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Behavioral Integration of Individual Psychological Assessment Feedback: Assessor and Social Support

Published online by Cambridge University Press:  14 June 2021

Simon Trudeau ,
Jean-Sébastien Boudrias Open the ORCID record for Jean-Sébastien Boudrias [Opens in a new window]  and
Annabelle Cournoyer Open the ORCID record for Annabelle Cournoyer [Opens in a new window]
Simon Trudeau*
Affiliation:
Université de Montréal ( Canada)
Jean-Sébastien Boudrias
Affiliation:
Université de Montréal ( Canada)
Annabelle Cournoyer
Affiliation:
Université de Montréal ( Canada)
*
Correspondence concerning this article should be addressed to Jean-Sébastien Boudrias. Université de Montréal. Département de Psychologie. C.P. 6128 Succ. Centre-ville, Montréal, Québec, H3C 3J7 (Canada). E-mail: jean-sebastien.boudrias@umontreal.ca Phone: +1–5143432344.
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Abstract

The present study investigates the role of perceived social support and development-focused feedback techniques on behavioral integration of feedback in the context of individual psychological assessment. We hypothesized that development-focused techniques would predict participants’ motivational intention to act on feedback and tested whether perceived social support would mediate or moderate the relationship between motivational intention and behavioral outcomes. We performed structural equation modeling analyses on data collected at two time-points. Two hundred and forty (N = 240) participants completed questionnaires immediately after their feedback session (T1) and 138 of them completed questionnaires three months later (T2). The model results, χ2 = 230.09, p < .01, CFI = .97, TLI = .97, SRMR = .06, RMSEA = .03 90% CI [.02, .05], suggest that development-focused techniques predict motivational intention, social support mediates the relationship between motivational intention and developmental activities (R2 = .31), and social support also interacts with development-focused techniques to predict behavior change (R2 = .40). The relationship between social support and behavioral change is higher when the assessor uses few development-focused techniques (at –1 SD, b = .32, p < .001, 95% CI [.27, .36]). The study provides empirical insights about how behavioral change unfolds in an IPA feedback context and suggests that participants could benefit from obtaining social support to act on feedback. Assessors should focus on development during feedback and encourage the participant to seek social support to facilitate their subsequent professional development. Because the findings rely on self-reported data, future studies would benefit from including observed measures.

Keywords

career developmentemployee developmentselectionsocial supportstructural equation modeling
Type
Research Article
Information
The Spanish Journal of Psychology , Volume 24 , 2021 , e37
Copyright
© Universidad Complutense de Madrid and Colegio Oficial de Psicólogos de Madrid 2021

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Footnotes

Conflicts of interest: None.

Funding statement: This work was supported by a small grant from University of Montreal/CRSH (PVX20020). This research was also supported by a SSHRC Joseph-Armand-Bombardier Canada Graduate Scholarship awarded to Simon Trudeau (doctoral scholarship, Award Number 767–2017–1150).

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