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overflow: hidden; text-overflow: ellipsis; -webkit-line-clamp: 3; -webkit-box-orient: vertical; }</style><div class="col-xs-12 clearfix"><div class="u-floatLeft"><h1 class="PageHeader-title u-m0x u-fs30">Personality Traits</h1><div class="u-tcGrayDark">16,359 Followers</div><div class="u-tcGrayDark u-mt2x">Recent papers in <b>Personality Traits</b></div></div></div></div></div></div><div class="TabbedNavigation"><div class="container"><div class="row"><div class="col-xs-12 clearfix"><ul class="nav u-m0x u-p0x list-inline u-displayFlex"><li class="active"><a href="https://www.academia.edu/Documents/in/Personality_Traits">Top Papers</a></li><li><a href="https://www.academia.edu/Documents/in/Personality_Traits/MostCited">Most Cited Papers</a></li><li><a href="https://www.academia.edu/Documents/in/Personality_Traits/MostDownloaded">Most Downloaded Papers</a></li><li><a href="https://www.academia.edu/Documents/in/Personality_Traits/MostRecent">Newest Papers</a></li><li><a class="" href="https://www.academia.edu/People/Personality_Traits">People</a></li></ul></div><style type="text/css">ul.nav{flex-direction:row}@media(max-width: 567px){ul.nav{flex-direction:column}.TabbedNavigation li{max-width:100%}.TabbedNavigation li.active{background-color:var(--background-grey, #dddde2)}.TabbedNavigation li.active:before,.TabbedNavigation li.active:after{display:none}}</style></div></div></div><div class="container"><div class="row"><div class="col-xs-12"><div class="u-displayFlex"><div class="u-flexGrow1"><div class="works"><div class="u-borderBottom1 u-borderColorGrayLighter"><div class="clearfix u-pv7x u-mb0x js-work-card work_53717505" data-work_id="53717505" itemscope="itemscope" itemtype="https://schema.org/ScholarlyArticle"><div class="header"><div class="title u-fontSerif u-fs22 u-lineHeight1_3"><a class="u-tcGrayDarkest js-work-link" href="https://www.academia.edu/53717505/The_Implicit_Leadership_Theories_of_College_and_University_Presidents">The Implicit Leadership Theories of College and University Presidents</a></div></div><div class="u-pb4x u-mt3x"><div class="summary u-fs14 u-fw300 u-lineHeight1_5 u-tcGrayDarkest"><div class="summarized">Theories implicit in college presidents' definitions of leadership are examined, since understanding presidents' leadership models may affect how they interpret their roles and the events they encounter. The source of the theory that is... <a class="more_link u-tcGrayDark u-linkUnstyled" data-container=".work_53717505" data-show=".complete" data-hide=".summarized" data-more-link-behavior="true" href="#">more</a></div><div class="complete hidden">Theories implicit in college presidents' definitions of leadership are examined, since understanding presidents' leadership models may affect how they interpret their roles and the events they encounter. The source of the theory that is analyzed is the organizational leadership literature. Research traditions in organizational leadership are grouped into five major categories: trait theories, power and influence theories, behavioral theories, contingency theories, and symbolic theories. To iientify presidential definitions of leadership, interview data were obtained from 32 college and university presidents as part of the Institutional Leadership Project sponsored by the National Center for Postsecondary Governance and Finance. Two of five implied theoretical orientations of the presidents appeared to predominate. The first orientation is the presidential perception that leadership is a process of influence; the second is that leadership behavior is seen as emphasizing goals. The sample of presidents identified leadership, at least in part, in terms of roles and behaviors. Presidential definitions did not appear to be systematically related to factors such as institutional type, control, or presidential tenure. Sixteen references are included. (SW)</div></div></div><ul class="InlineList u-ph0x u-fs13"><li class="InlineList-item logged_in_only"><div class="share_on_academia_work_button"><a class="academia_share Button Button--inverseBlue Button--sm js-bookmark-button" data-academia-share="Work/53717505" data-share-source="work_strip" data-spinner="small_white_hide_contents"><i class="fa fa-plus"></i><span class="work-strip-link-text u-ml1x" data-content="button_text">Bookmark</span></a></div></li><li class="InlineList-item"><div class="download"><a id="0970d34969e45d214ad1a6438401af35" rel="nofollow" data-download="{"attachment_id":70429889,"asset_id":53717505,"asset_type":"Work","always_allow_download":false,"track":null,"button_location":"work_strip","source":null,"hide_modal":null}" class="Button Button--sm Button--inverseGreen js-download-button prompt_button doc_download" href="https://www.academia.edu/attachments/70429889/download_file?st=MTczOTgyMDg1OSw4LjIyMi4yMDguMTQ2&s=work_strip"><i class="fa fa-arrow-circle-o-down fa-lg"></i><span class="u-textUppercase u-ml1x" data-content="button_text">Download</span></a></div></li><li class="InlineList-item"><ul class="InlineList InlineList--bordered u-ph0x"><li class="InlineList-item InlineList-item--bordered"><span class="InlineList-item-text">by <span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a class="u-tcGrayDark u-fw700" data-has-card-for-user="26627828" href="https://umd.academia.edu/RobertBirnbaum">Robert Birnbaum</a><script data-card-contents-for-user="26627828" type="text/json">{"id":26627828,"first_name":"Robert","last_name":"Birnbaum","domain_name":"umd","page_name":"RobertBirnbaum","display_name":"Robert Birnbaum","profile_url":"https://umd.academia.edu/RobertBirnbaum?f_ri=262684","photo":"https://0.academia-photos.com/26627828/76420526/77974198/s65_robert.birnbaum.jpg"}</script></span></span></li><li class="js-paper-rank-work_53717505 InlineList-item InlineList-item--bordered hidden"><span class="js-paper-rank-view hidden u-tcGrayDark" data-paper-rank-work-id="53717505"><i class="u-m1x fa fa-bar-chart"></i><strong class="js-paper-rank"></strong></span><script>$(function() { new Works.PaperRankView({ workId: 53717505, container: ".js-paper-rank-work_53717505", }); 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$(".js-view-count[data-work-id=53717505]").text(description); $(".js-view-count-work_53717505").attr('title', description).tooltip(); }); });</script></span><script>$(function() { $(".js-view-count-work_53717505").removeClass('hidden') })</script></div></li><li class="InlineList-item u-positionRelative" style="max-width: 250px"><div class="u-positionAbsolute" data-has-card-for-ri-list="53717505"><i class="fa fa-tag InlineList-item-icon u-positionRelative"></i>  <a class="InlineList-item-text u-positionRelative">7</a>  </div><span class="InlineList-item-text u-textTruncate u-pl9x"><a class="InlineList-item-text" data-has-card-for-ri="2621" rel="nofollow" href="https://www.academia.edu/Documents/in/Higher_Education">Higher Education</a>, <script data-card-contents-for-ri="2621" type="text/json">{"id":2621,"name":"Higher Education","url":"https://www.academia.edu/Documents/in/Higher_Education?f_ri=262684","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="124971" rel="nofollow" href="https://www.academia.edu/Documents/in/Education_Systems">Education Systems</a>, <script data-card-contents-for-ri="124971" type="text/json">{"id":124971,"name":"Education Systems","url":"https://www.academia.edu/Documents/in/Education_Systems?f_ri=262684","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="141888" rel="nofollow" href="https://www.academia.edu/Documents/in/Contingency_Management">Contingency Management</a>, <script data-card-contents-for-ri="141888" type="text/json">{"id":141888,"name":"Contingency Management","url":"https://www.academia.edu/Documents/in/Contingency_Management?f_ri=262684","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="149123" rel="nofollow" href="https://www.academia.edu/Documents/in/Organizational_Theories">Organizational Theories</a><script data-card-contents-for-ri="149123" type="text/json">{"id":149123,"name":"Organizational Theories","url":"https://www.academia.edu/Documents/in/Organizational_Theories?f_ri=262684","nofollow":true}</script></span></li><script>(function(){ if (true) { new Aedu.ResearchInterestListCard({ el: $('*[data-has-card-for-ri-list=53717505]'), work: {"id":53717505,"title":"The Implicit Leadership Theories of College and University Presidents","created_at":"2021-09-28T07:13:08.002-07:00","url":"https://www.academia.edu/53717505/The_Implicit_Leadership_Theories_of_College_and_University_Presidents?f_ri=262684","dom_id":"work_53717505","summary":"Theories implicit in college presidents' definitions of leadership are examined, since understanding presidents' leadership models may affect how they interpret their roles and the events they encounter. The source of the theory that is analyzed is the organizational leadership literature. Research traditions in organizational leadership are grouped into five major categories: trait theories, power and influence theories, behavioral theories, contingency theories, and symbolic theories. To iientify presidential definitions of leadership, interview data were obtained from 32 college and university presidents as part of the Institutional Leadership Project sponsored by the National Center for Postsecondary Governance and Finance. Two of five implied theoretical orientations of the presidents appeared to predominate. The first orientation is the presidential perception that leadership is a process of influence; the second is that leadership behavior is seen as emphasizing goals. The sample of presidents identified leadership, at least in part, in terms of roles and behaviors. Presidential definitions did not appear to be systematically related to factors such as institutional type, control, or presidential tenure. Sixteen references are included. (SW)","downloadable_attachments":[{"id":70429889,"asset_id":53717505,"asset_type":"Work","always_allow_download":false}],"ordered_authors":[{"id":26627828,"first_name":"Robert","last_name":"Birnbaum","domain_name":"umd","page_name":"RobertBirnbaum","display_name":"Robert Birnbaum","profile_url":"https://umd.academia.edu/RobertBirnbaum?f_ri=262684","photo":"https://0.academia-photos.com/26627828/76420526/77974198/s65_robert.birnbaum.jpg"}],"research_interests":[{"id":2621,"name":"Higher Education","url":"https://www.academia.edu/Documents/in/Higher_Education?f_ri=262684","nofollow":true},{"id":124971,"name":"Education Systems","url":"https://www.academia.edu/Documents/in/Education_Systems?f_ri=262684","nofollow":true},{"id":141888,"name":"Contingency Management","url":"https://www.academia.edu/Documents/in/Contingency_Management?f_ri=262684","nofollow":true},{"id":149123,"name":"Organizational Theories","url":"https://www.academia.edu/Documents/in/Organizational_Theories?f_ri=262684","nofollow":true},{"id":262684,"name":"Personality Traits","url":"https://www.academia.edu/Documents/in/Personality_Traits?f_ri=262684"},{"id":824281,"name":"Leadership Qualities","url":"https://www.academia.edu/Documents/in/Leadership_Qualities?f_ri=262684"},{"id":2872765,"name":"The Higher Education","url":"https://www.academia.edu/Documents/in/The_Higher_Education?f_ri=262684"}]}, }) } })();</script></ul></li></ul></div></div><div class="u-borderBottom1 u-borderColorGrayLighter"><div class="clearfix u-pv7x u-mb0x js-work-card work_15970274" data-work_id="15970274" itemscope="itemscope" itemtype="https://schema.org/ScholarlyArticle"><div class="header"><div class="title u-fontSerif u-fs22 u-lineHeight1_3"><a class="u-tcGrayDarkest js-work-link" href="https://www.academia.edu/15970274/What_Do_People_Desire_in_Their_Leaders_The_Effect_of_Leadership_Experience_on_Desired_Leadership_Traits">What Do People Desire in Their Leaders? The Effect of Leadership Experience on Desired Leadership Traits</a></div></div><div class="u-pb4x u-mt3x"><div class="summary u-fs14 u-fw300 u-lineHeight1_5 u-tcGrayDarkest"><div class="summarized">Purpose – To determine how leadership experience affects the value leaders place on leadership traits. In particular, we sought to determine if individuals with different amounts of leadership experience deferentially desire traits... <a class="more_link u-tcGrayDark u-linkUnstyled" data-container=".work_15970274" data-show=".complete" data-hide=".summarized" data-more-link-behavior="true" href="#">more</a></div><div class="complete hidden">Purpose – To determine how leadership experience affects the value leaders place on leadership traits. In particular, we sought to determine if individuals with different amounts of leadership experience deferentially desire traits related to dominance and cooperation. <br />Design/methodology/approach – Participants reported the importance of dominant and cooperative traits for an ideal leader, and reported the number of leadership roles that they had experienced.<br />Findings – The desirability of dominance-related traits decreased as leadership experience increased, but only for women. In contrast, the desirability of cooperation-related traits remained the same, regardless of leadership experience or gender.<br />Implications – Overall, these findings suggest leaders learn to desire different traits as they gain leadership experience. Implications of this research may exist in both business and political domains. In business, interview and selection decisions may depend on the leadership experience and gender of the decision-maker. Organizations should carefully select members of the organization to make these critical hiring decisions. In politics, candidates would be wise to consider the leadership experience and gender of constituents in their self-presentation attempts.<br />Originality/value – This research presents the first examination of the effect of leadership experience on the desirability of leader personality traits. In addition, this is one of the first studies to refocus on the dominance/cooperation dichotomy—a promising focus for future trait research.</div></div></div><ul class="InlineList u-ph0x u-fs13"><li class="InlineList-item logged_in_only"><div class="share_on_academia_work_button"><a class="academia_share Button Button--inverseBlue Button--sm js-bookmark-button" data-academia-share="Work/15970274" data-share-source="work_strip" data-spinner="small_white_hide_contents"><i class="fa fa-plus"></i><span class="work-strip-link-text u-ml1x" data-content="button_text">Bookmark</span></a></div></li><li class="InlineList-item"><div class="download"><a id="a5917eadafaae99eff8b9c4c375c60c2" rel="nofollow" data-download="{"attachment_id":47458235,"asset_id":15970274,"asset_type":"Work","always_allow_download":false,"track":null,"button_location":"work_strip","source":null,"hide_modal":null}" class="Button Button--sm Button--inverseGreen js-download-button prompt_button doc_download" href="https://www.academia.edu/attachments/47458235/download_file?st=MTczOTgyMDg1OSw4LjIyMi4yMDguMTQ2&s=work_strip"><i class="fa fa-arrow-circle-o-down fa-lg"></i><span class="u-textUppercase u-ml1x" data-content="button_text">Download</span></a></div></li><li class="InlineList-item"><ul class="InlineList InlineList--bordered u-ph0x"><li class="InlineList-item InlineList-item--bordered"><span class="InlineList-item-text">by <span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a class="u-tcGrayDark u-fw700" data-has-card-for-user="116140" href="https://ceu.academia.edu/AustinLeeNichols">Austin Lee Nichols</a><script data-card-contents-for-user="116140" type="text/json">{"id":116140,"first_name":"Austin Lee","last_name":"Nichols","domain_name":"ceu","page_name":"AustinLeeNichols","display_name":"Austin Lee Nichols","profile_url":"https://ceu.academia.edu/AustinLeeNichols?f_ri=262684","photo":"https://0.academia-photos.com/116140/31217/68649997/s65_austin_lee.nichols.jpg"}</script></span></span></li><li class="js-paper-rank-work_15970274 InlineList-item InlineList-item--bordered hidden"><span class="js-paper-rank-view hidden u-tcGrayDark" data-paper-rank-work-id="15970274"><i class="u-m1x fa fa-bar-chart"></i><strong class="js-paper-rank"></strong></span><script>$(function() { new Works.PaperRankView({ workId: 15970274, container: ".js-paper-rank-work_15970274", }); 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The Effect of Leadership Experience on Desired Leadership Traits","created_at":"2015-09-21T05:35:57.579-07:00","url":"https://www.academia.edu/15970274/What_Do_People_Desire_in_Their_Leaders_The_Effect_of_Leadership_Experience_on_Desired_Leadership_Traits?f_ri=262684","dom_id":"work_15970274","summary":"Purpose – To determine how leadership experience affects the value leaders place on leadership traits. In particular, we sought to determine if individuals with different amounts of leadership experience deferentially desire traits related to dominance and cooperation. \nDesign/methodology/approach – Participants reported the importance of dominant and cooperative traits for an ideal leader, and reported the number of leadership roles that they had experienced.\nFindings – The desirability of dominance-related traits decreased as leadership experience increased, but only for women. In contrast, the desirability of cooperation-related traits remained the same, regardless of leadership experience or gender.\nImplications – Overall, these findings suggest leaders learn to desire different traits as they gain leadership experience. Implications of this research may exist in both business and political domains. In business, interview and selection decisions may depend on the leadership experience and gender of the decision-maker. Organizations should carefully select members of the organization to make these critical hiring decisions. In politics, candidates would be wise to consider the leadership experience and gender of constituents in their self-presentation attempts.