scholarly journals Cognitive Ability and Socio-Psychological Adaptation of Teachers

2020 ◽  
Vol 11 (4) ◽  
Author(s):  
Irina Serafimovich ◽  
Kristina Egorova
Keyword(s):  
Personality Traits ◽  
Cognitive Ability ◽  
Educational System ◽  
Cognitive Abilities ◽  
Psychological Adaptation ◽  
Psychosocial Health ◽  
The Self ◽  
Self Evaluation ◽  
Professional Attributes ◽  
Positive Evaluation

The research emphasized the necessity to study cognitive abilities of an individual to overcome modern challenges in the educational system. The article examined the data that shows interconnections of cognitive abilities and socio-psychological adaptation of teachers. We examined different criteria of social and psychological adaptation related to efficacy as well as to the self-evaluation of psychosocial health and comprehensive adaptiveness of a personality. The study revealed demonstrated that externality in working relations is positively connected with the comprehensive adaptiveness. We suggest that high cognitivel abilities of teachers support the flexibility and creativity in working with children; they also influence positive evaluation of personality traits as well as self-evaluation of professional attributes. The study of cognitive abilities of a personality allows to extend and enhance the concept of a personality potential both in theoretical and practical aspects.

scholarly journals Secular rise in economically valuable personality traits

2017 ◽  
Vol 114 (25) ◽  
pp. 6527-6532 ◽  
Author(s):  
Markus Jokela ◽  
Tuomas Pekkarinen ◽  
Matti Sarvimäki ◽  
Marko Terviö ◽  
Roope Uusitalo
Keyword(s):  
Personality Traits ◽  
Cognitive Ability ◽  
Cognitive Abilities ◽  
Parental Education ◽  
Family Background ◽  
Later Life ◽  
Practical Significance ◽  
Simultaneous Increase ◽  
Flynn Effect ◽  
The Family

Although trends in many physical characteristics and cognitive capabilities of modern humans are well-documented, less is known about how personality traits have evolved over time. We analyze data from a standardized personality test administered to 79% of Finnish men born between 1962 and 1976 (n = 419,523) and find steady increases in personality traits that predict higher income in later life. The magnitudes of these trends are similar to the simultaneous increase in cognitive abilities, at 0.2–0.6 SD during the 15-y window. When anchored to earnings, the change in personality traits amounts to a 12% increase. Both personality and cognitive ability have consistent associations with family background, but the trends are similar across groups defined by parental income, parental education, number of siblings, and rural/urban status. Nevertheless, much of the trends in test scores can be attributed to changes in the family background composition, namely 33% for personality and 64% for cognitive ability. These composition effects are mostly due to improvements in parents’ education. We conclude that there is a “Flynn effect” for personality that mirrors the original Flynn effect for cognitive ability in magnitude and practical significance but is less driven by compositional changes in family background.

scholarly journals How Face-to-Face Interviews and Cognitive Skill Affect Item Non-Response: A Randomized Experiment Assigning Mode of Interview

2016 ◽  
Vol 7 (1) ◽  
pp. 143-162 ◽  
Author(s):  
Andrew Gooch ◽  
Lynn Vavreck
Keyword(s):  
Cognitive Ability ◽  
Survey Research ◽  
Cognitive Abilities ◽  
Adult Population ◽  
Cognitive Skill ◽  
The Self ◽  
Randomized Experiment ◽  
Face To Face ◽  
Low Levels ◽  
The Difference

Technology and the decreased cost of survey research have made it possible for researchers to collect data using new and varied modes of interview. These data are often analyzed as if they were generated using similar processes, but the modes of interview may produce differences in response simply due to the presence or absence of an interviewer. In this paper, we explore the differences in item non-response that result from different modes of interview and find that mode makes a difference. The data are from an experiment in which we randomly assigned an adult population to an in-person or self-completed survey after subjects agreed to participate in a short poll. For nearly every topic and format of question, we find less item non-response in the self-complete mode. Furthermore, we find the difference across modes in non-response is exacerbated for respondents with low levels of cognitive abilities. Moving from high to low levels of cognitive ability, an otherwise average respondent can be up to six times more likely to say “don’t know” in a face-to-face interview than in a self-completed survey, depending on the type of question.

scholarly journals Financial Literacy of Undergraduate Students: Do Personality Traits and Cognitive Ability Matter?

2018 ◽  
Vol 8 (4) ◽  
pp. 533
Author(s):  
Akua Peprah-Yeboah ◽  
Weliko Emmanuel Blialy Frejus ◽  
Ernest Fianko
Keyword(s):  
Personality Traits ◽  
Cognitive Ability ◽  
Undergraduate Students ◽  
Financial Literacy ◽  
Cognitive Abilities ◽  
Least Square ◽  
Cross Sectional Survey ◽  
Cross Sectional ◽  
Psychological Traits ◽  
Ordinary Least Square Regression

This study investigates how psychological traits affect financial literacy levels at the undergraduate level of education. Using a cross-sectional survey of 580 students, the study examines whether the level of openness, conscientiousness and cognitive ability of students affect how financially literate they are. The Pearson’s Correlation Test and Ordinary Least Square Regression methods are employed to test hypothesized relationships. The results show a generally low level of financial literacy. Further, openness, conscientiousness, and cognitive ability were found to have a statistically significant correlation with financial literacy (r=0.349, 0.287 and 0.199 respectively). Similarly, the regression analysis found a positive relationship between all three variables and the dependent variable (financial literacy). Therefore, the study recommends that innovative financial literacy programmes that target the youth need to be introduced. It is imperative that these programmes have components that are tailor-made for individuals with different personality traits to attract them. Finally, the programmes must contain aspects which aim to improve the cognitive abilities of the beneficiaries to increase their effectiveness.

