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.     

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。     

Intelligence,general knowledge and personality as predictors of creativity

This study sought to examine the contribution of fluid intelligence, general knowledge and Big Five personality traits in predicting four indices of creativity: Divergent Thinking (DT) fluency, Rated DT, Creative Achievement and Self-Rated creativity and a combined Total Creativity variable. When creativity was assessed by DT test, the consistent predictor was fluid intelligence. When creativity was assessed in terms of achievement or self-rating, personality variables were consistently predictive.     

Ordinal Factor Analysis of Graded-Preference Questionnaire Data

We introduce a new comparative response format, suitable for assessing personality and similar constructs. In this “graded-block” format, items measuring different constructs are first organized in blocks of 2 or more; then, pairs are formed from items within blocks. The pairs are presented 1 at a time to enable respondents expressing the extent of preference for 1 item or the other using several graded categories. We model such data using confirmatory factor analysis (CFA) for ordinal outcomes. We derive Fisher information matrices for the graded pairs, and supply R code to enable computation of standard errors of trait scores. An empirical example illustrates the approach in low-stakes personality assessments and shows that similar results are obtained when using graded blocks of size 3 and a standard Likert format. However, graded-block designs might be superior when insufficient differentiation between items is expected (due to acquiescence, halo, or social desirability).     

Measuring adolescent science motivation

To monitor science motivation, 232 tenth graders of the college preparatory level (‘Gymnasium’) completed the Science Motivation Questionnaire II (SMQ-II). Additionally, personality data were collected using a 10-item version of the Big Five Inventory. A subsequent exploratory factor analysis based on the eigenvalue-greater-than-one criterion, extracted a loading pattern, which in principle, followed the SMQ-II frame. Two items were dropped due to inappropriate loadings. The remaining SMQ-II seems to provide a consistent scale matching the findings in literature. Nevertheless, also possible shortcomings of the scale are discussed. Data showed a higher perceived self-determination in girls which seems compensated by their lower self-efficacy beliefs leading to equality of females and males in overall science motivation scores. Additionally, the Big Five personality traits and science motivation components show little relationship.     

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。     

Extending Big‐Five theory into childhood: A preliminary investigation into the relationship between Big‐Five personality traits and behavior problems in children

An investigation was conducted to link Big‐Five personality traits with behavior problems identified in childhood. Eighty‐six children ranging in age from 9 to 13 were rated by their respective classroom teacher using an experimental ratings instrument developed to measure Big‐Five personality constructs and behavior concurrently. Big‐Five Personality and Behavior Problem scales were correlated. Results show distinct patterns of behavior problems associated with various personality characteristics. Children with low scores in Agreeableness and Conscientiousness exhibit social problems, conduct problems, attention deficits, and hyperactivity. Children with low scores on the scale, Openness to Experience, exhibit problems in social behavior, conduct, and attention. The Neuroticism trait was associated with anxiety and depression. Potential implication for clinical practice and future research study was provided. These preliminary data indicate that identifying Big‐Five personality trait patterns may be a useful dimension of assessment for understanding underlying motives and predispositions associated with children's problem behavior. © 1999 John Wiley & Sons, Inc.     

Reanalyzing the 16pf-5 second order structure: Exploratory versus confirmatory factorial analysis

In the present study, the second order structures of the 16PF-5 for 3, 4, 5 and 6 factors are analysed in a sample of 636 undergraduate students and their friends and relatives, with a mean age of 25.09 years (sd: 9.20). A two-stage analysis with Exploratory and Confirmatory Factor Analysis (EFA and CFA) was performed assigning subjects either to a calibration sample (314 subjects), or to a validation sample (322 subjects). First, EFAs were conducted for each of the 4-factor structures with the calibration sample, and second, CFAs were specified and assessed also for the 4-factor different structures. Four different situations were tested, simple structure, secondary loadings >.30, modification indices between covariance error terms >20, and modification indices between covariance error terms >15. Results show that the 16PF-5 simple structure yields poor fit indices throughout all models, although when incorporating secondary loadings and correlating the variances of the error terms with modification indices >15, the 5-factor model appears to be the best representation of observed data. The usefulness of CFA in the study of personality structural questionnaires is discussed in the light of these results.     

