Detecting underreport in real-world assessment contexts: The utility of multiple-scale indicators / Detectar la minimización de síntomas en contextos de evaluación reales. La utilidad de indicadores de escalas múltiples

Underreport of symptoms and personality characteristics is a relevant problem for psychological assessment. Nevertheless, most of the studies in this field use simulation designs. This study aims at comparing underreport prevalence in real world samples of different contexts, using single-scale and multiple scale underreport indicators from the Minnesota Multiphasic Personality Inventory–2 (MMPI-2) to identify the best one and assess its implications on the clinical scales scores. Using a Differential Prevalence Group design, 1438 participants were assessed with the MMPI-2, grouped in three samples from two non-clinical contexts (community and organizational) and one clinical context. The organizational sample had the highest prevalence of underreporting. Overall, multiple scale indicator LKS ≥ T65 performed better at distinguishing these samples. Analysis of variance revealed that LKS ≥ T65 was also the only indicator in which participants doing underreport consistently varied from honest re-sponders in the clinical scales scores, while also having lower probability of producing both type I and II errors. The existence of underreport has clear implication on the clinical scales results. The multiple scale indicator is the most robust and should be used in the detection of underreporting. This is a relevant implication for psychological assessment in different contexts, mainly in the organizational context.(AU)

La minimización de síntomas es un problema relevante para la evaluación psicológica. La mayoría de los estudios utilizan diseños de simulación. Este estudio tiene como objetivo comparar la prevalencia de la minimización de síntomas y sus implicaciones, utilizando indicadores de escala única y de escala múltiple del Inventario Multifásico de Personalidad de Minnesota-2 (MMPI-2) en muestras reales. Utilizando un diseño de Grupo de Prevalencia Diferencial se evaluaron 1438 participantes, agrupados en tres muestras: dos no clínicas (comunitario y organizacional) y una muestra clínica. La muestra organizacional tuvo la mayor prevalencia de minimización de síntomas. En general, el indicador de escala múltiple LKS ≥ T65 proporcionó los mejores resultados. El análisis de la varianza reveló que el LKS ≥ T65 era también el único indicador de diferenciación, en las escalas clínicas, de los participantes que realizaban o no la minimización de síntomas, a la vez que tenía una menor probabilidad de producir errores tipo I y II. La presencia de minimización tiene una clara implicación en las puntuaciones clínicas. El indicador de escalas múltiples es el más robusto en la detección de la minimización de síntomas y es relevante para la evaluación en diferentes contextos, principalmente en lo organizacional.(AU)

Personality and psychopathology heterogeneity in MMPI-2 and health-related features in fibromyalgia patients.

Personality and psychopathology features may play an important role as predisposing factors for fibromyalgia (FM). However, psychological heterogeneity of FM patients has been suggested. Based on two personality psychopathology clusters, we intend to explore psychological heterogeneity in FM patients, specifically, to identify if personality features had other psychological and psychopathological correlates. Secondarily, we also want to identify if personality features have association with health-related correlates. The participants were female FM patients (n = 56) between 30 and 60 years old. The instruments were: Minnesota Multiphasic Personality Inventory (MMPI-2) content and supplementary scales, Fibromyalgia Impact Questionnaire (FIQ), and Numerical Rating Scale (NRS-11). Multivariate analyses of variance (MANOVAs) identified that Cluster 2 (n = 24), characterized by a combination of negative affectivity and social inhibition, presented a more disturbed profile, with several features of symptomatic behavior, general maladjustment, and important clinical problem areas. The associations of personality variables with FM impact and self-reported pain are null, with the exception of Disconstraint scale. In conclusion, FM patients may be very different at the psychological level, concerning personality and psychopathological features that may compromise their treatment. Personality and health-related dimensions do not seem to be associated.

Mental Health Inventory: Sensitivity and Specificity of the Portuguese Version of the MHI-38 and MHI-5.

Detection of mental distress cases is essential in clinical practice, especially in primary care. Screening instruments could be useful and effective tools to help identify them. This study sought to evaluate the utility and capability of the Mental Health Inventory (MHI)-38 and MHI-5 in identifying cases suffering from mental distress from those who do not. The validity and accuracy of these MHI versions were tested using as gold standards: two samples of adults, one with clinical complaints (n = 33) and another without clinical complaints (n = 31); and the scores in Scales of Psychological Well-Being and in a psychopathology inventory (Minnesota Multiphasic Personality Inventory 2). Receiver operating characteristic curves were used to define cutpoints, which is the Youden's index for the optimization criteria. The data analysis indicated an optimal cutpoint of 7.19 for MHI-38TOTAL and of 53 (recoded to a 0-100 scale) for MHI-5TOTAL to differentiate clinical cases from those who are not. These results indicate cutpoint values similar to those of previous studies in the case of MHI-5 and provide useful reference values for MHI-38. The need to replicate this study with larger samples and with controlled clinical conditions and type of pathology is also discussed.

