Acceptance of personality questionnaire feedback: The role of individual difference variables and source of interpretation

Abstract Study Objectives To test and extend Levin & Nielsen’s (2007) Affective Network Dysfunction (AND) model with nightmare disorder (ND) image characteristics, and then to implement the extension as a computational simulation, the Disturbed Dreaming Model (DDM). Methods We used AnyLogic V7.2 to computationally implement an extended AND model incorporating quantitative effects of image characteristics including valence, dominance, and arousal. We explored the DDM parameter space by varying parameters, running approximately one million runs, each for one month of model time, varying pathway bifurcation thresholds, image characteristics, and individual-difference variables to quantitively evaluate their combinatory effects on nightmare symptomology. Results The DDM shows that the AND model extended with pathway bifurcations and image properties is computationally coherent. Varying levels of image properties we found that when nightmare images exhibit lower dominance and arousal levels, the ND agent will choose to sleep but then has a traumatic nightmare, whereas, when images exhibit greater than average dominance and arousal levels, the nightmares trigger sleep-avoidant behavior, but lower overall nightmare distress at the price of exacerbating nightmare effects during waking hours. Conclusions Computational simulation of nightmare symptomology within the AND framework suggests that nightmare image properties significantly influence nightmare symptomology. Computational models for sleep and dream studies are powerful tools for testing quantitative effects of variables affecting nightmare symptomology and confirms the value of extending the Levin & Nielsen AND model of disturbed dreaming/ND.

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“What’ve I done to deserve this?” The role of deservingness in reactions to being an upward comparison target

Journal of Social and Personal Relationships ◽

10.1177/0265407515619043 ◽

2016 ◽

Vol 34 (1) ◽

pp. 3-25

Author(s):

Erika J. Koch ◽

Shawnee F.M. Totton

Keyword(s):

Positive Affect ◽

Individual Difference ◽

Self Report ◽

Individual Difference Variables ◽

Upward Comparison ◽

Report Measure ◽

Comparison Target

Outperforming others may be an ambivalent experience, simultaneously evoking pride and discomfort. Two experiments examined the role of deservingness in reactions to being an upward comparison target. Study 1 took place online and experimentally manipulated deservingness by modifying a self-report measure of Sensitivity about Being the Target of a Threatening Upward Comparison (STTUC). Participants predicted more distress and less positive affect under conditions of undeserved (vs. deserved) success; several individual difference variables moderated these effects. Study 2 systematically varied a confederate’s effort to manipulate the perceived deservingness of an outperformed person. Participants were especially likely to downplay their score in the presence of a confederate who appeared to work hard on a task but nevertheless performed poorly. Collectively, findings suggest that people respond most strongly to STTUC when a mismatch exists between deservingness and outcomes.

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Who is playing that wonderful music? Exploring predictors of playing a musical instrument

Psychology of Music ◽

10.1177/0305735618816178 ◽

2018 ◽

Vol 48 (5) ◽

pp. 642-656

Author(s):

Stanislav Treger

Keyword(s):

Individual Difference ◽

Need For Cognition ◽

Musical Instrument ◽

Musical Instruments ◽

Openness To Experience ◽

Cross Sectional ◽

Individual Difference Variables ◽

Number Of Factors ◽

Almost All

Music is a phenomenon enjoyed by almost all people. Although music fans may believe that music is an important part of their lives, not every music appreciator decides to venture further by making music themselves. The purpose of this research was to investigate potential variables that may be associated with whether one plays a musical instrument. Specifically, I investigated the role of four individual difference variables that have previously been correlated with a number of factors related to music: openness to experience, self–music overlap (SMO), curiosity, and need for cognition (NFC). Results from two cross-sectional investigations ( ns = 369 and 295) revealed that all four variables were positively related to whether one plays a musical instrument. SMO mediated the relation between openness and whether one plays a musical instrument in all studies. Unlike hypothesized, curiosity and NFC did not serve as mediators to the openness–music link. Collectively, this research sheds light on the underexplored question of who plays musical instruments.

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Predicting Internet Pornography Use and Arousal: The Role of Individual Difference Variables

The Journal of Sex Research ◽

10.1080/00224490902754152 ◽

2009 ◽

Vol 46 (4) ◽

pp. 344-357 ◽

Cited By ~ 61

Author(s):

Bryant Paul

Keyword(s):

Individual Difference ◽

Internet Pornography ◽

Individual Difference Variables ◽

Pornography Use

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Educational and cultural background as a learner individual difference and the role of motivation in learning

International Journal on Integrated Education ◽

10.31149/ijie.v2i4.99 ◽

2019 ◽

Vol 2 (4) ◽

pp. 14-15

Author(s):

Yuldosheva Charos Olloyor qizi ◽

Alimjanova Shohsanam Azamat qizi ◽

Anvarova Sarvinoz Jumanazar qizi

Keyword(s):

Individual Difference ◽

Foreign Languages ◽

Learning And Teaching ◽

Individual Difference Variables ◽

Learning Attitudes ◽

The Subject ◽

Learner Differences ◽

The Individual ◽

Acquisition Processes

In the literature of learner characteristics in applied linguistics, learning attitudes, strategies and motivation have received most attention. These learner individual difference variables have usually been seen as background learner variables that modify and personalize the overall trajectory of the language acquisition processes (Dörnyei, 2009).It means the individual differences of learner affect the learning and teaching process. And also, without any motivation or positive attitude, there can hardly be a successful process of learning. The question why people learn foreign languages can be put forward.A variety of factors can create a desire to learn. Perhaps the learners love the subject they have chosen, or maybe they are simply interested in seeing what it is like. Perhaps, as with young children, they just happen to be curious about everything, including learning. So, there are given some results of research on individual learner differences and the role of motivation in learning

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Fostering Stress Resilience Among Business Students: The Role of Stress Mindset and Self-Connection

Psychological Reports ◽

10.1177/0033294120937440 ◽

2020 ◽

pp. 003329412093744

Author(s):

Kristine Klussman ◽

Meghan I. Huntoon Lindeman ◽

Austin Lee Nichols ◽

Julia Langer

Keyword(s):

Life Satisfaction ◽

Individual Difference ◽

Positive Relationship ◽

Business Students ◽

Stress Resilience ◽

Individual Difference Variables ◽

Temporary Solution ◽

School Burnout ◽

Reducing Stress

Educators are becoming increasingly concerned about the high rates of burnout among their students. Although the solution may appear to be reducing the stress their students experience, simply reducing stress is a temporary solution and does not help students when they enter the workforce and encounter increased stressors. A better option may be to consider the ways in which students can increase stress resilience in ways that will help them long after they leave the classroom. With this idea in mind, we tested for relationships between two individual difference variables, stress mindset and self-connection, and burnout and life satisfaction among business students. The results showed there was a positive relationship between viewing stress as debilitating and prevalence of both personal and school-related burnout. Additionally, self-connection was negatively related to personal burnout and greater life satisfaction. Stress mindset and self-connection also interacted to predict both personal and school burnout. The results suggest that promoting adaptive views of stress and becoming more self-connected may lead to a better student experience.

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