\nOriginality/value – This research presents the first examination of the effect of leadership experience on the desirability of leader personality traits. In addition, this is one of the first studies to refocus on the dominance/cooperation dichotomy—a promising focus for future trait research.","downloadable_attachments":[{"id":47458235,"asset_id":15970274,"asset_type":"Work","always_allow_download":false}],"ordered_authors":[{"id":116140,"first_name":"Austin Lee","last_name":"Nichols","domain_name":"ceu","page_name":"AustinLeeNichols","display_name":"Austin Lee Nichols","profile_url":"https://ceu.academia.edu/AustinLeeNichols?f_ri=262684","photo":"https://0.academia-photos.com/116140/31217/68649997/s65_austin_lee.nichols.jpg"}],"research_interests":[{"id":242,"name":"Personality Psychology","url":"https://www.academia.edu/Documents/in/Personality_Psychology?f_ri=262684","nofollow":true},{"id":2672,"name":"Personality","url":"https://www.academia.edu/Documents/in/Personality?f_ri=262684","nofollow":true},{"id":2969,"name":"Leadership","url":"https://www.academia.edu/Documents/in/Leadership?f_ri=262684","nofollow":true},{"id":7024,"name":"Gender","url":"https://www.academia.edu/Documents/in/Gender?f_ri=262684","nofollow":true},{"id":262684,"name":"Personality Traits","url":"https://www.academia.edu/Documents/in/Personality_Traits?f_ri=262684"}]}, }) } })();</script></ul></li></ul></div></div><div class="u-borderBottom1 u-borderColorGrayLighter"><div class="clearfix u-pv7x u-mb0x js-work-card work_5699739" data-work_id="5699739" itemscope="itemscope" itemtype="https://schema.org/ScholarlyArticle"><div class="header"><div class="title u-fontSerif u-fs22 u-lineHeight1_3"><a class="u-tcGrayDarkest js-work-link" href="https://www.academia.edu/5699739/The_Three_Domains_of_Disgust_Scale_Factor_Structure_Psychometric_Properties_and_Conceptual_Limitations">The Three Domains of Disgust Scale: Factor Structure, Psychometric Properties, and Conceptual Limitations</a></div></div><div class="u-pb4x u-mt3x"></div><ul class="InlineList u-ph0x u-fs13"><li class="InlineList-item logged_in_only"><div class="share_on_academia_work_button"><a class="academia_share Button Button--inverseBlue Button--sm js-bookmark-button" data-academia-share="Work/5699739" data-share-source="work_strip" data-spinner="small_white_hide_contents"><i class="fa fa-plus"></i><span class="work-strip-link-text u-ml1x" data-content="button_text">Bookmark</span></a></div></li><li class="InlineList-item"><div class="download"><a id="1fa8b4bb2b478708782d027177edc7d3" rel="nofollow" data-download="{"attachment_id":49176106,"asset_id":5699739,"asset_type":"Work","always_allow_download":false,"track":null,"button_location":"work_strip","source":null,"hide_modal":null}" class="Button Button--sm Button--inverseGreen js-download-button prompt_button doc_download" href="https://www.academia.edu/attachments/49176106/download_file?st=MTczOTgyMDg1OSw4LjIyMi4yMDguMTQ2&s=work_strip"><i class="fa fa-arrow-circle-o-down fa-lg"></i><span class="u-textUppercase u-ml1x" data-content="button_text">Download</span></a></div></li><li class="InlineList-item"><ul class="InlineList InlineList--bordered u-ph0x"><li class="InlineList-item InlineList-item--bordered"><span class="InlineList-item-text">by <span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a class="u-tcGrayDark u-fw700" data-has-card-for-user="8249416" href="https://appstate.academia.edu/JoshuaBromanFulks">Joshua Broman-Fulks</a><script data-card-contents-for-user="8249416" 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report","url":"https://www.academia.edu/Documents/in/Self_report?f_ri=262684"},{"id":1033202,"name":"Emotional Response","url":"https://www.academia.edu/Documents/in/Emotional_Response?f_ri=262684"},{"id":1033644,"name":"Factor structure","url":"https://www.academia.edu/Documents/in/Factor_structure?f_ri=262684"},{"id":1843330,"name":"Personality Trait","url":"https://www.academia.edu/Documents/in/Personality_Trait?f_ri=262684"},{"id":2463496,"name":"Statistics as Topic","url":"https://www.academia.edu/Documents/in/Statistics_as_Topic?f_ri=262684"}]}, }) } })();</script></ul></li></ul></div></div><div class="u-borderBottom1 u-borderColorGrayLighter"><div class="clearfix u-pv7x u-mb0x js-work-card work_35516097" data-work_id="35516097" itemscope="itemscope" itemtype="https://schema.org/ScholarlyArticle"><div class="header"><div class="title u-fontSerif u-fs22 u-lineHeight1_3"><a class="u-tcGrayDarkest js-work-link" href="https://www.academia.edu/35516097/G%C4%B0R%C4%B0%C5%9E%C4%B0MC%C4%B0LER_%C4%B0LE_MAA%C5%9ELI_%C3%87ALI%C5%9EANLARIN_K%C4%B0%C5%9E%C4%B0L%C4%B0K_%C3%96ZELL%C4%B0KLER%C4%B0N%C4%B0N_KAR%C5%9EILA%C5%9ETIRILMASI_%C3%87ANAKKALE_%C3%96RNE%C4%9E%C4%B0">GİRİŞİMCİLER İLE MAAŞLI ÇALIŞANLARIN KİŞİLİK ÖZELLİKLERİNİN KARŞILAŞTIRILMASI: ÇANAKKALE ÖRNEĞİ</a></div></div><div class="u-pb4x u-mt3x"><div class="summary u-fs14 u-fw300 u-lineHeight1_5 u-tcGrayDarkest"><div class="summarized">Bu çalışmada girişimci, girişimcilik ve kişilik kavramlarına değinilmiş olup, girişimciler ile maaşlı çalışanlar arasında kişilik özellikleri bağlamında bir fark olup olmadığı incelenmiştir. Çalışmada, Gençöz ve Öncül (2012)’nin Türk... <a class="more_link u-tcGrayDark u-linkUnstyled" data-container=".work_35516097" data-show=".complete" data-hide=".summarized" data-more-link-behavior="true" href="#">more</a></div><div class="complete hidden">Bu çalışmada girişimci, girişimcilik ve kişilik kavramlarına değinilmiş olup, girişimciler ile maaşlı<br />çalışanlar arasında kişilik özellikleri bağlamında bir fark olup olmadığı incelenmiştir. Çalışmada, Gençöz ve Öncül<br />(2012)’nin Türk kültürüne yönelik geliştirdiği ve 45 maddeden oluşan “Temel Kişilik Özellikleri” ölçeğinden<br />yararlanılarak bir anket formu hazırlanmıştır. Hazırlanan anket formu, 1 Kasım-15 Aralık 2016 tarihleri arasında,<br />Çanakkale il merkezinde yer alan 450 girişimci ve maaşlı çalışana yüz yüze görüşme yöntemi aracılığıyla<br />uygulanmıştır. Girişimciler ile maaşlı çalışanların kişilik özellikleri arasındaki farklılıklar, T-testi ve Anova testleri<br />aracılığıyla analiz edilmiştir. Çalışma sonucunda girişimci – maaşlı çalışanların kişilik özellikleri bakımından yaş,<br />medeni durum, gelir seviyesi ve iş durumuna göre, “Dışadönüklük”, “Sorumluluk”, “Uyumluluk”, “Duygusal<br />Tutarsızlık”, “Gelişime Açıklık” ve “Olumsuz Değerlik” boyutları arasında anlamlı bir farklılık bulunmadığı tespit<br />edilmiştir. Girişimciler ile maaşlı çalışanların kişilik özellikleri arasındaki farklılıklar cinsiyet değişkenine göre<br />incelendiğinde ise, “Sorumluluk” ve “Uyumluluk” boyutlarında anlamlı bir farklılık olduğu; kadınların erkeklere<br />göre daha fazla sorumluk sahibi ve uyumlu oldukları sonucuna ulaşılmıştır. Girişimciler ile maaşlı çalışanların<br />kişilik özellikleri arasındaki farklılıklar eğitim değişkenine göre incelendiğinde ise, “Duygusal Tutarsızlık”<br />boyutunda ilköğretim–lise ve lise–ilköğretim eğitim seviyeleri arasında farklılık olduğu; lise eğitim seviyesine sahip<br />girişimci ve maaşlı çalışanların, eğitim seviyesi ilköğretim olanlara göre daha fazla duygusal tutarsızlığa sahip<br />oldukları görülmüştür. Türk kültürüne yönelik olarak geliştirilen “Temel Kişilik Özellikleri” ölçeğinden<br />yararlanılarak gerçekleştirilen bu çalışmanın sonuçlarının literatüre katkı sağlayacağı ve ileride konu ile ilgili<br />yapılacak çalışmalarda yol gösterici olacağı düşünülmektedir. In this study, the concepts of entrepreneur, entrepreneurship and personality are mentioned and also it has<br />been examined whether there is a difference between entrepreneurs and salaried employees in terms of their<br />personality traits. A questionnaire form was prepared by using the "Basic Personality Features" scale developed by<br />Gençöz and Öncül (2012) for Turkish culture and consisting of 45 items for the study. The prepared questionnaire<br />was applied between 1 November and 15 December 2016 through 450 entrepreneurs and salaried employees, faceto-face<br />interviewing methods in Canakkale province center. Differences between personality traits of entrepreneurs<br />and salaried employees were analyzed through the t-test and Anova tests. As a result of the study, it is determined<br />that there is no difference between the dimensions of "Outwardness", "Responsibility", "Compatibility", "Emotional<br />Inconsistency", "Developmental Clarity" and "Negative Validity" according to age, marital status, income level and<br />employment status of entrepreneurs and salaried employees. When the differences between personality traits of<br />entrepreneurs and salaried employees are examined according to gender variable, it is seen that there is a<br />meaningful difference between "Responsibility" and "Compatibility" dimensions. According to this difference,<br />women are more responsible and accountable than men. When the differences between personality traits of<br />entrepreneurs and salaried employees are examined according to educational variables, it is found that there is a<br />difference between primary and high school and primary school education levels in the dimension of "Emotional<br />inconsistency". Entrepreneurs and salaried employees with a high school education level are found to have more<br />emotional inconsistency than those with an education level of primary education. It is considered that the results of<br />this study, which is realized by using the "Basic Personality Traits" scale developed for the Turkish culture, will<br />contribute to the literature and will be a guide for the future studies about this subject.</div></div></div><ul class="InlineList u-ph0x u-fs13"><li class="InlineList-item logged_in_only"><div class="share_on_academia_work_button"><a class="academia_share Button Button--inverseBlue Button--sm js-bookmark-button" data-academia-share="Work/35516097" data-share-source="work_strip" data-spinner="small_white_hide_contents"><i class="fa fa-plus"></i><span class="work-strip-link-text u-ml1x" data-content="button_text">Bookmark</span></a></div></li><li class="InlineList-item"><div class="download"><a id="e4fdfd34bc1084ee115bcf20d54adc35" rel="nofollow" data-download="{"attachment_id":55381339,"asset_id":35516097,"asset_type":"Work","always_allow_download":false,"track":null,"button_location":"work_strip","source":null,"hide_modal":null}" class="Button Button--sm Button--inverseGreen js-download-button prompt_button doc_download" href="https://www.academia.edu/attachments/55381339/download_file?st=MTczOTgyMDg1OSw4LjIyMi4yMDguMTQ2&s=work_strip"><i class="fa fa-arrow-circle-o-down fa-lg"></i><span class="u-textUppercase u-ml1x" data-content="button_text">Download</span></a></div></li><li class="InlineList-item"><ul class="InlineList InlineList--bordered u-ph0x"><li class="InlineList-item InlineList-item--bordered"><span class="InlineList-item-text">by <span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a class="u-tcGrayDark u-fw700" data-has-card-for-user="30751616" href="https://comu.academia.edu/buketbuluk">Buket Buluk Eşitti</a><script data-card-contents-for-user="30751616" type="text/json">{"id":30751616,"first_name":"Buket","last_name":"Buluk Eşitti","domain_name":"comu","page_name":"buketbuluk","display_name":"Buket Buluk Eşitti","profile_url":"https://comu.academia.edu/buketbuluk?f_ri=262684","photo":"https://0.academia-photos.com/30751616/8968408/90870505/s65_buket.buluk_e_itti.jpeg"}</script></span></span></li><li class="js-paper-rank-work_35516097 InlineList-item InlineList-item--bordered hidden"><span class="js-paper-rank-view hidden u-tcGrayDark" data-paper-rank-work-id="35516097"><i class="u-m1x fa fa-bar-chart"></i><strong class="js-paper-rank"></strong></span><script>$(function() { new Works.PaperRankView({ workId: 35516097, container: ".js-paper-rank-work_35516097", }); });</script></li><li class="js-percentile-work_35516097 InlineList-item InlineList-item--bordered hidden u-tcGrayDark"><span class="percentile-widget hidden"><span class="u-mr2x percentile-widget" style="display: none">•</span><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 35516097; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-percentile-work_35516097"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></li><li class="js-view-count-work_35516097 InlineList-item InlineList-item--bordered hidden"><div><span><span class="js-view-count view-count u-mr2x" data-work-id="35516097"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 35516097; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=35516097]").text(description); $(".js-view-count-work_35516097").attr('title', description).tooltip(); }); });</script></span><script>$(function() { $(".js-view-count-work_35516097").removeClass('hidden') })</script></div></li><li class="InlineList-item u-positionRelative" style="max-width: 250px"><div class="u-positionAbsolute" data-has-card-for-ri-list="35516097"><i class="fa fa-tag InlineList-item-icon u-positionRelative"></i>  <a class="InlineList-item-text u-positionRelative">2</a>  </div><span class="InlineList-item-text u-textTruncate u-pl9x"><a class="InlineList-item-text" data-has-card-for-ri="27" rel="nofollow" href="https://www.academia.edu/Documents/in/Entrepreneurship">Entrepreneurship</a>, <script data-card-contents-for-ri="27" type="text/json">{"id":27,"name":"Entrepreneurship","url":"https://www.academia.edu/Documents/in/Entrepreneurship?f_ri=262684","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="262684" rel="nofollow" href="https://www.academia.edu/Documents/in/Personality_Traits">Personality Traits</a><script data-card-contents-for-ri="262684" type="text/json">{"id":262684,"name":"Personality Traits","url":"https://www.academia.edu/Documents/in/Personality_Traits?f_ri=262684","nofollow":true}</script></span></li><script>(function(){ if (true) { new Aedu.ResearchInterestListCard({ el: $('*[data-has-card-for-ri-list=35516097]'), work: {"id":35516097,"title":"GİRİŞİMCİLER İLE MAAŞLI ÇALIŞANLARIN KİŞİLİK ÖZELLİKLERİNİN KARŞILAŞTIRILMASI: ÇANAKKALE ÖRNEĞİ","created_at":"2017-12-26T23:01:52.131-08:00","url":"https://www.academia.edu/35516097/G%C4%B0R%C4%B0%C5%9E%C4%B0MC%C4%B0LER_%C4%B0LE_MAA%C5%9ELI_%C3%87ALI%C5%9EANLARIN_K%C4%B0%C5%9E%C4%B0L%C4%B0K_%C3%96ZELL%C4%B0KLER%C4%B0N%C4%B0N_KAR%C5%9EILA%C5%9ETIRILMASI_%C3%87ANAKKALE_%C3%96RNE%C4%9E%C4%B0?f_ri=262684","dom_id":"work_35516097","summary":"Bu çalışmada girişimci, girişimcilik ve kişilik kavramlarına değinilmiş olup, girişimciler ile maaşlı\nçalışanlar arasında kişilik özellikleri bağlamında bir fark olup olmadığı incelenmiştir. Çalışmada, Gençöz ve Öncül\n(2012)’nin Türk kültürüne yönelik geliştirdiği ve 45 maddeden oluşan “Temel Kişilik Özellikleri” ölçeğinden\nyararlanılarak bir anket formu hazırlanmıştır. Hazırlanan anket formu, 1 Kasım-15 Aralık 2016 tarihleri arasında,\nÇanakkale il merkezinde yer alan 450 girişimci ve maaşlı çalışana yüz yüze görüşme yöntemi aracılığıyla\nuygulanmıştır. Girişimciler ile maaşlı çalışanların kişilik özellikleri arasındaki farklılıklar, T-testi ve Anova testleri\naracılığıyla analiz edilmiştir. Çalışma sonucunda girişimci – maaşlı çalışanların kişilik özellikleri bakımından yaş,\nmedeni durum, gelir seviyesi ve iş durumuna göre, “Dışadönüklük”, “Sorumluluk”, “Uyumluluk”, “Duygusal\nTutarsızlık”, “Gelişime Açıklık” ve “Olumsuz Değerlik” boyutları arasında anlamlı bir farklılık bulunmadığı tespit\nedilmiştir. Girişimciler ile maaşlı çalışanların kişilik özellikleri arasındaki farklılıklar cinsiyet değişkenine göre\nincelendiğinde ise, “Sorumluluk” ve “Uyumluluk” boyutlarında anlamlı bir farklılık olduğu; kadınların erkeklere\ngöre daha fazla sorumluk sahibi ve uyumlu oldukları sonucuna ulaşılmıştır. Girişimciler ile maaşlı çalışanların\nkişilik özellikleri arasındaki farklılıklar eğitim değişkenine göre incelendiğinde ise, “Duygusal Tutarsızlık”\nboyutunda ilköğretim–lise ve lise–ilköğretim eğitim seviyeleri arasında farklılık olduğu; lise eğitim seviyesine sahip\ngirişimci ve maaşlı çalışanların, eğitim seviyesi ilköğretim olanlara göre daha fazla duygusal tutarsızlığa sahip\noldukları görülmüştür. Türk kültürüne yönelik olarak geliştirilen “Temel Kişilik Özellikleri” ölçeğinden\nyararlanılarak gerçekleştirilen bu çalışmanın sonuçlarının literatüre katkı sağlayacağı ve ileride konu ile ilgili\nyapılacak çalışmalarda yol gösterici olacağı düşünülmektedir. In this study, the concepts of entrepreneur, entrepreneurship and personality are mentioned and also it has\nbeen examined whether there is a difference between entrepreneurs and salaried employees in terms of their\npersonality traits. A questionnaire form was prepared by using the \"Basic Personality Features\" scale developed by\nGençöz and Öncül (2012) for Turkish culture and consisting of 45 items for the study. The prepared questionnaire\nwas applied between 1 November and 15 December 2016 through 450 entrepreneurs and salaried employees, faceto-face\ninterviewing methods in Canakkale province center. Differences between personality traits of entrepreneurs\nand salaried employees were analyzed through the t-test and Anova tests. As a result of the study, it is determined\nthat there is no difference between the dimensions of \"Outwardness\", \"Responsibility\", \"Compatibility\", \"Emotional\nInconsistency\", \"Developmental Clarity\" and \"Negative Validity\" according to age, marital status, income level and\nemployment status of entrepreneurs and salaried employees. When the differences between personality traits of\nentrepreneurs and salaried employees are examined according to gender variable, it is seen that there is a\nmeaningful difference between \"Responsibility\" and \"Compatibility\" dimensions. According to this difference,\nwomen are more responsible and accountable than men. When the differences between personality traits of\nentrepreneurs and salaried employees are examined according to educational variables, it is found that there is a\ndifference between primary and high school and primary school education levels in the dimension of \"Emotional\ninconsistency\". Entrepreneurs and salaried employees with a high school education level are found to have more\nemotional inconsistency than those with an education level of primary education. It is considered that the results of\nthis study, which is realized by using the \"Basic Personality Traits\" scale developed for the Turkish culture, will\ncontribute to the literature and will be a guide for the future studies about this subject.\n","downloadable_attachments":[{"id":55381339,"asset_id":35516097,"asset_type":"Work","always_allow_download":false}],"ordered_authors":[{"id":30751616,"first_name":"Buket","last_name":"Buluk Eşitti","domain_name":"comu","page_name":"buketbuluk","display_name":"Buket Buluk Eşitti","profile_url":"https://comu.academia.edu/buketbuluk?f_ri=262684","photo":"https://0.academia-photos.com/30751616/8968408/90870505/s65_buket.buluk_e_itti.jpeg"}],"research_interests":[{"id":27,"name":"Entrepreneurship","url":"https://www.academia.edu/Documents/in/Entrepreneurship?f_ri=262684","nofollow":true},{"id":262684,"name":"Personality Traits","url":"https://www.academia.edu/Documents/in/Personality_Traits?f_ri=262684","nofollow":true}]}, }) } })();</script></ul></li></ul></div></div><div class="u-borderBottom1 u-borderColorGrayLighter"><div class="clearfix u-pv7x u-mb0x js-work-card work_76132445" data-work_id="76132445" itemscope="itemscope" itemtype="https://schema.org/ScholarlyArticle"><div class="header"><div class="title u-fontSerif u-fs22 u-lineHeight1_3"><a class="u-tcGrayDarkest js-work-link" href="https://www.academia.edu/76132445/The_Relationship_between_Principal_Personality_Type_and_Elementary_School_Student_Achievement">The Relationship between Principal Personality Type and Elementary School Student Achievement</a></div></div><div class="u-pb4x u-mt3x"></div><ul class="InlineList u-ph0x u-fs13"><li class="InlineList-item logged_in_only"><div class="share_on_academia_work_button"><a class="academia_share Button Button--inverseBlue Button--sm js-bookmark-button" data-academia-share="Work/76132445" data-share-source="work_strip" data-spinner="small_white_hide_contents"><i class="fa fa-plus"></i><span class="work-strip-link-text u-ml1x" data-content="button_text">Bookmark</span></a></div></li><li class="InlineList-item"><div class="download"><a id="67d0fe3a6822039735c1a6c3da31f5b2" rel="nofollow" data-download="{"attachment_id":83801135,"asset_id":76132445,"asset_type":"Work","always_allow_download":false,"track":null,"button_location":"work_strip","source":null,"hide_modal":null}" class="Button Button--sm Button--inverseGreen js-download-button prompt_button doc_download" href="https://www.academia.edu/attachments/83801135/download_file?st=MTczOTgyMDg1OSw4LjIyMi4yMDguMTQ2&s=work_strip"><i class="fa fa-arrow-circle-o-down fa-lg"></i><span class="u-textUppercase u-ml1x" data-content="button_text">Download</span></a></div></li><li class="InlineList-item"><ul class="InlineList InlineList--bordered u-ph0x"><li class="InlineList-item InlineList-item--bordered"><span class="InlineList-item-text">by <span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a class="u-tcGrayDark u-fw700" data-has-card-for-user="58139110" href="https://independent.academia.edu/TamaraRoberson">Tamara Roberson</a><script data-card-contents-for-user="58139110" type="text/json">{"id":58139110,"first_name":"Tamara","last_name":"Roberson","domain_name":"independent","page_name":"TamaraRoberson","display_name":"Tamara Roberson","profile_url":"https://independent.academia.edu/TamaraRoberson?f_ri=262684","photo":"/images/s65_no_pic.png"}</script></span></span></li><li class="js-paper-rank-work_76132445 InlineList-item InlineList-item--bordered hidden"><span class="js-paper-rank-view hidden u-tcGrayDark" data-paper-rank-work-id="76132445"><i class="u-m1x fa fa-bar-chart"></i><strong class="js-paper-rank"></strong></span><script>$(function() { new Works.PaperRankView({ workId: 76132445, container: ".js-paper-rank-work_76132445", }); });</script></li><li class="js-percentile-work_76132445 InlineList-item InlineList-item--bordered hidden u-tcGrayDark"><span class="percentile-widget hidden"><span class="u-mr2x percentile-widget" style="display: none">•</span><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 76132445; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-percentile-work_76132445"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></li><li class="js-view-count-work_76132445 InlineList-item InlineList-item--bordered hidden"><div><span><span class="js-view-count view-count u-mr2x" data-work-id="76132445"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 76132445; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=76132445]").text(description); $(".js-view-count-work_76132445").attr('title', description).tooltip(); }); });</script></span><script>$(function() { $(".js-view-count-work_76132445").removeClass('hidden') })</script></div></li><li class="InlineList-item u-positionRelative" style="max-width: 250px"><div class="u-positionAbsolute" data-has-card-for-ri-list="76132445"><i class="fa fa-tag InlineList-item-icon u-positionRelative"></i>  <a class="InlineList-item-text u-positionRelative">7</a>  </div><span class="InlineList-item-text u-textTruncate u-pl9x"><a class="InlineList-item-text" data-has-card-for-ri="206" rel="nofollow" href="https://www.academia.edu/Documents/in/Social_Change">Social Change</a>, <script data-card-contents-for-ri="206" type="text/json">{"id":206,"name":"Social Change","url":"https://www.academia.edu/Documents/in/Social_Change?f_ri=262684","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="221" rel="nofollow" href="https://www.academia.edu/Documents/in/Psychology">Psychology</a>, <script data-card-contents-for-ri="221" type="text/json">{"id":221,"name":"Psychology","url":"https://www.academia.edu/Documents/in/Psychology?f_ri=262684","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="81504" rel="nofollow" href="https://www.academia.edu/Documents/in/Correlation">Correlation</a>, <script