Big-Five personality and aspects of the self-concept: Variable- and person-centered approaches

2018 ◽  
Vol 127 ◽  
pp. 107-113 ◽  
Author(s):  
Aleksandra Pilarska
Keyword(s):  
Big Five ◽  
The Self ◽  
Self Concept ◽  
Big Five Personality

Out With the Old, In With the New? How Changes in Close Relationships Change the Self

2018 ◽  
Vol 9 ◽  
Author(s):  
Jonathan S. Gore ◽  
Damon Tichenor
Keyword(s):  
Big Five ◽  
Close Relationships ◽  
The Self ◽  
Self Concept ◽  
Big Five Personality ◽  
Personality Profiles ◽  
Personality Measure ◽  
Time Points ◽  
Concept Change

AbstractTwo studies investigated how the development and maintenance of old and new relationships predict spontaneous and reactive self-concept change. For Study 1 (n = 143), freshmen in their first 8 weeks of college completed a Twenty Statements Test (TST), and indicated how close they felt in their established and new relationships. Eight weeks later, they indicated which aspects on the TST had changed. The results showed that closeness to old relationships at Time 1 predicted fewer deletions to their Time 2 TST, whereas closeness to new relationships at Time 1 predicted more additions to their Time 2 TST. For Study 2 (n = 195), participants completed a Big Five personality measure and closeness measure at two time points. The results showed that decreased closeness in old relationships at Time 2 predicted overall change to personality profiles. Implications for the link between relationships and self-concept change are discussed.

scholarly journals The Self-Concept and Identity Measure in Adolescents

2021 ◽  
pp. 1-11
Author(s):  
Annabel Bogaerts ◽  
Laurence Claes ◽  
Tinne Buelens ◽  
Amarendra Gandhi ◽  
Glenn Kiekens ◽  
...  
Keyword(s):  
Measurement Invariance ◽  
Big Five ◽  
Age Groups ◽  
The Self ◽  
Self Concept ◽  
Big Five Personality ◽  
Global Rating ◽  
Longitudinal Measurement ◽  
Age Range ◽  
Identity Synthesis

Abstract. Identity difficulties have been associated with various psychiatric conditions and are considered a central issue in personality pathology. Following the Alternative Model for Personality Disorders, measures of self- and interpersonal functioning have been developed. Although these measures were intended to be separate ratings of self-other deficits, only a global rating was obtained. Moreover, these measures fall short in bridging the gap between developmental and clinical identity work. To capture both adaptive and disturbed identity dimensions, Kaufman et al. (2015) developed the Self-Concept and Identity Measure (SCIM) that assesses consolidated identity, disturbed identity, and lack of identity. Using two-wave longitudinal data (2,150 adolescents; 54.2% girls; age range = 12–19), this study investigated the factor structure and reliability of the Dutch SCIM, its measurement invariance across time, its longitudinal measurement invariance across gender and age groups, and associations of the SCIM with identity synthesis and confusion, Big-Five personality traits, and borderline personality disorder features. Consolidated identity scores were positively related to identity synthesis and adaptive Big-Five traits, whereas negatively related to identity confusion, neuroticism, and borderline features. Opposite associations were obtained for disturbed identity and lack of identity scores. The Dutch SCIM appeared to produce valid and reliable scores and seemed suited to assess longitudinal identity functioning in Belgian adolescents.

scholarly journals Getting better without memory

2020 ◽  
Vol 15 (8) ◽  
pp. 815-825
Author(s):  
Julia G Halilova ◽  
Donna Rose Addis ◽  
R Shayna Rosenbaum
Keyword(s):  
Episodic Memory ◽  
Big Five ◽  
Memory Impairment ◽  
Self Esteem ◽  
The Self ◽  
Self Concept ◽  
Big Five Personality ◽  
End Of History ◽  
The Past ◽  
Future Selves

Abstract Does the tendency to adjust appraisals of ourselves in the past and future in order to maintain a favourable view of ourselves in the present require episodic memory? A developmental amnesic person with impaired episodic memory (HC) was compared with two groups of age-matched controls on tasks assessing the Big Five personality traits and social competence in relation to the past, present and future. Consistent with previous research, controls believed that their personality had changed more in the past 5 years than it will change in the next 5 years (i.e. the end-of-history illusion), and rated their present and future selves as more socially competent than their past selves (i.e. social improvement illusion), although this was moderated by self-esteem. Despite her lifelong episodic memory impairment, HC also showed these biases of temporal self-appraisal. Together, these findings do not support the theory that the temporal extension of the self-concept requires the ability to recollect richly detailed memories of the self in the past and future.