Fibromyalgia: heterogeneity in personality and psychopathology and its implications.

The fibromyalgia syndrome (FM) is a chronic widespread pain condition whose etiology remains unknown and no treatment has satisfactory levels of success. A meta-analysis has identified a distinct Minnesota Multiphasic Personality Inventory-2 (MMPI-2) clinical profile between FM female patients and healthy controls, and differences between FM and other chronic pain condition with clear etiology have also been found. However, heterogeneity in this population has been suggested in several studies. We aim to assess clinical aspects in FM patients, based on personality psychopathology characteristics, in order to explore heterogeneity and the existence of core common aspects. In this cross-sectional study, a relatively homogeneous sample of 56 female FM patients (Mage = 45.95, SDage = 9.39) was assessed through MMPI-2. A K-Means cluster analysis identified two clusters, one (n = 24) with clinically significant levels in Negative Emotionality and Introversion scales. Subsequent MANOVAs identified important features of this cluster on several MMPI-2 dimensions. Moreover, several dimensions are clinically elevated in both clusters. In conclusion, the combination of psychopathological negative emotionality, interpersonal isolation, and low hedonic capacity, in a group of patients, has implications for the daily living and treatment of FM patients, and several core aspects of FM need to be addressed.

Partners' Similarity in Differentiation of Self is Associated With Higher Sexual Desire: A Quantitative Dyadic Study.

The relationship between sexual desire and differentiation of self in couples has been frequently discussed in clinical literature but lacks empirical support. This exploratory study investigates the associations between individual and dyadic levels of sexual desire, differentiation of self, and couple satisfaction. Similarities and discrepancies in sexual desire and differentiation of self between partners were especially targeted. Partners were expected to have a lower discrepancy of differentiation of self than unrelated individuals (Bowen's similarity hypothesis). Partners' discrepancy in differentiation of self was expected to be negatively associated with sexual desire, and higher levels of sexual desire and differentiation in the dyad were expected be positively associated with couple satisfaction. Results suggest that partners' similarity regarding differentiation of self predicted individual sexual desire. Other findings suggest that couple satisfaction was positively associated with both sexual desire and differentiation of self. Limitations and clinical implications are discussed.

Personality traits, future time perspective and adaptive behavior in adolescence.

Several studies provide evidence of the importance of future time perspective (FTP) for individual success. However, little research addresses the relationship between FTP and personality traits, particularly if FTP can mediate their influence on behavior. In this study we analyze the mediating of FTP in the influence of personality traits on the way adolescents live their life at school. Sample consisted in 351 students, aged from 14 to 18 years-old, at different schooling levels. Instruments were the Portuguese version of the MMPI-A, particularly the PSY-5 dimensions (Aggressiveness, Psychoticism, Disconstraint, Neuroticism, Introversion), a FTP questionnaire, and a survey on school life, involving several indicators of achievement, social integration, and overall satisfaction. With the exception of Neuroticism, the results show significant mediation effects (p < .001) of FTP on most relationships between PSY-5 dimensions and school life variables. Concerning Disconstraint, FTP mediated its influence on overall satisfaction (ß = -.125) and school achievement (ß = -.106). In the case of Introversion, significant mediation effects occurred for interpersonal difficulties (ß = .099) and participation in extracurricular activities (ß = -.085). FTP was also a mediator of Psychoticism influence in overall satisfaction (ß = -.094), interpersonal difficulties (ß = .057), and behavior problems (ß = .037). Finally, FTP mediated the influence of Aggressiveness on overall satisfaction (ß = -.061), interpersonal difficulties (ß = .040), achievement (ß = -.052), and behavior problems (ß = .023). Results are discussed considering the importance of FTP in the impact of some personality structural characteristics in students' school adaptation.

Fibromyalgia characterization in a psychosocial approach.

This study aimed to characterize a group of women diagnosed with fibromyalgia, evaluating the relationship between personality and psychopathology, health status (disability, physical health, mental health, and pain), and potentially traumatic life events (PTLE) before the onset of the syndrome. The disability caused by fibromyalgia, physical and mental health status, pain, PTLE in childhood and in the course of life, and personality were assessed in a sample of 50 women with fibromyalgia, age 25-70 years (M = 46.96; SD = 10.96). A multiple correspondence analysis with all the variables identified two types of profiles and a K-Means cluster analysis confirmed two groups of patients: cluster 1 (n = 36), with better health and less psychopathological problems, named "Better adjustment" and cluster 2 (n = 14), with less health and more personality problems, named "Disorder and disability." Pertaining to personality only, a K-Means cluster analysis replicated the three classic personality profiles (normal, neurotic, and psychopathological) identified in chronic pain patients; and the normal profile was the more prevalent (n = 22). The results enhance the importance of recognizing the heterogeneity of fibromyalgia population and the great closeness between personality and physical health, with the PTLE having a less important role than expected.