data-card-contents-for-ri="81504" type="text/json">{"id":81504,"name":"Correlation","url":"https://www.academia.edu/Documents/in/Correlation?f_ri=262684","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="104446" rel="nofollow" href="https://www.academia.edu/Documents/in/Academic_achievement">Academic achievement</a><script data-card-contents-for-ri="104446" type="text/json">{"id":104446,"name":"Academic achievement","url":"https://www.academia.edu/Documents/in/Academic_achievement?f_ri=262684","nofollow":true}</script></span></li><script>(function(){ if (true) { new Aedu.ResearchInterestListCard({ el: $('*[data-has-card-for-ri-list=76132445]'), work: {"id":76132445,"title":"The Relationship between Principal Personality Type and Elementary School Student Achievement","created_at":"2022-04-11T08:59:38.144-07:00","url":"https://www.academia.edu/76132445/The_Relationship_between_Principal_Personality_Type_and_Elementary_School_Student_Achievement?f_ri=262684","dom_id":"work_76132445","summary":null,"downloadable_attachments":[{"id":83801135,"asset_id":76132445,"asset_type":"Work","always_allow_download":false}],"ordered_authors":[{"id":58139110,"first_name":"Tamara","last_name":"Roberson","domain_name":"independent","page_name":"TamaraRoberson","display_name":"Tamara Roberson","profile_url":"https://independent.academia.edu/TamaraRoberson?f_ri=262684","photo":"/images/s65_no_pic.png"}],"research_interests":[{"id":206,"name":"Social Change","url":"https://www.academia.edu/Documents/in/Social_Change?f_ri=262684","nofollow":true},{"id":221,"name":"Psychology","url":"https://www.academia.edu/Documents/in/Psychology?f_ri=262684","nofollow":true},{"id":81504,"name":"Correlation","url":"https://www.academia.edu/Documents/in/Correlation?f_ri=262684","nofollow":true},{"id":104446,"name":"Academic achievement","url":"https://www.academia.edu/Documents/in/Academic_achievement?f_ri=262684","nofollow":true},{"id":106145,"name":"Classification","url":"https://www.academia.edu/Documents/in/Classification?f_ri=262684"},{"id":262684,"name":"Personality Traits","url":"https://www.academia.edu/Documents/in/Personality_Traits?f_ri=262684"},{"id":344767,"name":"Leadership styles","url":"https://www.academia.edu/Documents/in/Leadership_styles?f_ri=262684"}]}, }) } })();</script></ul></li></ul></div></div><div class="u-borderBottom1 u-borderColorGrayLighter"><div class="clearfix u-pv7x u-mb0x js-work-card work_76610494" data-work_id="76610494" itemscope="itemscope" itemtype="https://schema.org/ScholarlyArticle"><div class="header"><div class="title u-fontSerif u-fs22 u-lineHeight1_3"><a class="u-tcGrayDarkest js-work-link" rel="nofollow" href="https://www.academia.edu/76610494/I_was_being_sarcastic_The_effect_of_foreign_accent_and_political_ideology_on_irony_mis_understanding">I was being sarcastic!: The effect of foreign accent and political ideology on irony (mis)understanding</a></div></div><div class="u-pb4x u-mt3x"><div class="summary u-fs14 u-fw300 u-lineHeight1_5 u-tcGrayDarkest"><div class="summarized">Misunderstood ironic intents may injure the conversation and impede connecting with others. Prior research suggests that ironic compliments, a rarer type of irony, are considered less ironic when spoken with a foreign accent. Using more... <a class="more_link u-tcGrayDark u-linkUnstyled" data-container=".work_76610494" data-show=".complete" data-hide=".summarized" data-more-link-behavior="true" href="#">more</a></div><div class="complete hidden">Misunderstood ironic intents may injure the conversation and impede connecting with others. Prior research suggests that ironic compliments, a rarer type of irony, are considered less ironic when spoken with a foreign accent. Using more ecologically-valid stimuli with natural prosodic cues, we found that this effect also applied to ironic criticisms, not just to ironic compliments. English native speakers (N = 96) listened to dialogs between Canadian English speakers and their foreign-accented peers, rating targets on multiple scales (irony, certainty in the speaker&#39;s intent, appropriateness, and offensiveness). Generalized additive mixed modelling showed that 1) ironic comments were rated lower for irony when foreign-accented, whereas literal comments were unaffected by accent; 2) the listener&#39;s political orientation, but not empathy or need for cognitive closure, modulated irony detection accuracy. The results are discussed in terms of linguistic expectations, social distance, cultural stereotypes, and personality differences.</div></div></div><ul class="InlineList u-ph0x u-fs13"><li class="InlineList-item logged_in_only"><div class="share_on_academia_work_button"><a class="academia_share Button Button--inverseBlue Button--sm js-bookmark-button" data-academia-share="Work/76610494" data-share-source="work_strip" data-spinner="small_white_hide_contents"><i class="fa fa-plus"></i><span class="work-strip-link-text u-ml1x" data-content="button_text">Bookmark</span></a></div></li><li class="InlineList-item"><ul class="InlineList InlineList--bordered u-ph0x"><li class="InlineList-item InlineList-item--bordered"><span class="InlineList-item-text">by <span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a class="u-tcGrayDark u-fw700" data-has-card-for-user="38448809" href="https://ualberta.academia.edu/JuhaniJ%C3%A4rvikivi">Juhani Järvikivi</a><script data-card-contents-for-user="38448809" type="text/json">{"id":38448809,"first_name":"Juhani","last_name":"Järvikivi","domain_name":"ualberta","page_name":"JuhaniJärvikivi","display_name":"Juhani Järvikivi","profile_url":"https://ualberta.academia.edu/JuhaniJ%C3%A4rvikivi?f_ri=262684","photo":"https://0.academia-photos.com/38448809/13611796/14765309/s65_juhani.j_rvikivi.png"}</script></span></span></li><li class="js-paper-rank-work_76610494 InlineList-item InlineList-item--bordered hidden"><span class="js-paper-rank-view hidden u-tcGrayDark" data-paper-rank-work-id="76610494"><i class="u-m1x fa fa-bar-chart"></i><strong class="js-paper-rank"></strong></span><script>$(function() { new Works.PaperRankView({ workId: 76610494, container: ".js-paper-rank-work_76610494", }); });</script></li><li class="js-percentile-work_76610494 InlineList-item InlineList-item--bordered hidden u-tcGrayDark"><span class="percentile-widget hidden"><span class="u-mr2x percentile-widget" style="display: none">•</span><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 76610494; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-percentile-work_76610494"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></li><li class="js-view-count-work_76610494 InlineList-item InlineList-item--bordered hidden"><div><span><span class="js-view-count view-count u-mr2x" data-work-id="76610494"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 76610494; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=76610494]").text(description); $(".js-view-count-work_76610494").attr('title', description).tooltip(); }); });</script></span><script>$(function() { $(".js-view-count-work_76610494").removeClass('hidden') })</script></div></li><li class="InlineList-item u-positionRelative" style="max-width: 250px"><div class="u-positionAbsolute" data-has-card-for-ri-list="76610494"><i class="fa fa-tag InlineList-item-icon u-positionRelative"></i>  <a class="InlineList-item-text u-positionRelative">13</a>  </div><span class="InlineList-item-text u-textTruncate u-pl10x"><a class="InlineList-item-text" data-has-card-for-ri="221" rel="nofollow" href="https://www.academia.edu/Documents/in/Psychology">Psychology</a>, <script data-card-contents-for-ri="221" type="text/json">{"id":221,"name":"Psychology","url":"https://www.academia.edu/Documents/in/Psychology?f_ri=262684","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="237" rel="nofollow" href="https://www.academia.edu/Documents/in/Cognitive_Science">Cognitive Science</a>, <script data-card-contents-for-ri="237" type="text/json">{"id":237,"name":"Cognitive Science","url":"https://www.academia.edu/Documents/in/Cognitive_Science?f_ri=262684","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="4972" rel="nofollow" href="https://www.academia.edu/Documents/in/Psycholinguistics">Psycholinguistics</a>, <script data-card-contents-for-ri="4972" type="text/json">{"id":4972,"name":"Psycholinguistics","url":"https://www.academia.edu/Documents/in/Psycholinguistics?f_ri=262684","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="22292" rel="nofollow" href="https://www.academia.edu/Documents/in/Political_Ideology">Political Ideology</a><script data-card-contents-for-ri="22292" type="text/json">{"id":22292,"name":"Political Ideology","url":"https://www.academia.edu/Documents/in/Political_Ideology?f_ri=262684","nofollow":true}</script></span></li><script>(function(){ if (true) { new Aedu.ResearchInterestListCard({ el: $('*[data-has-card-for-ri-list=76610494]'), work: {"id":76610494,"title":"I was being sarcastic!: The effect of foreign accent and political ideology on irony (mis)understanding","created_at":"2022-04-16T06:18:46.317-07:00","url":"https://www.academia.edu/76610494/I_was_being_sarcastic_The_effect_of_foreign_accent_and_political_ideology_on_irony_mis_understanding?f_ri=262684","dom_id":"work_76610494","summary":"Misunderstood ironic intents may injure the conversation and impede connecting with others. Prior research suggests that ironic compliments, a rarer type of irony, are considered less ironic when spoken with a foreign accent. Using more ecologically-valid stimuli with natural prosodic cues, we found that this effect also applied to ironic criticisms, not just to ironic compliments. English native speakers (N = 96) listened to dialogs between Canadian English speakers and their foreign-accented peers, rating targets on multiple scales (irony, certainty in the speaker\u0026#39;s intent, appropriateness, and offensiveness). Generalized additive mixed modelling showed that 1) ironic comments were rated lower for irony when foreign-accented, whereas literal comments were unaffected by accent; 2) the listener\u0026#39;s political orientation, but not empathy or need for cognitive closure, modulated irony detection accuracy. The results are discussed in terms of linguistic expectations, social distance, cultural stereotypes, and personality differences.","downloadable_attachments":[],"ordered_authors":[{"id":38448809,"first_name":"Juhani","last_name":"Järvikivi","domain_name":"ualberta","page_name":"JuhaniJärvikivi","display_name":"Juhani Järvikivi","profile_url":"https://ualberta.academia.edu/JuhaniJ%C3%A4rvikivi?f_ri=262684","photo":"https://0.academia-photos.com/38448809/13611796/14765309/s65_juhani.j_rvikivi.png"}],"research_interests":[{"id":221,"name":"Psychology","url":"https://www.academia.edu/Documents/in/Psychology?f_ri=262684","nofollow":true},{"id":237,"name":"Cognitive Science","url":"https://www.academia.edu/Documents/in/Cognitive_Science?f_ri=262684","nofollow":true},{"id":4972,"name":"Psycholinguistics","url":"https://www.academia.edu/Documents/in/Psycholinguistics?f_ri=262684","nofollow":true},{"id":22292,"name":"Political Ideology","url":"https://www.academia.edu/Documents/in/Political_Ideology?f_ri=262684","nofollow":true},{"id":30048,"name":"Individual Differences","url":"https://www.academia.edu/Documents/in/Individual_Differences?f_ri=262684"},{"id":33887,"name":"Language Comprehension","url":"https://www.academia.edu/Documents/in/Language_Comprehension?f_ri=262684"},{"id":44848,"name":"Verbal Irony","url":"https://www.academia.edu/Documents/in/Verbal_Irony?f_ri=262684"},{"id":44886,"name":"Empathy","url":"https://www.academia.edu/Documents/in/Empathy?f_ri=262684"},{"id":46161,"name":"Foreign Accentedness","url":"https://www.academia.edu/Documents/in/Foreign_Accentedness?f_ri=262684"},{"id":153290,"name":"Need for Cognitive Closure","url":"https://www.academia.edu/Documents/in/Need_for_Cognitive_Closure?f_ri=262684"},{"id":262684,"name":"Personality Traits","url":"https://www.academia.edu/Documents/in/Personality_Traits?f_ri=262684"},{"id":897823,"name":"Elsevier","url":"https://www.academia.edu/Documents/in/Elsevier?f_ri=262684"},{"id":1701890,"name":"Socio-PsychoLinguistics","url":"https://www.academia.edu/Documents/in/Socio-PsychoLinguistics?f_ri=262684"}]}, }) } })();</script></ul></li></ul></div></div><div class="u-borderBottom1 u-borderColorGrayLighter"><div class="clearfix u-pv7x u-mb0x js-work-card work_55098140" data-work_id="55098140" itemscope="itemscope" itemtype="https://schema.org/ScholarlyArticle"><div class="header"><div class="title u-fontSerif u-fs22 u-lineHeight1_3"><a class="u-tcGrayDarkest js-work-link" href="https://www.academia.edu/55098140/The_Adaptability_of_Career_Decision_Making_Profiles_Associations_With_Self_Efficacy_Emotional_Difficulties_and_Decision_Status">The Adaptability of Career Decision-Making Profiles: Associations With Self-Efficacy, Emotional Difficulties, and Decision Status</a></div></div><div class="u-pb4x u-mt3x"><div class="summary u-fs14 u-fw300 u-lineHeight1_5 u-tcGrayDarkest"><div class="summarized">The Career Decision-Making Profiles questionnaire (CDMP; Gati, Landman, Davidovitch, Asulin-Peretz, & Gadassi, 2010) uses a new model for characterizing the way individuals make decisions based on the simultaneous use of 11 dimensions.... <a class="more_link u-tcGrayDark u-linkUnstyled" data-container=".work_55098140" data-show=".complete" data-hide=".summarized" data-more-link-behavior="true" href="#">more</a></div><div class="complete hidden">The Career Decision-Making Profiles questionnaire (CDMP; Gati, Landman, Davidovitch, Asulin-Peretz, & Gadassi, 2010) uses a new model for characterizing the way individuals make decisions based on the simultaneous use of 11 dimensions. The present study investigated which pole of each dimension is more adaptive. Using the data of 383 young adults who were about to make a career choice, we assessed the individuals' decision status and the associations of the dimensions Emotional and Personality-related Career decision-making Difficulties (EPCD; Saka, Gati, & Kelly, 2008) and personality factors (NEO Personality Inventory-Revised; Costa & McCrae, 1992). The results suggest that, as hypothesized, comprehensive Information gathering, analytic Information processing, a more internal Locus of control, more Effort invested, less Procrastination, greater Speed of making the final decision, less Dependence on others, and less Desire to please others were more adaptive in making career decisions. However, contrary to our hypotheses, high Aspiration for an ideal occupation was more adaptive for the decision-making process, Willingness to compromise was not associated with more adaptive decision making, and the results regarding Consulting with others were mixed. Gender differences in the CDMP dimensions and counseling implications are discussed.</div></div></div><ul class="InlineList u-ph0x u-fs13"><li class="InlineList-item logged_in_only"><div class="share_on_academia_work_button"><a class="academia_share Button Button--inverseBlue Button--sm js-bookmark-button" data-academia-share="Work/55098140" data-share-source="work_strip" data-spinner="small_white_hide_contents"><i class="fa fa-plus"></i><span class="work-strip-link-text u-ml1x" data-content="button_text">Bookmark</span></a></div></li><li class="InlineList-item"><div class="download"><a id="af866d53a51f18e20f61b1b550928c79" rel="nofollow" data-download="{"attachment_id":71135977,"asset_id":55098140,"asset_type":"Work","always_allow_download":false,"track":null,"button_location":"work_strip","source":null,"hide_modal":null}" class="Button Button--sm Button--inverseGreen js-download-button prompt_button doc_download" href="https://www.academia.edu/attachments/71135977/download_file?st=MTczOTgyMDg1OSw4LjIyMi4yMDguMTQ2&s=work_strip"><i class="fa fa-arrow-circle-o-down fa-lg"></i><span class="u-textUppercase u-ml1x" data-content="button_text">Download</span></a></div></li><li class="InlineList-item"><ul class="InlineList InlineList--bordered u-ph0x"><li class="InlineList-item InlineList-item--bordered"><span class="InlineList-item-text">by <span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a class="u-tcGrayDark u-fw700" data-has-card-for-user="4079377" href="https://ukf.academia.edu/VeronikaL%C3%A1talov%C3%A1">Veronika Látalová</a><script data-card-contents-for-user="4079377" type="text/json">{"id":4079377,"first_name":"Veronika","last_name":"Látalová","domain_name":"ukf","page_name":"VeronikaLátalová","display_name":"Veronika Látalová","profile_url":"https://ukf.academia.edu/VeronikaL%C3%A1talov%C3%A1?f_ri=262684","photo":"/images/s65_no_pic.png"}</script></span></span></li><li class="js-paper-rank-work_55098140 InlineList-item InlineList-item--bordered hidden"><span class="js-paper-rank-view hidden u-tcGrayDark" data-paper-rank-work-id="55098140"><i class="u-m1x fa fa-bar-chart"></i><strong class="js-paper-rank"></strong></span><script>$(function() { new Works.PaperRankView({ workId: 55098140, container: ".js-paper-rank-work_55098140", }); 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$(".js-view-count[data-work-id=55098140]").text(description); $(".js-view-count-work_55098140").attr('title', description).tooltip(); }); });</script></span><script>$(function() { $(".js-view-count-work_55098140").removeClass('hidden') })</script></div></li><li class="InlineList-item u-positionRelative" style="max-width: 250px"><div class="u-positionAbsolute" data-has-card-for-ri-list="55098140"><i class="fa fa-tag InlineList-item-icon u-positionRelative"></i>  <a class="InlineList-item-text u-positionRelative">17</a>  </div><span class="InlineList-item-text u-textTruncate u-pl10x"><a class="InlineList-item-text" data-has-card-for-ri="221" rel="nofollow" href="https://www.academia.edu/Documents/in/Psychology">Psychology</a>, <script data-card-contents-for-ri="221" type="text/json">{"id":221,"name":"Psychology","url":"https://www.academia.edu/Documents/in/Psychology?f_ri=262684","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="2243" rel="nofollow" href="https://www.academia.edu/Documents/in/Counseling_Psychology">Counseling Psychology</a>, <script data-card-contents-for-ri="2243" type="text/json">{"id":2243,"name":"Counseling Psychology","url":"https://www.academia.edu/Documents/in/Counseling_Psychology?f_ri=262684","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="2599" rel="nofollow" href="https://www.academia.edu/Documents/in/Psychometrics">Psychometrics</a>, <script data-card-contents-for-ri="2599" type="text/json">{"id":2599,"name":"Psychometrics","url":"https://www.academia.edu/Documents/in/Psychometrics?f_ri=262684","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="2672" rel="nofollow" href="https://www.academia.edu/Documents/in/Personality">Personality</a><script data-card-contents-for-ri="2672" type="text/json">{"id":2672,"name":"Personality","url":"https://www.academia.edu/Documents/in/Personality?f_ri=262684","nofollow":true}</script></span></li><script>(function(){ if (true) { new Aedu.ResearchInterestListCard({ el: $('*[data-has-card-for-ri-list=55098140]'), work: {"id":55098140,"title":"The Adaptability of Career Decision-Making Profiles: Associations With Self-Efficacy, Emotional Difficulties, and Decision Status","created_at":"2021-10-03T05:44:02.664-07:00","url":"https://www.academia.edu/55098140/The_Adaptability_of_Career_Decision_Making_Profiles_Associations_With_Self_Efficacy_Emotional_Difficulties_and_Decision_Status?f_ri=262684","dom_id":"work_55098140","summary":"The Career Decision-Making Profiles questionnaire (CDMP; Gati, Landman, Davidovitch, Asulin-Peretz, \u0026 Gadassi, 2010) uses a new model for characterizing the way individuals make decisions based on the simultaneous use of 11 dimensions. The present study investigated which pole of each dimension is more adaptive. Using the data of 383 young adults who were about to make a career choice, we assessed the individuals' decision status and the associations of the dimensions Emotional and Personality-related Career decision-making Difficulties (EPCD; Saka, Gati, \u0026 Kelly, 2008) and personality factors (NEO Personality Inventory-Revised; Costa \u0026 McCrae, 1992). The results suggest that, as hypothesized, comprehensive Information gathering, analytic Information processing, a more internal Locus of control, more Effort invested, less Procrastination, greater Speed of making the final decision, less Dependence on others, and less Desire to please others were more adaptive in making career decisions. However, contrary to our hypotheses, high Aspiration for an ideal occupation was more adaptive for the decision-making process, Willingness to compromise was not associated with more adaptive decision making, and the results regarding Consulting with others were mixed. Gender differences in the CDMP dimensions and counseling implications are