UMD Theses and Dissertations

Permanent URI for this collectionhttp://hdl.handle.net/1903/3

New submissions to the thesis/dissertation collections are added automatically as they are received from the Graduate School. Currently, the Graduate School deposits all theses and dissertations from a given semester after the official graduation date. This means that there may be up to a 4 month delay in the appearance of a given thesis/dissertation in DRUM.

More information is available at Theses and Dissertations at University of Maryland Libraries.

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2020 - 20232

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Subject: search.filters.subject.Social Desirability

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    THE ROLE OF SOCIAL DESIRABILITY IN STRUCTURED AND NARRATIVE SELF-REPORT DURING THE COVID-19 PANDEMIC
    (2023) Delehanty, Alexandria Travis; Teglasi, Hedwig; Counseling and Personnel Services; Digital Repository at the University of Maryland; University of Maryland (College Park, Md.)
    This research addressed the key question: Does social desirability operate as a validity confound by adding irrelevant variance to self-reports and narratives, or does it serve as a valuable source of information on how individuals choose to adapt. This study used three conceptualizations of social desirability (the Marlowe-Crowne need for approval, and impression management and self-deception from the Balanced Inventory of Desirable Responding (BIDR) and investigated their respective relations with self-reports of positive and negative paradigms (e.g. stress and coping, negative and positive affect). Each of these conceptualizations was also related to narrative-based locus of control and coping. The sample comprised 177 U.S. teachers who completed surveys during January-April 2021, in the beginning of the transition back to in-person learning from COVID. Results indicated that social desirability did not operate as a validity confound, and that it served as a valuable source of information of respondents’ personal values in how it influenced the relations among self-reports and coded narratives.
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    Social Desirability as an Adaptive Motivation to Social Evaluation in Student Teachers
    (2020) Travis, Alexandria; Teglasi, Hedwig; Counseling and Personnel Services; Digital Repository at the University of Maryland; University of Maryland (College Park, Md.)
    Early-career teacher stress, burnout and attrition are growing problems in the United States. The current study focused on the impact of social desirability on positive and negative constructs (i.e. positive-negative affect, coping-perceived stress reactivity) in a group of student-teachers beginning their teaching internships. Additionally, this research also proposed a new definition of social desirability, as an adaptive motivation to social evaluation, based on the patterns of relationships between social desirability and the aforementioned constructs. These definitions were assessed a sample of 61 student-teachers from the University of Maryland’s teacher preparation program who were completing their senior year internship. As many forms of research rely on self-reports, social desirability’s role as a validity confound has been widely documented, however, its relationship to individual well-being has not been investigated as widely. The bias perspective of social desirability was not consistent with the results of this study.