THE ROLE OF “DARK TRIAD” FACTORS IN MOTIVATIONAL READINESS TO STUDENTS’ VANDAL BEHAVIOR

Author(s):  
O. V. Kruzhkova ◽  
◽  
M. S. Krivoshchekova ◽  
2011 ◽  
Author(s):  
Rebecca Stead ◽  
Cynthia Fekken ◽  
Alexandra Kay ◽  
Kate Mcdermott

2018 ◽  
Vol 128 ◽  
pp. 49-54 ◽  
Author(s):  
Masoumeh Alavi ◽  
Teo Kye Mei ◽  
Seyed Abolghasem Mehrinezhad
Keyword(s):  

2020 ◽  
pp. 194855061989897 ◽  
Author(s):  
David M. Markowitz ◽  
Timothy R. Levine

Research has documented substantial individual differences in the proclivity for honesty or dishonesty and that personality traits meaningfully account for variations in honesty–dishonesty. Research also shows important situational variation related to deception, as situations can motivate or discourage dishonest behaviors. The current experiment examines personality and situational influences on honesty–dishonesty in tandem, arguing that their effects may not be additive. Participants ( N = 114) engaged in an experimental task providing the opportunity to cheat for tangible gain. The situation varied to encourage or discourage cheating. Participants completed the HEXACO-100 and the Dark Triad of Personality scales. Both situational variation and personality dimensions predicted honesty–dishonesty, but the effects of personality were not uniform across situations. These results were also supported using public data from an independent, multilab sample ( N = 5,757). We outline how these results inform our understanding of deception, situational influences, and the role of disposition in honesty.


2020 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Nishant Uppal

Purpose This paper aims to examine the effects of the leaders’ dark triad (DT) personality traits, namely, Machiavellianism, Narcissism and Psychopathy, on the team performance variability. Furthermore, this work explores the role of team agreeableness in the above relationship. Design/methodology/approach The study is based on the longitudinal and archival data obtained from the sales team (team leaders: n = 190; team members: n = 832) of 19 firms dealing with fast-moving consumer goods in India. Findings From the finding of the study, it can be inferred that the presence of DT traits in the leaders causes high fluctuations in team performance. Besides, team agreeableness was found to moderate the relationship between the DT traits of the leaders and the team performance variability. Originality/value The theoretical and practical implications of the study are also discussed.


2017 ◽  
Vol 31 (3) ◽  
pp. 220-233 ◽  
Author(s):  
Savannah Boele ◽  
Jelle J. Sijtsema ◽  
Theo A. Klimstra ◽  
Jaap J.A. Denissen ◽  
Wim H.J. Meeus ◽  
...  

The present study examined the role of person–group dissimilarity in personality in peer victimization. It was hypothesized that adolescents who show more deviation from the classroom norm in personality experience more peer victimization. Data from 1108 adolescents (48% boys; Mage = 13.56 years, SD = 1.13) from 54 classrooms were used to test this hypothesis. Data included measurements of self–reported and bully–disclosed victimization and Big Five and Dark Triad personality traits. Results of generalized linear mixed models including polynomial equations and subsequent response surface analyses partly supported our hypothesis. Person–group dissimilarity in the shape of personality profiles was related to more bully–disclosed victimization, but not to self–reported victimization. Dissimilarity in neuroticism and Machiavellianism was related to both more self–reported and bully–disclosed victimization. Dissimilarity in extraversion, openness to experience, and psychopathy was only related to more self–reported victimization. Unexpectedly, dissimilarity in agreeableness was related to less self–reported victimization. Moreover, our results also indicated that certain levels of congruent person–group combinations in agreeableness, neuroticism, Machiavellianism, and psychopathy were related to more peer victimization. Overall, findings of this study emphasize the importance of considering classroom norms in relation to peer victimization. Copyright © 2017 European Association of Personality Psychology


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