autoevaluation Flashcards
what is autoevaluation
Or self-reported measures, etc.Questions asked directly to the target person to obtain their opinion or perception of their adaptation or situationMost often done through a (a) questionnaire or (b) face-to-face interview, but can also be by phone, email, secure website, app, etc.
the person’s point of view is important. Is fundamental
Condition the action. Will determine what the person will do.
Although the principle is simple, accumulated scientific knowledge shows that conducting a self-report is a complex process that involves the cognitions, emotions, and affects of the person being evaluated (Tourangeau, Rips, & Rasinski, 2000; Schwartz & Sudman, 1996)
Trois types d’autoévaluation : directe, indirecte et ouverte (Paulhus & Vazire, 2007)
Direct: the questions asked to the person have explicitly a good plausibility, the measured construct is not hiddene.g., “I am comfortable in the presence of a large number of people” – explicitly measures sociability
(Extraversion)Indirect: the construct being measured is intentionally “obscured” or hidden - authors minimize likelihoode.g., “I like everyone I know” – does not measure sociability, but is part of a social desirability scale
e.g., “My most difficult struggles in life are with myself” is an item on the MMPI’s Alcoholism scale - does not seem to be obviously related to this disorder, yet is as valid as more
“obvious” itemsOpen-ended: Unlike the direct and indirect self-reports, in the open-ended self-report, people give a free description based on a general question or instructionAllows respondents to use any construct they wishThe 20 Statement Test (Kuhn & McPartland, 1954) asks the person to complete 20 sentences, each beginning with “I am …”
Quatre avantages de l’autoévaluation :
richesse de l’information, motivation à rapporter, force causale et aspect pratique (Paulhus & Vazire, 2007)
1.Richesse de l’information : The person being assessed is best “qualified” to provide the information - no one has access to so much information about themAccess to a multitude of information about different aspects of coping, in different contexts and over a long period of time (quantity)Access to internal/intrapsychic information, such as sensations, thoughts, feelings, etc. (quality)
2. Motivation to report: To a large extent, no one is as interested in the subject matter of the evaluation as the individual-In the vast majority of cases, people “like” to give information about themselves - including clinical samples-In some circumstances, the assessment of a peer may be done less seriously, or more superficially - while in contrast, people tend to put more time and effort into assessing their own characteristics
3. Force causale :
Self-assessment sets in motion and “engages” the respondent’s identityWhether accurate or not, self-perception has a strong influence on how people interact with the world, their behaviors, their expectations of others, etc. (Pauhlus & Vazire, 2007)
e.g., an adolescent reports that the quality of his or her relationship with his or her parents is poor; the important thing is not that this perception is accurate, but that it significantly influences his or her behavior with his or her parentse.g., perceiving oneself as shy is not the same as being genetically shy (temperament), but it influences
4. Aspect pratique :
Probably the most frequently emphasized advantage is the exceptional practicality of self-assessment
It is quick and inexpensive compared to other methods (e.g., interview, naturalistic observation, experimental tasks, etc.)
For some constructs that are difficult to observe by peers, self-assessment is in fact the only possible option
Certains construits d’intérêt en psychoéducation sont difficilement observables
Some constructs of interest in psychoeducation are difficult to observe by peer informants other than the individual (e.g., friends, parents, teachers, practitioners, etc.), which makes self-evaluation essential and unavoidable
Cognitions (e.g., cognitive distortions, cognitive schemas, etc.)
Depressive mood or suicidal thoughts
Delinquent/criminal behaviour
Substance use
Etc.
Trois désavantages de l’autoévaluation
Three disadvantages of self-assessment: Bias and response styles, introspection skills and honesty (Paulhus & Vazire, 2007)In principle, it is expected that the answers given by the person are exclusively related to the construct of interestHowever, “other” motivations always come into play, to varying degreesSelf-evaluation can be contaminated by (Robins & John, 1997)
a. the search for coherence of the self
b. self-deception
c. positive impression management.
Trois désavantages de l’autoévaluation : Biais et styles de réponses, capacités d’introspection et honnêteté (Paulhus & Vazire, 2007)
En principe, on s’attend à ce que les réponses données par la personne soit exclusivement liées au construit d’intérêt
Toutefois, des motivations «autres» entrent toujours en jeu, à divers degrés
L’autoévaluation peut être contaminée par (Robins & John, 1997)
la recherche de cohérence du soi
l’auto-déception
la gestion positive des impressions
When we measure something but not obvious. Not clear..