discussed.","downloadable_attachments":[{"id":71135977,"asset_id":55098140,"asset_type":"Work","always_allow_download":false}],"ordered_authors":[{"id":4079377,"first_name":"Veronika","last_name":"Látalová","domain_name":"ukf","page_name":"VeronikaLátalová","display_name":"Veronika Látalová","profile_url":"https://ukf.academia.edu/VeronikaL%C3%A1talov%C3%A1?f_ri=262684","photo":"/images/s65_no_pic.png"}],"research_interests":[{"id":221,"name":"Psychology","url":"https://www.academia.edu/Documents/in/Psychology?f_ri=262684","nofollow":true},{"id":2243,"name":"Counseling Psychology","url":"https://www.academia.edu/Documents/in/Counseling_Psychology?f_ri=262684","nofollow":true},{"id":2599,"name":"Psychometrics","url":"https://www.academia.edu/Documents/in/Psychometrics?f_ri=262684","nofollow":true},{"id":2672,"name":"Personality","url":"https://www.academia.edu/Documents/in/Personality?f_ri=262684","nofollow":true},{"id":34642,"name":"Israel","url":"https://www.academia.edu/Documents/in/Israel?f_ri=262684"},{"id":36837,"name":"Information Processing","url":"https://www.academia.edu/Documents/in/Information_Processing?f_ri=262684"},{"id":41482,"name":"Multivariate Analysis","url":"https://www.academia.edu/Documents/in/Multivariate_Analysis?f_ri=262684"},{"id":50581,"name":"Self Efficacy","url":"https://www.academia.edu/Documents/in/Self_Efficacy?f_ri=262684"},{"id":66911,"name":"Career Development","url":"https://www.academia.edu/Documents/in/Career_Development?f_ri=262684"},{"id":73149,"name":"Business and Management","url":"https://www.academia.edu/Documents/in/Business_and_Management?f_ri=262684"},{"id":86018,"name":"Locus of Control","url":"https://www.academia.edu/Documents/in/Locus_of_Control?f_ri=262684"},{"id":208996,"name":"Cognitive processes","url":"https://www.academia.edu/Documents/in/Cognitive_processes?f_ri=262684"},{"id":262684,"name":"Personality Traits","url":"https://www.academia.edu/Documents/in/Personality_Traits?f_ri=262684"},{"id":327850,"name":"Questionnaires","url":"https://www.academia.edu/Documents/in/Questionnaires?f_ri=262684"},{"id":330816,"name":"Career Choice","url":"https://www.academia.edu/Documents/in/Career_Choice?f_ri=262684"},{"id":976334,"name":"Career Decisions","url":"https://www.academia.edu/Documents/in/Career_Decisions?f_ri=262684"},{"id":976338,"name":"Decentralization of Education","url":"https://www.academia.edu/Documents/in/Decentralization_of_Education?f_ri=262684"}]}, }) } })();</script></ul></li></ul></div></div><div class="u-borderBottom1 u-borderColorGrayLighter"><div class="clearfix u-pv7x u-mb0x js-work-card work_54664442" data-work_id="54664442" itemscope="itemscope" itemtype="https://schema.org/ScholarlyArticle"><div class="header"><div class="title u-fontSerif u-fs22 u-lineHeight1_3"><a class="u-tcGrayDarkest js-work-link" href="https://www.academia.edu/54664442/Psychosocial_Well_Being_and_a_Multicultural_Personality_Disposition">Psychosocial Well-Being and a Multicultural Personality Disposition</a></div></div><div class="u-pb4x u-mt3x"><div class="summary u-fs14 u-fw300 u-lineHeight1_5 u-tcGrayDarkest"><div class="summarized">This study examined the relationship between psychosocial well-being and a multicultural personality disposition in undergraduates (N = 124). Measures of universal-diverse orientation, hardiness, psychosocial-interpersonal functioning,... <a class="more_link u-tcGrayDark u-linkUnstyled" data-container=".work_54664442" data-show=".complete" data-hide=".summarized" data-more-link-behavior="true" href="#">more</a></div><div class="complete hidden">This study examined the relationship between psychosocial well-being and a multicultural personality disposition in undergraduates (N = 124). Measures of universal-diverse orientation, hardiness, psychosocial-interpersonal functioning, self-esteem, and political correctness ideology were administered. Results indicated that the multicultural personality disposition of universal-diverse orientation significantly predicted psychological hardiness, psychosocial-interpersonal functioning, and self-esteem beyond the influence of politically correct responding. These findings suggest that having a multicultural personality disposition (universal-diverse orientation) may be positively related to psychosocial well-being.</div></div></div><ul class="InlineList u-ph0x u-fs13"><li class="InlineList-item logged_in_only"><div class="share_on_academia_work_button"><a class="academia_share Button Button--inverseBlue Button--sm js-bookmark-button" data-academia-share="Work/54664442" data-share-source="work_strip" data-spinner="small_white_hide_contents"><i class="fa fa-plus"></i><span class="work-strip-link-text u-ml1x" data-content="button_text">Bookmark</span></a></div></li><li class="InlineList-item"><div class="download"><a id="a712f65fd54d409e94d04574be7af675" rel="nofollow" data-download="{"attachment_id":70920425,"asset_id":54664442,"asset_type":"Work","always_allow_download":false,"track":null,"button_location":"work_strip","source":null,"hide_modal":null}" class="Button Button--sm Button--inverseGreen js-download-button prompt_button doc_download" href="https://www.academia.edu/attachments/70920425/download_file?st=MTczOTgyMDg1OSw4LjIyMi4yMDguMTQ2&s=work_strip"><i class="fa fa-arrow-circle-o-down fa-lg"></i><span class="u-textUppercase u-ml1x" data-content="button_text">Download</span></a></div></li><li class="InlineList-item"><ul class="InlineList InlineList--bordered u-ph0x"><li class="InlineList-item InlineList-item--bordered"><span class="InlineList-item-text">by <span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a class="u-tcGrayDark u-fw700" data-has-card-for-user="44331392" href="https://independent.academia.edu/JosephPonterotto">Joseph Ponterotto</a><script data-card-contents-for-user="44331392" type="text/json">{"id":44331392,"first_name":"Joseph","last_name":"Ponterotto","domain_name":"independent","page_name":"JosephPonterotto","display_name":"Joseph Ponterotto","profile_url":"https://independent.academia.edu/JosephPonterotto?f_ri=262684","photo":"/images/s65_no_pic.png"}</script></span></span></li><li class="js-paper-rank-work_54664442 InlineList-item InlineList-item--bordered hidden"><span class="js-paper-rank-view hidden u-tcGrayDark" data-paper-rank-work-id="54664442"><i class="u-m1x fa fa-bar-chart"></i><strong class="js-paper-rank"></strong></span><script>$(function() { new Works.PaperRankView({ workId: 54664442, container: ".js-paper-rank-work_54664442", }); 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$(".js-view-count[data-work-id=54664442]").text(description); $(".js-view-count-work_54664442").attr('title', description).tooltip(); }); });</script></span><script>$(function() { $(".js-view-count-work_54664442").removeClass('hidden') })</script></div></li><li class="InlineList-item u-positionRelative" style="max-width: 250px"><div class="u-positionAbsolute" data-has-card-for-ri-list="54664442"><i class="fa fa-tag InlineList-item-icon u-positionRelative"></i>  <a class="InlineList-item-text u-positionRelative">6</a>  </div><span class="InlineList-item-text u-textTruncate u-pl9x"><a class="InlineList-item-text" data-has-card-for-ri="221" rel="nofollow" href="https://www.academia.edu/Documents/in/Psychology">Psychology</a>, <script data-card-contents-for-ri="221" type="text/json">{"id":221,"name":"Psychology","url":"https://www.academia.edu/Documents/in/Psychology?f_ri=262684","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="7968" rel="nofollow" href="https://www.academia.edu/Documents/in/Prediction">Prediction</a>, <script data-card-contents-for-ri="7968" type="text/json">{"id":7968,"name":"Prediction","url":"https://www.academia.edu/Documents/in/Prediction?f_ri=262684","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="73149" rel="nofollow" href="https://www.academia.edu/Documents/in/Business_and_Management">Business and Management</a>, <script data-card-contents-for-ri="73149" type="text/json">{"id":73149,"name":"Business and Management","url":"https://www.academia.edu/Documents/in/Business_and_Management?f_ri=262684","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="139375" rel="nofollow" href="https://www.academia.edu/Documents/in/Human_Development_Counseling">Human Development Counseling</a><script data-card-contents-for-ri="139375" type="text/json">{"id":139375,"name":"Human Development Counseling","url":"https://www.academia.edu/Documents/in/Human_Development_Counseling?f_ri=262684","nofollow":true}</script></span></li><script>(function(){ if (true) { new Aedu.ResearchInterestListCard({ el: $('*[data-has-card-for-ri-list=54664442]'), work: {"id":54664442,"title":"Psychosocial Well-Being and a Multicultural Personality Disposition","created_at":"2021-10-01T10:47:52.641-07:00","url":"https://www.academia.edu/54664442/Psychosocial_Well_Being_and_a_Multicultural_Personality_Disposition?f_ri=262684","dom_id":"work_54664442","summary":"This study examined the relationship between psychosocial well-being and a multicultural personality disposition in undergraduates (N = 124). Measures of universal-diverse orientation, hardiness, psychosocial-interpersonal functioning, self-esteem, and political correctness ideology were administered. Results indicated that the multicultural personality disposition of universal-diverse orientation significantly predicted psychological hardiness, psychosocial-interpersonal functioning, and self-esteem beyond the influence of politically correct responding. These findings suggest that having a multicultural personality disposition (universal-diverse orientation) may be positively related to psychosocial well-being.","downloadable_attachments":[{"id":70920425,"asset_id":54664442,"asset_type":"Work","always_allow_download":false}],"ordered_authors":[{"id":44331392,"first_name":"Joseph","last_name":"Ponterotto","domain_name":"independent","page_name":"JosephPonterotto","display_name":"Joseph Ponterotto","profile_url":"https://independent.academia.edu/JosephPonterotto?f_ri=262684","photo":"/images/s65_no_pic.png"}],"research_interests":[{"id":221,"name":"Psychology","url":"https://www.academia.edu/Documents/in/Psychology?f_ri=262684","nofollow":true},{"id":7968,"name":"Prediction","url":"https://www.academia.edu/Documents/in/Prediction?f_ri=262684","nofollow":true},{"id":73149,"name":"Business and Management","url":"https://www.academia.edu/Documents/in/Business_and_Management?f_ri=262684","nofollow":true},{"id":139375,"name":"Human Development Counseling","url":"https://www.academia.edu/Documents/in/Human_Development_Counseling?f_ri=262684","nofollow":true},{"id":262684,"name":"Personality Traits","url":"https://www.academia.edu/Documents/in/Personality_Traits?f_ri=262684"},{"id":1033202,"name":"Emotional Response","url":"https://www.academia.edu/Documents/in/Emotional_Response?f_ri=262684"}]}, }) } })();</script></ul></li></ul></div></div><div class="u-borderBottom1 u-borderColorGrayLighter"><div class="clearfix u-pv7x u-mb0x js-work-card work_82057997" data-work_id="82057997" itemscope="itemscope" itemtype="https://schema.org/ScholarlyArticle"><div class="header"><div class="title u-fontSerif u-fs22 u-lineHeight1_3"><a class="u-tcGrayDarkest js-work-link" href="https://www.academia.edu/82057997/Caregiving_for_elder_relatives_Which_caregivers_experience_personal_benefits_gains">Caregiving for elder relatives: Which caregivers experience personal benefits/gains?</a></div></div><div class="u-pb4x u-mt3x"></div><ul class="InlineList u-ph0x u-fs13"><li class="InlineList-item logged_in_only"><div class="share_on_academia_work_button"><a class="academia_share Button Button--inverseBlue Button--sm js-bookmark-button" data-academia-share="Work/82057997" data-share-source="work_strip" data-spinner="small_white_hide_contents"><i class="fa fa-plus"></i><span class="work-strip-link-text u-ml1x" data-content="button_text">Bookmark</span></a></div></li><li class="InlineList-item"><div class="download"><a id="a8fb522663654da96d6b95e2f4d1b7a3" rel="nofollow" data-download="{"attachment_id":87885760,"asset_id":82057997,"asset_type":"Work","always_allow_download":false,"track":null,"button_location":"work_strip","source":null,"hide_modal":null}" class="Button Button--sm Button--inverseGreen js-download-button prompt_button doc_download" href="https://www.academia.edu/attachments/87885760/download_file?st=MTczOTgyMDg1OSw4LjIyMi4yMDguMTQ2&s=work_strip"><i class="fa fa-arrow-circle-o-down fa-lg"></i><span 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href="https://www.academia.edu/Documents/in/Psychology">Psychology</a>, <script data-card-contents-for-ri="221" type="text/json">{"id":221,"name":"Psychology","url":"https://www.academia.edu/Documents/in/Psychology?f_ri=262684","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="26327" rel="nofollow" href="https://www.academia.edu/Documents/in/Medicine">Medicine</a>, <script data-card-contents-for-ri="26327" type="text/json">{"id":26327,"name":"Medicine","url":"https://www.academia.edu/Documents/in/Medicine?f_ri=262684","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="61861" rel="nofollow" href="https://www.academia.edu/Documents/in/Relationship_Quality">Relationship Quality</a>, <script data-card-contents-for-ri="61861" type="text/json">{"id":61861,"name":"Relationship Quality","url":"https://www.academia.edu/Documents/in/Relationship_Quality?f_ri=262684","nofollow":true}</script><a class="InlineList-item-text" 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href="https://www.academia.edu/71763031/Culture_Son_Preference_and_Beliefs_About_Masculinity">Culture, Son Preference, and Beliefs About Masculinity</a></div></div><div class="u-pb4x u-mt3x"><div class="summary u-fs14 u-fw300 u-lineHeight1_5 u-tcGrayDarkest"><div class="summarized">We examined whether endorsing hyper-masculine attitudes positively related to the psychological well-being of adolescent boys (N 5 233) in an extreme son preference community, in Tamilnadu, India. A survey with masculinity and measures of... <a class="more_link u-tcGrayDark u-linkUnstyled" data-container=".work_71763031" data-show=".complete" data-hide=".summarized" data-more-link-behavior="true" href="#">more</a></div><div class="complete hidden">We examined whether endorsing hyper-masculine attitudes positively related to the psychological well-being of adolescent boys (N 5 233) in an extreme son preference community, in Tamilnadu, India. A survey with masculinity and measures of psychological well-being was administered. We predicted that endorsement of masculinity would positively relate to personal strength, academic achievement, and positive psychological outcomes. Using regression analyses, we found that greater endorsement of masculinity predicted lower self-reported depression (b 5 À .48, po.001), lower internalized shame (b 5 À .48, po.001), higher academic performance (b 5 .15, po.05), and higher personal strength (b 5 .43, po.001). We discuss the relevance of our findings for developing interventions to combat extreme female neglect. Developmental researchers have long been interested in understanding how cultural contexts shape gender development (Best & Williams, 1997; Gibbons, Hamby, & Dennis, 1997). Gender psychologists have argued that gender is a socially constructed category; social status, power, and patriarchal norms shape beliefs about gender (Bohan, 1993; Eagly & Wood, 1999). Extending the social constructivist approach to study masculinity, Connell (1995) has argued that the social context plays a vital role in the production of masculinities. We noted that male-biased sex ratio is an important social contextual factor for studying masculinity because surplus men in a community contribute to a culture that valorizes hyper-masculinity (Guttentag & Secord, 1983; Hudson & den Boer, 2004). In this study, we empirically examined the relationship between idealized</div></div></div><ul class="InlineList u-ph0x u-fs13"><li class="InlineList-item logged_in_only"><div class="share_on_academia_work_button"><a class="academia_share Button Button--inverseBlue Button--sm js-bookmark-button" data-academia-share="Work/71763031" data-share-source="work_strip" data-spinner="small_white_hide_contents"><i class="fa fa-plus"></i><span class="work-strip-link-text u-ml1x" data-content="button_text">Bookmark</span></a></div></li><li class="InlineList-item"><div class="download"><a id="9f2cc19356a0ab998df4ea75ddd7a2a5" rel="nofollow" data-download="{"attachment_id":80972131,"asset_id":71763031,"asset_type":"Work","always_allow_download":false,"track":null,"button_location":"work_strip","source":null,"hide_modal":null}" class="Button Button--sm Button--inverseGreen js-download-button prompt_button doc_download" href="https://www.academia.edu/attachments/80972131/download_file?st=MTczOTgyMDg1OSw4LjIyMi4yMDguMTQ2&s=work_strip"><i class="fa fa-arrow-circle-o-down fa-lg"></i><span class="u-textUppercase u-ml1x" data-content="button_text">Download</span></a></div></li><li class="InlineList-item"><ul class="InlineList InlineList--bordered u-ph0x"><li class="InlineList-item InlineList-item--bordered"><span class="InlineList-item-text">by <span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a class="u-tcGrayDark u-fw700" data-has-card-for-user="62623139" href="https://independent.academia.edu/RamaswamiMahalingam">Ramaswami Mahalingam</a><script data-card-contents-for-user="62623139" type="text/json">{"id":62623139,"first_name":"Ramaswami","last_name":"Mahalingam","domain_name":"independent","page_name":"RamaswamiMahalingam","display_name":"Ramaswami Mahalingam","profile_url":"https://independent.academia.edu/RamaswamiMahalingam?f_ri=262684","photo":"/images/s65_no_pic.png"}</script></span></span></li><li class="js-paper-rank-work_71763031 InlineList-item InlineList-item--bordered hidden"><span class="js-paper-rank-view hidden u-tcGrayDark" data-paper-rank-work-id="71763031"><i class="u-m1x fa fa-bar-chart"></i><strong class="js-paper-rank"></strong></span><script>$(function() { new Works.PaperRankView({ workId: 71763031, container: ".js-paper-rank-work_71763031", }); 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A survey with masculinity and measures of psychological well-being was administered. We predicted that endorsement of masculinity would positively relate to personal strength, academic achievement, and positive psychological outcomes. Using regression analyses, we found that greater endorsement of masculinity predicted lower self-reported depression (b 5 À .48, po.001), lower internalized shame (b 5 À .48, po.001), higher academic performance (b 5 .15, po.05), and higher personal strength (b 5 .43, po.001). We discuss the relevance of our findings for developing interventions to combat extreme female neglect. Developmental researchers have long been interested in understanding how cultural contexts shape gender development (Best \u0026 Williams, 1997; Gibbons, Hamby, \u0026 Dennis, 1997). Gender psychologists have argued that gender is a socially constructed category; social status, power, and patriarchal norms shape beliefs about gender (Bohan, 1993; Eagly \u0026 Wood, 1999). Extending the social constructivist approach to study masculinity, Connell (1995) has argued that the social context plays a vital role in the production of masculinities. We noted that male-biased sex ratio is an important social contextual factor for studying masculinity because surplus men in a community contribute to a culture that valorizes hyper-masculinity (Guttentag \u0026 Secord, 1983; Hudson \u0026 den Boer, 2004). In this study, we empirically examined the relationship between idealized","downloadable_attachments":[{"id":80972131,"asset_id":71763031,"asset_type":"Work","always_allow_download":false}],"ordered_authors":[{"id":62623139,"first_name":"Ramaswami","last_name":"Mahalingam","domain_name":"independent","page_name":"RamaswamiMahalingam","display_name":"Ramaswami Mahalingam","profile_url":"https://independent.academia.edu/RamaswamiMahalingam?f_ri=262684","photo":"/images/s65_no_pic.png"}],"research_interests":[{"id":221,"name":"Psychology","url":"https://www.academia.edu/Documents/in/Psychology?f_ri=262684","nofollow":true},{"id":940,"name":"Social Work","url":"https://www.academia.edu/Documents/in/Social_Work?f_ri=262684","nofollow":true},{"id":2827,"name":"Mental Health","url":"https://www.academia.edu/Documents/in/Mental_Health?f_ri=262684","nofollow":true},{"id":81504,"name":"Correlation","url":"https://www.academia.edu/Documents/in/Correlation?f_ri=262684","nofollow":true},{"id":104446,"name":"Academic achievement","url":"https://www.academia.edu/Documents/in/Academic_achievement?f_ri=262684"},{"id":262684,"name":"Personality Traits","url":"https://www.academia.edu/Documents/in/Personality_Traits?f_ri=262684"},{"id":789949,"name":"On","url":"https://www.academia.edu/Documents/in/On?f_ri=262684"}]}, }) } })();</script></ul></li></ul></div></div><div class="u-borderBottom1 u-borderColorGrayLighter"><div class="clearfix u-pv7x u-mb0x js-work-card work_42921355" data-work_id="42921355" itemscope="itemscope" itemtype="https://schema.org/ScholarlyArticle"><div class="header"><div class="title u-fontSerif u-fs22 u-lineHeight1_3"><a class="u-tcGrayDarkest js-work-link" href="https://www.academia.edu/42921355/Economic_Resourcefulness_Definition_and_Modeling">Economic Resourcefulness: Definition and Modeling</a></div></div><div class="u-pb4x u-mt3x"><div class="summary u-fs14 u-fw300 u-lineHeight1_5 u-tcGrayDarkest"><div class="summarized">The amount of income earned, wealth and position in the labor market are determined by many factors. Numerous analyses indicate that these characteristics depend on, among others, gender, education, type of work and place of residence.... <a class="more_link u-tcGrayDark u-linkUnstyled" data-container=".work_42921355" data-show=".complete" data-hide=".summarized" data-more-link-behavior="true" href="#">more</a></div><div class="complete hidden">The amount of income earned, wealth and position in the labor market are determined by many factors. Numerous analyses indicate that these characteristics depend on, among others, gender, education, type of work and place of residence. The indicated factors, however, describe individual areas, which significantly hinders the comprehensive analysis and identification of the real determinants. In this context, the purpose of our analysis is to identify and characterize the concept of economic resourcefulness as a key factor conditioning people’s effectiveness functioning on the market, managing the resources they possess, and having the ability to guarantee the economic security of their families. The empirical part of the analysis was carried out on data from a  dedicated study conducted in Poland in 2016. Due to the design of the sample, the data from the study will identify the level of resourcefulness for groups of people that differ with respect to the respondents’ age and<br />experiences related to Poland’s political transformation.