摘要：This study used a Solomon four-group design to investigate the fakability of a widely used measure of emotional intelligence (EI). Administration instructions (faking/honest-response) and testing effects (pre-test/no pre-test) were the two conditions (i.e., 2 x 2) examined; two different Solomon four-group designs – one for fake-good instructional treatments and one for fake-bad instructional treatments – were assessed. Participants (n = 300) were randomly assigned to one of the six conditions and results indicate a significant pre-testing effect for fake-bad but not fake-good instructions. However, the interaction of testing and treatment was only significant for fake-good but not fake-bad. As expected, within-subjects designs resulted in higher distortion than between-subjects designs for both fake-good (d-value of 1.08 compared to 0.10) and fake-bad instructions (4.07 vs. 3.56, respectively). Participants were able to fake-bad more than fake-good, irrespective of the design used and scaling effects. Implications for EI assessments are discussed.
关键词：emotional intelligence, test faking, pre-testing effects, assessment, selection
