scholarly journals Do gender and personality traits (BFI-10) influence trust? A replication

2017 ◽  
Vol 3 (1) ◽  
Author(s):  
František Sudzina
Keyword(s):  
Personality Traits ◽  
Big Five ◽  
The Other ◽  
Likert Scales ◽  
Big Five Inventory ◽  
The Difference ◽  
The Relationship

Trust as a concept found its way to business literature and it became a widely-used variable. Societal trust is systematically measured since 1960s. Later, it was discovered that two statements, which were used as opposite ends of dichotomous questions, are not truly opposite. The aim of this article is to investigate if gender and personality traits influence rating of these two statement. And if so, if it is possible to account for these factors and to create a robust trust indicator from these two statements after all. Big Five Inventory-10 is used to measure personality traits. Findings are that one measure of trust is significantly influenced by agreeableness, while the other is possibly influenced by neuroticism but the relationship is only borderline significant. With regards to the second goal, it is not possible to create a single trust indicator with reasonable properties even with adding personality traits into the equation. This article is a replication of a previous study. This study uses 1-5 Likert scales while the previous used 1-7 Likert scales, while all the questions/statements stayed the same. The difference is that both measures (not only the first measure) of trust were significantly influenced by agreeableness, while neuroticism had a borderline significant impact on the first, not the second measure of trust.

Aging Anxiety and Personality Traits Among Taiwanese Undergraduates

2009 ◽  
Vol 37 (10) ◽  
pp. 1385-1389 ◽  
Author(s):  
Yu-Jing Gao
Keyword(s):  
College Students ◽  
Personality Traits ◽  
Big Five ◽  
Taiwanese Population ◽  
Big Five Inventory ◽  
Aging Anxiety ◽  
The Relationship

In this study the relationship between anxiety about aging and personality traits in a Taiwanese population was examined. One hundred and seventy-six college students completed the Anxiety About Aging Scale (Lasher & Faulkender, 1993) and the Big Five Inventory, Taiwan version (Chen, 2004). Results showed that personality traits (neuroticism, urgency, extraversion, openness, agreeableness, and conscientiousness) significantly correlated with overall aging anxiety. The 4 dimensions of anxiety about aging were related differentially to various personality traits.

Relationship between novice versus experienced EFL teacher’s Big Five personality traits and their ambiguity tolerance and risk taking

2019 ◽  
Vol 11 (3) ◽  
pp. 342-351
Author(s):  
Omid Rezaei ◽  
Mehrdad Vasheghani Farahani ◽  
Fatemeh Musaei Sejzehei
Keyword(s):  
Personality Traits ◽  
Big Five ◽  
Risk Taking ◽  
Big Five Personality Traits ◽  
The Other ◽  
Big Five Personality ◽  
Ambiguity Tolerance ◽  
Content Type ◽  
Other Hand ◽  
The Relationship

Purpose The purpose of this paper is to investigate the possible relationship between novice vs experienced EFLs teachers’ Big Five personality traits, ambiguity tolerance and risk taking. To this purpose, 30 teachers of TEFL courses were randomly selected, and three instruments of NEO Five-Factor Inventory, Ambiguity Tolerance Scale and Risk-taking Propensity Measure were employed to measure their Big Five personality traits, their ambiguity tolerance and risk taking, respectively. Design/methodology/approach The study was a quantitative ex post facto study. The first phase of the study was to investigate the relationship among variables of the study. On the other hand, the second phase of the study examined the impact of experience of teachers on their risk taking and ambiguity tolerance. Findings The results showed that the more experienced the teachers are, the less risk they take and the more ambiguity tolerant they are. On the other hand, the less experienced the teachers are, the more risk they will take and the less they can tolerate ambiguity. The findings of this research can have useful implications for teacher training programs as well as teaching practices. Originality/value This study can add to the circle of knowledge and enhance theoretical assumptions of the field. Moreover, considering the Iranian context, a few studies have focused on the importance of uncovering relationship between five big personality traits and teachers’ personality factors. Therefore, this study is an attempt to investigate the relationship between the Big Five personality traits of teachers and their ambiguity tolerance and risk taking.

Different strokes for different folks

2020 ◽  
Vol 3 (2) ◽  
pp. 189-208
Author(s):  
Ella Wehrmeyer ◽  
Sarita Antunes
Keyword(s):  
Personality Traits ◽  
Empirical Research ◽  
Big Five ◽  
Personality Trait ◽  
Local Population ◽  
Personality Types ◽  
Big Five Inventory ◽  
Literal Translation ◽  
Unexplored Area ◽  
The Relationship

Abstract Until recently, the translator’s personality was a relatively unexplored area of research, but growing evidence points to the influence of personality on the translator’s decisions. Although findings are not always statistically significant, empirical research indicates that professional translators’ profiles differ from that of the local population, and that certain personality types are more likely to make creative translation choices. This article explores the relationship between personality traits as defined by the Big Five Inventory (Costa & McCrae 1989), and translation choices as defined by Baker (2018) and Molina & Hurtado (2002). The findings indicate that professional translators with a dominant neurotic personality trait are the most creative, whereas those with a dominant conscientious personality trait prefer literal translation choices. However, the findings also indicate that age and experience are competing variables, both indicating a preference for literal translation.

