Lina Anatan


This paper discuss a critical review on the stud ywhich provides evidence that the relative-scored measure of the Big Five can help to limit the effects of biased responding. Students exposed to relatively simple instructions to fake good, as if simulating a job assessment situation, appeared able (1) to distort the factor structure of a standard Big Five personality measure; (2) to successfully present themselves in an enhanced manner, particularly exaggerating Conscientiousness and Emotional Stability, the two best personality predictors of job performance; and (3) to reduce the relationship between standard Big Five measures and two measures of performance (CGPA and CAQ) to insignificance. This suggests that the relative measures might be used to investigate the structure of implicit or explicit models of expected ideal behaviour, in different situations of administrator or target demand. In consequence, we are currently investigating self-presentation using relative measures in other stressful and competitive situations that are not specifically job performance related
Keywords: creativity, academic performance. Fake proof, the big five personality

Full Text:



Buss, A.H., dan Perry, M., 1992. The aggression of questionnaire. Journal of personality and social psychology, 63, 452-456.

Chamorro, T., Premuzie, Furnham, 2003. Personality predicts academic performance: Evidence from two longitudinal university samples. Journal of Research in Personality, 37, 319-338

Duff, A., Boyle, E., Dunleavy, K., Ferguson, J., 2004. The relationship between personality, approach to learning and academic performance. Personality and Individual Difference, 36, 1907-1920.

Furnham, A., 1986. Response Bias, Social Desirability, and Dissimulation. Personality and Individual Different, 7, 385-400.

Furnham, A., Chamoro, T., Premuzie, Mc.Dougall, F., 2003. Personality, cognitive ability, and beliefs about intelligence as predictors of academic performance. Learning and Individual Difference, 14, 49-66.

Hirsh, J.B., Peterson, J.B., 2008. Predicting creativity and academic success with a “Fake-Proof” measure of the Big Five. Journal of Research in Personality, 42, 1323-1333.

Komarraju, M., Karau, S.J., Schmeck, R.R., 2009. Role of the Big Five personality traits in predicting college students academic motivation and achievement. Learning and Individual Difference, 19, 47-52.

Kappe, R., Flier, H.D., 2010. Using multiple and specific criteria to assess the predictive validity of the Big Five personality factors on academic performance. Journal of Research in Personality, 44, 142-145.

Lounsbury, J.W., Sundstrom, E., Loveland, J.L., Gibson, L.W., 2003. Broad versus narrow personality in predicting academic performance of adolescents. Learning and Individual Difference, 14, 67-77.

Mischel, W., 2009. From personality and assessment (1968) to personality science, 2009. Journal of Research in Personality, 43, 282-290.

Michalski, R.L., Shackelford, T.K., 2010. Evolutionary personality psychology: Reconciling human nature and individual difference. Personality and Individual Difference, 48, 509-516.

Chamorro, T., Premuzie, Furnham, Dissou, G., Heaven, P., 2005. Personality and preference for academic assessment: a study with Australian University Students. Learning and Individual Difference, 15 (2005), 247-256.


Wahana: Jurnal Ekonomi, Manajemen dan Akuntansi
ISSN : 2685-1415 (Online) | 1410-8224 (Print)
Published by Pusat Penelitian dan Pengabdian Masyarakat Akademi Akuntansi YKPN Yogyakarta.
Jl. Gagak Rimang No. 2-4 Balapan, Kotak Pos 6417 YKGK 
Phone (0274) 560159, 562317, 513413, 563516 Fax. (0274) 561591 
Yogyakarta 55222

This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.