A tripartite taxonomy of character: Evidence for intrapersonal,interpersonal, and intellectual competencies in children

Other than cognitive ability, what competencies should schools promote in children? How are they organized, and to what extent do they predict consequential outcomes? Separate theoretical traditions have suggested interpersonal, intrapersonal, and intellectual dimensions, reflecting how children relate to other people, manage their own goals and impulses, and engage with ideas, respectively. However, very little work has examined character empirically. In the current investigation, we partnered with middle schools that had previously identified character strengths relevant in their communities. Across three longitudinal, prospective studies, we examined the factor structure of character, associations with intelligence and Big Five personality traits, and predictive validity for consequential outcomes like peer relations, class participation, and report card grades. In Study 1, teachers rated their students on behaviors exemplifying character strengths as they played out in students’ daily lives. Exploratory factor analyses yielded a three-factor structure consisting of interpersonal (interpersonal self-control, gratitude, social intelligence), intellectual (zest, curiosity), and intrapersonal (academic self-control, grit) factors of character. In Study 2, children rated their own behavior and completed a test of cognitive ability. Confirmatory factor analyses supported the same three-factor structure, and these factors were only weakly associated with cognitive ability. In Study 3, teachers provided character ratings; in parallel, students completed measures of character as well as Big Five personality factors. As expected, intellectual, interpersonal, and intrapersonal character factors related to Big Five openness to experience, agreeableness, and conscientiousness, respectively. Across studies, positive peer relations were most consistently predicted by interpersonal character, class participation by intellectual character, and report card grades by intrapersonal character. Collectively, our findings support a tripartite taxonomy of character in the school context.     

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。     

Personality, assessment methods and academic performance

This study examines the relationship between personality and two different academic performance (AP) assessment methods, namely exams and coursework. It aimed to examine whether the relationship between traits and AP was consistent across self-reported versus documented exam results, two different assessment techniques and across different faculties. There were 1,013 (622 female) university students from four British Universities in four faculties namely arts/humanities, social sciences, life/biological sciences and mathematical sciences. Participants completed a brief version of the Big Five inventory and a self-report measure of AP. Conscientiousness and Agreeableness were the strongest personality predictors of AP. Structural equation model showed that sex and personality effects on AP were invariant across different areas of study or degree types (humanities, social sciences, life sciences and hard sciences). Personality variables are stable, robust and predictable correlates and determinants of AP. Conscientiousness, Openness and Agreeableness were positive predictors as measured by good grades whilst Neuroticism and Extraversion were correlates of weaker performance. Implications of these results refer how teachers choose to examine their pupils and to what extent students choose courses because of their known examination procedures.     

文化与人格研究述评

笔者以述评“文化与人格”研宄的历史演变为起点。从三个水平探讨了这一领域当前发展的现状和存在的问题，认为人格五因素模型（FFM）是联结文化与人格的概念框架；对FFM以及人格测量方法的进一步探讨。用宽阔的理论整合实证研宄。将是未来的发展趋向。     

大五人格与员工绩效关系的研究综述

人格与工作绩效之间的关系探究正逐步成为研究者关注的重点。此研究对大五人格与工作绩效、关系绩效间的相关性研究进行了回顾。其中也包括了在团体水平上的大五人格与绩效关系的研究。     

An investigation of the construct validity of the personality trait of self-directed learning

Based on samples of 398 middle school students, 568 high school students, and 1159 college students, self-directed learning was found to be related to cumulative grade-point-average at all levels as well as to Big Five personality traits (Openness, Conscientiousness, Emotional Stability, and Extraversion), narrow personality traits (Optimism, Career-Decidedness, Work Drive, and Self-Actualization), vocational interests (Realistic, Investigative, Artistic, and Conventional, as well as Science, Medicine, and Mathematics), cognitive aptitudes, and life as well as college satisfaction. Based on an additional sample of 4125 college students, a confirmatory factor analysis was used to verify a single factor structure for our 10-item measure of self-directed learning. Results were discussed in terms of personality characteristics of self-directed learners, the trans-situational validity of self-directed learning in academic settings, multiple forms of evidence of the construct validity of self-directed learning, and implications for future research and practice.     

Student personality differences are related to their responses on instructor evaluation forms

The relation of student personality to student evaluations of teaching (SETs) was determined in a sample of 144 undergraduates. Student Big Five personality variables and core self-evaluation (CSE) were assessed. Students rated their most preferred instructor (MPI) and least preferred instructor (LPI) on 11 common evaluation items. Pearson and partial correlations simultaneously controlling for six demographic variables, Extraversion, Conscientiousness and Openness showed that SETs were positively related to Agreeableness and CSE and negatively related to Neuroticism, supporting the three hypotheses of study. Each of these significant relations was maintained when MPI, LPI or a composite of MPI and LPI served as the SET criterion. For example, the MPI-LPI composite correlated .28 with Agreeableness, .35 with CSE and –.28 with Neuroticism. Similar correlations resulted for MPI and LPI. Hierarchical multiple regression demonstrated that the CSE was an independent predictor of MPI ratings, Agreeableness was an independent predictor of LPI ratings, and both the CSE and Agreeableness were independent predictors of MPI-LPI composite ratings. Neuroticism did not emerge as an independent predictor because of the substantial correlation between CSE and Neuroticism (r = .53) and because CSE had greater predictive capacity. This is the first study to incorporate the CSE construct into the SET literature.     