Is committed desire intentional? A qualitative exploration of sexual desire and differentiation of self in couples.

The question of what heightens or diminishes sexual desire has long been a passionate theme across cultures in literature, arts, media, and medicine. Yet, little research has been conducted to determine what affects level of desire within couples. The degree of differentiation of self has been suggested as an important variable in shaping partners' level of desire. Through a qualitative analysis of dyadic couple interviews, this study provides an account of characteristics, processes, and trajectories of sexual desire and differentiation in 33 heterosexual couples of varying ages and relationship duration. Factors associated with high desire were change and autonomy, whereas conflict and children were reported to be desire-diminishing factors. Innovation, sharing, autonomy, and effort emerged as desire-promoting strategies, while fostering personal interests, investing in a positive connection, and enhancing personal integrity were identified as couples' strategies to promote and preserve differentiation of self. The results also shed light on couples' perceptions of whether and how sexual desire changes over the course of the relationship and challenge common cultural assumptions about desire in committed relationships-namely the myth that the only authentic expression of desire is that which occurs spontaneously and without intention and planning. Implications for couple therapy are discussed.

Personality traits, future time perspective and adaptive behavior in adolescence

Several studies provide evidence of the importance of future time perspective (FTP) for individual success. However, little research addresses the relationship between FTP and personality traits, particularly if FTP can mediate their influence on behavior. In this study we analyze the mediating of FTP in the influence of personality traits on the way adolescents live their life at school. Sample consisted in 351 students, aged from 14 to 18 years-old, at different schooling levels. Instruments were the Portuguese version of the MMPI-A, particularly the PSY-5 dimensions (Aggressiveness, Psychoticism, Disconstraint, Neuroticism, Introversion), a FTP questionnaire, and a survey on school life, involving several indicators of achievement, social integration, and overall satisfaction. With the exception of Neuroticism, the results show significant mediation effects (p < .001) of FTP on most relationships between PSY-5 dimensions and school life variables. Concerning Disconstraint, FTP mediated its influence on overall satisfaction (β = -.125) and school achievement (β = -.106). In the case of Introversion, significant mediation effects occurred for interpersonal difficulties (β = .099) and participation in extracurricular activities (β = -.085). FTP was also a mediator of Psychoticism influence in overall satisfaction (β = -.094), interpersonal difficulties (β = .057), and behavior problems (β = .037). Finally, FTP mediated the influence of Aggressiveness on overall satisfaction (β = -.061), interpersonal difficulties (β = .040), achievement (β = -.052), and behavior problems (β = .023). Results are discussed considering the importance of FTP in the impact of some personality structural characteristics in students' school adaptation (AU)

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Personalidade e autoavaliação global como estudante: alguns indicadores com um modelo multimonial / Personality and overall self-assessment as student: some indicators through a multimonial model / Personalidad y autoevaluación general como estudiante: algunos indicadores con un modelo multimonial

Neste trabalho analisamos a relação entre a personalidade e o modo como os adolescentes se autoavaliam globalmente como estudantes. Participaram 351 adolescentes dos 14 aos 18 anos, distribuídos por vários níveis de escolaridade. Para avaliar a personalidade, utilizámos o Sumário Estrutural da versão portuguesa do Minnesota Multiphasic Personality Inventory – Adolescent, e um questionário de autoavaliação como estudante, com quatro categorias de resposta possíveis, entre Abaixo da Média e Muito Bom. Num modelo de regressão multinomial identificámos a personalidade como preditor da autoavaliação que os adolescentes fazem de si como estudantes, destacando-se os resultados nas dimensões Imaturidade e Desajustamento Global, o que enfatiza a importância da autorregulação e controlo dos impulsos, bem como da emocionalidade positiva, no modo como os adolescentes se autoavaliam. Os resultados são discutidos considerando o papel da organização da personalidade, não só nos padrões de comportamento observável, como também nas autoavaliações e perceções subjetivas dos indivíduos.(AU)

In this paper, we analyze the relationship between personality and the way adolescents globally assess themselves as students. Participants were 351 adolescents, aged from 14 to 18 years old, and at various levels of schooling. For personality assessment, we used the Structural Summary of the Portuguese version of the Minnesota Multiphasic Personality Inventory – Adolescent, and a questionnaire for students’ self-assessment, with four possible response categories, from Below Average to Very Good. Through a multinomial regression model we identified personality as a predictor of adolescents’ self-assessment as students, being noteworthy Immaturity and Global Maladjustment dimensions, which emphasizes the importance of self-regulation and impulse control characteristics, as well as of positive emotionality, for adolescents' self-assessment as students. Results are discussed considering the role of personality organization, not only for the patterns of observable behavior, but also in self-assessments and subjective perceptions of individuals.(AU)

