The Relations Between Parental Socioeconomic Status, Personality, and Life Outcomes

2017 ◽  
Vol 9 (3) ◽  
pp. 338-352 ◽  
Author(s):  
Mona Ayoub ◽  
Samuel D. Gosling ◽  
Jeff Potter ◽  
Michael Shanahan ◽  
Brent W. Roberts
Keyword(s):  
Socioeconomic Status ◽  
Personality Traits ◽  
Cognitive Ability ◽  
Meta Analysis ◽  
Openness To Experience ◽  
Life Outcomes ◽  
Data Set ◽  
Large N ◽  
Resource Substitution ◽  
Parental Socioeconomic Status

Studies have shown that cognitive ability is correlated with parental socioeconomic status (pSES). However, little is known about the correlation between personality and pSES. To better understand this relation, we conducted a meta-analysis of the correlations between pSES and personality traits and temperament dimensions. The correlations were generally very small with the exception of the correlation between pSES and openness to experience. Our results were replicated in a large ( N = 2,183,377) data set of self-reported personality scores collected online. Using this data set, we also examined the interaction between pSES and personality on attained education and socioeconomic status. We found evidence for the resource substitution hypothesis, which proposes that personality compensates for background disadvantage.

The Negative Intelligence–Religiosity Relation: New and Confirming Evidence

2019 ◽  
Vol 46 (6) ◽  
pp. 856-868 ◽  
Author(s):  
Miron Zuckerman ◽  
Chen Li ◽  
Shengxin Lin ◽  
Judith A. Hall
Keyword(s):  
Cognitive Ability ◽  
Cognitive Style ◽  
Religious Beliefs ◽  
Meta Analysis ◽  
Theoretical Work ◽  
Data Set ◽  
Analytic Cognitive Style

Zuckerman et al. (2013) conducted a meta-analysis of 63 studies that showed a negative intelligence–religiosity relation (IRR). As more studies have become available and because some of Zuckerman et al.’s (2013) conclusions have been challenged, we conducted a new meta-analysis with an updated data set of 83 studies. Confirming previous conclusions, the new analysis showed that the correlation between intelligence and religious beliefs in college and noncollege samples ranged from −.20 to −.23. There was no support for mediation of the IRR by education but there was support for partial mediation by analytic cognitive style. Thus, one possible interpretation for the IRR is that intelligent people are more likely to use analytic style (i.e., approach problems more rationally). An alternative (and less interesting) reason for the mediation is that tests of both intelligence and analytic style assess cognitive ability. Additional empirical and theoretical work is needed to resolve this issue.

SOCIOECONOMIC STATUS DOES NOT MODERATE THE FAMILIALITY OF COGNITIVE ABILITIES IN THE HAWAII FAMILY STUDY OF COGNITION

2004 ◽  
Vol 37 (6) ◽  
pp. 773-781 ◽  
Author(s):  
CRAIG T. NAGOSHI ◽  
RONALD C. JOHNSON
Keyword(s):  
Socioeconomic Status ◽  
Cognitive Ability ◽  
Cognitive Abilities ◽  
Parental Education ◽  
Family Study ◽  
Moderating Effects ◽  
Offspring Performance ◽  
Familial Transmission ◽  
Japanese Ancestry ◽  
Parental Socioeconomic Status

Data from 949 families of Caucasian and 400 families of Japanese ancestry who took part in the Hawaii Family Study of Cognition were used to ascertain the associations of parental cognitive ability, parental education and paternal occupation with offspring cognitive ability. In particular, analyses were focused on testing the possible moderating effects of parental socioeconomic status on the familial transmission of cognitive abilities. Parental cognitive ability was substantially associated and parental education and paternal occupation only trivially associated with offspring performance. In contrast to the findings of Turkheimer et al. (2003), there was no evidence in these data that familiality for cognitive abilities was lower in the lower as opposed to upper levels of socioeconomic status. These results were consistent across measures, ethnicity and sex of offspring.

scholarly journals PARENTAL SOCIOECONOMIC STATUS IN CHILDHOOD AND INDIVIDUAL’S ATTITUDES IN ADULTHOOD

2021 ◽  
pp. 106-126
Author(s):  
OLHA MALYNOVSKA ◽  
KATERYNA MALTSEVA
Keyword(s):  
Socioeconomic Status ◽  
Empirical Work ◽  
Life Outcomes ◽  
Financial Situation ◽  
The Past ◽  
Attitudes Toward Money ◽  
Semistructured Interviews ◽  
The Life Course ◽  
The Relationship ◽  
Parental Socioeconomic Status

