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Five Factors (five + factor)

Distribution by Scientific Domains
Psychology71%

Kinds of Five Factors

  • big five factor
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    Terms modified by Five Factors

  • five factor model
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    Selected Abstracts

    Big Five personality development in adolescence and adulthood

    EUROPEAN JOURNAL OF PERSONALITY, Issue 1 2007
    Susan J. T. Branje
    Abstract The present article examines Big Five personality development across adolescence and middle adulthood. Two adolescents and their fathers and mothers from 285 Dutch families rated their own and their family members' personality. Using accelerated longitudinal growth curve analyses, mean level change in Big Five factors was estimated. For boys, Extraversion and Openness decreased and for girls, Extraversion, Agreeableness, Conscientiousness, and Openness increased. Whereas mothers' Emotional Stability and Conscientiousness increased, fathers' Extraversion, Agreeableness, and Emotional Stability decreased. Differences in self- and other-reported personality change were found, as well as interindividual differences in personality change. Results confirm that personality change is possible across the life course but these changes are not similar for all individuals and depend on the type of observer. Copyright © 2006 John Wiley & Sons, Ltd. [source]

    Gone too far,or not far enough?

    EUROPEAN JOURNAL OF PERSONALITY, Issue 1 2002
    Comments on the article by Ashton, Lee (2001)
    Ashton and Lee argue that Honesty should be added to the Big Five model of personality as a sixth factor, and present a theoretical framework for interpreting Big Five factors and Honesty that helps make sense of the proposed six-factor structure. The attempt by Ashton and Lee to go beyond the Big Five is applauded, but numerous problems are evident. Adding Honesty to the Big Five is plausible only if one ignores key assumptions that the Big Five model consists of independent factors that are candidates for pervasive lexical universals. The proposal does not take into account significant deviations from the Anglo-Germanic Big Five that have occurred in emic studies of languages having their origin outside of northern Europe, nor potential substantive interpretations of the widely replicated Negative Valence factor. Future studies should seek improvements or alternatives to the Big Five in a way that keeps constituent factors well discriminated from one another and enhances the likelihood of ubiquity across diverse languages and cultures. Copyright © 2002 John Wiley & Sons, Ltd. [source]

    Nonverbal assessment of the Big Five personality factors

    EUROPEAN JOURNAL OF PERSONALITY, Issue 1 2001
    Sampo V. Paunonen
    The Nonverbal Personality Questionnaire (NPQ) is an experimental, structured, nonverbal measure of 16 personality traits. Its items lack verbal content and, therefore, the inventory is useful for cross-cultural research. Our goal is this research was to select a subset of the NPQ items to form a new nonverbal questionnaire based on the Five-Factor Model of personality. We describe the construction of the Five-Factor Nonverbal Personality Questionnaire (FF-NPQ), and present data on its psychometric properties. These data include scale internal consistencies, intercorrelations, convergences with verbal measures of the Big Five factors, discriminant validity correlations, correlations with peer ratings, and ability to predict socially important behaviour criteria such as smoking and alcohol consumption. In a second study, we report on the psychometric properties of the FF-NPQ in an independent sample of respondents from seven different countries. The utility of the new nonverbal inventory for cross-cultural research is discussed. Copyright © 2001 John Wiley & Sons, Ltd. [source]

    Why Openness to Experience is not a Good Predictor of Job Performance

    INTERNATIONAL JOURNAL OF SELECTION AND ASSESSMENT, Issue 3 2004
    Barbara Griffin
    Recent meta-analyses investigating the relationship between personality and job performance have found that openness to experience is the least predictive of the Big Five factors. Unlike other research that has sought to explain the low criterion-validity with relation to job performance, this study explores the actual construct of openness to experience, suggesting that it consists of two dimensions that relate differentially to job performance thus reducing correlations between overall measures of openness to experience and performance criteria. Exploratory factor analysis of the six sub-dimensions, or facets, of the NEO PI-R (a popular measure of the Big Five factors) produced two factors of openness to experience corresponding to different areas to which people are open. A confirmatory factor analysis on a second set of data provided some support for this result. A pattern of differential relationships between the two factors and other variables including personality, biodata and supervisor-rated performance offered further support for the multidimensionality of openness to experience. The implications of these findings for future research in the selection context are discussed. [source]

    Dundee Ready Education Environment Measure: psychometric testing with Chinese nursing students

    JOURNAL OF ADVANCED NURSING, Issue 12 2009
    Jian Wang
    Abstract Title.,Dundee Ready Education Environment Measure: psychometric testing with Chinese nursing students. Aim., This paper is a report of the psychometric testing of the Dundee Ready Education Environment Measure with Chinese nursing students. Background., Although the Dundee Ready Education Environment Measure has been widely used to measure educational environments in the healthcare professions, no psychometric evaluation of the measure with Chinese nursing students has been reported. Method., Data from 214 nursing students were collected during a 2-month period between December, 2004 and January, 2005. Exploratory factor analysis, internal consistency reliability and Cronbach's alpha were examined. Results., Five factors were found by principal components analysis with Oblimin with Kaiser Normalization rotation. The original factor names were maintained, but items in each factor changed. These five factors all achieved eigenvalues >1, and in total accounted for 52·186% of the variance. Cronbach's alpha ranged from 0·623 to 0·9 across factors, with an overall alpha of 0·949. Conclusion., The Chinese version of the Dundee Ready Education Environment Measure could be a valuable measurement for nursing educators in professional development programmes and nursing curriculum design. Further studies need in different Chinese nursing schools and larger sample sizes to be conducted to validate its stability and factor structure. [source]

    Personality Judgments in Adolescents' Families: The Perceiver, the Target, Their Relationship, and the Family

    JOURNAL OF PERSONALITY, Issue 1 2003
    Susan J. T. Branje
    The present study investigated whether personality judgments involve different processes in a family setting than in a nonfamily setting. We used the Social Relations Model to distinguish the effects of perceiver, target, perceiver-target relationship, and family on personality judgments. Family members of families with adolescents judged their own and the other members' Big Five factors. Judgments were found to depend on the relevance of personality factors within the family setting: Agreeableness and Conscientiousness were judged most consistently. Large relationship variance indicated that parents adjust their judgments to the target family member; large perceiver variance indicated that adolescents judge family members' personalities rather similarly. However, a comparison of self- and other-judgments showed adolescents' judgments to be no more related to their self-perceptions than parents' judgments. We concluded that the relevance of personality factors may differ on specific tasks within a setting. [source]

    DISPOSITIONAL INFLUENCES ON TRANSFER OF LEARNING IN MULTISTAGE TRAINING PROGRAMS

    PERSONNEL PSYCHOLOGY, Issue 4 2002
    DAVID M. HEROLD
    The training effectiveness literature has paid little attention to the potentially dynamic interaction of individual differences with various phases of training in determining ultimate training success. This study investigates the role of individual differences in explaining the transfer of learning from 1 phase of training to another among pilot trainees in a multistage, aviation training program. Using 3 of the Big Five factors (Conscientiousness, Emotional Stability, Openness to Experience), the results showed these measures to contribute to the prediction of the number of hours it took for trainees to attain their private pilot's license. Significant interactions between some of these measures and success on an earlier, simulator phase of the training program were also found. The results are discussed in terms of both the role of individual differences in training research as well as the broader issue of transfer of learning between phases of training. [source]