Silencing the Self and the Big Five: A Personological Profile of Silent Women

2001 ◽  
Vol 88 (3) ◽  
pp. 655-663 ◽  
Author(s):  
Tricia Witte ◽  
Martin F. Sherman ◽  
Laura Flynn
Keyword(s):  
Regression Analysis ◽  
Personality Traits ◽  
Big Five ◽  
The Self ◽  
Personality Factors ◽  
Big Five Personality ◽  
Self Schema ◽  
Big Five Personality Factors

This study examined the correlations between scores on Jack and Dill's 1992 Silencing the Self Scale and Costa and McCrae's 1985 Big Five personality factors among 146 female undergraduates. Analyses indicated the Silencing the Self scores were positively correlated with those on Neuroticism and negatively correlated with those on Openness, Extraversion, and Agreeableness. In addition, regression analysis indicated that Neuroticism and Openness scores showed the greatest contribution to Silencing the Self scores. These findings suggest the possible importance of studying personality traits in women who utilize the silencing the self schema in interpersonal contexts.

Genre or artistic merit?

2012 ◽  
Vol 2 (1) ◽  
pp. 25-36 ◽  
Author(s):  
Maja Djikic ◽  
Keith Oatley ◽  
Matthew Carland
Keyword(s):  
Short Stories ◽  
Personality Traits ◽  
Short Story ◽  
Big Five ◽  
Literary Text ◽  
The Self ◽  
Reading Difficulty ◽  
Big Five Personality ◽  
Before And After ◽  
Artistic Merit

We tested whether the genre of a literary text (essay as compared with short story) or its artistic merit would be primarily responsible for the variability in the self-perceived personality traits that individuals experience when they read. One hundred participants were randomly assigned to read either one of eight essays or one of eight short stories, matched for length, reading difficulty, and interest. The Big-Five personality traits were measured before and after reading. Genre did not affect variability in personality. Rather, participants who judged the text they read to be more artistic reported a greater variability in their personality trait profile after reading, independently of whether the text was an essay or a short story. Artistic merit appears to be associated with literature’s transformative effects through the instability in the self-perceived experience of the reader’s personality.

The replicability of the Big Five personality dimensions in three word‐classes of the Dutch language

1992 ◽  
Vol 6 (1) ◽  
pp. 15-29 ◽  
Author(s):  
Boele De Raad
Keyword(s):  
Big Five ◽  
Large Scale ◽  
Two Dimensions ◽  
The Self ◽  
Big Five Personality ◽  
Personality Dimensions ◽  
Big Five Model ◽  
Five Factors ◽  
Word Classes ◽  
Dutch Language

Of the main classes of personality‐descriptive words, verbs, adjectives, and nouns, the class of adjectives has figured as the constant and almost exclusive resource for taxonomic enterprises. In the Dutch language, Brokken (1978) was the first to structure the personality‐descriptive adjectives on a large‐scale basis. The aim of that particular study was not to test the existence of the Big Five in the Dutch language. Of the six Brokken factors, only two or three showed a clear correspondence to the Big Five. Recently, De Raad, Mulder, Kloosterman and Hofstee (1988) and De Raad and Hoskens (1990) taxonomized the personality‐descriptive verbs and the personality‐descriptive nouns. In the present study, the self‐ratings on adjectives (N = 200), nouns (N = 200), and verbs (N = 200) from the latter two studies are used to test the Big Five model in the three classes of personality terms. The model fits well with the adjective domain, although the result deviates from the English structure in order of factors and in emphasis of interpretation. To a certain extent, the model can be said to capture the noun domain as well. Four of the Big Five factors can be identified more or less easily, and the fifth may be discernible as well. The verb structure, however, is quite different in that it shows only two dimensions which seem to be more comprising in meaning than both the adjective factors and the noun factors.

scholarly journals In Your Eyes Only? Discrepancies and Agreement Between Self- and Other-Reports of Personality From Age 14 to 29

2017 ◽  
Author(s):  
Julia Marie Rohrer ◽  
Boris Egloff ◽  
Michal Kosinski ◽  
David Stillwell ◽  
Stefan C. Schmukle
Keyword(s):  
Big Five ◽  
Cross Sectional Study ◽  
Emotional Stability ◽  
The Self ◽  
Big Five Personality ◽  
Cross Sectional ◽  
Self And Other ◽  
Personality Changes ◽  
Self Reports ◽  
Age Trends

