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Public attitude surveys provide invaluable data for assessing perceptions, values, and attitudes across societies and over time. Ideally, respondents feel secure to disclose accurate information (avoiding reporting bias and item non-response) in the context of a face-to-face interview. Yet, survey research seldom accounts for peer effects caused by bystanders. The existing research focuses primarily on the effects of parents and spouses on self-reporting illicit activities or marriage-related issues. Using survey data from the Afrobarometer, this paper finds that bystanders, especially non-familial ones, substantially affect responses to an array of questions (some sensitive and some not), which are typically consistent with a socially desirable response. In parallel, both family and non-family bystanders also increase the rate of 'don't know' responses relative to private interviews. These findings provide further support for designing new approaches to secure private interviews and implementing alternative techniques in face-to-face survey methods to limit bias and capture 'true' opinions.

Woodland management is critical for ensuring forests are sustainably managed, yet few forest landowners have management plans and are often unsure of where to turn for advice. In New York State, the Master Forest Owner (MFO) Volunteer program provides free support from trained volunteers, however participation in the program has declined since 2012. To encourage engagement with the program, we pilot tested a message consisting of descriptive norm, benefit appeal, and individual self-frame via a direct mail campaign. Compared to a control message, requests for visits with MFOs increased from receiving the treatment message via a cost-effective postcard.

Objective: The purpose of this study was to assess the relationship between college student perceived and personal mental health stigmas. Participants: A sample of 352 undergraduate college students from two large Universities in the Eastern United States was utilized. Methodology: A self-report anonymous online survey was utilized. The survey contained demographics as well as questions to assess participant levels of perceived stigma, personal stigma, and social desirability. Results: Results revealed that college student perceived stigma was significantly greater than personal stigma, and that perceived stigma and personal stigma were significantly and positively correlated. Conclusions: Overall findings suggest a misperception of campus mental health stigma levels. Based upon these student misperceptions of stigma, best practices for addressing stigma within the clinical setting are discussed. Overall implications for college counseling centers are presented, including campus outreach strategies.

Deception is a common phenomenon in everyday life, yet some people generally lie more than others and some people consider lying more acceptable than others do. Current knowledge about lie acceptability across development or about the individual differences in emotion or personality which shape it is still in an incipient stage. We aimed to expand this emerging body of knowledge by investigating lie acceptability across three educational stages (primary school, middle school and high school) in a sample of 821 children and adolescents, ages 7 to 18. We also examined several predictors of lie acceptability assessed with the Behavioural Assessment System for Children and Adolescents (BASC): anxiety, sensation seeking, social desirability, attitudes towards school and teachers, and relationships with peers and parents. Lower anxiety and lower sensation seeking predicted middle school children's reduced lie acceptability. We showed that positive attitudes towards school and teachers predicted lower lie acceptability for primary and middle school children, but were not significant predictors for high school children. For middle school children, better peer relationships also predicted lower lie acceptability. This suggests that various predictors contribute differently to shaping lie acceptability across development, which can prove instrumental in designing age-appropriate interventions to reduce deceptive behaviour.

As youth's national identity or adopting the nation as the identity is a public concern, arranging them to study in school and know about national culture and history is a supposed strategy. However, critics contend that the study is boring, unintellectual, and thus detrimental. To resolve the controversy over the study, this empirical study analysed survey data on 617 locally born Chinese youths in Hong Kong, which is a special administrative region of China. Results revealed that studying Chinese culture and history in junior high school and its concomitant knowledge were positively predictive of Chinese identity and self-esteem in the youth. Furthermore, the predictive power of the studying was higher for Chinese identity in the undergraduate than in the senior school student. These predictions follow the integrated model of socialization and life crisis resolution theories. Consequently, studying national culture and history is justifiable for strengthening youth's national identity and self-esteem.

In response to the absence of an instrument to measure educator inspiration with evidence of validity and reliability, the authors developed the "Educator Inspire Scale" (EIS), an assessment designed to assess the construct of inspiration in educators. Therefore, their investigation examined the psychometric properties of the EIS scores through a two-part study. In Study 1, they constructed and disseminated the 70-item EIS to a developmental sample (N = 763) of educators and educators-in-training. Using an exploratory factor analysis, they examined the EIS for the most parsimonious factor structure and optimal-scale length. In Study 2, they administered the reduced 19-item EIS to a validating sample (N = 1015) to establish an internal factor structure through confirmatory factor analysis. Results from both studies purport EIS scores fit a 19-item EIS, four-factor oblique measurement model with 86.4% of explained variance across factors of (a) "Motivational Leadership," (b) "Empathy," (c) "Resilience," and (d) "Passion."