</div></div></div><ul class="InlineList u-ph0x u-fs13"><li class="InlineList-item logged_in_only"><div class="share_on_academia_work_button"><a class="academia_share Button Button--inverseBlue Button--sm js-bookmark-button" data-academia-share="Work/42921355" data-share-source="work_strip" data-spinner="small_white_hide_contents"><i class="fa fa-plus"></i><span class="work-strip-link-text u-ml1x" data-content="button_text">Bookmark</span></a></div></li><li class="InlineList-item"><div class="download"><a id="a57e1a7bc23d7d12b64f236ec017f11c" rel="nofollow" data-download="{"attachment_id":63172469,"asset_id":42921355,"asset_type":"Work","always_allow_download":false,"track":null,"button_location":"work_strip","source":null,"hide_modal":null}" class="Button Button--sm Button--inverseGreen js-download-button prompt_button doc_download" href="https://www.academia.edu/attachments/63172469/download_file?st=MTczOTgyMDg1OSw4LjIyMi4yMDguMTQ2&s=work_strip"><i class="fa fa-arrow-circle-o-down fa-lg"></i><span class="u-textUppercase u-ml1x" data-content="button_text">Download</span></a></div></li><li class="InlineList-item"><ul class="InlineList InlineList--bordered u-ph0x"><li class="InlineList-item InlineList-item--bordered"><span class="InlineList-item-text">by <span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a class="u-tcGrayDark u-fw700" data-has-card-for-user="55284846" href="https://silverapartments.academia.edu/MarekKo%C5%9Bny">Marek Kośny</a><script data-card-contents-for-user="55284846" type="text/json">{"id":55284846,"first_name":"Marek","last_name":"Kośny","domain_name":"silverapartments","page_name":"MarekKośny","display_name":"Marek Kośny","profile_url":"https://silverapartments.academia.edu/MarekKo%C5%9Bny?f_ri=262684","photo":"/images/s65_no_pic.png"}</script></span></span></li><li class="js-paper-rank-work_42921355 InlineList-item InlineList-item--bordered hidden"><span class="js-paper-rank-view hidden u-tcGrayDark" data-paper-rank-work-id="42921355"><i class="u-m1x fa fa-bar-chart"></i><strong class="js-paper-rank"></strong></span><script>$(function() { new Works.PaperRankView({ workId: 42921355, container: ".js-paper-rank-work_42921355", }); 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$(".js-view-count[data-work-id=42921355]").text(description); $(".js-view-count-work_42921355").attr('title', description).tooltip(); }); });</script></span><script>$(function() { $(".js-view-count-work_42921355").removeClass('hidden') })</script></div></li><li class="InlineList-item u-positionRelative" style="max-width: 250px"><div class="u-positionAbsolute" data-has-card-for-ri-list="42921355"><i class="fa fa-tag InlineList-item-icon u-positionRelative"></i>  <a class="InlineList-item-text u-positionRelative">7</a>  </div><span class="InlineList-item-text u-textTruncate u-pl9x"><a class="InlineList-item-text" data-has-card-for-ri="4885" rel="nofollow" href="https://www.academia.edu/Documents/in/Structural_Equation_Modeling">Structural Equation Modeling</a>, <script data-card-contents-for-ri="4885" type="text/json">{"id":4885,"name":"Structural Equation Modeling","url":"https://www.academia.edu/Documents/in/Structural_Equation_Modeling?f_ri=262684","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="7470" rel="nofollow" href="https://www.academia.edu/Documents/in/Quality_of_life">Quality of life</a>, <script data-card-contents-for-ri="7470" type="text/json">{"id":7470,"name":"Quality of life","url":"https://www.academia.edu/Documents/in/Quality_of_life?f_ri=262684","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="15264" rel="nofollow" href="https://www.academia.edu/Documents/in/Work_and_Labour">Work and Labour</a>, <script data-card-contents-for-ri="15264" type="text/json">{"id":15264,"name":"Work and Labour","url":"https://www.academia.edu/Documents/in/Work_and_Labour?f_ri=262684","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="17598" rel="nofollow" href="https://www.academia.edu/Documents/in/Labour_Economics">Labour Economics</a><script data-card-contents-for-ri="17598" type="text/json">{"id":17598,"name":"Labour Economics","url":"https://www.academia.edu/Documents/in/Labour_Economics?f_ri=262684","nofollow":true}</script></span></li><script>(function(){ if (true) { new Aedu.ResearchInterestListCard({ el: $('*[data-has-card-for-ri-list=42921355]'), work: {"id":42921355,"title":"Economic Resourcefulness: Definition and Modeling","created_at":"2020-05-02T07:07:00.912-07:00","url":"https://www.academia.edu/42921355/Economic_Resourcefulness_Definition_and_Modeling?f_ri=262684","dom_id":"work_42921355","summary":"The amount of income earned, wealth and position in the labor market are determined by many factors. Numerous analyses indicate that these characteristics depend on, among others, gender, education, type of work and place of residence. The indicated factors, however, describe individual areas, which significantly hinders the comprehensive analysis and identification of the real determinants. In this context, the purpose of our analysis is to identify and characterize the concept of economic resourcefulness as a key factor conditioning people’s effectiveness functioning on the market, managing the resources they possess, and having the ability to guarantee the economic security of their families. The empirical part of the analysis was carried out on data from a dedicated study conducted in Poland in 2016. Due to the design of the sample, the data from the study will identify the level of resourcefulness for groups of people that differ with respect to the respondents’ age and\nexperiences related to Poland’s political transformation. ","downloadable_attachments":[{"id":63172469,"asset_id":42921355,"asset_type":"Work","always_allow_download":false}],"ordered_authors":[{"id":55284846,"first_name":"Marek","last_name":"Kośny","domain_name":"silverapartments","page_name":"MarekKośny","display_name":"Marek Kośny","profile_url":"https://silverapartments.academia.edu/MarekKo%C5%9Bny?f_ri=262684","photo":"/images/s65_no_pic.png"}],"research_interests":[{"id":4885,"name":"Structural Equation Modeling","url":"https://www.academia.edu/Documents/in/Structural_Equation_Modeling?f_ri=262684","nofollow":true},{"id":7470,"name":"Quality of life","url":"https://www.academia.edu/Documents/in/Quality_of_life?f_ri=262684","nofollow":true},{"id":15264,"name":"Work and Labour","url":"https://www.academia.edu/Documents/in/Work_and_Labour?f_ri=262684","nofollow":true},{"id":17598,"name":"Labour Economics","url":"https://www.academia.edu/Documents/in/Labour_Economics?f_ri=262684","nofollow":true},{"id":156237,"name":"Wealth","url":"https://www.academia.edu/Documents/in/Wealth?f_ri=262684"},{"id":218960,"name":"Economic security","url":"https://www.academia.edu/Documents/in/Economic_security?f_ri=262684"},{"id":262684,"name":"Personality Traits","url":"https://www.academia.edu/Documents/in/Personality_Traits?f_ri=262684"}]}, }) } })();</script></ul></li></ul></div></div><div class="u-borderBottom1 u-borderColorGrayLighter"><div class="clearfix u-pv7x u-mb0x js-work-card work_10994714" data-work_id="10994714" itemscope="itemscope" itemtype="https://schema.org/ScholarlyArticle"><div class="header"><div class="title u-fontSerif u-fs22 u-lineHeight1_3"><a class="u-tcGrayDarkest js-work-link" href="https://www.academia.edu/10994714/The_Joint_Contribution_of_Early_Parental_Warmth_Communication_and_Tracking_and_Early_Child_Conduct_Problems_on_Monitoring_in_Late_Childhood">The Joint Contribution of Early Parental Warmth, Communication and Tracking, and Early Child Conduct Problems on Monitoring in Late Childhood</a></div></div><div class="u-pb4x u-mt3x"></div><ul class="InlineList u-ph0x u-fs13"><li class="InlineList-item logged_in_only"><div class="share_on_academia_work_button"><a class="academia_share Button Button--inverseBlue Button--sm js-bookmark-button" data-academia-share="Work/10994714" data-share-source="work_strip" data-spinner="small_white_hide_contents"><i class="fa fa-plus"></i><span class="work-strip-link-text u-ml1x" data-content="button_text">Bookmark</span></a></div></li><li class="InlineList-item"><div class="download"><a id="586b1863b2bf434ecec61a23b173d1a9" rel="nofollow" data-download="{"attachment_id":46977660,"asset_id":10994714,"asset_type":"Work","always_allow_download":false,"track":null,"button_location":"work_strip","source":null,"hide_modal":null}" class="Button Button--sm Button--inverseGreen js-download-button prompt_button doc_download" href="https://www.academia.edu/attachments/46977660/download_file?st=MTczOTgyMDg1OSw4LjIyMi4yMDguMTQ2&s=work_strip"><i class="fa fa-arrow-circle-o-down fa-lg"></i><span class="u-textUppercase u-ml1x" data-content="button_text">Download</span></a></div></li><li class="InlineList-item"><ul class="InlineList InlineList--bordered u-ph0x"><li class="InlineList-item InlineList-item--bordered"><span class="InlineList-item-text">by <span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a class="u-tcGrayDark u-fw700" data-has-card-for-user="26625877" href="https://semo.academia.edu/MReneePatrick">M Renee Patrick</a><script data-card-contents-for-user="26625877" type="text/json">{"id":26625877,"first_name":"M Renee","last_name":"Patrick","domain_name":"semo","page_name":"MReneePatrick","display_name":"M Renee Patrick","profile_url":"https://semo.academia.edu/MReneePatrick?f_ri=262684","photo":"/images/s65_no_pic.png"}</script></span></span></li><li class="js-paper-rank-work_10994714 InlineList-item InlineList-item--bordered hidden"><span class="js-paper-rank-view hidden u-tcGrayDark" data-paper-rank-work-id="10994714"><i class="u-m1x fa fa-bar-chart"></i><strong class="js-paper-rank"></strong></span><script>$(function() { new Works.PaperRankView({ workId: 10994714, container: ".js-paper-rank-work_10994714", }); });</script></li><li class="js-percentile-work_10994714 InlineList-item InlineList-item--bordered hidden u-tcGrayDark"><span class="percentile-widget hidden"><span class="u-mr2x percentile-widget" style="display: none">•</span><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 10994714; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-percentile-work_10994714"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></li><li class="js-view-count-work_10994714 InlineList-item InlineList-item--bordered hidden"><div><span><span class="js-view-count view-count u-mr2x" data-work-id="10994714"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 10994714; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=10994714]").text(description); $(".js-view-count-work_10994714").attr('title', description).tooltip(); }); });</script></span><script>$(function() { $(".js-view-count-work_10994714").removeClass('hidden') })</script></div></li><li class="InlineList-item u-positionRelative" style="max-width: 250px"><div class="u-positionAbsolute" data-has-card-for-ri-list="10994714"><i class="fa fa-tag InlineList-item-icon u-positionRelative"></i>  <a class="InlineList-item-text u-positionRelative">16</a>  </div><span class="InlineList-item-text u-textTruncate u-pl10x"><a class="InlineList-item-text" data-has-card-for-ri="221" rel="nofollow" href="https://www.academia.edu/Documents/in/Psychology">Psychology</a>, <script data-card-contents-for-ri="221" type="text/json">{"id":221,"name":"Psychology","url":"https://www.academia.edu/Documents/in/Psychology?f_ri=262684","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="237" rel="nofollow" href="https://www.academia.edu/Documents/in/Cognitive_Science">Cognitive Science</a>, <script data-card-contents-for-ri="237" type="text/json">{"id":237,"name":"Cognitive Science","url":"https://www.academia.edu/Documents/in/Cognitive_Science?f_ri=262684","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="859" rel="nofollow" href="https://www.academia.edu/Documents/in/Communication">Communication</a>, <script data-card-contents-for-ri="859" type="text/json">{"id":859,"name":"Communication","url":"https://www.academia.edu/Documents/in/Communication?f_ri=262684","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="931" rel="nofollow" href="https://www.academia.edu/Documents/in/Interpersonal_Communication">Interpersonal Communication</a><script data-card-contents-for-ri="931" type="text/json">{"id":931,"name":"Interpersonal Communication","url":"https://www.academia.edu/Documents/in/Interpersonal_Communication?f_ri=262684","nofollow":true}</script></span></li><script>(function(){ if (true) { new Aedu.ResearchInterestListCard({ el: $('*[data-has-card-for-ri-list=10994714]'), work: {"id":10994714,"title":"The Joint Contribution of Early Parental Warmth, Communication and Tracking, and Early Child Conduct Problems on Monitoring in Late Childhood","created_at":"2015-02-22T12:41:57.872-08:00","url":"https://www.academia.edu/10994714/The_Joint_Contribution_of_Early_Parental_Warmth_Communication_and_Tracking_and_Early_Child_Conduct_Problems_on_Monitoring_in_Late_Childhood?f_ri=262684","dom_id":"work_10994714","summary":null,"downloadable_attachments":[{"id":46977660,"asset_id":10994714,"asset_type":"Work","always_allow_download":false}],"ordered_authors":[{"id":26625877,"first_name":"M Renee","last_name":"Patrick","domain_name":"semo","page_name":"MReneePatrick","display_name":"M Renee Patrick","profile_url":"https://semo.academia.edu/MReneePatrick?f_ri=262684","photo":"/images/s65_no_pic.png"}],"research_interests":[{"id":221,"name":"Psychology","url":"https://www.academia.edu/Documents/in/Psychology?f_ri=262684","nofollow":true},{"id":237,"name":"Cognitive Science","url":"https://www.academia.edu/Documents/in/Cognitive_Science?f_ri=262684","nofollow":true},{"id":859,"name":"Communication","url":"https://www.academia.edu/Documents/in/Communication?f_ri=262684","nofollow":true},{"id":931,"name":"Interpersonal Communication","url":"https://www.academia.edu/Documents/in/Interpersonal_Communication?f_ri=262684","nofollow":true},{"id":4545,"name":"Parenting","url":"https://www.academia.edu/Documents/in/Parenting?f_ri=262684"},{"id":4583,"name":"Child Development","url":"https://www.academia.edu/Documents/in/Child_Development?f_ri=262684"},{"id":62112,"name":"Prospective studies","url":"https://www.academia.edu/Documents/in/Prospective_studies?f_ri=262684"},{"id":64933,"name":"Child","url":"https://www.academia.edu/Documents/in/Child?f_ri=262684"},{"id":134346,"name":"Infant","url":"https://www.academia.edu/Documents/in/Infant?f_ri=262684"},{"id":137516,"name":"Follow-up studies","url":"https://www.academia.edu/Documents/in/Follow-up_studies?f_ri=262684"},{"id":173071,"name":"Conduct Disorder","url":"https://www.academia.edu/Documents/in/Conduct_Disorder?f_ri=262684"},{"id":262684,"name":"Personality Traits","url":"https://www.academia.edu/Documents/in/Personality_Traits?f_ri=262684"},{"id":303598,"name":"Parents","url":"https://www.academia.edu/Documents/in/Parents?f_ri=262684"},{"id":498286,"name":"Conduct Problems","url":"https://www.academia.edu/Documents/in/Conduct_Problems?f_ri=262684"},{"id":1033015,"name":"Parent‐child Relations","url":"https://www.academia.edu/Documents/in/Parent_child_Relations?f_ri=262684"},{"id":2489700,"name":"Child preschool","url":"https://www.academia.edu/Documents/in/Child_preschool?f_ri=262684"}]}, }) } })();</script></ul></li></ul></div></div><div class="u-borderBottom1 u-borderColorGrayLighter"><div class="clearfix u-pv7x u-mb0x js-work-card work_23216946" data-work_id="23216946" itemscope="itemscope" itemtype="https://schema.org/ScholarlyArticle"><div class="header"><div class="title u-fontSerif u-fs22 u-lineHeight1_3"><a class="u-tcGrayDarkest js-work-link" href="https://www.academia.edu/23216946/Open_Disclosures_Learning_Creativity_and_the_Passage_of_Mental_III_Health">Open Disclosures: Learning, Creativity and the Passage of Mental (III) Health</a></div></div><div class="u-pb4x u-mt3x"><div class="summary u-fs14 u-fw300 u-lineHeight1_5 u-tcGrayDarkest"><div class="summarized">This article describes an ongoing research project at the University of the Arts, London, which investigates the learning and creativity of a group of students with mental health difficulties. It discusses emerging findings on one theme,... <a class="more_link u-tcGrayDark u-linkUnstyled" data-container=".work_23216946" data-show=".complete" data-hide=".summarized" data-more-link-behavior="true" href="#">more</a></div><div class="complete hidden">This article describes an ongoing research project at the University of the Arts, London, which investigates the learning and creativity of a group of students with mental health difficulties. It discusses emerging findings on one theme, that of motivation. Employing a longitudinal biographic narrative methodology, this research, now entering its second year, has triggered questions regarding the resilience and fortitude of a group of practising, aspiring artists. This article sketches the theoretical background used to explore this resilience and motivation, and draws on the Kleinian concept of reparation as a way to understanding the narrativised yearning for learning and the urge to create.