Predictors of hyperactive–impulsive–inattention and conduct problems: A comparative follow‐back investigation

Disruptive behavior patterns are particularly challenging for parents, teachers, and peers as these behaviors often interfere with classroom instruction, frequently lead to academic underachievement, and are associated with social skills acquisition and performance deficits. Children who exhibit a combination of hyperactivity–impulsivity–inattention and conduct problems (HIA + CP) have been shown to be at greater risk for negative social, behavioral, and legal outcomes than children with HIA‐only or CP‐only behavior patterns. This investigation explored the degree to which academic, social, and behavioral characteristics in Grade 4 could differentiate sixth‐grade students with HIA + CP (n = 61), HIA‐only (n = 29), and CP‐only (n = 14). Results showed that the HIA‐only group had higher academic achievement in Grade 4 as measured by teacher judgments and standardized tests than the HIA + CP and CP‐only groups. By Grade 6, the HIA‐only and HIA + CP groups showed lower academic competence than the CP‐only group suggesting that by sixth grade, children having HIA alone or in combination with conduct problems are at greater risk for academic failure. Additionally, HIA + CP and CP‐only groups had poorer social skills than the HIA‐only group. Consistent with past research, students in the three risk groups showed no difficulties in either academic or social self‐concept. Early screening and identification methods using a multiple‐gating model were recommended as a means of proactive approaches to intervention design and prevention. © 2005 Wiley Periodicals, Inc. Psychol Schs 42: 721–736, 2005.     

Pervasive and Non‐pervasive Conduct Problems in a Clinic Sample Aged 4–8 years: Child,family and day‐care/school factors

Differences between pervasive (home and day‐care/school) versus non‐pervasive (home only) conduct problems were examined in regard to various child, parent/family, and day‐care/school characteristics in an outpatient clinic sample of 120 children aged 4–8 years. All children scored above the 90th percentile on the Eyberg Child Behavior Inventory for home problems and met the criteria for a possible or a confirmed diagnosis of oppositional defiant behaviours. The proportion of children with pervasive conduct problems was high, 83%. Teachers in day care and school reported children in the pervasive group to have significantly more attention and internalizing problems as well as lower social competence scores than those in the non‐pervasive group. Children in the pervasive group also showed consistently more problems in their relationships both with teachers and peers than those in the non‐pervasive group. The implications for assessment and treatment of children with conduct problems in these age‐groups are discussed.     

浅析大五人格特质和社会群体地位的关系

个体的人格特质和他在社会群体中的地位存在一定的关系。人格大五的每一维度在个体获得社会地位中的作用不同。外倾性对个体的地位获得有很好的预测作用 ,而神经质则不利于个体获得社会地位 ;宜人性和社会地位之间的关系 ,目前尚无定论。在非正式社会群体中 ,个体的责任心、开放性和社会地位获得没有关系。     

论“大五”人格模型与人才测评的关系及其对大学生人格培养的启示

当代新型人格特质论——“大五”模型是目前比较完善且有价值的人格观点,它对于人才选拔具有重要的指导意义。针对当前大学生存在的人格不足及社会对人才的要求,应引导大学生以“大五”模型为依据,养成健全人格,最大限度发挥自己的潜能,实现自我价值。     

大五人格理论发展的新趋势:一个潜在的两大维度结构

研究者一致发现大五特质之间存有联系,提出人格特质存在一个潜在的两大维度结构。回顾不同研究者关于这两类因子的阐述,并对人格两大维度结构存在的合理性做一定的探讨,说明人格两大维度结构可能是大五人格理论发展的新趋势。     

Perceived social-emotional competence: A multidimensional examination and links with social-emotional motivation and behaviors

This study examined perceived social-emotional competence (perceived-SEC) and its links with students' social-emotional motivation (i.e., autonomous and controlled motivation) and behavior (parent-reported prosocial behavior and conduct problems). Five types of perceived-SEC were examined: perceived competence for assertiveness, tolerance, social regulation, emotion regulation, and emotional awareness. With data from 414 Australian students, structural equation modeling demonstrated that an overarching (global) perceived-SEC factor was positively associated with autonomous motivation, introjected regulation, and prosocial behavior, and negatively associated with conduct problems. Two specific dimensions also had unique associations with the behaviors: Perceived competence for social regulation was negatively associated with external motivation and conduct problems, and perceived competence for tolerance was positively associated with autonomous motivation. In turn, autonomous motivation was positively associated with prosocial behavior, whereas external motivation was positively associated with conduct problems. Findings hold relevance for efforts aiming to understand the role of motivational drivers of students' social-emotional competence.     