Current theories of loneliness posit that biases in social information processing play a key role in the development and maintenance of loneliness. However, this assumption has rarely been tested in longitudinal research in adolescence. The current study concentrated on two constructs associated with such biases, that is, fear of negative evaluation and self-esteem. More specifically, we examined whether changes in loneliness were associated with simultaneous changes in fear of negative evaluation and self-esteem. A sample of Dutch adolescents (N = 1,174; 50% female) in Grades 7 to 10 completed well-established measures of loneliness, fear of negative evaluation, and self-esteem on four measurement occasions with yearly intervals. Correlations among both initial levels and rates of change for these three variables were examined using a Parallel Process Model (PPM). Adolescents scoring high on loneliness scored high on fear of negative evaluation, but low on self-esteem. Changes in loneliness were accompanied by changes in the same direction for fear of negative evaluation and in the opposite direction for self-esteem. These findings indicate that fear of negative evaluation and low self-esteem could indeed play a role in the development and maintenance of loneliness. Future research will need to clarify how exactly these variables can hamper re-affiliation efforts and lead to sustained loneliness over time.

The sanitary-mask effect (Miyazaki and Kawahara in Jpn Psychol Res 58(3):261-272, 2016) is the finding that medical face masks prompt an image of disease and thus result in lower ratings of facial attractiveness of the wearer. However, during the COVID-19 pandemic, medical masks have been found to increase attractiveness (Patel et al. in Plast Reconstruct Surg Glob Open 8(8), 2020) although this could have been a general effect of occlusion. To further explore this issue, female participants were presented with a series of male faces of low or high attractiveness that were occluded with a medical mask, cloth mask, book or not occluded and asked to rate them on attractiveness. The results show that faces were considered as most attractive when covered by medical masks and significantly more attractive when occluded with cloth masks than when not occluded. Contrary to expectation, base attractiveness did not interact with the type of occlusion, suggesting that this is not simply due to occlusion of negative features. The present findings are contrary to the sanitary-mask effect and explanations in terms of social desirability, and the association of medical masks with caregiving professions is explored.

Responses to the Generalized Anxiety Disorder (GAD-7) scale displayed high score reliability ([alpha] = 0.91) and adequate convergent and divergent validity for college undergraduates. The data provided an adequate to excellent fit to the unidimensional model. Measurement invariance was demonstrated for gender and race.

The Illusion of Explanatory Depth (IOED) occurs when people overestimate their ability to explain the causal mechanisms of natural or social processes. Prior research has attributed this metacognitive bias to confounding the understanding of abstract causal patterns with the comprehension of domain-specific mechanisms. However, this explanation does not account for the differences in the magnitude of IOED among topics with similar causal properties or belonging to the same explanatory domain. In four experiments, we investigated whether the social desirability of knowledge about historical events and legislative proposals influences the estimation of their causal understanding (Experiments 1, 2, and 3), and whether this effect is moderated by the ability to perform controlled processing (Experiment 4). The results showed that the IOED was higher in topics whose knowledge was rated as more socially desirable (Experiment 1) and that this effect was not due to lack of familiarity or to self-enhancement bias (Experiments 2 and 3). Additionally, the ability to carry out Type-2 processing was associated with a reduction in the effect of social desirability on the IOED (Experiment 4). These findings demonstrate the importance of developing models that integrate dual processing theories in the understanding of metacognitive processes.

Presented in this article is a case study of first-year teachers working in an urban school. Drawing on literature around the early-career experiences of teachers--including a unique vulnerability for emotional turbulence and belief change--this article examines the changing beliefs of brand new urban educators as they progress throughout their first year as teacher of record. Findings suggest that new teachers are more likely to change their beliefs when they undergo various stages of emotional conflict. Specifically, teachers were more likely to change their beliefs about teaching and what it means to teach for social justice during the survival and disillusionment phases of the Moir (1990) model. New teachers were also more likely to turn to more experienced teachers than new teachers for advice and insight. Implications for classroom practice and policy concerning social equity are discussed.

The purpose of this study was to investigate the ethical leadership perspectives of state superintendents across the United States, including the District of Columbia, and the Department of Defense. Secondly, the researchers examined to what extent the ethical leadership perspectives of state superintendents were correlated with school leader demographics. Furthermore, the researchers examined to what extent the ethical leadership perspectives of the state superintendents were correlated with state education characteristics. Included in this survey were the Ethical Leadership Scale (ELS) and Social Desirability Scale (SDS). The ELS was used to measure the ethical leadership perspectives of superintendents in the study. The SDS was used to measure the socially desirable response tendencies of superintendents in the study. Additionally, the researchers collected self-reported state leader demographics and state education characteristics. The survey was sent to 38 state superintendents in the United States. A correlation analysis was used to analyze the data. This analysis was used to determine the correlation between the superintendents' ethical leadership perspectives and the self-reported state leader demographics and state education characteristics. Furthermore, the correlation analysis was used to identify which variables (state leader demographics and state education characteristics) have the strongest predictive relationship with the ethical leadership perspectives of the superintendents in the study.