</div></div></div><ul class="InlineList u-ph0x u-fs13"><li class="InlineList-item logged_in_only"><div class="share_on_academia_work_button"><a class="academia_share Button Button--inverseBlue Button--sm js-bookmark-button" data-academia-share="Work/23216946" data-share-source="work_strip" data-spinner="small_white_hide_contents"><i class="fa fa-plus"></i><span class="work-strip-link-text u-ml1x" data-content="button_text">Bookmark</span></a></div></li><li class="InlineList-item"><div class="download"><a id="df922bf518c37172e163842175e229ae" rel="nofollow" data-download="{"attachment_id":43706166,"asset_id":23216946,"asset_type":"Work","always_allow_download":false,"track":null,"button_location":"work_strip","source":null,"hide_modal":null}" class="Button Button--sm Button--inverseGreen js-download-button prompt_button doc_download" href="https://www.academia.edu/attachments/43706166/download_file?st=MTczOTgyMDg1OSw4LjIyMi4yMDguMTQ2&s=work_strip"><i class="fa fa-arrow-circle-o-down fa-lg"></i><span class="u-textUppercase u-ml1x" data-content="button_text">Download</span></a></div></li><li class="InlineList-item"><ul class="InlineList InlineList--bordered u-ph0x"><li class="InlineList-item InlineList-item--bordered"><span class="InlineList-item-text">by <span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a class="u-tcGrayDark u-fw700" data-has-card-for-user="44907489" href="https://independent.academia.edu/OliviaSagan">Olivia Sagan</a><script data-card-contents-for-user="44907489" type="text/json">{"id":44907489,"first_name":"Olivia","last_name":"Sagan","domain_name":"independent","page_name":"OliviaSagan","display_name":"Olivia Sagan","profile_url":"https://independent.academia.edu/OliviaSagan?f_ri=262684","photo":"/images/s65_no_pic.png"}</script></span></span></li><li class="js-paper-rank-work_23216946 InlineList-item InlineList-item--bordered hidden"><span class="js-paper-rank-view hidden u-tcGrayDark" data-paper-rank-work-id="23216946"><i class="u-m1x fa fa-bar-chart"></i><strong class="js-paper-rank"></strong></span><script>$(function() { new Works.PaperRankView({ workId: 23216946, container: ".js-paper-rank-work_23216946", }); });</script></li><li class="js-percentile-work_23216946 InlineList-item InlineList-item--bordered hidden u-tcGrayDark"><span class="percentile-widget hidden"><span class="u-mr2x percentile-widget" style="display: none">•</span><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 23216946; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-percentile-work_23216946"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></li><li class="js-view-count-work_23216946 InlineList-item InlineList-item--bordered hidden"><div><span><span class="js-view-count view-count u-mr2x" data-work-id="23216946"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 23216946; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=23216946]").text(description); $(".js-view-count-work_23216946").attr('title', description).tooltip(); }); });</script></span><script>$(function() { $(".js-view-count-work_23216946").removeClass('hidden') })</script></div></li><li class="InlineList-item u-positionRelative" style="max-width: 250px"><div class="u-positionAbsolute" data-has-card-for-ri-list="23216946"><i class="fa fa-tag InlineList-item-icon u-positionRelative"></i>  <a class="InlineList-item-text u-positionRelative">6</a>  </div><span class="InlineList-item-text u-textTruncate u-pl9x"><a class="InlineList-item-text" data-has-card-for-ri="1751" rel="nofollow" href="https://www.academia.edu/Documents/in/Creativity">Creativity</a>, <script data-card-contents-for-ri="1751" type="text/json">{"id":1751,"name":"Creativity","url":"https://www.academia.edu/Documents/in/Creativity?f_ri=262684","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="2827" rel="nofollow" href="https://www.academia.edu/Documents/in/Mental_Health">Mental Health</a>, <script data-card-contents-for-ri="2827" type="text/json">{"id":2827,"name":"Mental Health","url":"https://www.academia.edu/Documents/in/Mental_Health?f_ri=262684","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="17762" rel="nofollow" href="https://www.academia.edu/Documents/in/Art_and_Design_Education">Art and Design Education</a>, <script data-card-contents-for-ri="17762" type="text/json">{"id":17762,"name":"Art and Design Education","url":"https://www.academia.edu/Documents/in/Art_and_Design_Education?f_ri=262684","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="43774" rel="nofollow" href="https://www.academia.edu/Documents/in/Learning">Learning</a><script data-card-contents-for-ri="43774" type="text/json">{"id":43774,"name":"Learning","url":"https://www.academia.edu/Documents/in/Learning?f_ri=262684","nofollow":true}</script></span></li><script>(function(){ if (true) { new Aedu.ResearchInterestListCard({ el: $('*[data-has-card-for-ri-list=23216946]'), work: {"id":23216946,"title":"Open Disclosures: Learning, Creativity and the Passage of Mental (III) Health","created_at":"2016-03-14T01:25:08.468-07:00","url":"https://www.academia.edu/23216946/Open_Disclosures_Learning_Creativity_and_the_Passage_of_Mental_III_Health?f_ri=262684","dom_id":"work_23216946","summary":"This article describes an ongoing research project at the University of the Arts, London, which investigates the learning and creativity of a group of students with mental health difficulties. It discusses emerging findings on one theme, that of motivation. Employing a longitudinal biographic narrative methodology, this research, now entering its second year, has triggered questions regarding the resilience and fortitude of a group of practising, aspiring artists. This article sketches the theoretical background used to explore this resilience and motivation, and draws on the Kleinian concept of reparation as a way to understanding the narrativised yearning for learning and the urge to create.","downloadable_attachments":[{"id":43706166,"asset_id":23216946,"asset_type":"Work","always_allow_download":false}],"ordered_authors":[{"id":44907489,"first_name":"Olivia","last_name":"Sagan","domain_name":"independent","page_name":"OliviaSagan","display_name":"Olivia Sagan","profile_url":"https://independent.academia.edu/OliviaSagan?f_ri=262684","photo":"/images/s65_no_pic.png"}],"research_interests":[{"id":1751,"name":"Creativity","url":"https://www.academia.edu/Documents/in/Creativity?f_ri=262684","nofollow":true},{"id":2827,"name":"Mental Health","url":"https://www.academia.edu/Documents/in/Mental_Health?f_ri=262684","nofollow":true},{"id":17762,"name":"Art and Design Education","url":"https://www.academia.edu/Documents/in/Art_and_Design_Education?f_ri=262684","nofollow":true},{"id":43774,"name":"Learning","url":"https://www.academia.edu/Documents/in/Learning?f_ri=262684","nofollow":true},{"id":262684,"name":"Personality Traits","url":"https://www.academia.edu/Documents/in/Personality_Traits?f_ri=262684"},{"id":508371,"name":"Curriculum and Pedagogy","url":"https://www.academia.edu/Documents/in/Curriculum_and_Pedagogy?f_ri=262684"}]}, }) } })();</script></ul></li></ul></div></div><div class="u-borderBottom1 u-borderColorGrayLighter"><div class="clearfix u-pv7x u-mb0x js-work-card work_65886964" data-work_id="65886964" itemscope="itemscope" itemtype="https://schema.org/ScholarlyArticle"><div class="header"><div class="title u-fontSerif u-fs22 u-lineHeight1_3"><a class="u-tcGrayDarkest js-work-link" href="https://www.academia.edu/65886964/The_Questionnaire_Big_Six_in_26_Nations_Developing_Cross_Culturally_Applicable_Big_Six_Big_Five_and_Big_Two_Inventories">The Questionnaire Big Six in 26 Nations: Developing Cross-Culturally Applicable Big Six, Big Five and Big Two Inventories</a></div></div><div class="u-pb4x u-mt3x"><div class="summary u-fs14 u-fw300 u-lineHeight1_5 u-tcGrayDarkest"><div class="summarized">The Big Five is a useful model of attributes now commonly used in cross–cultural research, but without the support of strong measurement invariance (MI) evidence. The Big Six has been proposed as a cross–culturally informed update, and... <a class="more_link u-tcGrayDark u-linkUnstyled" data-container=".work_65886964" data-show=".complete" data-hide=".summarized" data-more-link-behavior="true" href="#">more</a></div><div class="complete hidden">The Big Five is a useful model of attributes now commonly used in cross–cultural research, but without the support of strong measurement invariance (MI) evidence. The Big Six has been proposed as a cross–culturally informed update, and the broader Big Two (Social Self–Regulation and Dynamism) draws on even more cross–cultural evidence. However, neither has been rigorously tested for cross–cultural MI. Here a Big Six inventory (36QB6) and measures of the Big Five and Big Two derived from it were tested and refined for cross–cultural usability in samples from 26 nations, divided into three subsets. Confirmatory factor analysis of the models in the first subset of nations demonstrated fit as strong in translation as typical personality measures achieve in their nation of origin (although poor per standard benchmarks). Items that performed inconsistently across cultures were removed, and alternates considered in a second subset of nations. Fit and invariance were improved for refined 30...</div></div></div><ul class="InlineList u-ph0x u-fs13"><li class="InlineList-item logged_in_only"><div class="share_on_academia_work_button"><a class="academia_share Button Button--inverseBlue Button--sm js-bookmark-button" data-academia-share="Work/65886964" data-share-source="work_strip" data-spinner="small_white_hide_contents"><i class="fa fa-plus"></i><span class="work-strip-link-text u-ml1x" data-content="button_text">Bookmark</span></a></div></li><li class="InlineList-item"><div class="download"><a id="189016be9afd4afb5f1294b9c07253d1" rel="nofollow" data-download="{"attachment_id":77289818,"asset_id":65886964,"asset_type":"Work","always_allow_download":false,"track":null,"button_location":"work_strip","source":null,"hide_modal":null}" class="Button Button--sm Button--inverseGreen js-download-button prompt_button doc_download" href="https://www.academia.edu/attachments/77289818/download_file?st=MTczOTgyMDg1OSw4LjIyMi4yMDguMTQ2&s=work_strip"><i class="fa fa-arrow-circle-o-down fa-lg"></i><span class="u-textUppercase u-ml1x" data-content="button_text">Download</span></a></div></li><li class="InlineList-item"><ul class="InlineList InlineList--bordered u-ph0x"><li class="InlineList-item InlineList-item--bordered"><span class="InlineList-item-text">by <span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a class="u-tcGrayDark u-fw700" data-has-card-for-user="170291158" href="https://independent.academia.edu/GerardSaucier">Gerard Saucier</a><script data-card-contents-for-user="170291158" type="text/json">{"id":170291158,"first_name":"Gerard","last_name":"Saucier","domain_name":"independent","page_name":"GerardSaucier","display_name":"Gerard Saucier","profile_url":"https://independent.academia.edu/GerardSaucier?f_ri=262684","photo":"/images/s65_no_pic.png"}</script></span></span></li><li class="js-paper-rank-work_65886964 InlineList-item InlineList-item--bordered hidden"><span class="js-paper-rank-view hidden u-tcGrayDark" data-paper-rank-work-id="65886964"><i class="u-m1x fa fa-bar-chart"></i><strong class="js-paper-rank"></strong></span><script>$(function() { new Works.PaperRankView({ workId: 65886964, container: ".js-paper-rank-work_65886964", }); 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The Big Six has been proposed as a cross–culturally informed update, and the broader Big Two (Social Self–Regulation and Dynamism) draws on even more cross–cultural evidence. However, neither has been rigorously tested for cross–cultural MI. Here a Big Six inventory (36QB6) and measures of the Big Five and Big Two derived from it were tested and refined for cross–cultural usability in samples from 26 nations, divided into three subsets. Confirmatory factor analysis of the models in the first subset of nations demonstrated fit as strong in translation as typical personality measures achieve in their nation of origin (although poor per standard benchmarks). Items that performed inconsistently across cultures were removed, and alternates considered in a second subset of nations. Fit and invariance were improved for refined 30...","downloadable_attachments":[{"id":77289818,"asset_id":65886964,"asset_type":"Work","always_allow_download":false}],"ordered_authors":[{"id":170291158,"first_name":"Gerard","last_name":"Saucier","domain_name":"independent","page_name":"GerardSaucier","display_name":"Gerard Saucier","profile_url":"https://independent.academia.edu/GerardSaucier?f_ri=262684","photo":"/images/s65_no_pic.png"}],"research_interests":[{"id":221,"name":"Psychology","url":"https://www.academia.edu/Documents/in/Psychology?f_ri=262684","nofollow":true},{"id":96795,"name":"Cross Cultural Psychology","url":"https://www.academia.edu/Documents/in/Cross_Cultural_Psychology?f_ri=262684","nofollow":true},{"id":262684,"name":"Personality Traits","url":"https://www.academia.edu/Documents/in/Personality_Traits?f_ri=262684","nofollow":true}]}, }) } })();</script></ul></li></ul></div></div><div class="u-borderBottom1 u-borderColorGrayLighter"><div class="clearfix u-pv7x u-mb0x js-work-card work_5877576" data-work_id="5877576" itemscope="itemscope" itemtype="https://schema.org/ScholarlyArticle"><div class="header"><div class="title u-fontSerif u-fs22 u-lineHeight1_3"><a class="u-tcGrayDarkest js-work-link" href="https://www.academia.edu/5877576/Perfectionism_and_negative_affect_after_repeated_failure_Anxiety_depression_and_anger_2014_">Perfectionism and negative affect after repeated failure: Anxiety, depression, and anger [2014]</a></div></div><div class="u-pb4x u-mt3x"><div class="summary u-fs14 u-fw300 u-lineHeight1_5 u-tcGrayDarkest"><div class="summarized">Perfectionists have shown increased negative affect after failure compared to nonperfectionists. However, little is known about how perfectionists react to repeated failure. This study investigated the effects of two forms of... <a class="more_link u-tcGrayDark u-linkUnstyled" data-container=".work_5877576" data-show=".complete" data-hide=".summarized" data-more-link-behavior="true" href="#">more</a></div><div class="complete hidden">Perfectionists have shown increased negative affect after failure compared to nonperfectionists. However, little is known about how perfectionists react to repeated failure. This study investigated the effects of two forms of perfectionism—self-oriented perfectionism and socially prescribed perfectionism—on 100 university students’ reactions to repeated failure (versus repeated success) examining three negative emotions: anxiety, depression, and anger. Results showed that socially prescribed perfectionism predicted increased anxiety, depression, and anger after initial failure and further increased anger after repeated failure. In contrast, self-oriented perfectionism predicted increased anxiety, but only after repeated failure. The findings suggest that both self-oriented and socially prescribed perfectionism are vulnerability factors predisposing individuals to react with increased negative affect after repeated failure.</div></div></div><ul class="InlineList u-ph0x u-fs13"><li class="InlineList-item logged_in_only"><div class="share_on_academia_work_button"><a class="academia_share Button Button--inverseBlue Button--sm js-bookmark-button" data-academia-share="Work/5877576" data-share-source="work_strip" data-spinner="small_white_hide_contents"><i class="fa fa-plus"></i><span class="work-strip-link-text u-ml1x" data-content="button_text">Bookmark</span></a></div></li><li class="InlineList-item"><div class="download"><a id="49d79c842deef130a50ae11eb3294f67" rel="nofollow" data-download="{"attachment_id":40869330,"asset_id":5877576,"asset_type":"Work","always_allow_download":false,"track":null,"button_location":"work_strip","source":null,"hide_modal":null}" class="Button Button--sm Button--inverseGreen js-download-button prompt_button doc_download" href="https://www.academia.edu/attachments/40869330/download_file?st=MTczOTgyMDg1OSw4LjIyMi4yMDguMTQ2&s=work_strip"><i class="fa fa-arrow-circle-o-down fa-lg"></i><span class="u-textUppercase u-ml1x" data-content="button_text">Download</span></a></div></li><li class="InlineList-item"><ul class="InlineList InlineList--bordered u-ph0x"><li class="InlineList-item InlineList-item--bordered"><span class="InlineList-item-text">by <span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a class="u-tcGrayDark u-fw700" data-has-card-for-user="3335336" href="https://kent.academia.edu/JoachimStoeber">Joachim Stoeber</a><script data-card-contents-for-user="3335336" type="text/json">{"id":3335336,"first_name":"Joachim","last_name":"Stoeber","domain_name":"kent","page_name":"JoachimStoeber","display_name":"Joachim Stoeber","profile_url":"https://kent.academia.edu/JoachimStoeber?f_ri=262684","photo":"https://0.academia-photos.com/3335336/1116903/96571411/s65_joachim.stoeber.jpg"}</script></span></span></li><li class="js-paper-rank-work_5877576 InlineList-item InlineList-item--bordered hidden"><span class="js-paper-rank-view hidden u-tcGrayDark" data-paper-rank-work-id="5877576"><i class="u-m1x fa fa-bar-chart"></i><strong class="js-paper-rank"></strong></span><script>$(function() { new Works.PaperRankView({ workId: 5877576, container: ".js-paper-rank-work_5877576", }); 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However, little is known about how perfectionists react to repeated failure. This study investigated the effects of two forms of perfectionism—self-oriented perfectionism and socially prescribed perfectionism—on 100 university students’ reactions to repeated failure (versus repeated success) examining three negative emotions: anxiety, depression, and anger. Results showed that socially prescribed perfectionism predicted increased anxiety, depression, and anger after initial failure and further increased anger after repeated failure. In contrast, self-oriented perfectionism predicted increased anxiety, but only after repeated failure. The findings suggest that both self-oriented and socially prescribed perfectionism are vulnerability factors predisposing individuals to react with increased negative affect after repeated failure.","downloadable_attachments":[{"id":40869330,"asset_id":5877576,"asset_type":"Work","always_allow_download":false}],"ordered_authors":[{"id":3335336,"first_name":"Joachim","last_name":"Stoeber","domain_name":"kent","page_name":"JoachimStoeber","display_name":"Joachim Stoeber","profile_url":"https://kent.academia.edu/JoachimStoeber?f_ri=262684","photo":"https://0.academia-photos.com/3335336/1116903/96571411/s65_joachim.stoeber.jpg"}],"research_interests":[{"id":221,"name":"Psychology","url":"https://www.academia.edu/Documents/in/Psychology?f_ri=262684","nofollow":true},{"id":222,"name":"Abnormal Psychology","url":"https://www.academia.edu/Documents/in/Abnormal_Psychology?f_ri=262684","nofollow":true},{"id":224,"name":"Behavioural 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Counseling","url":"https://www.academia.edu/Documents/in/Psychotherapy_and_Counseling?f_ri=262684"},{"id":8652,"name":"Theories Of Personality","url":"https://www.academia.edu/Documents/in/Theories_Of_Personality?f_ri=262684"},{"id":8655,"name":"Psychopathology","url":"https://www.academia.edu/Documents/in/Psychopathology?f_ri=262684"},{"id":12478,"name":"Emotion Regulation","url":"https://www.academia.edu/Documents/in/Emotion_Regulation?f_ri=262684"},{"id":15093,"name":"Dispositions","url":"https://www.academia.edu/Documents/in/Dispositions?f_ri=262684"},{"id":16447,"name":"Perfectionism (Psychology)","url":"https://www.academia.edu/Documents/in/Perfectionism_Psychology_?f_ri=262684"},{"id":16449,"name":"Perfectionism","url":"https://www.academia.edu/Documents/in/Perfectionism?f_ri=262684"},{"id":20795,"name":"Individual differences 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Sciences","url":"https://www.academia.edu/Documents/in/Behavioural_Sciences?f_ri=262684"},{"id":50238,"name":"Affect","url":"https://www.academia.edu/Documents/in/Affect?f_ri=262684"},{"id":74600,"name":"Psychologie","url":"https://www.academia.edu/Documents/in/Psychologie?f_ri=262684"},{"id":86322,"name":"psychologie Clinique","url":"https://www.academia.edu/Documents/in/psychologie_Clinique?f_ri=262684"},{"id":93507,"name":"Test anxiety","url":"https://www.academia.edu/Documents/in/Test_anxiety?f_ri=262684"},{"id":102086,"name":"Personality and Individual Differences","url":"https://www.academia.edu/Documents/in/Personality_and_Individual_Differences?f_ri=262684"},{"id":125632,"name":"Social and Behavioral Sciences","url":"https://www.academia.edu/Documents/in/Social_and_Behavioral_Sciences?f_ri=262684"},{"id":127544,"name":"Clinical \u0026 Abnormal Psychology","url":"https://www.academia.edu/Documents/in/Clinical_and_Abnormal_Psychology?f_ri=262684"},{"id":262684,"name":"Personality Traits","url":"https://www.academia.edu/Documents/in/Personality_Traits?f_ri=262684"},{"id":499845,"name":"Social Psychology and Behavioral Sciences","url":"https://www.academia.edu/Documents/in/Social_Psychology_and_Behavioral_Sciences?f_ri=262684"}]}, }) } })();</script></ul></li></ul></div></div><div class="u-borderBottom1 u-borderColorGrayLighter"><div class="clearfix u-pv7x u-mb0x js-work-card work_26232376" data-work_id="26232376" itemscope="itemscope" itemtype="https://schema.org/ScholarlyArticle"><div class="header"><div class="title u-fontSerif u-fs22 u-lineHeight1_3"><a class="u-tcGrayDarkest js-work-link" href="https://www.academia.edu/26232376/Second_Generation_Research_on_Resilience_Social_Emotional_Aspects_of_Children_with_Learning_Disabilities">Second-Generation Research on Resilience: Social-Emotional Aspects of Children with Learning Disabilities</a></div></div><div class="u-pb4x u-mt3x"><div class="summary u-fs14 u-fw300 u-lineHeight1_5 u-tcGrayDarkest"><div class="summarized">The goal of this commentary is to focus attention on the various protective factors examined by the four studies of this special issue, in order to predict resilient functioning. These factors include internal factors (cognitive... <a class="more_link u-tcGrayDark u-linkUnstyled" data-container=".work_26232376" data-show=".complete" data-hide=".summarized" data-more-link-behavior="true" href="#">more</a></div><div class="complete hidden">The goal of this commentary is to focus attention on the various protective factors examined by the four studies of this special issue, in order to predict resilient functioning. These factors include internal factors (cognitive information processing, affective information processing-the attachment/proximity conceptualization) as well as external factors such as teacher perceptions and classroom ecology. By bringing together major themes from these studies, this commentary aims to explicate core elements of resilience in order to enhance the conceptual clarity of the construct within empowerment models, and to point out major directions for future research. Questions emerging from the results yielded by these studies will also be presented.