Editorial: Advancing I-O psychology from multiple perspectives by Hendy, Nhung T.

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Intellectual Humility in the Workplace by Hendy, Nhung T

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Cultural Differences in Academic Dishonesty: A Social Learning Perspective by Hendy, Nhung T., Montargot, Nathalie, Papadimitriou, Antigoni

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Forced-Choice Personality Measures and Academic Dishonesty: a Comparative Study by Hendy, Nhung T.

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Assessing the Evaluative Content of Personality Questionnaires Using Bifactor Models by Biderman, Michael D., McAbee, Samuel T., Job Chen, Zhuo, Hendy, Nhung T.

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The effectiveness of technology delivered instruction in teaching Human Resource Management by Hendy, Nhung T.

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Understanding Academic dishonesty among business school students in France using the theory of planned behavior by Hendy, Nhung T., Montargot, Nathalie

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Scoring the Big Five for longitudinally assessed academic achievement predictiveness: Manifest, correlated‐factors model, and bifactor modeling across multiple contexts by Krammer, Georg, Schermer, Julie Aitken, Koschmieder, Corinna, Goffin, Richard, Hendy, Nhung T., Biderman, Michael

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Validity of evaluative factors from Big Five and HEXACO questionnaires by Biderman, Michael D., McAbee, Samuel T., Hendy, Nhung T., Chen, Zhuo Job

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Using bifactor model of personality to predict academic performance and dishonesty by Hendy, Nhung T., Biderman, Michael D.

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Developing participant intellectual humility through technology delivered instruction – A proposed model by Gómez, Juan Marcelo, Hendy, Nhung T., Montargot, Nathalie

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Using bifactor models to identify faking on Big Five questionnaires by Hendy, Nhung, Krammer, Georg, Schermer, Julie Aitken, Biderman, Michael D.

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