Hostname: page-component-78c5997874-fbnjt Total loading time: 0 Render date: 2024-11-13T14:13:20.207Z Has data issue: false hasContentIssue false

Internal Consistency and Convergent Validity of the Personality Assessment Inventory English and European-Spanish Version with English/Spanish Bilinguals

Published online by Cambridge University Press:  03 June 2019

Lauren E. Kois*
Affiliation:
The University of Alabama (USA)
Crystalann Rodriguez
Affiliation:
New York University (USA)
Preeti Chauhan
Affiliation:
The City University of New York (USA)
Jessica Pearson
Affiliation:
Elmhurst Hospital Center (USA)
Virginia Barber Rioja
Affiliation:
Correctional Health Services NYC Health + Hospitals (USA)
*
*Correspondence concerning this article should be addressed to Lauren E. Kois. The University of Alabama. Department of Psychology. 407A Gordon Palmer Hall, Box 870348. 35478 Tuscaloosa, Alabama (USA). E-mail: lekois@ua.edu Phone: +1–2054341177.

Abstract

Practitioners have few personality inventory options when assessing Spanish-speakers, despite professional guidelines that encourage them to administer measures that are validated with their populations of interest. To build on research in this area, we examined the internal consistency and convergent validity of the Personality Assessment Inventory (PAI) and the Personality Assessment Inventory European-Spanish (PAIE-S) version among bilingual Latin American Spanish-speakers (final n = 53). For the PAI, 72.72% of scales and 35.48% of subscales had alphas above .70. For the PAIE-S, 50.00% of scales and 25.81% of scales met this alpha. Participants tended to score lowest on the PAI Alcohol Problems scale (T = 47.19) and the PAIE-S Warmth scale (T = 45.49). On average, participants scored highest on the PAI’s Paranoia-Hypervigilance scale (T = 61.15) and the PAIE-S’s Paranoia scale (T = 57.64). We identified 10 scales and subscales on which participants were significantly more likely (p < .00094) to score higher on one measure than the other. Participants more often scored higher on the PAI than the PAIE-S. All parallel scales and subscales converged at p < .00094 with the exception of the Antisocial Features-Egocentricity scale. Taken together, findings suggest taking caution when administering these measures to Latin American bilingual Spanish-speakers.

Type
Research Article
Copyright
Copyright © Universidad Complutense de Madrid and Colegio Oficial de Psicólogos de Madrid 2019 

Access options

Get access to the full version of this content by using one of the access options below. (Log in options will check for institutional or personal access. Content may require purchase if you do not have access.)

Footnotes

This project was funded by the International Honors Society in Psychology (Psi Chi) Mamie Phipps Clark Award and City University of New York Graduate Center Doctoral Student Research Grant. The authors thank Lauren Meaux for her editorial assistance.

How to cite this article:

Kois, L. E., Rodriguez, C., Chauhan, P., Pearson, J., & Barber Rioja, V. (2019). Internal consistency and convergent validity of the Personality Assessment Inventory English and European-Spanish version with English/Spanish Bilinguals. The Spanish Journal of Psychology, 22. e31. DOI:10.1017/sjp.2019.27