罗夏墨迹测验和大五人格问卷

罗夏墨迹测验和大五人格问卷都属于人格测验的一种,这两种人格测量工具在理论基础、测量工具、施测过程、信效度方面存在着差异。既然它们都属于人格测验,肯定有一定的联系,这个联系存在于两个方面:一是罗夏墨迹测验和大五人格问卷在测量人格的维度上有联系;二是罗夏墨迹测验和大五人格问卷都是人格测验,都测量了人格的特质,但是两者测量的人格特质是属于不同的水平。     

大五人格对高职生就业能力的影响探究

“大五”人格就是五个维度的人格特征,五个维度分别是外倾性、宜人性、责任感、情绪性和开放性。大五人格和高职生就业能力之间有着紧密的联系,通过抽样调查,发现大五人格的各个维度和就业能力方面存在显著关系,因此,除了关注高职生的技能和知识外,还要健全他们的社会人格,提高就业能力。     

Stability and correlates of student evaluations of teaching at a Chinese university

This paper examines the stability and validity of a student evaluations of teaching (SET) instrument used by the administration at a university in the PR China. The SET scores for two semesters of courses taught by 435 teachers were collected. Total 388 teachers (170 males and 218 females) were also invited to fill out the 60‐item NEO Five‐Factor Inventory together with a demographic information questionnaire. The SET responses were found to have very high internal consistency and confirmatory factor analysis supported a one‐factor solution. The SET re‐test correlations were .62 for both the teachers who taught the same course (n = 234) and those who taught a different course in the second semester (n = 201). Linguistics teachers received higher SET scores than either social science or humanities or science and technology teachers. Student ratings were significantly related to Neuroticism and Extraversion. Regression results showed that the Big‐Five personality traits as a group explained only 2.6% of the total variance of student ratings and academic discipline explained 12.7% of the total variance of student ratings. Overall the stability and validity of SET was supported and future uses of SET scores in the PR China are discussed.     

The "Little Five": Exploring the Nomological Network of the Five-Factor Model of Personality in Adolescent Boys

The California Child Q-set (CCQ) was used to explore the structure of personality in early adolescence and to develop scales to measure the "Big Five" dimensions: Extraversion, Agreeableness, Conscientiousness, Neuroticism, and Openness to Experience. Mothers provided Q-sorts of 350 ethnically diverse boys between 12 and 13 years old. Analyses of the construct validity of the scales provided a nomological network relating the Big Five to theoretically and socially important criterion variables, such as juvenile delinquency, Externalizing and Internalizing disorders of childhood psychopathology, school performance, IQ, SES, and race. These effects were obtained using diverse methods, including self-reports from the boys, ratings by their mothers and their teachers, and objective-test data. In addition to the Big Five, analyses also suggested 2 possibly age-specific dimensions of personality in early adolescence. Discussion is focused on the changing manifestations of personality traits throughout development.     

Students’ preferences for lecturers’ personalities

The present study set out to examine students’ preferences for lecturers’ personality as a function of their classroom behaviour, core self-evaluations and self-rated character strengths. Various hypotheses were tested: first, students’ Big Five traits would significantly predict corresponding personality preferences for lecturers (the matching hypothesis); second, students’ core self-evaluation scores would significantly predict preferences for extraverted, agreeable and conscientious lecturers; and third, self-rated character strengths would also significantly predict extraverted, agreeable and conscientious lecturers. We also investigated difference in preferences among two ethnic groups (South East Asian/Chinese versus Caucasian/British). In all, 264 British students completed four questionnaires. Conscientiousness was the most desired trait in lecturers, followed by agreeableness, extraversion and openness; neuroticism was the least desired trait. Preference for agreeable lecturers was best predicted by all individual difference variables. Caucasian students had a stronger dislike for neurotic lecturers, while Asians had higher preferences for extraverted, open and agreeable lecturers. There was some evidence of the student–lecturer personality match. Limitations and further research options were discussed.     

