The eye wants what the heart wants: Female face preferences are related to partner personality preferences.

The NEO-IPIP-300 is a 300-item version scale of freely available personality tests based on the OCEAN Model of 30 distinctive personality traits. The scale measures human personality preferences and groups them into five distinct factors, namely Openness to Experience, Conscientiousness, Extraversion, Agreeableness, and Neuroticism. The scale has been translated into many languages before, but there was no translation and norms available for the Urdu language.Paper reports the translation, creation of web version, data collection (N=869), and reliability of Urdu version of NEO-IPIP-300. We also did a CFA Analysis and Measurement Invariance test as part of the paper. Full measurement invariance was met for the full model, and partial measurement invariance was met for neuroticism (metric and scalar) and extraversion (metric). In general, all models fit well and suggest that the Urdu IPIP-300-NEO aligns well with the English IPIP-300-NEO. In some cases, the Urdu inventory performed better (e.g., higher internal consistency) than the English inventory.

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Personality preferences

Teaching with Vitality ◽

10.1093/oso/9780190673987.003.0034 ◽

2017 ◽

Author(s):

Peggy D. Bennett

Keyword(s):

Emotional Response ◽

Social Behaviors ◽

Group Discussions ◽

Personality Preferences ◽

Teachers And Students ◽

Teachers And Parents ◽

School Issues

Each of us likely has mild to strong preferences for certain personalities. And those personalities may or may not be similar to our own. Given the sometimes powerful reactions to personalities in schools, it may be worth thinking about them and considering their influence on us. • A teacher relies on sarcastic humor for interacting with teachers and students. Some like the teasing. Others find it offensive. • A teacher is demure and quiet. Some appreciate the calm. Others distrust the lack of responsiveness to co- workers. • A principal is very efficient and responsible in managing school issues, yet teachers and parents feel slighted by an assumed lack of interest in them. • A principal is so generous, affectionate, and outgoing that teachers begin to wish for a strong disciplinarian, rather than a grandparent figure. Whether we are drawn to or repelled by certain personalities, we are likely to face them in schools. And it is to our advantage to both notice our personality preferences and actively coach ourselves to look and behave beyond them, instead of letting them interfere with our teaching or our collegiality. Exuberant personalities. Quiet personalities. Which do you prefer as friends? Which do you prefer as students? All ages of people, from preschool on, could have personalities that repel or ignite our sense of comfort and affinity. This is common, and it is normal. How we act on those feelings, however, can affect the health of our relationships and the effectiveness of our teaching. No matter the level of exuberance or quietness, we would be remiss to gauge expertise, leadership, or friendliness by the magnitude of others’ social behaviors. Plus it can be important for us to notice when our own quietness or liveliness has a dampening effect on our teaching, conversations, and group discussions. Personalities can push us away or draw us near. We benefit when we treat a person (including a student or teacher) openly and kindly regardless of our initial, instinctive, emotional response to that individual’s personality.

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Learners’ strategies with a grammar application: the influence of language ability and personality preferences

ReCALL ◽

10.1017/s0958344007000316 ◽

2007 ◽

Vol 19 (1) ◽

pp. 21-38 ◽

Cited By ~ 3

Author(s):

FENFANG HWU

Keyword(s):

Language Learning ◽

Learning Strategies ◽

Language Ability ◽

Future Research ◽

Placement Test ◽

Language Abilities ◽

Personality Preferences ◽

Myers Briggs ◽

Tracking Ability

This case study investigated the ways pre-major and pre-minor students of Spanish interacted with a grammar application from four perspectives. Firstly, using the computer’s tracking ability to collect learners’ behaviors, the study set out to uncover the different ways learners approached the application. Secondly, the study assessed the influence of two learner variables on learning behaviors: language abilities determined by a placement test and personality preferences measured by Jung-Myers-Briggs-Typology based approach. Thirdly, the study assessed whether the frequency of various behaviors resulted in different knowledge increases. Finally, the study categorized the uncovered behaviors into the learning strategies covered in the Strategy Inventory for Language Learning (SILL) (Oxford 1990). The study concludes with implications for software improvement, as well as with indications of likely directions for future research.

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Knowing Your Preference: The Nexus of Personality and Leadership

Creative Nursing ◽

10.1891/1078-4535.21.3.172 ◽

2015 ◽

Vol 21 (3) ◽

pp. 172-178 ◽

Cited By ~ 1

Author(s):

Roberta Waite ◽

Nicole McKinney

Keyword(s):

Leadership Development ◽

Nursing Students ◽

Critical Dimension ◽

Work Place ◽

Health Care Environment ◽

Student Centered ◽

Personality Preferences ◽

Student Centered Learning ◽

Prelicensure Nursing ◽

Groups And Teams

Prelicensure nursing students must be prepared to address the new challenges that will confront them in the modern health care environment. Leadership development, the gaining of tools and education about the process of influencing and persuading others, is important when working with groups and teams in the work place. Recognition of one’s personality preferences using self-assessment is a critical dimension of leadership development. This study examined the personality preferences of a cohort of prelicensure nursing students (N = 14) enrolled in an 18-month leadership program. Students completed the Myers-Briggs assessment before starting and at the completion of the program. Through active student-centered learning and experiential exercises, students became more aware of how they preferred to relate to others and how this might affect their work in groups and leading interprofessional teams. The most prominent personality type for both pre- and postassessment was extroversion, sensing, thinking, and judging.

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