References

Acevedo-Polakovich, I. D., Reynaga-Abiko, G., Garriott, P. O., Derefinko, K. J., Wimsatt, M. K., Gudonis, L. C., & Brown, T. L. (2007). Beyond instrument selection: Cultural considerations in the psychological assessment of U.S. Latinas/os. Professional Psychology: Research and Practice, 38(4), 375384. https://doi.org/10.1037/0735-7028.38.4.375CrossRefGoogle Scholar
American Psychological Association (2017). Multicultural guidelines: An ecological approach to context, identity, and intersectionality. Washington, DC: Author.Google Scholar
American Education Research Association, American Psychological Association, & National Counsel on Measurement in Education. (2014). Standards for educational and psychological testing. Washington, DC: American Educational Research Association.Google Scholar
Bell, R. A., Franks, P., Duberstein, P. R., Epstein, R. M., Feldman, M. D., y Garcia, E. F., & Kravitz, R. L. (2011). Suffering in silence: Reasons for not disclosing depression in primary care. The Annals of Family Medicine, 9(5), 439446. https://doi.org/10.1370/afm.1277.CrossRefGoogle Scholar
Ben-Porath, Y. S., & Tellegen, A. (2008). MMPI–2–RF, Minnesota Multiphasic Personality Inventory–2 restructured form: Manual for administration, scoring and interpretation. Minneapolis, MN: Pearson.Google Scholar
Boscán, D. C., Penn, N. E., Velásquez, R. J., Reimann, J., Gómez, N., Guzmán, M., ... de Romero, M. C. (2000). MMPI–2 profiles of Colombian, Mexican, and Venezuelan university students. Psychological Reports, 87(1), 107110.CrossRefGoogle ScholarPubMed
Butcher, J. N., Dahlstrom, W., Graham, J., Tellegen, A., & Kaemmer, B. (1989). MMPI–2: Manual for administration and scoring. Minneapolis, MN: University of Minnesota Press.Google Scholar
Caldwell-Harris, C. L. (2015). Emotionality differences between a native and foreign language: Implications for everyday life. Current Directions in Psychological Science, 24(3), 214219. https://doi.org/10.1177/0963721414566268CrossRefGoogle Scholar
Chang, J., & Smith, S. R. (2015). An exploration of how Asian Americans respond on the Personality Assessment Inventory. Asian American Journal of Psychology, 6(1), 25. https://doi.org/10.1037/a0036173CrossRefGoogle Scholar
Edens, J. F., & Ruiz, M. A. (2008). Identification of mental disorders in an in-patient prison psychiatric unit: Examining the criterion-related validity of the Personality Assessment Inventory. Psychological Services, 5(2), 108117. https://doi.org/10.1037/1541-1559.5.2.108CrossRefGoogle Scholar
Estrada, A. R., & Smith, S. R. (2017). An exploration of Latina/o Respondent Scores on the Personality Assessment Inventory. Current Psychology, 110. https://doi.org/10.1007/s12144-017-9652-2Google Scholar
Fantoni-Salvador, P., & Rogers, R. (1997). Spanish versions of the MMPI–2 and PAI: An investigation of concurrent validity with Hispanic patients. Assessment, 4(1), 2939. https://doi.org/10.1177/107319119700400104CrossRefGoogle Scholar
Fernandez, K., Boccaccini, M. T., & Noland, R. M. (2007). Professionally responsible test selection for Spanish-speaking clients: A four-step approach for identifying and selecting translated tests. Professional Psychology: Research and Practice, 38(4), 363374. https://doi.org/10.1037/0735-7028.38.4.363CrossRefGoogle Scholar
Fernandez, K., Boccaccini, M. T., & Noland, R. M. (2008). Detecting over-and underreporting of psychopathology with the Spanish-language Personality Assessment Inventory: Findings from a simulation study with bilingual speakers. Psychological Assessment, 20(2), 189194. https://doi.org/10.1037/1040-3590.20.2.189CrossRefGoogle ScholarPubMed
Flores, A. (2017). How the U.S. Hispanic population is changing. Retrieved from https://www.pewresearch.org/fact-tank/2017/09/18/how-the-u-s-hispanic-population-is-changing/Google Scholar
Gamst, G., Dana, R. H., Der-Karabetian, A., Aragón, M., Arellano, L. M., & Kramer, T. (2002). Effects of Latino acculturation and ethnic identity on mental health outcomes. Hispanic Journal of Behavioral Sciences, 24(4), 479504. https://doi.org/10.1177/0739986302238216CrossRefGoogle Scholar
Gardner, B. O., Boccaccini, M. T., Bitting, B. S., & Edens, J. F. (2015). Personality Assessment Inventory scores as predictors of misconduct, recidivism, and violence: A meta-analytic review. Psychological Assessment, 27(2), 534544. https://doi.org/10.1037/pas0000065CrossRefGoogle ScholarPubMed
Groves, J. A., & Engel, R. R. (2007). The German adaptation and standardization of the Personality Assessment Inventory (PAI). Journal of Personality Assessment, 88(1), 4956. https://doi.org/10.1080/00223890709336834CrossRefGoogle Scholar