Developmental Personality Types From Childhood to Adolescence: Associations With Parenting and Adjustment

This study examined whether changes in children's self‐reported Big Five dimensions are represented by (developmental) personality types, using a cohort‐sequential design with three measurement occasions across 5 years (four cohorts, 9–12 years at T1; N = 523). Correlates of, and gender differences in, type membership were examined. Latent class growth modeling yielded three personality types: Resilients (highest initial levels on all Big Five), Overcontrollers (lowest Extraversion, Emotional Stability, Imagination), and Undercontrollers (lowest Benevolence, Conscientiousness). Gender differences in type membership were small. Warm parenting, but not overreactive discipline, in childhood was associated with type membership. The types differed in adjustment problems by the end of middle adolescence. Personality change more likely occurs at the level of dimensions within types than in type membership.     

Modeling Student Test‐Taking Motivation in the Context of an Adaptive Achievement Test

This study examined the utility of response time‐based analyses in understanding the behavior of unmotivated test takers. For the data from an adaptive achievement test, patterns of observed rapid‐guessing behavior and item response accuracy were compared to the behavior expected under several types of models that have been proposed to represent unmotivated test taking behavior. Test taker behavior was found to be inconsistent with these models, with the exception of the effort‐moderated model. Effort‐moderated scoring was found to both yield scores that were more accurate than those found under traditional scoring, and exhibit improved person fit statistics. In addition, an effort‐guided adaptive test was proposed and shown by a simulation study to alleviate item difficulty mistargeting caused by unmotivated test taking.     

Validity of the home and community social behavior scales: Comparisons with five behavior‐rating scales

Three separate studies focusing on convergent and discriminant validity evidence for the Home and Community Social Behavior Scales are presented. The HCSBS is a 65‐item social behavior‐rating scale for use by parents and caretakers of children and youth ages 5–18. It is a parent‐rating version of the School Social Behavior Scales. Within these studies, relationships with five behavior‐rating scales were examined: the Social Skills Rating System, Conners Parent Rating Scale–Revised‐Short Form, Child Behavior Checklist, and the child and adolescent versions of the Behavior Assessment System for Children. HCSBS Scale A, Social Competence, evidenced strong positive correlations with measures of social skills and adaptability, strong negative correlations with measures of externalizing behavior problems, and modest negative correlations with measures of internalizing and atypical behavior problems. HCSBS Scale B, Antisocial Behavior, evidenced strong positive correlations with measures of externalizing behavior problems, modest positive correlations with measures of internalizing and atypical behavior problems, and strong negative correlations with measures of social skills and adaptability. These results support the HCSBS as a measure of social competence and antisocial behavior of children and youth. © 2001 John Wiley & Sons, Inc.     

Inattentive behavior in childhood: epidemiology and implications for development

Poor concentration is a relatively common childhood problem. The current North American psychiatric diagnostic classification system (Diagnostic and Statistical Manual of Mental Disorders, fourth edition; DSM-IV), American Psychological Association, 1994) differentiates children whose problems are distinguished primarily by symptoms of inattention (ADHD-I) from those whose difficulties are characterized by overactive, impulsive behavior by providing various subtypes within a broad diagnostic category. Yet, comparatively little is known about children who exhibit purely inattentive behavior. This study aims to redress this issue by using a large, community-based, epidemiological sample of 7-year-old children to compare the developmental functioning, social, and environmental backgrounds of children with pure inattentive behavior to that of children with pure overactive behavior and combined problems of inattentive and overactive behavior. Five hypotheses, centered on the validity of distinguishing inattentive behavior from overactivity, are tested. Children with pure inattentive behavior were more likely to have general cognitive delays, particularly in the area of language development, and were more likely to come from a family in which the father was of low occupational status. The results are discussed in relation to the implications for research and the identification of needs and intervention with children who exhibit pure inattentive behavior.     