En este artículo se analiza la relación entre la personalidad y la forma como los adolescentes se autoevalúan globalmente como estudiantes. Participaron 351 estudiantes, con edades de 14 a 18 años. Se utilizó el Sumario Estructural de la versión portuguesa del Inventario Multifásico de Personalidad de Minnesota – Adolescentes (MMPI-A) y un cuestionario de autoevaluación como estudiantes. A través de un modelo de regresión multinomial, se ha identificado la personalidad como un preditor significativo de la autoevaluación global de los adolescentes como estudiantes, destacándose las dimensiones Inmadurez e Inadaptación Global, que enfatizó la importancia de la autorregulación y control de los impulsos, así como de emocionalidad positiva, para el modo como los adolescentes se autoevalúan. Los resultados se discuten teniendo en cuenta el papel de la organización de la personalidad, no sólo para los patrones de comportamiento observable, sino también en las autoevaluaciones y percepciones subjetivas de los individuos.(AU)

Personalidade e autoavaliação global como estudante: alguns indicadores com um modelo multimonial / Personality and overall self-assessment as student: some indicators through a multimonial model / Personalidad y autoevaluación general como estudiante: algunos indicadores con un modelo multimonial

Neste trabalho analisamos a relação entre a personalidade e o modo como os adolescentes se autoavaliam globalmente como estudantes. Participaram 351 adolescentes dos 14 aos 18 anos, distribuídos por vários níveis de escolaridade. Para avaliar a personalidade, utilizámos o Sumário Estrutural da versão portuguesa do Minnesota Multiphasic Personality Inventory – Adolescent, e um questionário de autoavaliação como estudante, com quatro categorias de resposta possíveis, entre Abaixo da Média e Muito Bom. Num modelo de regressão multinomial identificámos a personalidade como preditor da autoavaliação que os adolescentes fazem de si como estudantes, destacando-se os resultados nas dimensões Imaturidade e Desajustamento Global, o que enfatiza a importância da autorregulação e controlo dos impulsos, bem como da emocionalidade positiva, no modo como os adolescentes se autoavaliam. Os resultados são discutidos considerando o papel da organização da personalidade, não só nos padrões de comportamento observável, como também nas autoavaliações e perceções subjetivas dos indivíduos...

In this paper, we analyze the relationship between personality and the way adolescents globally assess themselves as students. Participants were 351 adolescents, aged from 14 to 18 years old, and at various levels of schooling. For personality assessment, we used the Structural Summary of the Portuguese version of the Minnesota Multiphasic Personality Inventory – Adolescent, and a questionnaire for students’ self-assessment, with four possible response categories, from Below Average to Very Good. Through a multinomial regression model we identified personality as a predictor of adolescents’ self-assessment as students, being noteworthy Immaturity and Global Maladjustment dimensions, which emphasizes the importance of self-regulation and impulse control characteristics, as well as of positive emotionality, for adolescents' self-assessment as students. Results are discussed considering the role of personality organization, not only for the patterns of observable behavior, but also in self-assessments and subjective perceptions of individuals...

En este artículo se analiza la relación entre la personalidad y la forma como los adolescentes se autoevalúan globalmente como estudiantes. Participaron 351 estudiantes, con edades de 14 a 18 años. Se utilizó el Sumario Estructural de la versión portuguesa del Inventario Multifásico de Personalidad de Minnesota – Adolescentes (MMPI-A) y un cuestionario de autoevaluación como estudiantes. A través de un modelo de regresión multinomial, se ha identificado la personalidad como un preditor significativo de la autoevaluación global de los adolescentes como estudiantes, destacándose las dimensiones Inmadurez e Inadaptación Global, que enfatizó la importancia de la autorregulación y control de los impulsos, así como de emocionalidad positiva, para el modo como los adolescentes se autoevalúan. Los resultados se discuten teniendo en cuenta el papel de la organización de la personalidad, no sólo para los patrones de comportamiento observable, sino también en las autoevaluaciones y percepciones subjetivas de los individuos...