I Like Her, Because I Like Myself: Self-Evaluation as a Source of Interpersonal Attitudes

2003 ◽  
Vol 50 (4) ◽  
pp. 239-246 ◽  
Author(s):  
Eva Walther ◽  
Claudia Trasselli
Keyword(s):  
Opposite Effect ◽  
Learning Phase ◽  
The Self ◽  
Attitude Formation ◽  
Formation Processes ◽  
False Feedback ◽  
Self Evaluation ◽  
Evaluation Group ◽  
Group A ◽  
The Difference

Abstract. Two experiments tested the hypothesis that self-evaluation can serve as a source of interpersonal attitudes. In the first study, self-evaluation was manipulated by means of false feedback. A subsequent learning phase demonstrated that the co-occurrence of the self with another individual influenced the evaluation of this previously neutral target. Whereas evaluative self-target similarity increased under conditions of negative self-evaluation, an opposite effect emerged in the positive self-evaluation group. A second study replicated these findings and showed that the difference between positive and negative self-evaluation conditions disappeared when a load manipulation was applied. The implications of self-evaluation for attitude formation processes are discussed.

A regulatory focus approach to the self evaluation process

2005 ◽  
Author(s):  
Geoffrey Leonardelli ◽  
Jessica Lakin ◽  
Robert Arkin
Keyword(s):  
Regulatory Focus ◽  
Evaluation Process ◽  
The Self ◽  
Self Evaluation

The ideal self is me: Deconstructing the self-evaluation process

2011 ◽  
Author(s):  
Corey L. Guenther ◽  
Kathryn Applegate ◽  
Steven Svoboda ◽  
Emily Adams
Keyword(s):  
Evaluation Process ◽  
The Self ◽  
Ideal Self ◽  
Self Evaluation ◽  
The Ideal

The Role of Negative Personality Traits in Psychological Adaptation

2019 ◽  
pp. 115-125
Author(s):  
Юлия Черткова ◽  
Yuliya Chertkova ◽  
Марина Егорова ◽  
Marina Yegorova
Keyword(s):  
Life Satisfaction ◽  
Personality Traits ◽  
Twin Study ◽  
Monozygotic Twins ◽  
Psychological Adaptation ◽  
Semantic Differential ◽  
Personal Traits ◽  
Only Children ◽  
Age Related

The paper reflects one of the aspects of the research carried out within the framework of the project “Nature of variability of negative personality traits: a twin study”. The research reviews the adaptive component of negative personal traits. The sample of the study consisted of 136 members of monozygotic twins and 401 only children in their families aged 18-78. Life satisfaction was a generalized metric of psychological adaptation. It is shown that a number of negative personality traits (in particular, narcissism, authoritarianism) positively correlate with life satisfaction. The biased value of various personality traits, which can also indirectly serve as an indicator of adaptability of these psychological properties, was assessed using a semantic differential. The age-related changes in the perfect image of the self, which are associated primarily with some more attractive negative personal traits, as well as the multidirectional desired changes in personality traits in themselves and the twin (more power and conflict in themselves and less of the same in the brother/sister) also indicate that a number of negative personal traits play a positive role in psychological adaptation. It is assumed that these traits can have a compensatory function during stress, and the destructiveness of these traits can have a greater impact on people around than on themselves.

MENINGKATKAN KEMAMPUAN KOGNITIF MELALUI AKTIVITAS SENI MUSIK TERHADAP ANAK KELOMPOK B DI TK. ADINDA CAHAYA CIMAHI

2018 ◽  
Vol 1 (3) ◽  
pp. 14
Author(s):  
Nurpuri Waraswati ◽  
Rini Andriani
Keyword(s):  
Cognitive Ability ◽  
Cognitive Abilities ◽  
Present Method ◽  
Evaluation Research ◽  
Music Learning ◽  
Learning Time ◽  
Childhood Education ◽  
Research Questions ◽  
Art Activities ◽  
Basic Ability

Early Childhood Education (PAUD) implements education that refers to all the basic aspects or abilities that are developing in the child. The basic ability of children is very interesting to be studied, one of them cognitive abilities of children. It is raised in connection with the lack of cognitive abilities in Adinda Cahaya kindergarten with the present method mainly through the activity of the art of music. The existing formulation in this study is "The activity of music art that can improve the cognitive abilities of children". The purpose of this study is to describe the cognitive abilities of children in music art activities.. There are six levels of cognitive ability: knowledge, understanding, application of analysis, synthesis and evaluation. Research questions are 1). How does music activity and music learning time to support the development of children's cognitive abilities? 2. How does the child's memory of what the teacher has taught in music art activities? 3) How are children's development related to cognitive ability? The conclusion is that the study of music art gives a positive and influential effect on the child's cognitive development that will stimulate brain development and emotional intelligence.

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