</div></div></div><ul class="InlineList u-ph0x u-fs13"><li class="InlineList-item logged_in_only"><div class="share_on_academia_work_button"><a class="academia_share Button Button--inverseBlue Button--sm js-bookmark-button" data-academia-share="Work/26232376" data-share-source="work_strip" data-spinner="small_white_hide_contents"><i class="fa fa-plus"></i><span class="work-strip-link-text u-ml1x" data-content="button_text">Bookmark</span></a></div></li><li class="InlineList-item"><div class="download"><a id="51b944354d18bed465909e8cdaec7934" rel="nofollow" data-download="{"attachment_id":46548989,"asset_id":26232376,"asset_type":"Work","always_allow_download":false,"track":null,"button_location":"work_strip","source":null,"hide_modal":null}" class="Button Button--sm Button--inverseGreen js-download-button prompt_button doc_download" href="https://www.academia.edu/attachments/46548989/download_file?st=MTczOTgyMDg1OSw4LjIyMi4yMDguMTQ2&s=work_strip"><i class="fa fa-arrow-circle-o-down fa-lg"></i><span class="u-textUppercase u-ml1x" data-content="button_text">Download</span></a></div></li><li class="InlineList-item"><ul class="InlineList InlineList--bordered u-ph0x"><li class="InlineList-item InlineList-item--bordered"><span class="InlineList-item-text">by <span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a class="u-tcGrayDark u-fw700" data-has-card-for-user="33573426" href="https://independent.academia.edu/MalkaMargalit">Malka Margalit</a><script data-card-contents-for-user="33573426" type="text/json">{"id":33573426,"first_name":"Malka","last_name":"Margalit","domain_name":"independent","page_name":"MalkaMargalit","display_name":"Malka Margalit","profile_url":"https://independent.academia.edu/MalkaMargalit?f_ri=262684","photo":"/images/s65_no_pic.png"}</script></span></span></li><li class="js-paper-rank-work_26232376 InlineList-item InlineList-item--bordered hidden"><span class="js-paper-rank-view hidden u-tcGrayDark" data-paper-rank-work-id="26232376"><i class="u-m1x fa fa-bar-chart"></i><strong class="js-paper-rank"></strong></span><script>$(function() { new Works.PaperRankView({ workId: 26232376, container: ".js-paper-rank-work_26232376", }); 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$(".js-view-count[data-work-id=26232376]").text(description); $(".js-view-count-work_26232376").attr('title', description).tooltip(); }); });</script></span><script>$(function() { $(".js-view-count-work_26232376").removeClass('hidden') })</script></div></li><li class="InlineList-item u-positionRelative" style="max-width: 250px"><div class="u-positionAbsolute" data-has-card-for-ri-list="26232376"><i class="fa fa-tag InlineList-item-icon u-positionRelative"></i>  <a class="InlineList-item-text u-positionRelative">3</a>  </div><span class="InlineList-item-text u-textTruncate u-pl9x"><a class="InlineList-item-text" data-has-card-for-ri="31465" rel="nofollow" href="https://www.academia.edu/Documents/in/Learning_Disabilities">Learning Disabilities</a>, <script data-card-contents-for-ri="31465" type="text/json">{"id":31465,"name":"Learning Disabilities","url":"https://www.academia.edu/Documents/in/Learning_Disabilities?f_ri=262684","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="36837" rel="nofollow" href="https://www.academia.edu/Documents/in/Information_Processing">Information Processing</a>, <script data-card-contents-for-ri="36837" type="text/json">{"id":36837,"name":"Information Processing","url":"https://www.academia.edu/Documents/in/Information_Processing?f_ri=262684","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="262684" rel="nofollow" href="https://www.academia.edu/Documents/in/Personality_Traits">Personality Traits</a><script data-card-contents-for-ri="262684" type="text/json">{"id":262684,"name":"Personality Traits","url":"https://www.academia.edu/Documents/in/Personality_Traits?f_ri=262684","nofollow":true}</script></span></li><script>(function(){ if (true) { new Aedu.ResearchInterestListCard({ el: $('*[data-has-card-for-ri-list=26232376]'), work: {"id":26232376,"title":"Second-Generation Research on Resilience: Social-Emotional Aspects of Children with Learning Disabilities","created_at":"2016-06-16T12:51:12.186-07:00","url":"https://www.academia.edu/26232376/Second_Generation_Research_on_Resilience_Social_Emotional_Aspects_of_Children_with_Learning_Disabilities?f_ri=262684","dom_id":"work_26232376","summary":"The goal of this commentary is to focus attention on the various protective factors examined by the four studies of this special issue, in order to predict resilient functioning. These factors include internal factors (cognitive information processing, affective information processing-the attachment/proximity conceptualization) as well as external factors such as teacher perceptions and classroom ecology. By bringing together major themes from these studies, this commentary aims to explicate core elements of resilience in order to enhance the conceptual clarity of the construct within empowerment models, and to point out major directions for future research. Questions emerging from the results yielded by these studies will also be presented.","downloadable_attachments":[{"id":46548989,"asset_id":26232376,"asset_type":"Work","always_allow_download":false}],"ordered_authors":[{"id":33573426,"first_name":"Malka","last_name":"Margalit","domain_name":"independent","page_name":"MalkaMargalit","display_name":"Malka Margalit","profile_url":"https://independent.academia.edu/MalkaMargalit?f_ri=262684","photo":"/images/s65_no_pic.png"}],"research_interests":[{"id":31465,"name":"Learning Disabilities","url":"https://www.academia.edu/Documents/in/Learning_Disabilities?f_ri=262684","nofollow":true},{"id":36837,"name":"Information Processing","url":"https://www.academia.edu/Documents/in/Information_Processing?f_ri=262684","nofollow":true},{"id":262684,"name":"Personality Traits","url":"https://www.academia.edu/Documents/in/Personality_Traits?f_ri=262684","nofollow":true}]}, }) } })();</script></ul></li></ul></div></div><div class="u-borderBottom1 u-borderColorGrayLighter"><div class="clearfix u-pv7x u-mb0x js-work-card work_64901063" data-work_id="64901063" itemscope="itemscope" itemtype="https://schema.org/ScholarlyArticle"><div class="header"><div class="title u-fontSerif u-fs22 u-lineHeight1_3"><a class="u-tcGrayDarkest js-work-link" href="https://www.academia.edu/64901063/Personality_traits_and_personal_values_a_conceptual_and_empirical_integration">Personality traits and personal values: a conceptual and empirical integration</a></div></div><div class="u-pb4x u-mt3x"><div class="summary u-fs14 u-fw300 u-lineHeight1_5 u-tcGrayDarkest"><div class="summarized">Independent advances in the study of personality traits and personal values have clarified their foundations, antecedents, content, structure, and measurement. Accumulating evidence shows that personality traits are largely endogenous... <a class="more_link u-tcGrayDark u-linkUnstyled" data-container=".work_64901063" data-show=".complete" data-hide=".summarized" data-more-link-behavior="true" href="#">more</a></div><div class="complete hidden">Independent advances in the study of personality traits and personal values have clarified their foundations, antecedents, content, structure, and measurement. Accumulating evidence shows that personality traits are largely endogenous characteristics, while personal values are ...</div></div></div><ul class="InlineList u-ph0x u-fs13"><li class="InlineList-item logged_in_only"><div class="share_on_academia_work_button"><a class="academia_share Button Button--inverseBlue Button--sm js-bookmark-button" data-academia-share="Work/64901063" data-share-source="work_strip" data-spinner="small_white_hide_contents"><i class="fa fa-plus"></i><span class="work-strip-link-text u-ml1x" data-content="button_text">Bookmark</span></a></div></li><li class="InlineList-item"><div class="download"><a id="a3730abdb7b3d8a1a29be80f7ec99b58" rel="nofollow" data-download="{"attachment_id":76720647,"asset_id":64901063,"asset_type":"Work","always_allow_download":false,"track":null,"button_location":"work_strip","source":null,"hide_modal":null}" class="Button Button--sm Button--inverseGreen js-download-button prompt_button doc_download" href="https://www.academia.edu/attachments/76720647/download_file?st=MTczOTgyMDg1OSw4LjIyMi4yMDguMTQ2&s=work_strip"><i class="fa fa-arrow-circle-o-down fa-lg"></i><span class="u-textUppercase u-ml1x" data-content="button_text">Download</span></a></div></li><li class="InlineList-item"><ul class="InlineList InlineList--bordered u-ph0x"><li class="InlineList-item InlineList-item--bordered"><span class="InlineList-item-text">by <span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a class="u-tcGrayDark u-fw700" data-has-card-for-user="4605037" href="https://wm.academia.edu/JimOlver">Jim Olver</a><script data-card-contents-for-user="4605037" type="text/json">{"id":4605037,"first_name":"Jim","last_name":"Olver","domain_name":"wm","page_name":"JimOlver","display_name":"Jim Olver","profile_url":"https://wm.academia.edu/JimOlver?f_ri=262684","photo":"https://0.academia-photos.com/4605037/1921359/2275397/s65_jim.olver.jpg"}</script></span></span></li><li class="js-paper-rank-work_64901063 InlineList-item InlineList-item--bordered hidden"><span class="js-paper-rank-view hidden u-tcGrayDark" data-paper-rank-work-id="64901063"><i class="u-m1x fa fa-bar-chart"></i><strong class="js-paper-rank"></strong></span><script>$(function() { new Works.PaperRankView({ workId: 64901063, container: ".js-paper-rank-work_64901063", }); });</script></li><li class="js-percentile-work_64901063 InlineList-item InlineList-item--bordered hidden u-tcGrayDark"><span class="percentile-widget hidden"><span class="u-mr2x percentile-widget" style="display: none">•</span><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 64901063; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-percentile-work_64901063"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></li><li class="js-view-count-work_64901063 InlineList-item InlineList-item--bordered hidden"><div><span><span class="js-view-count view-count u-mr2x" data-work-id="64901063"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 64901063; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=64901063]").text(description); $(".js-view-count-work_64901063").attr('title', description).tooltip(); }); });</script></span><script>$(function() { $(".js-view-count-work_64901063").removeClass('hidden') })</script></div></li><li class="InlineList-item u-positionRelative" style="max-width: 250px"><div class="u-positionAbsolute" data-has-card-for-ri-list="64901063"><i class="fa fa-tag InlineList-item-icon u-positionRelative"></i>  <a class="InlineList-item-text u-positionRelative">10</a>  </div><span class="InlineList-item-text u-textTruncate u-pl10x"><a class="InlineList-item-text" data-has-card-for-ri="221" rel="nofollow" href="https://www.academia.edu/Documents/in/Psychology">Psychology</a>, <script data-card-contents-for-ri="221" type="text/json">{"id":221,"name":"Psychology","url":"https://www.academia.edu/Documents/in/Psychology?f_ri=262684","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="237" rel="nofollow" href="https://www.academia.edu/Documents/in/Cognitive_Science">Cognitive Science</a>, <script data-card-contents-for-ri="237" type="text/json">{"id":237,"name":"Cognitive Science","url":"https://www.academia.edu/Documents/in/Cognitive_Science?f_ri=262684","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="2672" rel="nofollow" href="https://www.academia.edu/Documents/in/Personality">Personality</a>, <script data-card-contents-for-ri="2672" type="text/json">{"id":2672,"name":"Personality","url":"https://www.academia.edu/Documents/in/Personality?f_ri=262684","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="75072" rel="nofollow" href="https://www.academia.edu/Documents/in/Neuroticism">Neuroticism</a><script data-card-contents-for-ri="75072" type="text/json">{"id":75072,"name":"Neuroticism","url":"https://www.academia.edu/Documents/in/Neuroticism?f_ri=262684","nofollow":true}</script></span></li><script>(function(){ if (true) { new Aedu.ResearchInterestListCard({ el: $('*[data-has-card-for-ri-list=64901063]'), work: {"id":64901063,"title":"Personality traits and personal values: a conceptual and empirical integration","created_at":"2021-12-17T13:53:17.478-08:00","url":"https://www.academia.edu/64901063/Personality_traits_and_personal_values_a_conceptual_and_empirical_integration?f_ri=262684","dom_id":"work_64901063","summary":"Independent advances in the study of personality traits and personal values have clarified their foundations, antecedents, content, structure, and measurement. Accumulating evidence shows that personality traits are largely endogenous characteristics, while personal values are ...","downloadable_attachments":[{"id":76720647,"asset_id":64901063,"asset_type":"Work","always_allow_download":false}],"ordered_authors":[{"id":4605037,"first_name":"Jim","last_name":"Olver","domain_name":"wm","page_name":"JimOlver","display_name":"Jim Olver","profile_url":"https://wm.academia.edu/JimOlver?f_ri=262684","photo":"https://0.academia-photos.com/4605037/1921359/2275397/s65_jim.olver.jpg"}],"research_interests":[{"id":221,"name":"Psychology","url":"https://www.academia.edu/Documents/in/Psychology?f_ri=262684","nofollow":true},{"id":237,"name":"Cognitive Science","url":"https://www.academia.edu/Documents/in/Cognitive_Science?f_ri=262684","nofollow":true},{"id":2672,"name":"Personality","url":"https://www.academia.edu/Documents/in/Personality?f_ri=262684","nofollow":true},{"id":75072,"name":"Neuroticism","url":"https://www.academia.edu/Documents/in/Neuroticism?f_ri=262684","nofollow":true},{"id":92362,"name":"Belief","url":"https://www.academia.edu/Documents/in/Belief?f_ri=262684"},{"id":102086,"name":"Personality and Individual Differences","url":"https://www.academia.edu/Documents/in/Personality_and_Individual_Differences?f_ri=262684"},{"id":134348,"name":"Temperament","url":"https://www.academia.edu/Documents/in/Temperament?f_ri=262684"},{"id":144049,"name":"Attitude","url":"https://www.academia.edu/Documents/in/Attitude?f_ri=262684"},{"id":262684,"name":"Personality Traits","url":"https://www.academia.edu/Documents/in/Personality_Traits?f_ri=262684"},{"id":1843330,"name":"Personality Trait","url":"https://www.academia.edu/Documents/in/Personality_Trait?f_ri=262684"}]}, }) } })();</script></ul></li></ul></div></div><div class="u-borderBottom1 u-borderColorGrayLighter"><div class="clearfix u-pv7x u-mb0x js-work-card work_1393905" data-work_id="1393905" itemscope="itemscope" itemtype="https://schema.org/ScholarlyArticle"><div class="header"><div class="title u-fontSerif u-fs22 u-lineHeight1_3"><a class="u-tcGrayDarkest js-work-link" href="https://www.academia.edu/1393905/Predicting_relationship_quality_from_self_verification_of_broad_personality_traits_among_romantic_couples">Predicting relationship quality from self-verification of broad personality traits among romantic couples</a></div></div><div class="u-pb4x u-mt3x"><div class="summary u-fs14 u-fw300 u-lineHeight1_5 u-tcGrayDarkest"><div class="summarized">Self-verification -how much two individuals agree about one of the individual's attributes -has been found to be related to higher romantic relationship quality, primarily among married couples . The current research replicates and... <a class="more_link u-tcGrayDark u-linkUnstyled" data-container=".work_1393905" data-show=".complete" data-hide=".summarized" data-more-link-behavior="true" href="#">more</a></div><div class="complete hidden">Self-verification -how much two individuals agree about one of the individual's attributes -has been found to be related to higher romantic relationship quality, primarily among married couples . The current research replicates and extends this finding in dating, cohabiting, and married couples within the domain of Big Five personality traits. The prediction of relationship quality from self-verification was analyzed using the actor-partner interdependence model . Self-verification -as assessed with overall profile correlations, distinctive profile correlations, and difference scores -predicted higher relationship quality. Self-verification most consistently predicted quality among married couples, supporting the theory that self-verification may be more important for quality among married couples than among other types of couples.</div></div></div><ul class="InlineList u-ph0x u-fs13"><li class="InlineList-item logged_in_only"><div class="share_on_academia_work_button"><a class="academia_share Button Button--inverseBlue Button--sm js-bookmark-button" data-academia-share="Work/1393905" data-share-source="work_strip" data-spinner="small_white_hide_contents"><i class="fa fa-plus"></i><span class="work-strip-link-text u-ml1x" data-content="button_text">Bookmark</span></a></div></li><li class="InlineList-item"><div class="download"><a id="d0fb87bc296ddb6a1d391efc239b3f99" rel="nofollow" data-download="{"attachment_id":50990598,"asset_id":1393905,"asset_type":"Work","always_allow_download":false,"track":null,"button_location":"work_strip","source":null,"hide_modal":null}" class="Button Button--sm Button--inverseGreen js-download-button prompt_button doc_download" href="https://www.academia.edu/attachments/50990598/download_file?st=MTczOTgyMDg1OSw4LjIyMi4yMDguMTQ2&s=work_strip"><i class="fa fa-arrow-circle-o-down fa-lg"></i><span class="u-textUppercase u-ml1x" data-content="button_text">Download</span></a></div></li><li class="InlineList-item"><ul class="InlineList InlineList--bordered u-ph0x"><li class="InlineList-item InlineList-item--bordered"><span class="InlineList-item-text">by <span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a class="u-tcGrayDark u-fw700" data-has-card-for-user="584630" href="https://willamette.academia.edu/ErikNoftle">Erik Noftle</a><script data-card-contents-for-user="584630" type="text/json">{"id":584630,"first_name":"Erik","last_name":"Noftle","domain_name":"willamette","page_name":"ErikNoftle","display_name":"Erik Noftle","profile_url":"https://willamette.academia.edu/ErikNoftle?f_ri=262684","photo":"/images/s65_no_pic.png"}</script></span></span></li><li class="js-paper-rank-work_1393905 InlineList-item InlineList-item--bordered hidden"><span class="js-paper-rank-view hidden u-tcGrayDark" data-paper-rank-work-id="1393905"><i class="u-m1x fa fa-bar-chart"></i><strong class="js-paper-rank"></strong></span><script>$(function() { new Works.PaperRankView({ workId: 1393905, container: ".js-paper-rank-work_1393905", }); 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The current research replicates and extends this finding in dating, cohabiting, and married couples within the domain of Big Five personality traits. The prediction of relationship quality from self-verification was analyzed using the actor-partner interdependence model . Self-verification -as assessed with overall profile correlations, distinctive profile correlations, and difference scores -predicted higher relationship quality. Self-verification most consistently predicted quality among married couples, supporting the theory that self-verification may be more important for quality among married couples than among other types of couples.","downloadable_attachments":[{"id":50990598,"asset_id":1393905,"asset_type":"Work","always_allow_download":false}],"ordered_authors":[{"id":584630,"first_name":"Erik","last_name":"Noftle","domain_name":"willamette","page_name":"ErikNoftle","display_name":"Erik Noftle","profile_url":"https://willamette.academia.edu/ErikNoftle?f_ri=262684","photo":"/images/s65_no_pic.png"}],"research_interests":[{"id":221,"name":"Psychology","url":"https://www.academia.edu/Documents/in/Psychology?f_ri=262684","nofollow":true},{"id":237,"name":"Cognitive Science","url":"https://www.academia.edu/Documents/in/Cognitive_Science?f_ri=262684","nofollow":true},{"id":2672,"name":"Personality","url":"https://www.academia.edu/Documents/in/Personality?f_ri=262684","nofollow":true},{"id":61861,"name":"Relationship Quality","url":"https://www.academia.edu/Documents/in/Relationship_Quality?f_ri=262684","nofollow":true},{"id":262684,"name":"Personality Traits","url":"https://www.academia.edu/Documents/in/Personality_Traits?f_ri=262684"},{"id":368053,"name":"Romantic Relationship","url":"https://www.academia.edu/Documents/in/Romantic_Relationship?f_ri=262684"},{"id":514741,"name":"Five Factor Model","url":"https://www.academia.edu/Documents/in/Five_Factor_Model?f_ri=262684"},{"id":1843330,"name":"Personality Trait","url":"https://www.academia.edu/Documents/in/Personality_Trait?f_ri=262684"}]}, }) } })();</script></ul></li></ul></div></div><div class="u-borderBottom1 u-borderColorGrayLighter"><div class="clearfix u-pv7x u-mb0x js-work-card work_62494585" data-work_id="62494585" itemscope="itemscope" itemtype="https://schema.org/ScholarlyArticle"><div class="header"><div class="title u-fontSerif u-fs22 u-lineHeight1_3"><a class="u-tcGrayDarkest js-work-link" href="https://www.academia.edu/62494585/Infant_mother_attachment_security_and_childrens_anxiety_and_aggression_at_first_grade">Infant-mother attachment security and children's anxiety and aggression at first grade</a></div></div><div class="u-pb4x u-mt3x"><div class="summary u-fs14 u-fw300 u-lineHeight1_5 u-tcGrayDarkest"><div class="summarized">With a large and diverse sample of children from the National Institute of Child Health and Human Development Study of Early Child Care and Youth Development, the role of infant-mother attachment security as a protective factor against... <a class="more_link u-tcGrayDark u-linkUnstyled" data-container=".work_62494585" data-show=".complete" data-hide=".summarized" data-more-link-behavior="true" href="#">more</a></div><div class="complete hidden">With a large and diverse sample of children from the National Institute of Child Health and Human Development Study of Early Child Care and Youth Development, the role of infant-mother attachment security as a protective factor against the development of children's anxious and aggressive behaviors at first grade was examined. When child's sex, family income, maternal sensitivity, and prior levels of anxiety and aggression were controlled for, attachment security at 15 months of age was found to moderate the effects of negative life events families experienced, thereby protecting children from experiencing symptoms of anxiety, but not aggression, at 4.5 years of age. Children classified as insecurely attached at 15 months of age who experienced many stressful life events exhibited more anxiety symptoms in first grade than children classified as securely attached who similarly experienced many negative life events. These findings are interpreted within attachment theory, which predicts that early attachment security has a unique role in children's anxiety experiences later in childhood.