Personalidade e comportamentos problema: um estudo comparativo com adolescentes em contexto escolar / Personality and problem behavior: a comparative study with adolescents in school context

Neste estudo transversal analisámos a relação entre os comportamentos problema ao nível da indisciplina, desrespeito e conflituosidade dos adolescentes, em contexto escolar, e a personalidade e a psicopatologia, operacionalizadas nas dimensões PSY-5 do MMPI-A. Participaram no estudo 351 estudantes do 9º ao 12º ano, com idades compreendidas entre os 14 e os 18 anos, distribuídos em três grupos diferentes, de acordo com o reporte da frequência de comportamentos problema. Os instrumentos foram a versão experimental portuguesa do MMPI-A e um questionário sobre diferentes dimensões do percurso escolar, em que se incluem os comportamentos problema. Através de análise estatística multivariada, verificámos diferenças significativas entre os grupos nas dimensões PSY-5, num padrão em que o grupo de maior frequência de comportamentos problema apresenta resultados superiores no MMPI-A. Os resultados são interpretados numa perspetiva que sublinha a relevância da personalidade na adaptação à vida escolar, bem como a importância da existência de técnicas de avaliação psicológica de forma a detetar, em contexto de normalidade, estudantes em risco de desenvolvimento de trajetórias inadaptativas.(AU)

In this cross-sectional study we analyzed the relationship between problem behaviors in school context, such as indiscipline, disrespect or conflictuality, and personality and psychopathology, which were operationalized in the PSY-5 dimensions of the Minnesota Multiphasic Personality Inventory-Adolescent (MMPI-A). Participants were 351 students from 9th to 12th grades, aged from 14 to 18 years old, and distributed in three different groups, according to their report of problem behavior frequency. Instruments were the Portuguese experimental version of the MMPI-A and a questionnaire on several school dimensions, including problem behaviors. Multivariate statistical analysis of variance indicates significant differences between the groups in PSY-5 dimensions, in a pattern in which the group presenting the highest frequency of problem behaviors has higher results in the MMPI-A. Results are interpreted under a perspective that underlines the importance of personality in the comprehension of adaptation to school, as well as the relevance of psychological assessment techniques that make possible to detect, within normality contexts, students at risk of developing non-adaptive developmental pathways.(AU)

Personalidade e comportamentos problema: um estudo comparativo com adolescentes em contexto escolar / Personality and problem behavior: a comparative study with adolescents in school context

Neste estudo transversal analisámos a relação entre os comportamentos problema ao nível da indisciplina, desrespeito e conflituosidade dos adolescentes, em contexto escolar, e a personalidade e a psicopatologia, operacionalizadas nas dimensões PSY-5 do MMPI-A. Participaram no estudo 351 estudantes do 9º ao 12º ano, com idades compreendidas entre os 14 e os 18 anos, distribuídos em três grupos diferentes, de acordo com o reporte da frequência de comportamentos problema. Os instrumentos foram a versão experimental portuguesa do MMPI-A e um questionário sobre diferentes dimensões do percurso escolar, em que se incluem os comportamentos problema. Através de análise estatística multivariada, verificámos diferenças significativas entre os grupos nas dimensões PSY-5, num padrão em que o grupo de maior frequência de comportamentos problema apresenta resultados superiores no MMPI-A. Os resultados são interpretados numa perspetiva que sublinha a relevância da personalidade na adaptação à vida escolar, bem como a importância da existência de técnicas de avaliação psicológica de forma a detetar, em contexto de normalidade, estudantes em risco de desenvolvimento de trajetórias inadaptativas.

In this cross-sectional study we analyzed the relationship between problem behaviors in school context, such as indiscipline, disrespect or conflictuality, and personality and psychopathology, which were operationalized in the PSY-5 dimensions of the Minnesota Multiphasic Personality Inventory-Adolescent (MMPI-A). Participants were 351 students from 9th to 12th grades, aged from 14 to 18 years old, and distributed in three different groups, according to their report of problem behavior frequency. Instruments were the Portuguese experimental version of the MMPI-A and a questionnaire on several school dimensions, including problem behaviors. Multivariate statistical analysis of variance indicates significant differences between the groups in PSY-5 dimensions, in a pattern in which the group presenting the highest frequency of problem behaviors has higher results in the MMPI-A. Results are interpreted under a perspective that underlines the importance of personality in the comprehension of adaptation to school, as well as the relevance of psychological assessment techniques that make possible to detect, within normality contexts, students at risk of developing non-adaptive developmental pathways.

The relationship between structural dimensions of personality and school life in adolescence / A relação entre dimensões estruturais da personalidade e a vida escolar na adolescência

In this cross-sectional study, we analyse the relationship between personality, which was operationalized in the PSY-5 dimensions of the Minnesota Multiphasic Personality Inventory - Adolescent (MMPI-A) and the way students live their lives at school, expressed through indicators of achievement, integration, and overall satisfaction. A total of 351 students, aged 14-18 years, participated in the study. The instruments were the Portuguese version of the MMPI-A and the School Life Questionnaire. Results show a pattern of significant relationships between personality traits and school life, being Disconstraint and Introversion the personality dimensions that stood out mostly in the explanation of school life variables results. Results are analysed considering the importance of personality for the development of more or less adaptive pathways in adolescence.(AU)

