Mainly Openness: The relationship between the Big Five personality traits and learning approaches

In order to examine the relationship between broad personality traits and learning approaches, 852 university students completed the NEO-FFI [Costa, P. T., Jr., & McCrae, R. R. (1992). Revised NEO Personality Inventory (NEO-PI-R) and NEO Five-Factor Inventory (NEO-FFI): Professional manual. Odessa, FL: Psychological Assessment Resources] and SPQ [Biggs, J. B. (1987). The Study Process Questionnaire manual. Victoria: Australian Council for Educational Research], which assess personality and learning approaches, respectively. Seven previous studies were used to generate hypotheses on the relationship between these two measures, but only the positive link between Openness to Experience and Deep learning was supported by both correlational and structural equation modelling tests. Openness was also found to be negatively linked to Surface learning, but other Big Five traits were not saliently associated with learning approaches. Results indicate that the overlap between learning approaches and personality traits is lower than previously suggested. Implications are discussed.     

旅游者人格特质与漂流体验满意度关系研究

漂流作为一种户外休闲旅游项目,在国内外迅速发展起来。研究旅游者人格特质与漂流体验满意度之间的关系,具有一定的理论和实践意义。文章以长沙市宁乡县的沩山漂流和峡溪漂流为主要调查对象,获得基础数据。经因子分析,得出影响漂流体验满意度的四个主要因素;进一步采用相关、回归分析得出旅游者人格特质各因子与漂流体验满意度之间存在着较强的相关性。     

艺术类与非艺术类大学生人格特质的比较研究

运用Y-G人格测验量表对艺术类大学生与一般大学生的人格特质进行了对比研究.结果表明，两类群体具有很多共同的优秀品质——自信、乐观向上、精力充沛、积极进取；但二者在循环性方面存在显著差异.在循环性、主观性、非合作性等人格特质方面，艺术类女大学生与一般女大学生存在显著差异；两类群体的人格类型均以稳定积极性和混合型居多.因此，对艺术类大学生应注意加强良好的心理素质教育，如合作意识、较高的挫折承受力等.     

浅谈周恩来的人格特质

周恩来的人格特质,既是中华民族传统美德的具体体现,也是中国共产党人优秀品质的具体体现。继承和发扬周恩来伟大的人格精神,对于全面提高精神文化素质和构建和谐社会都有重大的现实意义。     

The relation between specialty choice of psychology students and their interests,personality, and cognitive abilities

The aim of this longitudinal study was to investigate differences in interests, personality, and cognitive abilities between students majoring in the six specialties of psychology at the University of Amsterdam. Results show that students at Social Psychology and Work and Organizational Psychology were on average more extraverted than students of other specializations, that students of Psychological Methods and Psychonomics were relatively more open to experience, and that students at Clinical Psychology were on average more neurotic. Differences in cognitive ability were small, but significant, with the highest scores among students of the more research-oriented specialties. With discriminant analyses on the basis of nine interest scales, 53% of the students were correctly categorized in the specialization chosen two or years after interests were measured. Interest profiles of the specialties follow differences in interest in helping people, abstract vs. concrete topics, and technical issues. Person-specialization congruence failed to predict academic performance.     

Career adaptability and associations with personality traits and pathological traits utilizing network analysis

This study investigated relationships between career adaptability and personality and pathological traits using the network analysis approach. We administered CAAS, BFI-2-S, and IDCP-2 to 630 working adults. We observed positive associations between personality and career adaptability and negative associations between pathological traits and career adaptability. This paper contributes to the understanding of the associations between career adaptability and Big Five personality traits and pathological traits. We found stronger associations between career adaptability and personality traits as compared to pathological traits. Our findings suggest that Neuroticism and Conscientiousness contribute more to adaptation to professional development tasks than do pathological traits.

     

Successful graduate students: The roles of personality traits and emotional intelligence

Given the complex role of school psychologists, it is in the interest of stakeholders to identify characteristics related to student success in graduate training, which is suggestive of their effectiveness as practitioners. This study explores the relationship of personality traits and Emotional Intelligence (EI) to graduate students' performance in the classroom and the field. Participants were 63 school psychology students who completed measures of EI and Big Five personality traits. These measures were compared with two outcomes that can be indicators of success: Graduate grade point average (GGPA) and supervisor ratings of student performance at internship upon completion of their studies. EI was significantly correlated with GGPA; personality traits were not. The personality trait Conscientiousness and EI were significantly correlated with internship ratings. The implications and limitations of this preliminary data set for school psychology training programs are discussed. © 2011 Wiley Periodicals, Inc.     