The purpose of this study was to develop a concise composite measure of mindset and intellectual development in order to inform pedagogical strategies to support students' intellectual growth. A development sample of undergraduate students (n = 295) completed the 37-item pilot Mindset and Intellectual Development Scale (MINDS). The dataset was analyzed using Principal Component Analysis to determine the orthogonal dimensionality of the scale and for item reduction. The MINDS was shown to have eleven items describing two orthogonal dimensions: Intellectual Maturity and Mindset. An additional item was included to control for the social desirability bias. The MINDS collapsed what often are seen as separate dimensions of learning in order to capture a more robust underlying construct of intellectual development with which to assess undergraduate students' metacognitive states.

Multicultural counseling competence is vital for school counselors to meet the diverse needs of school communities. Furthermore, school counselors are called upon to develop and maintain their multicultural counseling competencies throughout the course of their careers. This study explored perceived multicultural counseling competencies of school counselors (N = 320) in three Midwestern states. Data sources were the Multicultural Counseling Inventory (MCI), Marlowe-Crown Social Desirability Scale, Short Form-C (MC-C), and demographic questions. Results demonstrated statistical significance between gender, years of experience, and social desirability across subscales of the MCI. Implications for school counselors and school counselor educators are provided.

Assessment of attitudes in inclusive education research is almost exclusively based on self-report scales. This may lead to overestimation of positive attitudes due to social desirability bias, and self-reported attitudes may not capture all relevant aspects of attitudes. Recently, Lüke and Grosche (2018a) proposed a new attitude test based on a single target variant of the Implicit Association Test. In their sample of pre-service teachers, Lüke and Grosche found self-reported attitudes toward inclusion to be related to socially desirable responding. In contrast, implicit attitudes, as measured by the Single Target Implicit Association Test (Inclusion STIAT), were unrelated to social desirability bias and neutral overall. Here, we attempted (1) to replicate these findings, and (2) to further test the discriminatory validity of the Inclusion ST-IAT using two samples expected to differ in their attitudes: pre-service teachers with a study program in primary education (PrE) and special education (SpE). In contrast to the findings by Lüke and Grosche (2018a), we found no evidence of a social desirability bias within self-reported attitudes, and implicit attitudes were positive overall. As expected, SpE pre-service teachers had more positive implicit attitudes than PrE pre-service teachers, which speaks to the validity of the Inclusion ST-IAT. We believe the Inclusion ST-IAT, in combination with self-reports, to be a promising tool in assessing attitudes and encourage further research in this field.

In the United States, federal mandates require local education agencies to provide education to students with disabilities in the least restrictive environment. As a result, students with disabilities are included in the general education classroom for varying amounts of the school day depending on their educational goals and individual needs. For students with severe disabilities, placement in a general education classroom is often paralleled with the assignment of a paraprofessional. Research suggests paraprofessional support can cause unintended adverse effects. The current study describes the social acceptance of students with severe disabilities who receive paraprofessional support and explores the intersection of social acceptance and paraprofessional support. Findings suggest students with severe disabilities who receive paraprofessional support have average levels of social acceptance and initial evidence that students receiving more frequent paraprofessional support have lower levels of social acceptance. Practical implications and suggestions for future research are discussed.

Exploring client outcomes is a primary goal for counselors; however, gaps in empirical research exist related to the relationship between client outcomes, the working alliance, and counselor characteristics. Thus, the purpose of this investigation was to explore the relationship between the effects of multicultural competence and the working alliance on client outcomes from both client (n = 119) and counselor-in-training (n = 72) perspectives, while controlling for social desirability. Hierarchical regression results indicated counselors-in-training's perceptions of multicultural competence and client outcome pretest scores were a significant predictor of client outcomes, after controlling for social desirability. Linear mixed effects modeling indicated significant differences in perceptions between both clients and counselors on the working alliance and multicultural competence. Findings highlight the importance of exploring what has already been working for clients before coming to counseling. Additionally, counselors are encouraged to self-reflect and explore how their clients view the relationship between the working alliance and multicultural competence.

The discipline gap between White students and African American students has increased demand for teacher training in culturally responsive and behavior management practices. Extant research, however, is inconclusive about how culturally responsive teaching practices relate to student behavior or how to assess using such practices in the classroom. Identifying proactive behavior management and culturally responsive teaching practices that are associated with positive student behavior may inform teacher training and bolster efforts to reduce disparities in behavioral and academic performance. The current study examined the association between student behaviors and the observed use of and teacher self-reported efficacy in using culturally responsive teaching and proactive behavior management practices. Data were collected from 274 teachers in 18 schools. Structural equation modeling indicated a statistically significant association between observations of culturally responsive teaching and proactive behavior management practices, with observed positive student behaviors in classrooms. Implications for measurement and practice are discussed.