Neste estudo transversal, analisamos a relação entre a personalidade, operacionalizada nas dimensões PSY-5 do Inventário Multifásico da Personalidade de Minnesota - Adolescente (MMPI-A), e o modo como os adolescentes vivenciam o seu percurso escolar, expresso em indicadores de desempenho, integração e de satisfação global. Participaram no estudo 351 estudantes com idades entre os 14 e os 18 anos. Os instrumentos foram a versão portuguesa do MMPI-A e o Questionário sobre o Percurso Escolar. Os resultados revelam um padrão de relações significativas personalidade-vida escolar, destacando-se as dimensões da personalidade Desinibição e Introversão na explicação da maioria dos resultados das variáveis escolares. Os resultados são analisados considerando a importância da personalidade para a definição de trajetórias de desenvolvimento mais ou menos adaptativas.(AU)

The relationship between structural dimensions of personality and school life in adolescence / A relação entre dimensões estruturais da personalidade e a vida escolar na adolescência

In this cross-sectional study, we analyse the relationship between personality, which was operationalized in the PSY-5 dimensions of the Minnesota Multiphasic Personality Inventory - Adolescent (MMPI-A) and the way students live their lives at school, expressed through indicators of achievement, integration, and overall satisfaction. A total of 351 students, aged 14-18 years, participated in the study. The instruments were the Portuguese version of the MMPI-A and the School Life Questionnaire. Results show a pattern of significant relationships between personality traits and school life, being Disconstraint and Introversion the personality dimensions that stood out mostly in the explanation of school life variables results. Results are analysed considering the importance of personality for the development of more or less adaptive pathways in adolescence.

Neste estudo transversal, analisamos a relação entre a personalidade, operacionalizada nas dimensões PSY-5 do Inventário Multifásico da Personalidade de Minnesota - Adolescente (MMPI-A), e o modo como os adolescentes vivenciam o seu percurso escolar, expresso em indicadores de desempenho, integração e de satisfação global. Participaram no estudo 351 estudantes com idades entre os 14 e os 18 anos. Os instrumentos foram a versão portuguesa do MMPI-A e o Questionário sobre o Percurso Escolar. Os resultados revelam um padrão de relações significativas personalidade-vida escolar, destacando-se as dimensões da personalidade Desinibição e Introversão na explicação da maioria dos resultados das variáveis escolares. Os resultados são analisados considerando a importância da personalidade para a definição de trajetórias de desenvolvimento mais ou menos adaptativas.

Características da personalidade e relacionamento interpessoal na adolescência / Personality traits and interpersonal relationships in adolescence / Rasgos de personalidad y relaciones interpersonales en la adolescencia

Neste estudo, analisamos a relação entre as dificuldades interpessoais na adolescência e dimensões estruturais e clínicas da personalidade, avaliadas pela versão experimental portuguesa do Minnesota Multiphasic Personality Inventory – Adolescent (MMPI-A). Participaram neste estudo 351 estudantes do 9º ao 12º ano, com idades entre os 14 e os 18 anos. Os instrumentos utilizados foram a versão portuguesa do MMPI-A e o Questionário sobre o Percurso Escolar, construído para esta investigação. De acordo com a frequência reportada de dificuldades interpessoais, sobretudo em contexto escolar, constituíram-se dois grupos de estudantes, os quais foram comparados nos resultados do MMPI-A. As análises multivariadas (MANOVAs) revelaram diferenças significativas entre os grupos nas dimensões que sugerem perturbações de personalidade. Os resultados são analisados numa perspectiva que enfatiza a importância da personalidade na vida escolar na adolescência e na distinção de padrões mais ou menos adaptativos de comportamento.

In this cross-sectional study we analyse the relationship between interpersonal difficulties in adolescence and personality clinical and structural dimensions, assessed through the Portuguese version of the Minnesota Multiphasic Personality Inventory – Adolescent (MMPI-A). Participants were 351 ninth to twelfth grade students (ages 14-18), who were distributed by two groups, according to their reported frequency of interpersonal problems, mostly in school context. Instruments were the Portuguese version of the MMPI-A and theSchool Path Questionnaire, which was created for this investigation. Multivariate statistical analysis (MANOVA) reveals significant differences between the groups of frequency of interpersonal difficulties in MMPI-A personality dimensions and in the clinical profile. Results are analyzed on a perspective that emphasizes the importance of personality in school life and in the distinction of more or less adaptive behavior patterns.

En este estudio transversal se analiza la relación entre las dificultades interpersonales en la adolescencia y las dimensiones estructuralesy clínicas de personalidad, evaluadas a través de la versión portuguesa del Inventario Multifásico de Personalidad de Minnesota –Adolescentes (MMPI-A). Los participantes fueron 351 estudiantes de noveno a duodécimo grado (edades 14-18), que fueron distribuidos en dos grupos, de acuerdo a su frecuencia de problemas interpersonales. Los instrumentos fueron la versión portuguesadel MMPI-A y el Cuestionario Sobre la Vida Escolar, el cual fue creado para esta investigación. El análisis estadístico multivariante (MANOVA) ha revelado diferencias significativas entre los grupos de frecuencia de dificultades interpersonales en las dimensiones dela personalidad y en el perfil clínico de MMPI-A. Los resultados se analizan desde una perspectiva que enfatiza la importancia de la personalidad en la vida escolar y en la distinción de los patrones de comportamiento más o menos adaptables.