Gurven, M., von Rueden, C., Massenkoff, M., Kaplan, H., & Lero Vie, M. (2013). How universal is the Big Five? Testing the five-factor model of personality variation among forager–farmers in the Bolivian Amazon. Journal of Personality and Social Psychology, 104(2), 354370. https://doi.org/10.1037/a0030841.CrossRefGoogle ScholarPubMed
Hiott, A., Grzywacz, J. G., Arcury, T. A., & Quandt, S. A. (2006). Gender differences in anxiety and depression among immigrant Latinos. Families, Systems, & Health, 24(2), 137146. https://doi.org/10.1037/1091-7527.24.2.137CrossRefGoogle Scholar
Leung, P., LaChapelle, A. R., Scinta, A., & Olvera, N. (2014). Factors contributing to depressive symptoms among Mexican Americans and Latinos. Social Work, 59(1), 4251. https://doi.org/10.1093/sw/swt047CrossRefGoogle ScholarPubMed
Millon, T., Davis, R., & Millon, C. (1994). MCMI–III™. Manual. Millon Clinical Multiaxial Inventory–III. Minneapolis, MN: National Computer Systems.Google Scholar
Morey, L. (1992). Tasa de Inventario de la Personalidad. Versión en español de Carlos J. Cano, asesoramiento técnico de Pedro M. Ferreira [The Personality Assessment Inventory, Spanish version by Carlos J. Cano, technical advice by Pedro M. Ferreira]. Lutz, FL: Psychological Assessment Resources.Google Scholar
Morey, L. (2003). Essentials of PAI assessment. Hoboken, NJ: John Wiley & Sons Inc.Google Scholar
Morey, L. C. (1991–2007). Personality Assessment Inventory [Measurement instrument]. Odessa, FL: Psychological Assessment Resources.Google Scholar
Obando, V., Pearson, J., Kois, L., & Chauhan, P. (2016, August). Personality Assessment Inventory English and European Spanish versions with a community sample of Latin American Spanish speakers. Paper presented at the American Psychology-Law Society. Atlanta, GA.Google Scholar
Ortiz-Tallo, M., Cardenal, V., Ferragut, M., & Santamaría, P. (2015). Spanish and Chilean standardizations of the Personality Assessment Inventory: The influence of sex. The Spanish Journal of Psychology, 18, e48. https://doi.org/10.1017/sjp.2015.57.CrossRefGoogle Scholar
Ortiz-Tallo, M., Santamaría, P., Cardenal, V., & Sánchez, M. P. (2011). Adaptación al español del PAI (Personality Assessment Inventory) de L. Morey [Adaptation to Spanish of PAI (Personality Assessment Inventory) from L. Morey] (Vols. I–II). Madrid, Spain: TEA Ediciones.Google Scholar
Rogers, R., Flores, J., Ustad, K., & Sewell, K. W. (1995). Initial validation of the Personality Assessment Inventory-Spanish version with clients from Mexican American communities. Journal of Personality Assessment, 64(2), 340348. https://doi.org/10.1207/s15327752jpa6402_12CrossRefGoogle ScholarPubMed
Simons, G. F., & Fennig, C. D. (2017). Ethnologue: Languages of the world (20th Ed. ). Dallas, Texas: SIL International.Google Scholar
Sinclair, S. J., Smith, M., Chung, W.-J., Liebman, R., Stein, M. B., Antonius, D., ... Blais, M. A. (2015). Extending the validity of the personality assessment inventory’s (PAI) Level of Care Index (LOCI) in multiple psychiatric settings. Journal of Personality Assessment, 97(2), 145152. https://doi.org/10.1080/00223891.2014.941441CrossRefGoogle ScholarPubMed
Stover, J. B., Solano, A. C., & Liporace, M. F. (2015). Personality Assessment Inventory: Psychometric Analyses of its Argentinean Version. Psychological Reports, 117(3), 799823. https://doi.org/10.2466/08.03.PR0.117c27z2CrossRefGoogle ScholarPubMed
Sue, D. W., & Sue, D. (2012). Counseling the culturally diverse: Theory and practice. Hoboken, NJ: John Wiley & Sons Inc.Google Scholar
Tsai, D. C., & Pike, P. L. (2000). Effects of acculturation on the MMPI–2 scores of Asian American students. Journal of Personality Assessment, 74(2), 216230. https://doi.org/10.1207/S15327752JPA7402_4CrossRefGoogle ScholarPubMed
Weiss, R. A., & Rosenfeld, B. (2012). Navigating cross-cultural issues in forensic assessment: Recommendations for practice. Professional Psychology: Research and Practice, 43(3), 234240. https://doi.org/10.1037/a0025850CrossRefGoogle Scholar
Williams, K. T. (2000). Reading-Level Indicator Spanish Companion: A quick group Reading Placement Test . Circle Pines, MN: Pearson.Google Scholar
Wong, C. C. Y., Correa, A., Robinson, K., & Lu, Q. (2017). The roles of acculturative stress and social constraints on psychological distress in Hispanic/Latino and Asian immigrant college students. Cultural Diversity and Ethnic Minority Psychology, 23(3), 398406. https://doi.org/10.1037/cdp0000120CrossRefGoogle ScholarPubMed
Wright, C. V., Beattie, S. G., Galper, D. I., Church, A. S., Bufka, L. F., Brabender, V. M., & Smith, B. L. (2017). Assessment practices of professional psychologists: Results of a national survey. Professional Psychology: Research and Practice, 48(2), 7378. https://doi.org/10.1037/pro0000086CrossRefGoogle Scholar