This article presents findings from a randomized controlled trial (RCT) testing the impact of a novel coaching approach utilized as one element of the Double Check cultural responsivity and student engagement model. The RCT included 158 elementary and middle school teachers randomized to receive coaching or serve as comparisons; all participating teachers were exposed to school-wide professional development activities. Pre-post nonexperimental comparisons indicated improvements in self-reported culturally responsive behavior management and self-efficacy for teachers in both conditions following professional development exposure. With regard to the experimental findings, trained observers recorded significantly more proactive behavior management and anticipation of student problems by teachers, higher student cooperation, less student noncooperation, and fewer disruptive behaviors in classrooms led by coached teachers relative to comparison teachers. Taken together, the findings suggest the potential promise of coaching combined with school-wide professional development for improving classroom management practices and possibly reducing office discipline referrals among Black students.

Qualitative methods courses lack tools for teaching students how to capture and analyze the nuanced ways participant subjectivity shows up in interviews. This article responds to the call for greater depth in qualitative methods instruction by offering teachers a series of discussion questions and an in-class worksheet that will help students more deeply probe and understand their data. These practical in-class tools leverage one theoretical lens that we find is well suited for unpacking participant subjectivity: social desirability. In this article, we present four speculative questions for instructors and students to more fully consider interviewees' working frameworks: (1) What does your respondent consider a sensitive subject? (2) What does your respondent perceive to be norms of socially desirability? (3) Which audiences are the target audiences for your respondent's presentation of self? and (4) How do you think your respondent's relationship to the interview context influenced the account created during the interview?

Individuals with autism spectrum disorder (ASD) experience challenges maintaining fluid, reciprocal conversations, resulting in prolonged, awkward pauses. Such pauses disrupt the pacing of an interaction and create: (1) less favorable social impressions; and (2) perceptions of limited social competence. To help these individuals succeed socially, there is a need for intervention techniques specifically targeting this area. Using a multiple baseline experimental design, this study evaluated the efficacy of a video-feedback intervention to improve conversational fluidity in young adults with ASD. Specifically, number of long pauses and questions asked during a conversation were measured. In addition, social desirability was examined as well as participant-reported confidence in their skills and satisfaction with the intervention. Following intervention, all participants improved in their ability to maintain a fluid conversation. Furthermore, supplemental assessments indicated that each participant improved in their confidence in communication skills and was rated as more socially desirable by their same-aged peers.

In this study, I build on growing research examining humility in musical contexts by investigating whether band students perceive humility to be a positive and desirable social quality or a social weakness among band directors. Middle school, high school, and undergraduate band students (N = 117) evaluated the likability, knowledgeability, and preference for humble and arrogant band director targets by assessing recorded interviews with each director following a fictitious performance. The humble target demonstrated nonsuperiority and other-orientedness and acknowledged his room for growth in his interview, while the arrogant target spoke with a degree of self-importance, an inflated self-view, and a desire for credit and prestige in his interview. Results indicated that overall, participants expressed greater likability toward the humble director and overwhelmingly preferred him to the arrogant director (82.76%) but did not ascribe greater knowledgeability to either target. These differences were contingent on school level and whether participants were presented with the humble or arrogant target first. Findings support the pertinence of modeling humility in music teaching and refute the implicit premise that teachers who behave in an arrogant manner might appear more competent or capable among students.

Many studies mention the social valorization of creative individuals. However, previous works show contrasting results concerning both this valorization and the links between creativity and the two dimensions of social judgment (individuals' warmth and competence). Consequently, we implemented two paradigms classically used when examining the normative features of individuals' traits such as creativity. Study 1 (N = 206), using a self-presentation paradigm, showed that individuals tend to present themselves as creative in order to gain others' approval. Thus, creativity seems to be subject to social valorization. Studies 2 (N = 149) and 3 (N = 457), using social judgment tasks, corroborated these findings, and allowed to gain a finer-grained vision of what dimensions of social value are associated with creativity. These ones showed that highly creative individuals were considered warmer and more competent than weakly creative individuals. Results from Study 3 also suggest that these judgments may be domain-dependent. Implications for research on creativity, as well as on social judgment, are discussed.

Inclusive education is a major challenge for educational systems. In order to better understand the background to teachers' attitudes toward inclusive education and given that personal values underlie and support attitudes, this research seeks to investigate the link between these two constructs. We tested this relationship in two pre-registered studies in which 326 (Study 1) and 527 teachers (Study 2) completed scales on attitudes, values (Studies 1 and 2), and social desirability (Study 2). Our statistical analyses partially support our hypotheses. Thus, self-transcendence and openness to change were positively related to teachers' attitudes toward inclusive education (Studies 1 and 2), while results regarding self-enhancement were mixed (i.e., related in Study 1 but not in Study 2). Conservation values were not related to teachers' attitudes toward inclusive education. Although these results require further development, notably regarding causality, they provide a new framework for understanding teachers' attitudes and open up new perspectives for training teacher in order to enhance the implementation of inclusive school policies.