Temperament,personality and achievement goals among Chinese adolescent students

Temperament and personality have been presumed to affect achievement goals based on the hierarchical model of achievement motivation. This research investigated the relationships of temperament dimensions and the Big Five personality traits to achievement goals based on the 2 × 2 achievement goal framework among 775 Chinese adolescent students. Confirmatory factor analysis showed that the 2 × 2 framework could be generalised to the Chinese context. Six of the nine temperament dimensions (e.g. activity level – general, flexibility–rigidity, and task orientation) significantly predicted mastery‐approach, mastery‐avoidance, performance‐approach and performance‐avoidance goals. Neuroticism, extroversion and conscientiousness significantly predicted all the above‐mentioned four achievement goals; openness and agreeableness significantly predicted the mastery‐orientated and performance‐oriented achievement goals, respectively. Compared with temperament, personality was the stronger predictor for achievement goals. These results supported the posited relationship of ‘hard‐wiring’ variables to achievement goals in the conceptual model of achievement motivation.     

"中国人人格"的心理学研究及其测量

人格是人们在适应环境的过程中所表现出来的一种稳定的行为模式或倾向性,其形成与发展既有来自遗传的因素,也受到后天环境的影响。按照人格的特质分类研究,王登峰等人得出了中国人“大七”人格结构,并编制了中国人人格量表(QZPS)。人格研究中国化应当成为我国人格心理学研究的方向。     

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.     

An examination of personality traits as a predictor of the use of self-regulated learning strategies and considerations for online instruction

Each learner brings a unique mix of personality traits, preferences, and talents to the educational setting. These factors can influence the extent to which learners are able to effectively deploy skills and strategies to achieve their academic goals. Gaining a deeper awareness of how specific personality traits play a role in the choice and deployment of SRL strategies provides opportunities to anticipate which learners might be effective or ineffective self-regulators. Doing so would enable instructional designers, educators, or higher education administrators to better plan and deliver effective educational experiences for a wide range of learners. The purpose of this study was to investigate the extent to which the use of SRL strategies was impacted by learner differences in Big Five personality traits. This mixed methods study examined the potential of utilizing the Big Five Inventory classification as a predictor of self-regulated strategy use. Specifically, the study investigated the relationship between the existence of openness, conscientiousness, extraversion, agreeableness, and neuroticism traits as possible predictors of learner use of SRL strategies. Results indicated that learners high in openness, conscientiousness, extraversion, and agreeableness were shown to be more skilled self-regulators than those high in neuroticism. Those high in neuroticism were less skilled self-regulators and tended to use help-seeking strategies more frequently than those in other personality trait categories. The qualitative findings highlighted the need for effective time management as an important self-regulation strategy, a preference for face to face versus an on-line delivery format, and a lack of motivation. However, responses did not seem to systematically vary by personality trait.

     

Exploratory Structural Equation Modeling,Integrating CFA and EFA: Application to Students' Evaluations of University Teaching

This study is a methodological-substantive synergy, demonstrating the power and flexibility of exploratory structural equation modeling (ESEM) methods that integrate confirmatory and exploratory factor analyses (CFA and EFA), as applied to substantively important questions based on multidimentional students' evaluations of university teaching (SETs). For these data, there is a well established ESEM structure but typical CFA models do not fit the data and substantially inflate correlations among the nine SET factors (median rs = .34 for ESEM, .72 for CFA) in a way that undermines discriminant validity and usefulness as diagnostic feedback. A 13-model taxonomy of ESEM measurement invariance is proposed, showing complete invariance (factor loadings, factor correlations, item uniquenesses, item intercepts, latent means) over multiple groups based on the SETs collected in the first and second halves of a 13-year period. Fully latent ESEM growth models that unconfounded measurement error from communality showed almost no linear or quadratic effects over this 13-year period. Latent multiple indicators multiple causes models showed that relations with background variables (workload/difficulty, class size, prior subject interest, expected grades) were small in size and varied systematically for different ESEM SET factors, supporting their discriminant validity and a construct validity interpretation of the relations. A new approach to higher order ESEM was demonstrated, but was not fully appropriate for these data. Based on ESEM methodology, substantively important questions were addressed that could not be appropriately addressed with a traditional CFA approach.