I__. - International Military Testing Association

Instruments
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The ASP is a combination of the ASAP and ABLE. The ASAP consists of 50 multiple choice
items which are combined to yield an overall score. Responses to each item are scored l-3. with
scoring weights to best predict attrition during the first term of enlistment. The ABLE is a 70-item,
construct-based temperament scale comprised of three subscales to measure Achievement, Adjustment,
and Dependability. These three subscale scores are combined with unit weights to form an overall ABLE
composite. A fourth, the ABLE Validity scale, is used to detect inaccuracy in examinees’ responses
caused by attempts to respond in a socially desirable manner.
Procedure
The design was a 4 x 2 between-subjects factorial with four l&els of instructional condition and
two orders of test administration. One-half of the subjects within each session completed the ABLE prior
to the ASAP and one-half first took the ASAP followed by the ABLE. The four instructional conditions
were as follows:
The Honest. instructions followed those developed for the proposed operational ASP.
Participants were instructed to “pick the response that best describes your attitudes or past
experiences.’
Fake Good. Subjects in this condition were told to “se!ect the answer that describes yourself in
a way that you think will make sure that the Army selects you....Your response should be the choice that
you think would impress the Army the most.”
Coached-With Warning. The instructions in this condition were designed to represent coaching
strategies that might be used to help applicants for the Armed Services score well. Subjects were told
to, “select the answer that describes yourself in a way that you think will make sure that Ihe Army selects
you...to make a good impression,.,answer so that you look mature, responsible, well-adjusted, hardworking,
and easy to get along with.” In addition, subjects were told to “be aware that there are
questions designed lo detect if you are trying to make yourself look too good. So, answer in a way that
makes you look good, but try to avoid answering any of the questions in a way that cannot possibly be
true.”
Coached-Without Warninq. Subjects in this condition received the same coaching instruction as
those in the coached-with warning group, except that no warning about items to detect faking was
provided.
Descriptive Statistics
RESULTS
Table 1 presents the means and standard deviations of the six ASP subscales and composites in
the four instructional conditions. Overall, mean ASP scores were highest for examinees who were
coached on the “correct” responses or instructed to fake good. Note, the mean ASP scores for
respondents who were warned about possible detection of faking were most similar to scores in the
honest condition.
Effect of Test Order and Instructional Condition
Six 4 x 2 ANOVAs were used to examine the effects of instructional condition (4 levels), test
order (2 levels), and their interaction on the dependent variables. The main effect of instructional
condition was highly significant bc.001) for all ASP scales. The highest E value was obtained for the
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