Inference of Big-Five Personality Using Large-scale Networked Mobile and Appliance Data

AbstractPerson-Environment fit theories claim that students choose their academic path according to their personality. In this regard, teacher candidates are of special interest. On the one hand, they all make the same choice to enroll in a teacher education program. On the other hand, they make different choices with respect to the subjects they are going to teach. If the Person-Environment fit approach also applies to the selection regarding teacher candidates’ subject areas, teacher candidates from different majors might have different personality traits and as a result, different starting conditions for becoming a successful teacher. Such differences need to be taken into account by teacher education in order to create programs that allow teacher candidates from different majors to equally succeed. Therefore, the current study investigates to what extent personality group differences across majors occur within the population of teacher candidates. Using data from a large-scale study, the Big Five personality traits of 1735 female and 565 male teacher candidates were analyzed, with teacher candidates compared to male (n = 1122) and female (n = 1570) students who studied the same major but who did not intend to become teachers. Unlike previous studies, academic majors were not grouped into few broad categories, but eight different majors were distinguished. The results indicate that teacher candidates are more extraverted than their non-teaching counterparts. In addition, personality trait differences between teacher candidates from different majors could be observed. The results are discussed as they relate to the recruitment and training of future teachers.

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Challenges to capture the big five personality traits in non-WEIRD populations

Science Advances ◽

10.1126/sciadv.aaw5226 ◽

2019 ◽

Vol 5 (7) ◽

pp. eaaw5226 ◽

Cited By ~ 16

Author(s):

Rachid Laajaj ◽

Karen Macours ◽

Daniel Alejandro Pinzon Hernandez ◽

Omar Arias ◽

Samuel D. Gosling ◽

...

Keyword(s):

Personality Traits ◽

Big Five ◽

Large Scale ◽

Big Five Personality ◽

Response Patterns ◽

Personality Measures ◽

Middle Income ◽

Internet Surveys ◽

Education Levels ◽

Systematic Response

Can personality traits be measured and interpreted reliably across the world? While the use of Big Five personality measures is increasingly common across social sciences, their validity outside of western, educated, industrialized, rich, and democratic (WEIRD) populations is unclear. Adopting a comprehensive psychometric approach to analyze 29 face-to-face surveys from 94,751 respondents in 23 low- and middle-income countries, we show that commonly used personality questions generally fail to measure the intended personality traits and show low validity. These findings contrast with the much higher validity of these measures attained in internet surveys of 198,356 self-selected respondents from the same countries. We discuss how systematic response patterns, enumerator interactions, and low education levels can collectively distort personality measures when assessed in large-scale surveys. Our results highlight the risk of misinterpreting Big Five survey data and provide a warning against naïve interpretations of personality traits without evidence of their validity.

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Meta-Analysis of the Relationship Between the Big Five and Academic Success at University

Zeitschrift für Psychologie / Journal of Psychology ◽

10.1027/0044-3409.215.2.132 ◽

2007 ◽

Vol 215 (2) ◽

pp. 132-151 ◽

Cited By ~ 110

Author(s):

Sabrina Trapmann ◽

Benedikt Hell ◽

Jan-Oliver W. Hirn ◽

Heinz Schuler

Keyword(s):

Academic Success ◽

Big Five ◽

Large Scale ◽

Meta Analysis ◽

Correlation Coefficients ◽

The United States ◽

Personality Factors ◽

Big Five Personality ◽

Meta Analyses ◽

The Impact

Abstract. Interest in the prediction of academic success in higher education has grown considerably in recent years in German-speaking countries. While the validity of school grades and admission tests has been investigated by meta-analyses and large-scale studies at least in the United States, less is known about noncognitive predictors of academic success. The present meta-analysis investigates the impact of the Big Five personality factors on academic success at university. A total of 258 correlation coefficients from 58 studies published since 1980 were included. Grades, retention, and satisfaction served as success criteria. Correlations were corrected for attenuation caused by measurement error. Results show that the influence of personality traits on academic achievement depends on the success criterion. While Neuroticism is related to academic satisfaction (? = -.369, k = 8), Conscientiousness correlates with grades (? = .269, k = 41). Extraversion, Openness to Experience, and Agreeableness have no significant impact on academic success. Moderator analyses suggest effects of culture for the validity of Extraversion. Parallels to validity for job performance are identified and implications for admission and counseling of students are discussed.

