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Big Five Dimensions (big + five_dimension)
Selected AbstractsAttachment styles, personality, and Dutch emigrants' intercultural adjustmentEUROPEAN JOURNAL OF PERSONALITY, Issue 5 2004Winny Bakker The present study examines the relationship of adult attachment styles with personality and psychological and sociocultural adjustment. A sample of 847 first-generation Dutch emigrants filled out measures for attachment styles, the Big Five, and indicators of psychological and sociocultural adjustment. Positive relationships were found between Secure attachment on the one hand and psychological and sociocultural adjustment on the other. Ambivalent attachment was strongly negatively associated with psychological adjustment. Dismissive attachment was mildly negatively related to sociocultural adjustment. Significant relations were found between attachment styles and the Big Five dimensions, particularly Extraversion and Emotional Stability. The attachment scales were able to explain variance in sociocultural adjustment beyond that explained by the Big Five dimensions. Intercultural adjustment is discussed from a transactional view of personality. Copyright © 2004 John Wiley & Sons, Ltd. [source] The structure of the French personality lexiconEUROPEAN JOURNAL OF PERSONALITY, Issue 4 2001Kathleen Boies The structure of the French personality lexicon was investigated. Self-ratings on the 388 most frequently used French personality-descriptive adjectives were obtained from 415 French-speaking people. The scree plot of eigenvalues indicated six large factors. In the varimax-rotated six-factor solution, the four largest factors, in order of size, corresponded fairly closely to the Big Five dimensions of Agreeableness, Emotional Stability, Extraversion, and Conscientiousness. The fifth factor was similar to the Honesty dimension found in several other languages. The sixth factor was defined by Imagination-related terms, but not by Intellect-related terms. Solutions involving one to five factors were also investigated and correlations between the factors that emerged from these different solutions are presented. The results are discussed in relation to other lexical studies of personality structure. Copyright © 2001 John Wiley & Sons, Ltd. [source] The Convergent Validity between Self and Observer Ratings of Personality: A meta-analytic reviewINTERNATIONAL JOURNAL OF SELECTION AND ASSESSMENT, Issue 1 2007James J. Connolly The convergent validity between self and observer ratings of the Big Five dimensions of personality was examined by cumulating research findings across studies. The mean correlation corrected for coefficient , in self-ratings and inter-rater reliability in observer ratings was .46 for agreeableness (N=6359, k=53), .56 for conscientiousness (N=6754, k=58), .51 for emotional stability (N=8000, k=55), .62 for extraversion (N=7725, k=50), and .59 for openness to experience (N=5333, k=38). Results indicate that, although there is a high degree of construct overlap, both self and observer ratings have substantial unique variance. Moderator effects were analyzed. The duration of acquaintance (strangers vs close relatives) as well as observer type (peers at work vs relatives) were analyzed. Acquaintanceship had a large moderating effect whereas observer type did not moderate the level of convergence. [source] Agreeableness as a predictor of aggression in adolescenceAGGRESSIVE BEHAVIOR, Issue 1 2004Katie A. Gleason Abstract This multi-method research linked the Big Five personality dimensions to aggression in early adolescence. Agreeableness was the personality dimension of focus because this dimension is associated with motives to maintain positive interpersonal relations. In two studies, middle school children were assessed on the Big Five domains of personality. Study 1 showed that agreeableness was associated with both indirect and direct aggression. In addition, the link between agreeableness and aggression was strongest for direct strategies. Study 2 examined the hypotheses that agreeableness predicts social cognitions associated with aggression, peer reports of direct aggression, and teacher reports of adjustment. Agreeableness predicted peer reports of aggression and social cognitions associated with aggression. In addition, aggression mediated the link between agreeableness and adjustment. Results suggest that of the Big Five dimensions, Agreeableness is most closely associated with processes and outcomes related to aggression in adolescents. Aggr. Behav. 30:43,61, 2004. © 2004 Wiley-Liss, Inc. [source] Dimensions of Normal and Abnormal Personality: Elucidating DSM-IV Personality Disorder Symptoms in AdolescentsJOURNAL OF PERSONALITY, Issue 3 2010Noor B. Tromp ABSTRACT The present study aimed to elucidate dimensions of normal and abnormal personality underlying DSM-IV personality disorder (PD) symptoms in 168 adolescents referred to mental health services. Dimensions derived from the Big Five of normal personality and from Livesley's (2006) conceptualization of personality pathology were regressed on interview-based DSM-IV PD symptom counts. When examined independently, both models demonstrated significant levels of predictive power at the higher order level. However, when added to the higher order Big Five dimensions, Livesley's higher and lower order dimensions afforded a supplementary contribution to the understanding of dysfunctional characteristics of adolescent PDs. In addition, they contributed to a better differentiation between adolescent PDs. The present findings suggest that adolescent PDs are more than extreme, maladaptive variants of higher order normal personality traits. Adolescent PDs seem to encompass characteristics that may be more completely covered by dimensions of abnormal personality. Developmental issues and implications of the findings are discussed. [source] The Need for Affect: Individual Differences in the Motivation to Approach or Avoid EmotionsJOURNAL OF PERSONALITY, Issue 4 2001Gregory R. Maio The present research developed and tested a new individual-difference measure of the need for affect, which is the motivation to approach or avoid emotion-inducing situations. The first phase of the research developed the need for affect scale. The second phase revealed that the need for affect is related to a number of individual differences in cognitive processes (e.g., need for cognition, need for closure), emotional processes (e.g., affect intensity, repression-sensitization), behavioral inhibition and activation (e.g., sensation seeking), and aspects of personality (Big Five dimensions) in the expected directions, while not being redundant with them. The third phase of the research indicated that, compared to people low in the need for affect, people high in the need for affect are more likely to (a) possess extreme attitudes across a variety of issues, (b) choose to view emotional movies, and (c) become involved in an emotion-inducing event (the death of Princess Diana). Overall, the results indicate that the need for affect is an important construct in understanding emotion-related processes. [source] TOWARDS AN UNDERSTANDING OF INTEGRITY TEST SIMILARITIES AND DIFFERENCES: AN ITEM-LEVEL ANALYSIS OF SEVEN TESTSPERSONNEL PSYCHOLOGY, Issue 4 2003JAMES E. WANEK A judgmental sort of 798 items from 7 paper-and-pencil integrity tests produced 23 thematic composites. Patterns of correlations between these composites and the 7 integrity measures and 2 Big Five measures shed light on similarities and differences between different integrity tests. Principal components analysis of 23 composites indicated 4 principal components that further illuminate the content domain of integrity tests. The relationships between 4 integrity principal components and integrity test scores as well as measures of the Big Five dimensions of personality are reported. The findings suggest that integrity tests can differ in their emphasis on various thematic composites, and, yet, be very similar in terms of their standing on the 4 integrity principal components. Different integrity tests can be quite different in terms of surface content, and, yet, assess the same underlying constructs. [source] | ||||||||||