Neoliberal logics, a form of racial capitalism, adjudicate children as smart, able, and desirable (or not) in schools. I explore the social processes and structural arrangements by which such logics position a Latina mathematics student as "undesirable" in her class. Drawing on data collected over a year, the analysis lays bare how undesirability is both a requirement of neoliberalism "and" an emergent position that she, her low-track class, and her school come to occupy.

The aim of this study is to identify secondary school teachers' employed in Nevsehir central district views on impression management tactics and cyberloafing. It also aims to determine whether there is a significant relationship between their views. The study was conducted in relational screening model. On the other hand, the universe of the study consisted of 316 secondary school teachers employed in Nevsehir central district during 2015-2016 academic year. Of the participants 55,4% were females and 44.6% were males. 40.5% of them had 1-10 years experience, 50% of them had 11-20 years experience and 9.5% had 21 and more years experience. 18% of the participants aged between 20-30; 62.3% of them aged between 31-40; 17.1% aged between 41-50 and finally 2.2% were 51 and over. Considering their graduation 94.3% had undergraduate while only 5.7% of them had graduate degree. Data were collected through Impression Management Tactics Scale and Cyberloafing Scale. In the analysis of the data, means and standard deviations were calculated; Mann Whitney U, Kruskal Wallis H and Spearman's Rho correlation analysis were conducted. According to results of the study, teachers apply to impression management tactics but not very frequently and the level of cyberloafing behavior was "occasionally." A positive low level significant relationship was found between teachers' views on impression management and cyberloafing.

The effects of three interventions designed to boost academic achievement among mastery-oriented students were evaluated on interest-based studying, social desirability, and perceived goal difficulty. Undergraduate students (N = 177) completed relevant self-report measures at the beginning and the end of the semester and were randomly assigned to one of three brief, web-based intervention conditions or a control condition. Multiple regression analyses showed the intervention conditions to consistently predict lower levels of interest-based studying, with these effects moderated by students' prior achievement and mastery-approach goals. Qualitative analyses provide insight into the motivationally relevant processes elicited by the interventions.

Counselors in school and community settings, counselor educators and counseling students (N = 453) participated in a study of self-perceived competence to serve lesbian, gay and bisexual (LGB) clients. Using the same large data set as Farmer, Welfare, and Burge (2013), the author examined different research questions focused on counselor religiosity and spirituality. Through multiple regression analysis, the following variables predicted LGB-affirmative counseling competence: counselors' self-identified religiosity, spirituality, education, number of LGB clients counseled and LGB interpersonal contact. Spirituality had a positive relationship with competence, whereas religiosity was negatively related. Further exploration of the intersection of counselor religiosity and spirituality as it relates to LGB-affirmative counseling is warranted.

Questions on voluntary association memberships have been used extensively in social scientific research for decades. Researchers generally assume that these respondent self-reports are accurate, but their measurement has never been assessed. Respondent characteristics are known to influence the accuracy of other self-report variables such as self-reported health, voting, or test scores. In this article, we investigate whether measurement error occurs in self-reports of voluntary association memberships. We use the 2004 General Social Survey (GSS) questions on voluntary associations, which include a novel resource: the actual organization names listed by respondents. We find that this widely used voluntary association classification scheme contains significant amounts of measurement error overall, especially within certain categories. Using a multilevel logistic regression, we predict accuracy of response nested within respondents and interviewers. We find that certain respondent characteristics, including some used in research on voluntary associations, influence respondent accuracy. Inaccurate and/or incorrect measurement will affect the statistics and conclusions drawn from the data on voluntary associations.

Purpose: Individuals with autism spectrum disorder (ASD) often have difficulty asking questions during social conversation, which can negatively impact their interactions with peers. The purpose of this study was to assess whether a question bank intervention would be effective in improving question asking during social conversation. Method: In the context of a multiple-baseline experimental design, we implemented an intervention using prepractice with question banks designed to increase the number and diversity of questions asked by adolescents and adults with ASD during social conversations with their peers. Results: Following intervention, all participants improved their use of questions in natural settings with their neurotypical peers. Generalization to novel questions occurred, and gains were maintained at follow-up. Finally, supplemental measures of social validity showed that similarly aged neurotypical peers who were naïve to the experimental hypothesis rated two of the three participants with higher social desirability following intervention. Conclusion: Individuals with ASD can improve their appropriate question asking during social conversation using a brief question bank intervention with generalization to their peers in natural settings.