Practicing Social Skills Training for Young Children with Low Peer Acceptance: A Cognitive-Social Learning Model

Peer acceptance during early childhood is related to children's academic achievement, adjustment in school, and even psychological well-being in adulthood. Children who experience low peer acceptance exhibit socially inappropriate behavior patterns, which are associated with irrelevant patterns of information processing. Therefore, as a way of helping children with low peer acceptance, a cognitive-social learning model of social skills training has been used because the model focuses on cognitive changes as well as behavioral changes. Three parts of the social skills training—enhancing skill concepts, promoting skill performance, and fostering skill maintenance/generalization—are discussed. In order to be successful, a trainer should understand the training model as well as behavioral patterns of children with low peer acceptance to provide theory-based and individualized feedback to each participant.     

Efficacy of teacher in‐service training for attention‐deficit/hyperactivity disorder

Children with attention‐deficit/hyperactivity disorder (ADHD) evidence many problems in the classroom. Teacher in‐service training is routinely used to inform school professionals about a number of special topics; however, the efficacy of such in‐service training for ADHD has not been established. The present study examined the efficacy of brief in‐service training focused on evidence‐based assessment and treatment of ADHD. Teachers from six schools (N = 142) in the Washington, DC, metropolitan area were randomly assigned at the school level to receive in‐service training immediately or to a waitlist control group that received in‐service training 1 month later. Measures of ADHD knowledge and use of behavior modification techniques were obtained at pre‐‐ and post‐‐in‐service intervention. Results indicated that the in‐service training resulted in increased ADHD knowledge. Special education teachers also reported increased use of behavior modification techniques resulting from the in‐service training. Clinical and research implications are presented. © 2008 Wiley Periodicals, Inc.     

论人格研究中的文化因素

现代人格心理学家普遍采用定量的实证研究方法来揭示人格的本质和内涵,但往往忽视了化的现象学研究在人格研究中的重要作用。我们以人格特质论的研究为主线,探讨了化因素对人格的深远影响,并结合跨化研究论证了人格的“大五因素”模型下的化与民族差异。     

How can gender affect psychopathology in Lebanese school‐age children?

This study investigated the extent to which gender differences in coping, school and family environments could account for variation in psychopathology among school‐age children. Participants were 665 middle school students. Results showed no gender differences for PTSD. Females scored higher on emotional problems and prosocial behavior whereas males scored higher on conduct problems. ADHD was higher among children with LD, whereas emotional and conduct problems were higher in females with LD. Emotional and conduct problems increased more by age in females. Gender differences were found in various patterns of predictor–outcome relations. While emotion‐focused coping was associated with emotional and peer problems in both genders, it was associated with conduct problems in females only. Problem‐focused coping was positively associated with prosocial behaviors in females whereas it was negatively associated with peer problems in males. In addition, family environment was negatively associated with emotional problems and PTSD symptomatology in females, whereas school environment was negatively associated with emotional problems in males. Clinical and research implications were discussed.     

Personality Traits Are Associated With Cortical Development Across Adolescence: A Longitudinal Structural MRI Study

How personality traits relate to structural brain changes in development is an important but understudied question. In this study, cortical thickness (CT) and surface area (SA), estimated using magnetic resonance imaging (MRI), were investigated in 99 participants aged 8–19 years. Follow‐up MRI data were collected after on average 2.6 years for 74 individuals. The Big Five personality traits were related to longitudinal regional CT or SA development, but limited cross‐sectional relations were observed. Conscientiousness, emotional stability, and imagination were associated with more age‐expected cortical thinning over time. The results suggest that the substantial individual variability observed in personality traits may partly be explained by cortical maturation across adolescence, implying a developmental origin for personality–brain relations observed in adults.