Características da personalidade e relacionamento interpessoal na adolescência / Personality traits and interpersonal relationships in adolescence / Rasgos de personalidad y relaciones interpersonales en la adolescencia

Neste estudo, analisamos a relação entre as dificuldades interpessoais na adolescência e dimensões estruturais e clínicas da personalidade, avaliadas pela versão experimental portuguesa do Minnesota Multiphasic Personality Inventory – Adolescent (MMPI-A). Participaram neste estudo 351 estudantes do 9º ao 12º ano, com idades entre os 14 e os 18 anos. Os instrumentos utilizados foram a versão portuguesa do MMPI-A e o Questionário sobre o Percurso Escolar, construído para esta investigação. De acordo com a frequência reportada de dificuldades interpessoais, sobretudo em contexto escolar, constituíram-se dois grupos de estudantes, os quais foram comparados nos resultados do MMPI-A. As análises multivariadas (MANOVAs) revelaram diferenças significativas entre os grupos nas dimensões que sugerem perturbações de personalidade. Os resultados são analisados numa perspectiva que enfatiza a importância da personalidade na vida escolar na adolescência e na distinção de padrões mais ou menos adaptativos de comportamento.(AU)

In this cross-sectional study we analyse the relationship between interpersonal difficulties in adolescence and personality clinical and structural dimensions, assessed through the Portuguese version of the Minnesota Multiphasic Personality Inventory – Adolescent (MMPI-A). Participants were 351 ninth to twelfth grade students (ages 14-18), who were distributed by two groups, according to their reported frequency of interpersonal problems, mostly in school context. Instruments were the Portuguese version of the MMPI-A and theSchool Path Questionnaire, which was created for this investigation. Multivariate statistical analysis (MANOVA) reveals significant differences between the groups of frequency of interpersonal difficulties in MMPI-A personality dimensions and in the clinical profile. Results are analyzed on a perspective that emphasizes the importance of personality in school life and in the distinction of more or less adaptive behavior patterns.(AU)

En este estudio transversal se analiza la relación entre las dificultades interpersonales en la adolescencia y las dimensiones estructuralesy clínicas de personalidad, evaluadas a través de la versión portuguesa del Inventario Multifásico de Personalidad de Minnesota –Adolescentes (MMPI-A). Los participantes fueron 351 estudiantes de noveno a duodécimo grado (edades 14-18), que fueron distribuidos en dos grupos, de acuerdo a su frecuencia de problemas interpersonales. Los instrumentos fueron la versión portuguesadel MMPI-A y el Cuestionario Sobre la Vida Escolar, el cual fue creado para esta investigación. El análisis estadístico multivariante (MANOVA) ha revelado diferencias significativas entre los grupos de frecuencia de dificultades interpersonales en las dimensiones dela personalidad y en el perfil clínico de MMPI-A. Los resultados se analizan desde una perspectiva que enfatiza la importancia de la personalidad en la vida escolar y en la distinción de los patrones de comportamiento más o menos adaptables.(AU)

Versão coletiva do teste de Zulliger segundo o Sistema Compreensivo de Rorschach / Zulliger group test according to the Rorschach Comprehensive System / Versión colectiva del teste de Zulliger segundo el Sistema Comprehensivo de Rorschach

Este trabalho visa contribuir para a (re)estandardização do teste de Zulliger (teste Z) como uma metodologia projetiva passível de ser aplicável coletivamente e com objetividade na avaliação da personalidade. Nesse sentido, tomámos como referência os princípios metodológicos propostos por Exner para o Sistema Compreensivo (SC) do Rorschach e procurámos transpô-los para o teste Z. Para o efeito, analisámos as propostas referenciadas na literatura para a versão individual, adaptámos e testámos materiais, instruções e demais procedimentos de aplicação do teste. Posteriormente, o teste foi aplicado coletivamente, em contexto de seleção, a uma amostra de 156 militares do Exército Português. Após a análise de resultados, centrada na estatística descritiva das variáveis incorporadas no Sumário Estrutural do teste Z, discute-se a relevância de alguns procedimentos para diferentes contextos de aplicação da prova e a necessidade de prosseguir com estudos de índole normativa e de validação das medidas do teste.(AU)