In surveys, proportions of individuals self-reporting as bisexual and homosexual are likely to suffer from misreports or refusal to answer when directly questioned. For more reliable information, the randomized response technique is often used. Therefore, to reduce social desirability bias, a multi-level randomized response technique has been used in Taiwan to collect self-reported sexual identity. Using the Taiwan Social Change Survey as a case study, we estimate proportions of individuals aged 18-54 years self-reporting as bisexual and homosexual. Empirical results show individual determinants of truthful response differ across data collection modes and estimation methods. Moreover, estimated proportions of non-heterosexuals in small samples obtained by the maximum likelihood method are less meaningful and accurate than Bayes ones.

The purpose of this study was to evaluate the role of socially desirable responding in an item-pair measure of acquiescence from the Big Five Inventory. If both items in an item-pair have desirable content, the likelihood of agreeing with both items is increased, and consequently, the type of responding that would be taken to indicate acquiescence. In Study I, item content desirability was evaluated for each of the 32 items belonging to the item-pairs in two samples of 214 and 68 university students. The item-pair desirability was then correlated with the percentage of respondents who agreed with both items in a separate sample of 895 students. Results showed a substantial correlation between item-pairs' desirability and the percentage of estimated acquiescence, indicating an inflation of acquiescence when item-pairs have desirable content. The finding was further supported by Study II, in which acquiescence and item difficulty, assessed with cognitive interviews, were unrelated.

To explore socially desirable responding in telephone surveys, this study examines response latencies in answers to 27 questions in a corpus of 319 audio-recorded voice interviews on iPhones. Response latencies were compared when respondents (a) answered questions on sensitive vs. nonsensitive topics (as classified by online raters); (b) produced more vs. less socially desirable answers; and (c) were interviewed by a professional interviewer or an automated system. Respondents answered questions on sensitive topics more quickly than on nonsensitive topics, though patterns varied by question format (categorical, numerical, ordinal). Independent of question sensitivity, respondents gave less socially desirable answers more quickly when answering categorical and ordinal questions but more slowly when answering numeric questions. Respondents were particularly quicker to answer sensitive questions when asked by interviewers than by the automated system. Findings demonstrate that response times can be (differently) revealing about question and response sensitivity in a telephone survey.

Teachers whose basic psychological needs for competence, autonomy and relatedness are satisfied tend to use a motivating teaching style characterised by the provision of autonomy support and structure, whereas teachers whose needs are frustrated tend to use controlling or chaotic styles which are considered de-motivating. Given the importance of an autonomy supportive and motivating teaching style, it is crucial to better understand how it can be fostered and maintained. Since emotion regulation has been shown to affect both teachers' and students' well-being, this research tested the hypothesis that it shapes the association between teachers' need satisfaction or frustration and the adoption of (de)motivating styles. Three hundred teachers filled in questionnaires to assess need satisfaction and frustration, the emotion regulation strategies of reappraisal and suppression, and their teaching styles. The results confirmed the mediating role of reappraisal and the moderation of emotional suppression. Teachers' need satisfaction was linked with reappraisal, which in turn was related to the autonomy supportive and structuring motivating styles. High emotional suppression related with the adoption of a controlling style independently of need frustration levels. Only low levels of emotional suppression and need frustration lessened the adoption of a controlling style. Theoretical and educational implications are discussed.

Purpose: This article presents focus groups as a method to enhance questionnaire design to frame and test items for a mass survey on corruption and austerity in democracy. Such methodology lacks systematization when it comes to the description of implementation procedures and the discussion of effective contribution to the development of survey questions on sensitive topics. The objective of this article is to contribute to the specialized literature on corruption by offering a novel focus group approach and a roadmap to guide researchers in the field when using this methodology to develop questionnaire items. This hands-on guide can be adaptable to other (survey) studies on issues prone to social desirability bias. Design/methodology/approach: This article proposes an innovative multi-technique (short questionnaire, visual stimuli and exploratory discussion with expert moderation) focus group approach to collect informal impressions about corruption and austerity. By developing a focus group design through the combination of different research techniques, the authors were able to triangulate reflexive, spontaneous and interactive qualitative bottom-up information about individual perceptions and reactions to sensitive topics. By describing how to implement these groups, other than discussing what type of qualitative information can be extracted from these discussions and to what effect, the authors seek to present a hands-on guide that can be replicated and adapted to similar studies. This roadmap will help researchers to test individual perceptions and reactions to sensitive topics through the use of tailored focus groups in order to enhance the quality of survey questionnaires prior to engaging in a high-cost fieldwork. Findings: The article concludes that the adoption of the multi-technique focus group approach to requalify and test questions for a nationwide survey gives us a better understanding of the many ethical dilemmas individuals confront when thinking about and expressing their views on sensitive topics prone to social desirability bias. The proposed multi-technique focus group approach proved to be effective to engage participants during sessions and to obtain relevant and unanticipated information for the development of new questionnaire items and the reviewing of old ones. Research limitations/implications: Implementing Focus Group (FG) in regions with different cultural traditions and levels of development and contrasting the perceptions, values and attitudes of two generations, with different formative backgrounds is not an easy task. In order to secure the adequate number and type of participants, the Focus Group were organized in close collaboration with four higher education institutions and two lifelong learning programs where the sessions took place. Participation was voluntary and consented, in accordance with the applicable legislation and standards for social research. Practical implications: The article presents an accessible and adaptable roadmap to researchers working in the field of corruption studies as well as anticorruption government agencies and CSOs interested in enhancing the quality of survey questionnaires on sensitive topics target of social desirability before engaging in a high-cost fieldwork and to describe relevant information that can be extracted from the discussions held. Social implications: Most cross-country surveys on corruption tend to use basic/traditional measures to assess the phenomenon, such as questions on extension, acceptability and/or experience. They take almost for granted that people have the same understanding of this complex construct, which may not hold true, as the focus group discussions illustrate. The three-stage focus group design aims to improve the quality of a survey design regarding people's attitudes, perceptions and experiences of corruption in democracy, by contributing to the development of new questions that tap into the relationship between social condemnation and the individual's socio-economic conditions. Originality/value: The article provides a low-cost combination of qualitative-oriented (questionnaire development through focus groups) with a quantitative-oriented research tool (mass survey implementation) to meet mixed-method research objectives and enhance the ability to capture several "non-statistical" dimensions of complex social phenomena that are often neglected when a single-methodology approach is used.

