scholarly journals Mind-Personality Relations from Childhood to Adolescence

2018 ◽  
Author(s):  
Andreas Demetriou ◽  
George Charilaos Spanoudis ◽  
Mislav Zebec ◽  
Maria Andreou ◽  
Hudson Golino ◽  
...  
Keyword(s):  
Working Memory ◽  
Emotional Intelligence ◽  
Big Five ◽  
Structural Equation ◽  
Developmental Model ◽  
Attention Control ◽  
Equation Modeling ◽  
Personality Test ◽  
Hierarchical Network ◽  
Five Factors

We present three studies which investigated the relations between cognition and personality from 7 to 20 years of age. The first investigated developmental relations between three reasoning domains (inductive, deductive, and scientific) and Eysenck’s four personality dimensions in a design where 260 9-14-year-olds received the cognitive tests 3 and the personality test 2 times. It was found that initial social likeability and extroversion significantly shape developmental momentum in cognition and vice-versa, especially in the 9 to 11 years period. The second study involved 438 participants from 7 to 17 years, tested twice on attention control, working memory, reasoning in different domains, and once by a Big Five Factors inventory. Extending the findings of the first, this study showed that progression in reasoning is affected negatively by conscientiousness and positively by openness, on top of attention control and working memory influences. The third study tested the relations between reasoning in several domains, the ability to evaluate one’s own cognitive performance, self-representation about the reasoning, the Big Five, and several aspects of emotional intelligence, from 9 to 20 years of age (N=247). Network, Hierarchical Network, and Structural Equation modeling showed that cognition and personality are distinct but related, interfaced by the ability of self-knowing. Emotional intelligence was not an autonomous dimension. All dimensions but emotional intelligence influenced academic performance. A developmental model for mind-personality relations is proposed.

scholarly journals Mind-Personality Relations from Childhood to Adolescence

2018 ◽  
Author(s):  
Andreas Demetriou ◽  
George Charilaos Spanoudis ◽  
Mislav Zebec ◽  
Maria Andreou ◽  
Hudson Golino ◽  
...  
Keyword(s):  
Working Memory ◽  
Emotional Intelligence ◽  
Big Five ◽  
Structural Equation ◽  
Developmental Model ◽  
Attention Control ◽  
Equation Modeling ◽  
Personality Test ◽  
Hierarchical Network ◽  
Five Factors

We present three studies which investigated the relations between cognition and personality from 7 to 20 years of age. The first investigated developmental relations between three reasoning domains (inductive, deductive, and scientific) and Eysenck’s four personality dimensions in a design where 260 9-14-year-olds received the cognitive tests 3 and the personality test 2 times. It was found that initial social likeability and extroversion significantly shape developmental momentum in cognition and vice-versa, especially in the 9 to 11 years period. The second study involved 438 participants from 7 to 17 years, tested twice on attention control, working memory, reasoning in different domains, and once by a Big Five Factors inventory. Extending the findings of the first, this study showed that progression in reasoning is affected negatively by conscientiousness and positively by openness, on top of attention control and working memory influences. The third study tested the relations between reasoning in several domains, the ability to evaluate one’s own cognitive performance, self-representation about the reasoning, the Big Five, and several aspects of emotional intelligence, from 9 to 20 years of age (N=247). Network, Hierarchical Network, and Structural Equation modeling showed that cognition and personality are distinct but related, interfaced by the ability of self-knowing. Emotional intelligence was not an autonomous dimension. All dimensions but emotional intelligence influenced academic performance. A developmental model for mind-personality relations is proposed.

scholarly journals Mind-Personality Relations from Childhood to Early Adulthood

2018 ◽  
Author(s):  
Andreas Demetriou ◽  
George Spanoudis ◽  
Mislav Stjepan Žebec ◽  
Maria Andreou ◽  
Hudson Golino ◽  
...  
Keyword(s):  
Working Memory ◽  
Emotional Intelligence ◽  
Big Five ◽  
Structural Equation ◽  
Early Adulthood ◽  
Developmental Model ◽  
Attention Control ◽  
Equation Modeling ◽  
General Factor ◽  
General Factor Of Personality

We present three studies which investigated the relations between cognition and personality from 7 to 20 years of age. All three studies showed that general cognitive ability and the general factor of personality are significantly related throughout this age span. This relation was expressed in several ways across studies. The first investigated developmental relations between three reasoning domains (inductive, deductive, and scientific) and Eysenck’s four personality dimensions in a longitudinal-sequential design where 260 participants received the cognitive tests three and the personality test two times, covering the span from 9-16 years. It was found that initial social likeability significantly shapes developmental momentum in cognition and vice-versa, especially in the 9 to 11 years period. The second study involved 438 participants from 7 to 17 years, tested twice on attention control, working memory, reasoning in different domains, and once by a Big Five Factors inventory. Extending the findings of the first, this study showed that progression in reasoning is affected negatively by conscientiousness and positively by openness, on top of attention control and working memory influences. The third study tested the relations between reasoning in several domains, the ability to evaluate one’s own cognitive performance, self-representation about the reasoning, the Big Five, and several aspects of emotional intelligence, from 9 to 20 years of age (N=247). Network, Hierarchical Network, and Structural Equation modeling showed that cognition and personality are mediated by the ability of self-knowing. Emotional intelligence was not an autonomous dimension. All dimensions but emotional intelligence influenced academic performance. A developmental model for mind-personality relations is proposed.

