Skip to main content

Table 2 Psychometric properties of the personality constructs based on figures of Luteijn et al. [13] and Hermans [14]

From: Adolescent predictors of objectively measured physical activity and sedentary behaviour at age 42: the Amsterdam Growth and Health Longitudinal Study (AGAHLS)

Construct # items Scoring Reliability Validity
DPI a    Chronbachs alpha b Correlations with school/parent report
Inadequacy
(e.g. having vague physical complaints)
28 Example question: I do not
make friends easily
.85; .87 -.20 (cognitive functioning)
-.25 (concentration, ability to work
 on and work independently)
Social inadequacy
(e.g. avoiding social contacts)
13 Scale: true (scored 2), not
true (scored 0), ? (scored 1)
for all questions
.75; .82 .26 (behavioural assessment)
Rigidity
(e.g. the need for regularity)
25 Sum score: the higher the
more
.76; .83 .26 (cognitive functioning)
.22 (achievement motivation)
Self-sufficiency/recalcitrance
(e.g. mistrust of others)
24   .74; .75 -.23 (cognitive functioning)
-.27 (social-motivational functioning)
Dominance
(e.g. trying to be the boss)
15   .59; .70 .19 (parental perception of child)
AMT c    Test-retest correlations d Correlations with grades e
Achievement motivation
(e.g. the need to achieve)
39 Example question: I feel
sometimes/seldom/never
bored
.48; .74 .18; .35
Facilitating anxiety
(fear of failure, leading to higher
achievements)
17 Scale: all questions have
different answering options
on a three or four point scale
.46; .68 .05; .17
Debilitating anxiety
(fear of failure, leading to lower
achievements)
15 Sum score: the higher the
more
.47; .72 -.17; -.25
Social desirability
(e.g. the tendency to give the most
socially acceptable answers)
23   .40; .81 .01; .07
  1. a DPI = Dutch Personality Inventory
  2. b Numbers represent a range of Chronbachs alpha among different experimental groups (i.e. primary school pupils, secondary school pupils and 'general')
  3. c AMT = Achievement Motivation Test
  4. d Numbers represent a range of test-retest correlations among boys and girls in different age groups
  5. e Numbers represent a range of correlations between the ATM constructs and grades during different periods of the curriculum (i.e. Christmas and grade transition)