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We found proportions of between 7% and 20% of respondents belonging to the inconsistent classes. To further substantiate and validate the interpretation of the proposed model, we related class membership to theoretically relevant respondent characteristics such as reading achievement, cognitive skills, or conscientiousness. Further, we undertook an initial exploration of the overlap in inconsistent respondents' class membership across time and across scales within a survey. The article discusses implications for future research as well
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