Instructional Set and Thematic Apperception Test Validity

Abstract

The strong controversy over the Thematic Apperception Test's (TAT) validity may be partly due to the divergent results critics and advocates have obtained in their own research. It is noted that conditions of test administration are closely associated with quality of TAT research results. To demonstrate a cause of TAT invalidity, 199 adolescents were given the TAT following one of four instructional sets: neutral, following a personality test, emphasizing that the TAT is a personality test, and in a nonthreatening but structured setting. As expected, stories written after neutral instructions were valid predictors of need for achievement, affiliation, and power criteria; whereas other stories yielded nonsignificant and sometimes negative validities. It was concluded that the instructions are crucial to the quality of TAT results, and suggestions were offered to help ensure validity.