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

European Journal of Personality ◽

10.1002/per.2410060103 ◽

1992 ◽

Vol 6 (1) ◽

pp. 15-29 ◽

Cited By ~ 62

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.

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Development of Short and Ultra-Short Forms of the Multidimensional Self-Esteem Scale: Relations to the Big Five, Narcissism, and Academic Achievement in Adults and Adolescents

10.31234/osf.io/egjnq ◽

2021 ◽

Author(s):

Katrin Rentzsch ◽

Elina Erz ◽

Astrid Schütz

Keyword(s):

Academic Achievement ◽

Construct Validity ◽

Big Five ◽

Large Scale ◽

Search Algorithm ◽

Short Form ◽

Age Groups ◽

Self Esteem ◽

Big Five Personality ◽

Short Forms

The multidimensional assessment of self-esteem plays an important role in self-esteem research. In this article, we present the development of a short form and an ultra-short form of the Multidimensional Self-Esteem Scale (MSES; Schütz et al., 2016). Items were selected by eliminating redundant items and by using a deterministic search algorithm in a sample of 644 adults (Mage=47.0). Construct validity was established by investigating the relations between each MSES short form and other constructs and cross-validating the factor structure of both short forms of the MSES in 674 adolescents (Mage=14.2) and in 425 adults from a preregistered study (Mage=49.1). Both short scales demonstrated satisfactory reliability and factorial validity in all samples. Analyses examining relations with the Big Five personality traits, narcissism, and academic achievement supported construct validity in all age-groups. The present research indicates that the short versions of the MSES are economic and valid instruments for measuring multidimensional self-esteem in adolescents and adults. The short form (MSES-24) should be particularly useful in applied research settings with a need to reduce participants’ burden, whereas the ultra-short form (MSES-12) may prove convenient for panel studies and large-scale research with limited time capacities.

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Development of an Inventory Assessing Social and Emotional Skills in Brazilian Youth

European Journal of Psychological Assessment ◽

10.1027/1015-5759/a000343 ◽

2016 ◽

Vol 32 (1) ◽

pp. 5-16 ◽

Cited By ~ 18

Author(s):

Ricardo Primi ◽

Daniel Santos ◽

Oliver P. John ◽

Filip De Fruyt

Keyword(s):

Big Five ◽

Large Scale ◽

Self Report ◽

Future Research ◽

Big Five Personality ◽

Student Groups ◽

Emotional Skills ◽

Social And Emotional ◽

Self Evaluation ◽

Research In Education

Abstract. Whereas the structure of individual differences in personal attributes is well understood in adults, much less work has been done in children and adolescents. On the assessment side, numerous instruments are in use for children but they measure discordant attributes, ranging from one single factor (self-esteem; grit) to three factors (social, emotional, and academic self-efficacy) to five factors (strength and difficulties; Big Five traits). To construct a comprehensive measure for large-scale studies in Brazilian schools, we selected the eight most promising instruments and studied their structure at the item level (Study 1; N = 3,023). The resulting six-factor structure captures the major domains of child differences represented in these instruments and resembles the well-known Big Five personality dimensions plus a negative self-evaluation factor. In a large representative sample in Rio de Janeiro State (Study 2; N = 24,605), we tested a self-report inventory (SENNA1.0) assessing these six dimensions of socio-emotional skills with less than 100 items and found a robust and replicable structure and measurement invariance across grades, demonstrating feasibility for large-scale assessments across diverse student groups in Brazil. Discussion focuses on the contribution to socio-emotional research in education and its measurement as well as on limitations and suggestions for future research.