Deux biais ou styles de réponses classiques sont plus souvent associés à l’autoévaluation :
Désirabilité sociale:
Social desirability, sometimes called “positive impression management,” is important in evaluation with clinical populationsIndividuals facing a potential intervention, or during an intervention, may sometimes want to show themselves in a different lightPositive impression management: Wanting to appear more positive to avoid punishment or negative consequencesNegative impression management: Wanting to appear more negative, which may reflect a desire to get treatment quickly, opposition with interventionists, the effect of deviant peer influence, or even a cry for help in some cases …
Acquiescement
La désirabilité sociale, parfois appelée
«gestion positive des impressions», est importante en évaluation avec des populations cliniques
Individus faisant face à une intervention potentielle, ou durant une intervention, peuvent parfois vouloir se montrer sous un autre jour
Social desirability, sometimes called “positive impression management,” is important in evaluation with clinical populationsIndividuals facing a potential intervention, or during an intervention, may sometimes want to show themselves in a different lightPositive impression management: Wanting to appear more positive to avoid punishment or negative consequencesNegative impression management: Wanting to appear more negative, which may reflect a desire to get treatment quickly, opposition with interventionists, the effect of deviant peer influence, or even a cry for help in some cases …
difficiles à détecte ET échelles de validité
These two major problems can present themselves in many specific ways, depending on the individual and the context of the assessment, and are very difficult to detect at the time of assessment
Instrument developers have found an imperfect but useful way to at least attempt to quantify the potential presence of bias, and that is to provide validity scales
Les évaluations par les pairs ne sont pas nécessairement supérieures puisqu’elles sont souvent influencées par une «heuristique centrist»
The perception of the person concerned may sometimes be significantly different from that of an informant (e.g., parent, spouse, friend) or stakeholderPeer assessments are not necessarily superior as they are often influenced by a “centrist heuristic”.When a person’s peers assess traits that are difficult to observe or judge, they will often tend to refer to their own personality (Ready et al., 2000)This phenomenon is also observed when an adolescent’s friends try to evaluate his or her delinquent behaviour or use of psychotropic drugs (Kandel, 1996).
Capacité d’introspection :
Introspection skills: Some people have more difficulty with introspection (not related to intelligence) - i.e., difficulty thinking clearly about their personal or social situation and reporting it accurately
Developmental: adolescents have poorer introspective skillsLong-term retrospective questions are more difficultIndividuals with certain clinical conditions also have more difficulty with introspection: e.g., certain neurodevelopmental disorders, certain personality disorders (e.g., antisocial or psychopathic personality)
Malhonnêteté : Certaines personnes ont davantage la propension à ne pas répondre de façon honnête, en particulier pour des questions qui touchent des sujets sensibles ou pour lesquelles une réponse honnête pourrait entrainer des conséquences négatives (différent d’auto-déception; Pauhlus, 1984)
Dishonesty: Some people are more likely to not answer honestly, especially for questions that touch on sensitive topics or where an honest answer could lead to negative consequences (different from self-deception; Pauhlus, 1984)
More common problem in individuals who exhibit a clinical condition related to externalizing problems, antisocial behaviour, antisocial personality, etc.
However, studies show that even for very sensitive issues such as criminality, self-reports are as valid as official data (Thornberry & Krohn, 2000)
Limite développementale de la validité des autoévaluations
Method suitable for adolescence and adulthood, but is it suitable for childhood?At what age is it appropriate and valid?Although the validity of self-assessments for children (under 10 years of age) has typically been questioned, few rigorous empirical studies exist to support thisSome recent studies show that children are able to report their usual thoughts, emotions, and behaviorsDevelopment of new instruments with encouraging results (see Witcomb, 2017; Frick, Barry & Kamphaus, 2020 )
autorévélées avec pictogrammes
-Some authors have developed self-report measures with pictograms as items for school-aged children (elementary school)-Simply use pictures as items; each clearly illustrates the content of the itemDSM-IV disorders:Dominic Interactive (and Dominic Paper) (Valla, 2000; Valla, Bergeron, & Smolla, 2000), Dominic Interactive Adolescents (Bergeron et al., 2010)Personality Traits:Pictorial Personality Traits Questionnaire for Children (PPTQ-C)(Mackiewicz & Cieciuch, 2016)
autoevaluation
For psycho-educational assessment of adolescents and adults, self-assessments are essentialParents and teachers gradually become less relevant informants with ageAdolescents become more independent from parents and their peers of the same age become more important (Hartup, 1992)Adolescents are more likely to confide in their friends than in their parents or teachers, especially if the behaviour is deviant or less socially acceptable
autoevaluation:
À faire avec des enfants du primaire (~ moins de 10 ans)
With preschool and elementary school children, informants are used mostly (e.g., parent, educator), but many researchers suggest using an interview where the evaluator must read each item to the child, ensuring comprehensionTo be done with elementary school children (~ less than 10 years old)Evaluator should always be present to readAdapt language level as needed (simple, clear and brief items)Simple response choices are preferable (i.e., true/false, yes/no)Adherence to standard administration criteria is essential (i.e., instructions followed, no distracting stimuli, etc.)