The present publication focuses on the relationship between parental socioeconomic status in individual’s childhood and his/her attitude formation in adulthood. Based on prior empirical work on the effects of early life SES on general life outcomes in adulthood, as well as data collected in a series of semistructured interviews (N = 10), for this study we have identified several objects of relationship that can be influenced by the socio-economic situation. Specifically, in the analysis of interviews we have short-listed a number of objects, attitudes towards which were shown to vary across different socioeconomic categories in childhood, e.g. money, housing, food, clothes, time, regulations, schooling, creativity, parents, future spouse, children, friends and strangers. These topics were further developed in the questionnaire to test the results that emerged from the analysis of interviews. The quantitative stage was conducted in the form of self-administered survey (N = 245). Based on the results of ANOVA and regression analysis, those individuals whose parents have had stable to relatively stable financial situation in the past showed little difference from each other, while the individuals with more modest background displayed more distinct attitudes toward time, money, regulations and clothes. Unstable financial situation in childhood in our sample also affected consumer’s behavior regarding clothes — the ‘extra’ money was invested into expensive wardrobe items. Furthermore, depending on their past financial situation, individuals in our sample varied in their attitudes toward money and time. The importance of money as such increased if individual’s financial situation became more favorable throughout the life course. Financial situation in childhood also affected one’s attitudes toward food.

scholarly journals Two Forms of Social Inequality in Students' Socio-Emotional Skills: Do the Levels of Big Five Personality Traits and Their Associations With Academic Achievement Depend on Parental Socioeconomic Status?

2021 ◽  
Vol 12 ◽  
Author(s):  
Clemens M. Lechner ◽  
Jens Bender ◽  
Naemi D. Brandt ◽  
Beatrice Rammstedt
Keyword(s):  
Socioeconomic Status ◽  
Personality Traits ◽  
Social Inequality ◽  
Big Five ◽  
Big Five Personality Traits ◽  
Big Five Personality ◽  
Emotional Skills ◽  
Socially Disadvantaged ◽  
Big Five Traits ◽  
Parental Socioeconomic Status

Some researchers and policymakers advocate a stronger focus on fostering socio-emotional skills in the hope of helping students to succeed academically, especially those who are socially disadvantaged. Others have cautioned that this might increase, rather than reduce, social inequality because personality traits conducive to achievement are themselves unevenly distributed in disfavor of socially disadvantaged students. Our paper contributes to this debate. Analyzing representative, large-scale data on 9,300 ninth graders from the German National Educational Panel Study (NEPS) and using the Big Five personality traits as a measure of socio-emotional skills, we cast light on two related yet distinct aspects of social inequality in socio-emotional skills: First, do levels of personality traits conducive to achievement vary as a function of students' parental socioeconomic status (pSES)? Second, do the returns to personality traits in terms of trait–achievement relations vary as function of pSES? Results showed that differences in Big Five traits between students with different pSES were small (0.04 ≤ |r| ≤ 0.09), especially when compared with pSES-related differences in cognitive skills (fluid intelligence) and sex-related differences in personality. The returns to Conscientiousness—the personality trait most relevant to achievement—in terms of its relations to academic achievement were higher in higher- vs. lower-SES students. Trait–achievement relations did not vary as a function of pSES for the other Big Five traits. Overall, both types of inequality were limited in magnitude. We discuss the implications of these findings for policy and practice and delineate directions for further research.

Circadian preferences and personality traits: A meta‐analysis

2010 ◽  
Vol 24 (4) ◽  
pp. 356-373 ◽  
Author(s):  
Ioannis Tsaousis
Keyword(s):  
Circadian Rhythms ◽  
Personality Traits ◽  
Big Five ◽  
Meta Analysis ◽  
Small Degree ◽  
Openness To Experience ◽  
Personality Measure ◽  
Personality Dimension ◽  
The Relationship

In this study we report results of a meta‐analysis of studies linking personality to circadian rhythms. A total of 35 independent samples, 96 correlations and 8589 participants were included. Results showed that conscientiousness is the personality dimension that mostly related to morningness (r = .29). Agreeableness was also related to morningness although to a lesser degree (r = .13). Openness to experience, extraversion and neuroticism, contribute to a very small degree (i.e. −.09, −.06 and −.07, respectively). Furthermore, moderation analyses suggested effects of personality measure (big five vs. other) and sample (students vs. workers). Average age of participants had no significant impact on the relationship between morningness and personality, apart from a very trivial influence on openness to experience. Copyright © 2010 John Wiley & Sons, Ltd.

New evidence on the link between genes, psychological traits, and political engagement

2019 ◽  
Vol 38 (1) ◽  
pp. 1-13 ◽  
Author(s):  
Aaron C. Weinschenk ◽  
Christopher T. Dawes ◽  
Christian Kandler ◽  
Edward Bell ◽  
Rainer Riemann
Keyword(s):  
Cognitive Ability ◽  
Big Five ◽  
Political Engagement ◽  
Openness To Experience ◽  
Comprehensive Understanding ◽  
Data Set ◽  
Psychological Traits ◽  
Genetic Overlap ◽  
New Evidence ◽  
The Relationship

We investigate the link between genes, psychological traits, and political engagement using a new data set containing information on a large sample of young German twins. The TwinLife Study enables us to examine the predominant model of personality, the Big Five framework, as well as traits that fall outside the Big Five, such as cognitive ability, providing a more comprehensive understanding of the underpinnings of political engagement. Our results support previous work showing genetic overlap between some psychological traits and political engagement. More specifically, we find that cognitive ability and openness to experience are correlated with political engagement and that common genes can explain most of the relationship between these psychological traits and political engagement. Relationships between genes, psychological traits, and political engagement exist even at a fairly young age, which is an important finding given that previous work has relied heavily on older samples to study the link between genes, psychological traits, and political engagement.

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