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Age Differences in Personality Structure

Innovation in Aging ◽

10.1093/geroni/igab046.2153 ◽

2021 ◽

Vol 5 (Supplement_1) ◽

pp. 564-564

Author(s):

David Condon ◽

Emorie Beck ◽

Joshua Jackson

Keyword(s):

Older Adults ◽

Personality Traits ◽

Age Differences ◽

Big Five ◽

Large Scale ◽

Personality Structure ◽

Big Five Personality ◽

Predictive Utility ◽

Theoretical Structure ◽

The Relationship

Abstract Most investigations in the structure of personality traits do not adequately address age, as few studies look at the structure of personality traits a-theoretically, instead presupposing a theoretical structure e.g., Big Five. As a result, the relationship among indicators within a trait (coherence) are often highlighted but relationships across traits (differentiation) are not thoroughly examined. Using a large-scale sample of 369,151 individuals ranging in age from 14 to 90, the present study examines whether personality indicators show differential relationships as a function of age. Results indicate that coherence shows few changes across the lifespan, while differentiation weakens across adulthood into old age. These finding suggest that Big Five indicators only parallel the Big Five structure among young but not older adults. Thus, using standard Big Five personality trait assessments in older adults may, at best, not reflect reality and, at worse, undermine the predictive utility of personality traits.

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Further Validity of the Japanese Version of the Ten Item Personality Inventory (TIPI-J)

Journal of Individual Differences ◽

10.1027/1614-0001/a000145 ◽

2014 ◽

Vol 35 (4) ◽

pp. 236-244 ◽

Cited By ~ 16

Author(s):

Atsushi Oshio ◽

Shingo Abe ◽

Pino Cutrone ◽

Samuel D. Gosling

Keyword(s):

Big Five ◽

Content Validity ◽

Structural Equation ◽

English Language ◽

Full Range ◽

Reliability And Validity ◽

Japanese Version ◽

Personality Inventory ◽

Equation Modeling ◽

Big Five Personality

The Ten Item Personality Inventory (TIPI; Gosling, Rentfrow, & Swann, 2003 ) is a widely used very brief measure of the Big Five personality dimensions. Oshio, Abe, and Cutrone (2012) have developed a Japanese version of the TIPI (TIPI-J), which demonstrated acceptable levels of reliability and validity. Until now, all studies examining the validity of the TIPI-J have been conducted in the Japanese language; this reliance on a single language raises concerns about the instrument’s content validity because the instrument could demonstrate reliability (e.g., retest) and some forms of validity (e.g., convergent) but still not capture the full range of the dimensions as originally conceptualized in English. Therefore, to test the content validity of the Japanese TIPI with respect to the original Big Five formulation, we examine the convergence between scores on the TIPI-J and scores on the English-language Big Five Inventory (i.e., the BFI-E), an instrument specifically designed to optimize Big Five content coverage. Two-hundred and twenty-eight Japanese undergraduate students, who were all learning English, completed the two instruments. The results of correlation analyses and structural equation modeling demonstrate the theorized congruence between the TIPI-J and the BFI-E, supporting the content validity of the TIPI-J.

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Intelligence and Personality

Journal of Individual Differences ◽

10.1027/1614-0001/a000311 ◽

2020 ◽

Vol 41 (3) ◽

pp. 124-132

Author(s):

Marc-André Bédard ◽

Yann Le Corff

Keyword(s):

Personality Traits ◽

Big Five ◽

Real Life ◽

Big Five Personality Traits ◽

Original Study ◽

Life Assessment ◽

Big Five Personality ◽

Verbal Intelligence ◽

Nonverbal Intelligence ◽

French Canadian

Abstract. This replication and extension of DeYoung, Quilty, Peterson, and Gray’s (2014) study aimed to assess the unique variance of each of the 10 aspects of the Big Five personality traits ( DeYoung, Quilty, & Peterson, 2007 ) associated with intelligence and its dimensions. Personality aspects and intelligence were assessed in a sample of French-Canadian adults from real-life assessment settings ( n = 213). Results showed that the Intellect aspect was independently associated with g, verbal, and nonverbal intelligence while its counterpart Openness was independently related to verbal intelligence only, thus replicating the results of the original study. Independent associations were also found between Withdrawal, Industriousness and Assertiveness aspects and verbal intelligence, as well as between Withdrawal and Politeness aspects and nonverbal intelligence. Possible explanations for these associations are discussed.

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