This study describes the development and initial testing of the Multidimensional Cultural Humility Scale (MCHS), a counselor-report scale to measure a counselor's cultural humility, with a sample of 861 participants. Exploratory factor analysis, confirmatory factor analysis, and internal reliability coefficients revealed evidence for the convergent and discriminant validity and internal reliability of scores on the scale.

The aim of the study examination of the study of social desirability levels of female youth camp leader candidates in according with some variables. The study the scope of the research consists of 326 female trainees participated in the relevant course of youth camp leader candidates, depending on the Youth and Sport Ministry. As a measurement tool in the research, Akin (2010)'s "Social Desirability Scale" was used. In accordance with the results of the study; a significant difference was found in youth camp leader candidates opinions about social desirability levels towards the education background variable (F = 5,520, p = 0,001>0,05). Another result of the research was that there was not a significant difference in youth camp leader candidates' opinions about social desirability levels towards the profession variable (F = 1,895, p = 0,060>0,05). Towards the scale responses from the participants. According to this result, the scale can be considered to be reliable. Following this, for total points from the scales "Self-Confidence" and "Social Desirability", parametric independent groups t-test, one way variance analysis (ANOVA) and complementary analysis techniques (Tukey if variances were homogeneous, Tamhane's T2 if variances were not homogeneous) were used in the variables showing a normal distribution. The data was resolved in SPSS 22.0 program, the significance levels were regarded as p<0,05.

This paper investigates the attitudinal/motivational predictors of second language (L2) academic achievement. Young adult learners of English as a foreign language (N = 311) completed several self-report measures and the Single-Target Implicit Association Test. Examination of the motivational profiles of high and low achievers revealed that attachment to the L1 community and the ought-to L2 self were negatively associated with achievement, while explicit attitudes toward the L2 course and implicit attitudes toward L2 speakers were positively associated with it. The relationship between implicit attitudes and achievement could not be explained either by social desirability or by other cognitive confounds, and remained significant after controlling for explicit self-report measures. Explicit-implicit congruence also revealed a similar pattern, in that congruent learners were more open to the L2 community and obtained higher achievement. The results also showed that neither the ideal L2 self nor intended effort had any association with actual L2 achievement, and that intended effort was particularly prone to social desirability biases. Implications of these findings are discussed. [For "Unconscious Motivation. Part I: Implicit Attitudes toward L2 Speakers," see EJ1134374.]

Using quantitative methods, the current study addresses the phenomenon of blended learning and the impact of professional development (PD) in blended learning on teacher practice. Two separate but complementary investigations, Oliver's (2013) focus group data for examining Oliver's Framework for Blended Instruction and Parks' (2015) national open-ended survey results, unveiled a common thread, which provided motivation for this study. A purposeful sample of 366 secondary public school teachers located in the Southeastern United States completed the Blended Practice Profile, a self-assessment diagnostic instrument, to measure their practices in blended teaching. Results indicate contradictory data, demonstrating that the majority of participating teachers who self-identify as blended educators actually fell within the novice and emerging range for competency in blended instruction, concluding that blended learning is socially desirable and not fully understood in its entirety. The data illuminate a need for personalized professional development for teachers of blended instruction to meet their specific needs and gaps in understanding of the competencies necessary for effective blended pedagogy. The authors suggest that both formal and informal professional development should model blended instructional practices and techniques that focus on enhancing learning and measure for efficacy to successfully impact and transform blended instruction and behaviors in the classroom with fidelity.