scholarly journals Mind-Personality Relations from Childhood to Early Adulthood

2018 ◽  
Vol 6 (4) ◽  
pp. 51 ◽  
Author(s):  
Andreas Demetriou ◽  
George Spanoudis ◽  
Mislav Žebec ◽  
Maria Andreou ◽  
Hudson Golino ◽  
...  
Keyword(s):  
Working Memory ◽  
Emotional Intelligence ◽  
Big Five ◽  
Structural Equation ◽  
Early Adulthood ◽  
Developmental Model ◽  
Attention Control ◽  
Equation Modeling ◽  
General Factor ◽  
General Factor Of Personality

We present three studies which investigated the relations between cognition and personality from 7 to 20 years of age. All three studies showed that general cognitive ability and the general factor of personality are significantly related throughout this age span. This relation was expressed in several ways across studies. The first investigated developmental relations between three reasoning domains (inductive, deductive, and scientific) and Eysenck’s four personality dimensions in a longitudinal-sequential design where 260 participants received the cognitive tests three times, and the personality test two times, covering the span from 9 to 16 years. It was found that initial social likeability significantly shapes developmental momentum in cognition and vice versa, especially in the 9- to 11-year period. The second study involved 438 participants from 7 to 17 years, tested twice on attention control, working memory, reasoning in different domains, and once by a Big Five Factors inventory. Extending the findings of the first, this study showed that progression in reasoning is affected negatively by conscientiousness and positively by openness, on top of attention control and working memory influences. The third study tested the relations between reasoning in several domains, the ability to evaluate one’s own cognitive performance, self-representation about the reasoning, the Big Five, and several aspects of emotional intelligence, from 9 to 20 years of age (N = 247). Network, hierarchical network, and structural equation modeling showed that cognition and personality are mediated by the ability of self-knowing. Emotional intelligence was not an autonomous dimension. All dimensions except emotional intelligence influenced academic performance. A developmental model for mind-personality relations is proposed.

scholarly journals The Nexus Between the Big Five Personality Traits Model of the Digital Economy and Blockchain Technology Influencing Organization Psychology

2021 ◽  
Vol 12 ◽  
Author(s):  
Yu Dan ◽  
Alim Al Ayub Ahmed ◽  
Supat Chupradit ◽  
Priyanut Wutti Chupradit ◽  
Abdelmohsen A. Nassani ◽  
...  
Keyword(s):  
Emotional Intelligence ◽  
Personality Traits ◽  
Big Five ◽  
Structural Equation ◽  
Equation Modeling ◽  
Big Five Personality ◽  
Entrepreneurial Behavior ◽  
Blockchain Technology ◽  
Big Five Model ◽  
The Impact

The basic aim of the study was to understand the role of the Big Five model of personality in predicting emotional intelligence and consequently in triggering the entrepreneurial behavior of the employees. The emotional intelligence of the individuals plays a very important role in decision making, enhancement of quality of living, and many other social realms. Hence, the intelligent use of emotions can make or break an individual’s future considering their attitude toward exploiting the entrepreneurial opportunities available. This study has measured the impact of personality traits on emotional intelligence and EI’s role in digital entrepreneurial behavior. The population used in this study was the middle management employees in the corporate sector of the mainland in China. The sample size taken in this study was 260 and selected through convenient sampling. The data was collected through a structured questionnaire measuring each variable. The data collected was employed to SmartPLS 3.3 for analyzing through structural equation modeling to measure the hypotheses. The study has found the partial effect of the Big Five model of personality on emotional intelligence, which significantly predicted the digital entrepreneurial behavior of the employees. The organizations can use the study findings to anticipate the employees’ possible prospects and endeavors regarding their digital entrepreneurial behaviors.

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

2014 ◽  
Vol 35 (4) ◽  
pp. 236-244 ◽  
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.