Personality Traits and Cognitive Biases

2018 ◽  
pp. 133-163
Keyword(s):  
Decision Making ◽  
Personality Traits ◽  
Cognitive Style ◽  
Big Five ◽  
Cognitive Biases ◽  
The Other ◽  
Personality Theory ◽  
Strong Impact ◽  
Other Hand ◽  
The Relationship

Personality plays an important role in determining one's cognitive style, having a strong impact on the decision making of each person. Personality is a set of traits and qualities that form how somebody is, and it distinguishes us from others. At present, the most widely accepted personality theory is the big five factor, where personality is divided into five large traits: openness, conscientiousness, extraversion, agreeableness, and neuroticism. These traits are independent of each other. On the other hand, several personality traits have been more strongly associated with psychopathology. Therefore, personality traits would be related to the production of several cognitive biases in all people because personality influences our own beliefs, and these can guide us to display certain types of biases. This chapter delves into the relationship between personality traits (especially openness, neuroticism, extroversion, and schizotypy) and cognitive biases.

scholarly journals Peran Coping Berfokus Emosi sebagai Mediator Pada Hubungan antara Kepribadian dan Penggunaan Internet Bermasalah

2018 ◽  
Vol 9 (1) ◽  
pp. 49
Author(s):  
Lucky Aura Sandiana ◽  
Imelda Ika Dian Oriza
Keyword(s):  
Personality Traits ◽  
Big Five ◽  
Personality Trait ◽  
Internet Use ◽  
Problematic Internet Use ◽  
Big Five Inventory ◽  
Brief Cope ◽  
Age Range ◽  
The Relationship

This study was conducted to examine the role of emotion-focused coping as mediator of the relationship between personality traits and the level of problematic internet use. A total of 174 participants in the age range 18-29 (M = 23.1, SD = 2.7) have completed online questionnaires. The instruments used were Generalized Problematic Internet Use Scale 2 (GPIUS2), Big Five Inventory 44, and Brief COPE. The findings of this study show that emotional-focused coping did not work as a mediator in the three personality trait relationships (neuroticism, extraversion, & openness) with problematic internet use. Nevertheless, this study found that the direction of the relationship between the three variables has aligned with previous theories and findings. Allegations about the possibility of no significance are discussed.Key words: Emotional-focused coping, personality traits, problematic internet useAbstrak: Penelitian ini dilakukan untuk melihat peran mediasi coping berfokus emosi pada hubungan trait kepribadian dan tingkat penggunaan internet bermasalah. Sebanyak 174 orang partisipan dengan rentang usia 18-29 tahun (M = 23,1, SD = 2,7) telah mengisi kuesioner secara online. Terdapat tiga alat ukur untuk mengukur ketiga variabel, yakni Generalized Problematic Internet Use Scale 2 (GPIUS2), Big Five Inventory 44, dan Brief COPE. Hasil temuan dari penelitian ini menunjukkan bahwa coping berfokus emosi tidak dapat bekerja sebagai mediator dalam hubungan tiga trait kepribadian (neuroticism, extraversion, dan openness) dengan penggunaan internet bermasalah. Meskipun demikian, penelitian ini menemukan bahwa arah hubungan antara ketiga variabel telah sejalan dengan teori dan temuan sebelumnya. Dugaan mengenai kemungkinan tidak terjadi signifikansi didiskusikan.

Assessing Personality With Multi-Descriptor Items

2019 ◽  
Vol 35 (1) ◽  
pp. 117-125
Author(s):  
Johannes Schult ◽  
Rebecca Schneider ◽  
Jörn R. Sparfeldt
Keyword(s):  
University Students ◽  
Construct Validity ◽  
Big Five ◽  
Reliability And Validity ◽  
Personality Inventory ◽  
The Other ◽  
Short Version ◽  
Big Five Inventory ◽  
Personality Inventories

Abstract. The need for efficient personality inventories has led to the wide use of short instruments. The corresponding items often contain multiple, potentially conflicting descriptors within one item. In Study 1 ( N = 198 university students), the reliability and validity of the TIPI (Ten-Item Personality Inventory) was compared with the reliability and validity of a modified TIPI based on items that rephrased each two-descriptor item into two single-descriptor items. In Study 2 ( N = 268 university students), we administered the BFI-10 (Big Five Inventory short version) and a similarly modified version of the BFI-10 without two-descriptor items. In both studies, reliability and construct validity values occasionally improved for separated multi-descriptor items. The inventories with multi-descriptor items showed shortcomings in some factors of the TIPI and the BFI-10. However, the other scales worked comparably well in the original and modified inventories. The limitations of short personality inventories with multi-descriptor items are discussed.

Individual Differences in Students' Preferences for Lecturers' Personalities

2005 ◽  
Vol 26 (4) ◽  
pp. 176-184 ◽  
Author(s):  
Adrian Furnham ◽  
Tomas Chamorro-Premuzic
Keyword(s):  
Individual Differences ◽  
Personality Traits ◽  
Big Five ◽  
Student Ratings ◽  
Descriptive Statistics ◽  
Personality Profile ◽  
Similarity Effect ◽  
Intelligence Scores ◽  
The Relationship

Abstract. This study examines the relationship between students' personality and intelligence scores with their preferences for the personality profile of their lecturers. Student ratings (N = 136) of 30 lecturer trait characteristics were coded into an internally reliable Big Five taxonomy ( Costa & McCrae, 1992 ). Descriptive statistics showed that, overall, students tended to prefer conscientious, open, and stable lecturers, though correlations revealed that these preferences were largely a function of students' own personality traits. Thus, open students preferred open lecturers, while agreeable students preferred agreeable lecturers. There was evidence of a similarity effect for both Agreeableness and Openness. In addition, less intelligent students were more likely to prefer agreeable lecturers than their more intelligent counterparts were. A series of regressions showed that individual differences are particularly good predictors of preferences for agreeable lecturers, and modest, albeit significant, predictors of preferences for open and neurotic lecturers. Educational and vocational implications are considered.

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