The mutual impact of personality traits on seating preference and educational achievement

Several studies have investigated the association between students' seating positions and their classroom performance. However, the role of personality traits on seating preference in the classroom has not been well investigated. The aim of the study was to understand how students choose their seats according to their personality traits in a classroom context and the influence of personality characteristics and seat selection on educational achievement. The seating positions of the medical students were recorded on an architectural plan during each class session, and the means and standard deviations of the students' locations were calculated in X and Y orientations. The locations of the students in the class were analyzed based on three architectural classifications: interactional zone, distance from the board, and access to the aisles. The NEO Five-Factor Inventory was used to evaluate the five main personality characteristics of the students. Midterm and final exam scores were used to measure the students' educational achievement. Analysis of variance showed a statistical significance correlation between the interactional zones and both agreeableness and conscientiousness. Mantel–Haenszel analysis showed a statistical significance association between sex and agreeableness and openness to experiences, which was mainly caused by zone II. Among the tested characteristics, a statistically significant relationship was observed between agreeableness and final exam scores. There was a statistical significance difference in openness and extraversion between the students with a high number of absences and their classmates. A relationship between the student's locations in the class, their educational achievements, and some of their personality characteristics are addressed.     

The relationships among sex,gender identity factors,and career-decision-situation-specified personality traits

The present study revealed that gender identity involved the integration of various gender identity factors as suggested by Spence (1993) and that career-decision-situation-specified personality variables could be classified into higher order personality trait dimensions as suggested by Tellegen (1985). The results also indicate that the pattern of the relationships found in this study among masculine personality traits, feminine personality traits, and careerdecision-situation-specified personality variables reflecting higher-order personality trait dimensions of Tellegen’s (1985) model was similar to that of the relationships among masculine personality traits, feminine personality traits, and general personality traits reflecting higher-order personality trait dimensions in Lubinsky, Tellegen, and Butcher’s (1981, 1983) studies. Multiple regression analyses showed that the addition of a gender identity role attitude factor and a gender identity behavioral interest factor to sex and a gender identity personality trait factor did not improve significantly the prediction of the career-decision-situation-specified personality variables.     

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。     

Emotional intelligence, personality traits and career decision difficulties

This study aims to take an in-depth look at the role of emotional intelligence and personality traits in relation to career decision difficulties. The Italian version of the Career Decision Difficulties Questionnaire (CDDQ), the Bar-On Emotional Quotient Inventory: Short (Bar-On EQ-i: S), and the Big Five Questionnaire (BFQ) were administered to 296 interns of the tertiary sector. The emotional intelligence dimensions add a significant percentage of incremental variance compared to variances due to personality traits with respect to career decision difficulties. The results highlight the role of emotional intelligence and its relationship with career decision difficulties.     

云南省241名未成年罪犯人格特征的调查

采用EPQ人格量表,探讨了毒品犯、暴力犯、抢劫犯、强奸犯四种不同犯罪类型的241名在押未成年罪犯的人格特征。结果发现：与全国常模组及对照组比较,未成年犯具有高P（精神质）、高E（内向-外向）、高N（神经质）和低L（掩饰性）的特征。     

论科学的技术的关系

随着现代科学技术发展的日新月异，科学和技术的相互依赖、相互促进的关系日益明显，出现了科学技术一体化的新特点和新趋势。本主要从科学、技术的含义；科学与技术关系的历史演变；科学的技术化、技术的科学化等方面来加以阐述。     

Counselor competencies and personality traits at secondary schools in Kuwait

The aim of this research is to study the effective competencies and personality traits of secondary school counselers. A questionnaire was designed to measure counselor competencies, and a simple one way analysis of variance was used for each major competency area to test the differences between counselors who were rated high or low by their supervisors. The 16 Personality Factor Test was also administered to measure differences in personality traits between the two counselor groups. The results are consistent with previous research. It was also found that there are differences between high and low rated counselors in several personality traits.     

The utility of general and school-specific personality traits and an examination of their relationship over time

A university student sample was used to compare school-specific (i.e., personality at school) and general personality (i.e., personality across all life domains) over eight weeks. School-specific and general personality incrementally predicted change in school-specific criteria (i.e., school satisfaction and school citizenship behaviors). Less consistent results were found for general criteria. Specifically, school-specific and general personality incrementally predicted change in general mental health, but failed to incrementally predict change in life satisfaction. In addition, we examined the school-specific–general personality relationship over time. Contrary to expectations, a unidirectional relationship was found in which school-specific personality predicted change in general personality, but general personality did not predict change in school-specific personality. Theoretical and practical implications are discussed.     

隐喻与文化之间的关系

隐喻是语言的一种普遍现象，是语言与化联系最紧密的部分，许多深层化内容(如人生观、价值观)在很大程度上通过隐喻来表达和继承。     

建筑技术与艺术的关系

文章试图用哲学原理分析建筑技术和建筑艺术在建筑领域中的相互关系。总结出建筑技术与建筑艺术既相互区别又相互联系,与建筑体形成统一整体,只有将两者紧密地结合才能开创建筑的新时代。