the fabrication of clinical and/or diagnostic symptoms and the exaggeration of symptoms to obtain a specific secondary gain (Ziegler et al., 2011). One question that remains is: what makes people pretend?
Variables in faking models can be classified based on the type of belief a given variable is likely to impact. The expectancy theory of Ziegler et al. (2011) states that the choice to do faking or not is caused by: a) Belief that one is capable of doing faking; b) Belief that doing faking is important; c) Belief that the opportunity is valued. The belief that someone is capable of faking comes from different variables, such as personality traits, cognitive ability, knowledge and experience, as well as situational factors such as the degree of transparency of the item and the use of verification warnings that make an individual more or less capable of faking (Griffith et al., 2006; McFarland & Ryan, 2000; Raymark & Tafero, 2009; Riggio et al., 1988; Snell et al., 1999).
8.4 Modeling Faking with Classical Test Theory
Since faking is a measurement issue, it’s a necessary task to conceptualize faking within the psychometric theory. In a Classical Test Theory perspective, an individual’s observed score (\(X\)) on a test can be expressed as a function of the person’s true score (\(T\)) and error (\(E\)), such that
\[ X = T + E \]
Then, in a set of observed scores for a sample of test takers, the variance in the observed scores can be expressed as a function of the variance in the true scores and the variance of the errors. Note that, in the equation below, there is an assumption that the error is random and unrelated to true scores. Then, when incorporating faking into the equation, the observed scores associated with faking cannot be due to random error. In other words, faking must be conceptualized as a component of a psychological true score (Ziegler et al., 2011).
\[ \sigma^2_X=\sigma^2_T+\sigma^2_E \] In a psychometric approach, it’s common to conceptualize faking as a single, unitary source of systematic variance (e.g., Komar et al., 2008; Schmitt & Oswald, 2006). However, as stated in Ziegler et al. (2011), conceptualizing faking as a single source of systematic variance is an oversimplification, because it is a complex behavior, and the degree to which one fakes is a function of dispositional, attitudinal, and situational factors. In a motivating setting (where people will fake), we can express the observed scores as follows in the following equation: \[ X_{Motivated}=(T_T+(T_{F1}+...+T_{Fn}))+E \] where \(T_{F1}\) to \(T_{Fn}\) are systematic individual attitudinal, and situational factors that influence observed scores in motivating contexts. In a sample of scores, we can express the variance in observed scores obtained in motivated settings as follows in the equation: \[ \sigma^2_{X Motivated}=\sigma^2_{T_t}+(\sigma^2_{F1}+...+\sigma^2_{Fn})+(2\sigma^2_{T_T,F1}+...+2\sigma^2_{Fn-1,Fn})+\sigma^2_E \]
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