Abstract
A recent meta-analysis (Schaffer & Postlethwaite, 2012) showed that contextualized personality inventories have incremental predictive validity over generic inventories when predicting performance. We conducted two studies investigating the differences between two contextualization types: adding an ‘at work’/‘at school’ tag to items versus completely modifying items to the applicable context. The first study focused on a work context, using supervisory performance ratings (n = 139). The second focused on a school context, using actual GPA (n = 531). All participants filled in a generic, tagged and completely modified personality inventory. The participants also gave participant reactions for each personality inventory, rating the inventory types on liking, face validity and perceived predictive validity. We expected to find incremental validity for the tagged inventory and the completely modified inventory, for predicting performance. However, this hypothesis was only confirmed in the school context. Participants reactions improved for the tagged inventories and even more for the completely modified inventories.
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