Do others perceive the personality changes that take place between the ages of 14 and 29 in a similar fashion as the aging person him- or herself? This cross-sectional study analyzed age trajectories in self- versus other-reported Big Five personality traits and in self-other agreement in a sample of more than 10,000 individuals from the myPersonality Project. Results for self-reported personality showed maturation effects (increases in extraversion, conscientiousness, openness to experience, and emotional stability), and this pattern was generally also reflected in other-reports, albeit with discrepancies regarding timing and magnitude. Age differences found for extraversion were similar between the self- and other-reports, but the increase found in self-reported conscientiousness was delayed in other-reports, and the curvilinear increase found in self-reported openness was slightly steeper in other-reports. Only emotional stability showed a distinct mismatch with an increase in self-reports, but no significant age effect in other-reports. Both the self- and other-reports of agreeableness showed no significant age trends. The trait correlations between the self- and other-reports increased with age for emotional stability, openness, agreeableness, and conscientiousness; by contrast, agreement regarding extraversion remained stable. The profile correlations confirmed increases in self-other agreement with age. We suggest that these gains in agreement are a further manifestation of maturation. Taken together, our analyses generally show commonalities but also some divergences in age-associated mean level changes between self- and other-reports of the Big Five, as well as an age trend towards increasing self-other agreement.

scholarly journals The Big-Five-Personality and Academic Self-Concept in Gifted and Non-Gifted Students: A Systematic Review of Literature

2020 ◽  
Vol 6 (4) ◽  
pp. 649
Author(s):  
Colin Peperkorn ◽  
Claas Wegner
Keyword(s):  
Big Five ◽  
Gifted Students ◽  
Self Concept ◽  
Big Five Personality ◽  
Quantitative Studies ◽  
Current State ◽  
Big Five Model ◽  
Valid Data ◽  
Training Courses ◽  
State Of Research

Gifted students provide interesting opportunities for careers in all professional areas. To benefit from that chance, the promotion of gifted students moves more and more into focus of educational research and becomes an important facet of today’s teachers’ professional competencies. To meet these requirements, teacher training courses must be offered which are based on current state of research. This article presents a systematic literature review which investigates the current research state regarding quantitative studies of gifted students’ personality and self-concept. To assess a comparable state of research about the personality of gifted students the Big-Five model of personality was considered as a criterion for admission. A total of 40 quantitative studies was included. Results for personality of gifted students show that there are only a few studies which deliver comparable and valid data. Gifted students’ academic self-concept seems well researched, but indications of a multilayered subject specific academic self-concept receive little attention. Recommendations include a higher focus on students gifted in specific subjects, to find valid implications for their individual promotion.

Personality Correlates of the Self-Assessed Abilities to Tell and Detect Lies, Tell Truths, and Believe Others

2015 ◽  
Vol 36 (3) ◽  
pp. 163-169 ◽  
Author(s):  
Eitan Elaad ◽  
Abira Reizer
Keyword(s):  
Undergraduate Students ◽  
Big Five ◽  
Lie Detection ◽  
Openness To Experience ◽  
The Self ◽  
Big Five Personality ◽  
Truth Telling ◽  
Self Confidence ◽  
Personality Correlates ◽  
Intellectual Skills

The contribution of personality dimensions (the Big Five) to self-assessed communication abilities to tell and detect lies, tell truths, and believe others was examined. One hundred seventy-four undergraduate students completed the Big Five personality inventory (BFI) and evaluated their relative lie-telling, truth-telling, lie-detection and their ability to believe other peoples’ truths. Results indicated that Extraversion predicted enhanced lie-telling, truth-telling, and lie-detection abilities. Openness to experience predicted higher ratings of lie-telling and lie-detecting abilities, indicating that for curious people with intellectual skills and attentiveness to inner feelings, lie-related abilities are important. Agreeableness predicted high ratings of believing skills and low ratings of the remaining three skills, indicating that well-tempered people tend to believe others. Conscientiousness and Neuroticism were negatively associated with telling lies persuasively. This was explained by the need of conscientious people to be honest and by the low self-confidence and negative emotions of people who scored high on Neuroticism. Implications of the present results were discussed.

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