The purpose of this paper is to contribute to (re)standardizing Zulliger (Z test) as a group administered projective method, capable of being used with objectivity in personality assessment. For that purpose, we took as main reference the set of methodological principles established by Exner in Rorschach Comprehensive System, in order to transpose it to Z test. After analyzing the referenced proposals available in literature, considering the individually administered Z test, materials, instructions and other procedures were adapted and tested. The test was group administered afterwards in a personnel selection context, to a sample of 156 Portuguese Army military. Considering mainly the descriptive statistics of the incorporated variables in Z test’s Structural Summary, one discusses the relevance of some procedures to the different Z test versions, as well as the need of further normative and validation studies.(AU)

El propósito de este trabajo es contribuir para la (re)estandarización del test de Zulliger como metodología proyectiva administrable colectivamente con exactitud y objetividad en la evaluación de la personalidad. Se tomaron como referencia los principios metodológicos propuestos por Exner para el Rorschach – Sistema Comprehensivo, buscando incorporarlos en el test de Zulliger. Después de analizadas las propuestas de la literatura para la administración individual, se han adaptado y testado materiales, instrucciones y otros procedimientos para la administración de la prueba. Después, el test fue administrado colectivamente en contexto de evaluación laboral, a una muestra de 156 militares del Ejército Portugués. Después del análisis de los resultados, centrada en la estadística descriptiva de las variables incorporadas en el Sumario Estructural del test de Zulliger, se discute la relevancia de algunos procedimientos para diferentes contextos de aplicación de la prueba y la necesidad de estudios de validación de las medidas del test.(AU)

Versão coletiva do teste de Zulliger segundo o Sistema Compreensivo de Rorschach / Zulliger group test according to the Rorschach Comprehensive System / Versión colectiva del teste de Zulliger segundo el Sistema Comprehensivo de Rorschach

Este trabalho visa contribuir para a (re)estandardização do teste de Zulliger (teste Z) como uma metodologia projetiva passível de ser aplicável coletivamente e com objetividade na avaliação da personalidade. Nesse sentido, tomámos como referência os princípios metodológicos propostos por Exner para o Sistema Compreensivo (SC) do Rorschach e procurámos transpô-los para o teste Z. Para o efeito, analisámos as propostas referenciadas na literatura para a versão individual, adaptámos e testámos materiais, instruções e demais procedimentos de aplicação do teste. Posteriormente, o teste foi aplicado coletivamente, em contexto de seleção, a uma amostra de 156 militares do Exército Português. Após a análise de resultados, centrada na estatística descritiva das variáveis incorporadas no Sumário Estrutural do teste Z, discute-se a relevância de alguns procedimentos para diferentes contextos de aplicação da prova e a necessidade de prosseguir com estudos de índole normativa e de validação das medidas do teste.

The purpose of this paper is to contribute to (re)standardizing Zulliger (Z test) as a group administered projective method, capable of being used with objectivity in personality assessment. For that purpose, we took as main reference the set of methodological principles established by Exner in Rorschach Comprehensive System, in order to transpose it to Z test. After analyzing the referenced proposals available in literature, considering the individually administered Z test, materials, instructions and other procedures were adapted and tested. The test was group administered afterwards in a personnel selection context, to a sample of 156 Portuguese Army military. Considering mainly the descriptive statistics of the incorporated variables in Z test’s Structural Summary, one discusses the relevance of some procedures to the different Z test versions, as well as the need of further normative and validation studies.

El propósito de este trabajo es contribuir para la (re)estandarización del test de Zulliger como metodología proyectiva administrable colectivamente con exactitud y objetividad en la evaluación de la personalidad. Se tomaron como referencia los principios metodológicos propuestos por Exner para el Rorschach – Sistema Comprehensivo, buscando incorporarlos en el test de Zulliger. Después de analizadas las propuestas de la literatura para la administración individual, se han adaptado y testado materiales, instrucciones y otros procedimientos para la administración de la prueba. Después, el test fue administrado colectivamente en contexto de evaluación laboral, a una muestra de 156 militares del Ejército Portugués. Después del análisis de los resultados, centrada en la estadística descriptiva de las variables incorporadas en el Sumario Estructural del test de Zulliger, se discute la relevancia de algunos procedimientos para diferentes contextos de aplicación de la prueba y la necesidad de estudios de validación de las medidas del test.

Intimacy, sexual desire and differentiation in couplehood: a theoretical and methodological review.

The scientific community underlines that one of the main challenges for couples is the effect of time on sexual desire. Some studies suggest that although some dimensions associated with intimacy tend to increase during the relationship, sexual desire and the related constructs tend to decrease. Some researchers have recently suggested that couples' relationships with high degrees of sharing and fusion might be particularly detrimental for the sustenance of sexual desire. However, the authors found no empirical or theoretical studies that investigate the relations between intimacy and desire. Recovering the concept of differentiation as a possible influencing variable between intimacy and desire, this article develops reflections on this theme, which is of paramount relevance for the couple viability.