Postelection surveys regularly overestimate voter turnout by 10 points or more. This article provides the first comprehensive documentation of the turnout gap in three major ongoing surveys (the General Social Survey, Current Population Survey, and American National Election Studies), evaluates explanations for it, interprets its significance, and suggests means to continue evaluating and improving survey measurements of turnout. Accuracy was greater in face-to-face than telephone interviews, consistent with the notion that the former mode engages more respondent effort with less social desirability bias. Accuracy was greater when respondents were asked about the most recent election, consistent with the hypothesis that forgetting creates errors. Question wordings designed to minimize source confusion and social desirability bias improved accuracy. Rates of reported turnout were lower with proxy reports than with self-reports, which may suggest greater accuracy of proxy reports. People who do not vote are less likely to participate in surveys than voters are.

Despite the critical role of emotions in multicultural teacher education, no attempt has been made to develop an instrument including affect as a dimension in measuring cultural competence for preservice teachers. To bridge this gap, the present three-study research used three distinct samples of 456 preservice teachers to develop and estimate the reliability of scores and validity of inferences for Cultural Competence Inventory--Preservice Teachers (CCI-PT), an 18-item instrument including three subscales: emotional cultural competence (ECC), behavioral cultural competence (BCC), and cognitive cultural competence (CCC). The three-factor model was supported using exploratory factor analysis (N = 203) in Study 1 and confirmatory factor analyses (N = 199) in Study 2. Correlation results provided preliminary evidence for the convergent and discriminant validity of CCI-PT in Study 1, and regression results in Study 3 (N = 113) provided initial evidence of predictive validity of inference for the instrument. Further, the scores of cultural competence assessed through three independent studies also provided initial evidence of the reliability of CCI-PT.

Scholars increasingly rely on indirect questioning techniques to reduce social desirability bias and item nonresponse for sensitive survey questions. The major drawback of these approaches, however, is their inefficiency relative to direct questioning. We show how to improve the statistical analysis of the list experiment, randomized response technique, and endorsement experiment by exploiting auxiliary information on the sensitive trait. We apply the proposed methodology to survey experiments conducted among voters in a controversial antiabortion referendum held during the 2011 Mississippi General Election. By incorporating the official county-level election results, we obtain precinct- and individual-level estimates that are more accurate than standard indirect questioning estimates and occasionally even more efficient than direct questioning. Our simulation studies shed light on the conditions under which our approach can improve the efficiency and robustness of estimates based on indirect questioning techniques. Open-source software is available for implementing the proposed methodology.

Recent research provides evidence that teachers' implicit bias may impact school discipline but has poorly defined discipline. This research examines if implicit bias impacts 7 discrete types of disciplinary decisions, ranging from punitive to rehabilitative. A survey featuring racial priming was administered to teachers (n = 287). Results suggest that implicit racial processing has more impact on punitive disciplinary decisions over rehabilitative ones. Interestingly, teachers were harsher against White students, which is counterintuitive to what we know about anti-Black implicit bias and racial disparities in discipline. Results suggests that social desirability is a powerful force that attempts to override anti-Black bias in certain contexts but could lead to a harmful lowering of expectations for Black students.

In a cross-sectional questionnaire study with N = 1045 German students between 13 and 18 years old (M = 14.1, SD = 0.6), we investigated the relation between students' cyber-bullying perpetration and victimization and their personal belief in a just world (BJW). We considered students' individual experience of teacher and classmate justice as possible mediators of these relations, and statistically controlled for student sex, internet use, empathy, and social desirability. Bootstrap mediation analyses showed that the more students endorsed personal BJW, the more they evaluated their teachers' and classmates' behavior toward them personally as just, and the less likely they were to report that they cyber-bullied others or were victims of cyber-bullying. The students' individual experiences of teacher justice mediated the association between personal BJW and cyber-bullying perpetration, whereas their experience of classmate justice mediated the relation between personal BJW and cyber-bullying victimization. The pattern of results persisted when we controlled for student sex, average internet use per day, empathy, and social desirability. We discuss the adaptive functions of BJW and implications for future school research and practice.

In the current article, we describe the development and validation of the Mistake Rumination Scale as a supplement to existing trait and cognitive measures of perfectionism. The Mistake Rumination Scale is a seven-item inventory that taps the tendency to ruminate about a past personal mistake. Psychometric analyses confirmed that the Mistake Rumination Scale consists of one factor assessed with high internal consistency. Analyses established that elevated levels of mistake rumination are associated with trait perfectionism, ruminative brooding, depression, and social anxiety. Moreover, scores on the Mistake Rumination Scale significantly predicted unique variance in depression beyond the variance accounted for by trait perfectionism dimensions, rumination, and automatic thoughts. Overall, our findings attest to the further use of the Mistake Rumination Scale and highlight the tendency of certain perfectionists to suffer from cognitive forms of perfectionism involving overthinking about past mistakes and related imperfections involving the self.