Successful Entrepreneurship as Developmental Outcome

2011 ◽  
Vol 16 (3) ◽  
pp. 174-186 ◽  
Author(s):  
Martin Obschonka ◽  
Rainer K. Silbereisen ◽  
Eva Schmitt-Rodermund
Keyword(s):  
Big Five ◽  
Role Models ◽  
Structural Equation ◽  
Current Data ◽  
Equation Modeling ◽  
Authoritative Parenting ◽  
Venture Creation ◽  
Entrepreneurial Success ◽  
Entrepreneurial Skills ◽  
Age Appropriate

Applying a lifespan approach of human development, this study examined pathways to entrepreneurial success by analyzing retrospective and current data. Along the lines of McClelland’s ideas of early entrepreneurship development and Rauch and Frese’s Giessen-Amsterdam model on venture success, we investigated the roles of founders’ adolescent years (early role models, authoritative parenting, and early entrepreneurial competence), personality traits (Big Five pattern), and entrepreneurial skills and growth goals during venture creation. Findings were derived from structural equation modeling studying two comparable samples of founders (N = 531) and nascent founders (N = 100) from Germany. Across both samples, reports on age-appropriate entrepreneurial competence in adolescence and an entrepreneurial Big Five profile predicted entrepreneurial skills during venture creation, which in turn predicted founders’ setting of ambitious growth goals and entrepreneurial success. Early entrepreneurial competence was related to the availability of entrepreneurial role models and authoritative parenting during adolescence as well as to an entrepreneurial Big Five profile. In line with prospective reports on early precursors of entrepreneurship, the findings illuminate the development of entrepreneurship in general and entrepreneurial success in particular over the lifespan, especially with regard to factors relevant in the adolescent years and the interplay with personality across different developmental periods.

Working Memory, Mental Prospection, Time Orientation, and Cognitive Insight

2013 ◽  
Vol 34 (3) ◽  
pp. 159-169 ◽  
Author(s):  
Sevtap Cinan ◽  
Aslı Doğan
Keyword(s):  
Working Memory ◽  
Structural Equation ◽  
Factor Model ◽  
Time Orientation ◽  
Equation Modeling ◽  
Cognitive Insight ◽  
Confirmatory Factor ◽  
Negative Effect ◽  
Positive Effect ◽  
Three Factor

This research is new in its attempt to take future time orientation, morningness orientation, and prospective memory as measures of mental prospection, and to examine a three-factor model that assumes working memory, mental prospection, and cognitive insight are independent but related higher-order cognitive constructs by using confirmatory factor analysis (CFA). The three-factor model produced a good fit to the data. An alternative one-factor model was tested and rejected. The results suggest that working memory and cognitive insight are distinguishable, related constructs, and that both are distinct from, but negatively associated with, mental prospection. In addition, structural equation modeling (SEM) showed that working memory had a strong positive effect on cognitive insight and a moderate negative effect on mental prospection.

scholarly journals Understanding the Antecedents and Consequences of Green Human Capital

SAGE Open ◽  
2021 ◽  
Vol 11 (1) ◽  
pp. 215824402098886
Author(s):  
Yin Ma ◽  
Shih-Chih Chen ◽  
Athapol Ruangkanjanases
Keyword(s):  
Job Satisfaction ◽  
Human Capital ◽  
Big Five ◽  
Structural Equation ◽  
Positive Impact ◽  
Positive Influence ◽  
Equation Modeling ◽  
Outcome Variable ◽  
Big Five Personality ◽  
Important Indicator

Green human capital (GHC) is regarded as one of the primary attributes individuals need to develop in the era of environmental degradation. Many existing studies indicate that it is probably an important indicator of employees’ satisfaction in the workplace. Thus, based on trait theory and ability–motivation–opportunity theory, the current study examines the antecedents and outcomes of GHC among 630 employees from the manufacturing and service companies in Guangdong Province. The research employs Big Five personality and green training as the predictors of GHC, and job satisfaction as the outcome variable. Partial least squares structural equation modeling is used to analyze the data. The findings show that, in Big Five personality domains, only agreeableness and openness have a positive as well as significant impact on the individuals’ GHC, and that green training also has a positive influence on the GHC. GHC has a positive impact on the employees’ job satisfaction. The research findings and managerial implications are then discussed in detail.

The Roles of Initial Mathematics, Reading, and Cognitive Skills in Subsequent Mathematics Performance: A Meta-Analytic Structural Equation Modeling Approach

2021 ◽  
pp. 003465432110545
Author(s):  
Xin Lin ◽  
Sarah R. Powell
Keyword(s):  
Working Memory ◽  
Structural Equation Modeling ◽  
Cognitive Skills ◽  
Structural Equation ◽  
Meta Analysis ◽  
Time Lag ◽  
Mathematics Performance ◽  
Equation Modeling ◽  
Word Problem Solving ◽  
Significant Moderator

In the present meta-analysis, we systematically investigated the relative contributions of students’ initial mathematics, reading, and cognitive skills on subsequent mathematics performance measured at least 3 months later. With one-stage meta-analytic structural equation modeling, we conducted analyses based on 580,437 students from 265 independent samples and 250 studies. Findings suggested fluency in both mathematics and reading, as well as working memory, yielded greater impacts on subsequent mathematics performance. Age emerged as a significant moderator in the model, such that the effects of comprehensive mathematics and working memory on subsequent mathematics increased with age, whereas attention and self-regulation’s impacts declined with age. Time lag between assessments also emerged as a significant moderator, such that the effects of word-problem solving and word recognition accuracy decreased as the time lag increased, whereas vocabulary, attention, and self-regulation’s effects increased as the time lag increased.

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