</div></div></div><ul class="InlineList u-ph0x u-fs13"><li class="InlineList-item logged_in_only"><div class="share_on_academia_work_button"><a class="academia_share Button Button--inverseBlue Button--sm js-bookmark-button" data-academia-share="Work/62494585" data-share-source="work_strip" data-spinner="small_white_hide_contents"><i class="fa fa-plus"></i><span class="work-strip-link-text u-ml1x" data-content="button_text">Bookmark</span></a></div></li><li class="InlineList-item"><div class="download"><a id="9748b60d1a10664098d9cd21dd4f80bd" rel="nofollow" data-download="{"attachment_id":75237704,"asset_id":62494585,"asset_type":"Work","always_allow_download":false,"track":null,"button_location":"work_strip","source":null,"hide_modal":null}" class="Button Button--sm Button--inverseGreen js-download-button prompt_button doc_download" href="https://www.academia.edu/attachments/75237704/download_file?st=MTczOTgyMDg1OSw4LjIyMi4yMDguMTQ2&s=work_strip"><i class="fa fa-arrow-circle-o-down fa-lg"></i><span class="u-textUppercase u-ml1x" data-content="button_text">Download</span></a></div></li><li class="InlineList-item"><ul class="InlineList InlineList--bordered u-ph0x"><li class="InlineList-item InlineList-item--bordered"><span class="InlineList-item-text">by <span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a class="u-tcGrayDark u-fw700" data-has-card-for-user="38482163" href="https://independent.academia.edu/MarshaWeinraub">Marsha Weinraub</a><script data-card-contents-for-user="38482163" type="text/json">{"id":38482163,"first_name":"Marsha","last_name":"Weinraub","domain_name":"independent","page_name":"MarshaWeinraub","display_name":"Marsha Weinraub","profile_url":"https://independent.academia.edu/MarshaWeinraub?f_ri=262684","photo":"/images/s65_no_pic.png"}</script></span></span></li><li class="js-paper-rank-work_62494585 InlineList-item InlineList-item--bordered hidden"><span class="js-paper-rank-view hidden u-tcGrayDark" data-paper-rank-work-id="62494585"><i class="u-m1x fa fa-bar-chart"></i><strong class="js-paper-rank"></strong></span><script>$(function() { new Works.PaperRankView({ workId: 62494585, container: ".js-paper-rank-work_62494585", }); 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$(".js-view-count[data-work-id=62494585]").text(description); $(".js-view-count-work_62494585").attr('title', description).tooltip(); }); });</script></span><script>$(function() { $(".js-view-count-work_62494585").removeClass('hidden') })</script></div></li><li class="InlineList-item u-positionRelative" style="max-width: 250px"><div class="u-positionAbsolute" data-has-card-for-ri-list="62494585"><i class="fa fa-tag InlineList-item-icon u-positionRelative"></i>  <a class="InlineList-item-text u-positionRelative">15</a>  </div><span class="InlineList-item-text u-textTruncate u-pl10x"><a class="InlineList-item-text" data-has-card-for-ri="221" rel="nofollow" href="https://www.academia.edu/Documents/in/Psychology">Psychology</a>, <script data-card-contents-for-ri="221" type="text/json">{"id":221,"name":"Psychology","url":"https://www.academia.edu/Documents/in/Psychology?f_ri=262684","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="237" rel="nofollow" href="https://www.academia.edu/Documents/in/Cognitive_Science">Cognitive Science</a>, <script data-card-contents-for-ri="237" type="text/json">{"id":237,"name":"Cognitive Science","url":"https://www.academia.edu/Documents/in/Cognitive_Science?f_ri=262684","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="1438" rel="nofollow" href="https://www.academia.edu/Documents/in/Developmental_Psychopathology">Developmental Psychopathology</a>, <script data-card-contents-for-ri="1438" type="text/json">{"id":1438,"name":"Developmental Psychopathology","url":"https://www.academia.edu/Documents/in/Developmental_Psychopathology?f_ri=262684","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="4583" rel="nofollow" href="https://www.academia.edu/Documents/in/Child_Development">Child Development</a><script data-card-contents-for-ri="4583" type="text/json">{"id":4583,"name":"Child Development","url":"https://www.academia.edu/Documents/in/Child_Development?f_ri=262684","nofollow":true}</script></span></li><script>(function(){ if (true) { new Aedu.ResearchInterestListCard({ el: $('*[data-has-card-for-ri-list=62494585]'), work: {"id":62494585,"title":"Infant-mother attachment security and children's anxiety and aggression at first grade","created_at":"2021-11-26T11:29:04.491-08:00","url":"https://www.academia.edu/62494585/Infant_mother_attachment_security_and_childrens_anxiety_and_aggression_at_first_grade?f_ri=262684","dom_id":"work_62494585","summary":"With a large and diverse sample of children from the National Institute of Child Health and Human Development Study of Early Child Care and Youth Development, the role of infant-mother attachment security as a protective factor against the development of children's anxious and aggressive behaviors at first grade was examined. When child's sex, family income, maternal sensitivity, and prior levels of anxiety and aggression were controlled for, attachment security at 15 months of age was found to moderate the effects of negative life events families experienced, thereby protecting children from experiencing symptoms of anxiety, but not aggression, at 4.5 years of age. Children classified as insecurely attached at 15 months of age who experienced many stressful life events exhibited more anxiety symptoms in first grade than children classified as securely attached who similarly experienced many negative life events. These findings are interpreted within attachment theory, which predicts that early attachment security has a unique role in children's anxiety experiences later in childhood.","downloadable_attachments":[{"id":75237704,"asset_id":62494585,"asset_type":"Work","always_allow_download":false}],"ordered_authors":[{"id":38482163,"first_name":"Marsha","last_name":"Weinraub","domain_name":"independent","page_name":"MarshaWeinraub","display_name":"Marsha Weinraub","profile_url":"https://independent.academia.edu/MarshaWeinraub?f_ri=262684","photo":"/images/s65_no_pic.png"}],"research_interests":[{"id":221,"name":"Psychology","url":"https://www.academia.edu/Documents/in/Psychology?f_ri=262684","nofollow":true},{"id":237,"name":"Cognitive Science","url":"https://www.academia.edu/Documents/in/Cognitive_Science?f_ri=262684","nofollow":true},{"id":1438,"name":"Developmental Psychopathology","url":"https://www.academia.edu/Documents/in/Developmental_Psychopathology?f_ri=262684","nofollow":true},{"id":4583,"name":"Child Development","url":"https://www.academia.edu/Documents/in/Child_Development?f_ri=262684","nofollow":true},{"id":7466,"name":"Human Development","url":"https://www.academia.edu/Documents/in/Human_Development?f_ri=262684"},{"id":14249,"name":"Child Care","url":"https://www.academia.edu/Documents/in/Child_Care?f_ri=262684"},{"id":16834,"name":"Attachment Theory","url":"https://www.academia.edu/Documents/in/Attachment_Theory?f_ri=262684"},{"id":48632,"name":"Aggressive Behavior","url":"https://www.academia.edu/Documents/in/Aggressive_Behavior?f_ri=262684"},{"id":57280,"name":"Youth development","url":"https://www.academia.edu/Documents/in/Youth_development?f_ri=262684"},{"id":91031,"name":"Attachment","url":"https://www.academia.edu/Documents/in/Attachment?f_ri=262684"},{"id":103828,"name":"Applied Developmental Psychology","url":"https://www.academia.edu/Documents/in/Applied_Developmental_Psychology?f_ri=262684"},{"id":262684,"name":"Personality Traits","url":"https://www.academia.edu/Documents/in/Personality_Traits?f_ri=262684"},{"id":419810,"name":"Stressful Life Events","url":"https://www.academia.edu/Documents/in/Stressful_Life_Events?f_ri=262684"},{"id":1780706,"name":"LIFE EVENT","url":"https://www.academia.edu/Documents/in/LIFE_EVENT?f_ri=262684"},{"id":2234207,"name":"Protective Factor","url":"https://www.academia.edu/Documents/in/Protective_Factor?f_ri=262684"}]}, }) } })();</script></ul></li></ul></div></div><div class="u-borderBottom1 u-borderColorGrayLighter"><div class="clearfix u-pv7x u-mb0x js-work-card work_52750095" data-work_id="52750095" itemscope="itemscope" itemtype="https://schema.org/ScholarlyArticle"><div class="header"><div class="title u-fontSerif u-fs22 u-lineHeight1_3"><a class="u-tcGrayDarkest js-work-link" href="https://www.academia.edu/52750095/Signs_of_Resilience_in_Sexually_Abused_Adolescent_Girls_in_the_Foster_Care_System">Signs of Resilience in Sexually Abused Adolescent Girls in the Foster Care System</a></div></div><div class="u-pb4x u-mt3x"></div><ul class="InlineList u-ph0x u-fs13"><li class="InlineList-item logged_in_only"><div class="share_on_academia_work_button"><a class="academia_share Button Button--inverseBlue Button--sm js-bookmark-button" data-academia-share="Work/52750095" data-share-source="work_strip" data-spinner="small_white_hide_contents"><i class="fa fa-plus"></i><span class="work-strip-link-text u-ml1x" data-content="button_text">Bookmark</span></a></div></li><li class="InlineList-item"><div class="download"><a id="adeea70e6df9fdfc2c3c0bf995006352" rel="nofollow" data-download="{"attachment_id":69865503,"asset_id":52750095,"asset_type":"Work","always_allow_download":false,"track":null,"button_location":"work_strip","source":null,"hide_modal":null}" class="Button 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href="https://www.academia.edu/Documents/in/Resilience">Resilience</a>, <script data-card-contents-for-ri="3332" type="text/json">{"id":3332,"name":"Resilience","url":"https://www.academia.edu/Documents/in/Resilience?f_ri=262684","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="6116" rel="nofollow" href="https://www.academia.edu/Documents/in/Child_Welfare">Child Welfare</a><script data-card-contents-for-ri="6116" type="text/json">{"id":6116,"name":"Child Welfare","url":"https://www.academia.edu/Documents/in/Child_Welfare?f_ri=262684","nofollow":true}</script></span></li><script>(function(){ if (true) { new Aedu.ResearchInterestListCard({ el: $('*[data-has-card-for-ri-list=52750095]'), work: {"id":52750095,"title":"Signs of Resilience in Sexually Abused Adolescent Girls in the Foster Care 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Auslander","profile_url":"https://independent.academia.edu/WendyAuslander?f_ri=262684","photo":"/images/s65_no_pic.png"}],"research_interests":[{"id":106,"name":"Religion","url":"https://www.academia.edu/Documents/in/Religion?f_ri=262684","nofollow":true},{"id":221,"name":"Psychology","url":"https://www.academia.edu/Documents/in/Psychology?f_ri=262684","nofollow":true},{"id":3332,"name":"Resilience","url":"https://www.academia.edu/Documents/in/Resilience?f_ri=262684","nofollow":true},{"id":6116,"name":"Child Welfare","url":"https://www.academia.edu/Documents/in/Child_Welfare?f_ri=262684","nofollow":true},{"id":6665,"name":"Foster Care","url":"https://www.academia.edu/Documents/in/Foster_Care?f_ri=262684"},{"id":22506,"name":"Adolescent","url":"https://www.academia.edu/Documents/in/Adolescent?f_ri=262684"},{"id":41482,"name":"Multivariate 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research","url":"https://www.academia.edu/Documents/in/Public_health_systems_and_services_research-1?f_ri=262684"},{"id":424544,"name":"Family Support","url":"https://www.academia.edu/Documents/in/Family_Support?f_ri=262684"},{"id":1181690,"name":"Adolescent Behavior","url":"https://www.academia.edu/Documents/in/Adolescent_Behavior?f_ri=262684"},{"id":2234207,"name":"Protective Factor","url":"https://www.academia.edu/Documents/in/Protective_Factor?f_ri=262684"}]}, }) } })();</script></ul></li></ul></div></div><div class="u-borderBottom1 u-borderColorGrayLighter"><div class="clearfix u-pv7x u-mb0x js-work-card work_49825632" data-work_id="49825632" itemscope="itemscope" itemtype="https://schema.org/ScholarlyArticle"><div class="header"><div class="title u-fontSerif u-fs22 u-lineHeight1_3"><a class="u-tcGrayDarkest js-work-link" href="https://www.academia.edu/49825632/Who_engages_with_moral_beauty">Who engages with moral beauty?</a></div></div><div class="u-pb4x u-mt3x"><div class="summary u-fs14 u-fw300 u-lineHeight1_5 u-tcGrayDarkest"><div class="summarized">Aristotle considered moral beauty to be the telos of the human virtues. Displays of moral beauty have been shown to elicit the moral emotion of elevation and cause a desire to become a better person and to engage in prosocial behavior.... <a class="more_link u-tcGrayDark u-linkUnstyled" data-container=".work_49825632" data-show=".complete" data-hide=".summarized" data-more-link-behavior="true" href="#">more</a></div><div class="complete hidden">Aristotle considered moral beauty to be the telos of the human virtues. Displays of moral beauty have been shown to elicit the moral emotion of elevation and cause a desire to become a better person and to engage in prosocial behavior. Study 1 (N = 5380) shows engagement with moral beauty is related to several psychological constructs relevant to moral education, and structural models reveal that the story of engagement with moral beauty may be considered a story of love and connectedness; it is uniquely predictive of caring for, being empathic of, loving, and valuing benevolence toward others. Study 2 (N = 542) demonstrates that the personality trait of engaging with moral beauty moderates susceptibility to elevation. These studies suggest that encouraging students to engage with moral beauty might increase their desire to become better persons and to do good. Convergent with other research showing that moral emotions motivate moral behavior, we suggest that moral education programs increase their focus on developing engagement with moral beauty.</div></div></div><ul class="InlineList u-ph0x u-fs13"><li class="InlineList-item logged_in_only"><div class="share_on_academia_work_button"><a class="academia_share Button Button--inverseBlue Button--sm js-bookmark-button" data-academia-share="Work/49825632" data-share-source="work_strip" data-spinner="small_white_hide_contents"><i class="fa fa-plus"></i><span class="work-strip-link-text u-ml1x" data-content="button_text">Bookmark</span></a></div></li><li class="InlineList-item"><div class="download"><a id="4b4920afd99a58d10e9bba51b5175f7b" rel="nofollow" data-download="{"attachment_id":68040860,"asset_id":49825632,"asset_type":"Work","always_allow_download":false,"track":null,"button_location":"work_strip","source":null,"hide_modal":null}" class="Button Button--sm Button--inverseGreen js-download-button prompt_button doc_download" href="https://www.academia.edu/attachments/68040860/download_file?st=MTczOTgyMDg1OSw4LjIyMi4yMDguMTQ2&s=work_strip"><i class="fa fa-arrow-circle-o-down fa-lg"></i><span class="u-textUppercase u-ml1x" data-content="button_text">Download</span></a></div></li><li class="InlineList-item"><ul class="InlineList InlineList--bordered u-ph0x"><li class="InlineList-item InlineList-item--bordered"><span class="InlineList-item-text">by <span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a class="u-tcGrayDark u-fw700" data-has-card-for-user="43132164" href="https://lcsc.academia.edu/RDiessner">Rhett Diessner</a><script data-card-contents-for-user="43132164" type="text/json">{"id":43132164,"first_name":"Rhett","last_name":"Diessner","domain_name":"lcsc","page_name":"RDiessner","display_name":"Rhett Diessner","profile_url":"https://lcsc.academia.edu/RDiessner?f_ri=262684","photo":"https://0.academia-photos.com/43132164/16880822/17111119/s65_rhett.diessner.jpg"}</script></span></span></li><li class="js-paper-rank-work_49825632 InlineList-item InlineList-item--bordered hidden"><span class="js-paper-rank-view hidden u-tcGrayDark" data-paper-rank-work-id="49825632"><i class="u-m1x fa fa-bar-chart"></i><strong class="js-paper-rank"></strong></span><script>$(function() { new Works.PaperRankView({ workId: 49825632, container: ".js-paper-rank-work_49825632", }); 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$(".js-view-count[data-work-id=49825632]").text(description); $(".js-view-count-work_49825632").attr('title', description).tooltip(); }); });</script></span><script>$(function() { $(".js-view-count-work_49825632").removeClass('hidden') })</script></div></li><li class="InlineList-item u-positionRelative" style="max-width: 250px"><div class="u-positionAbsolute" data-has-card-for-ri-list="49825632"><i class="fa fa-tag InlineList-item-icon u-positionRelative"></i>  <a class="InlineList-item-text u-positionRelative">9</a>  </div><span class="InlineList-item-text u-textTruncate u-pl9x"><a class="InlineList-item-text" data-has-card-for-ri="808" rel="nofollow" href="https://www.academia.edu/Documents/in/Aesthetics">Aesthetics</a>, <script data-card-contents-for-ri="808" type="text/json">{"id":808,"name":"Aesthetics","url":"https://www.academia.edu/Documents/in/Aesthetics?f_ri=262684","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="19254" rel="nofollow" href="https://www.academia.edu/Documents/in/Moral_Education">Moral Education</a>, <script data-card-contents-for-ri="19254" type="text/json">{"id":19254,"name":"Moral Education","url":"https://www.academia.edu/Documents/in/Moral_Education?f_ri=262684","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="32199" rel="nofollow" href="https://www.academia.edu/Documents/in/Prosocial_Behavior">Prosocial Behavior</a>, <script data-card-contents-for-ri="32199" type="text/json">{"id":32199,"name":"Prosocial Behavior","url":"https://www.academia.edu/Documents/in/Prosocial_Behavior?f_ri=262684","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="65140" rel="nofollow" href="https://www.academia.edu/Documents/in/Models">Models</a><script data-card-contents-for-ri="65140" type="text/json">{"id":65140,"name":"Models","url":"https://www.academia.edu/Documents/in/Models?f_ri=262684","nofollow":true}</script></span></li><script>(function(){ if (true) { new Aedu.ResearchInterestListCard({ el: $('*[data-has-card-for-ri-list=49825632]'), work: {"id":49825632,"title":"Who engages with moral beauty?","created_at":"2021-07-12T14:31:32.576-07:00","url":"https://www.academia.edu/49825632/Who_engages_with_moral_beauty?f_ri=262684","dom_id":"work_49825632","summary":"Aristotle considered moral beauty to be the telos of the human virtues. Displays of moral beauty have been shown to elicit the moral emotion of elevation and cause a desire to become a better person and to engage in prosocial behavior. Study 1 (N = 5380) shows engagement with moral beauty is related to several psychological constructs relevant to moral education, and structural models reveal that the story of engagement with moral beauty may be considered a story of love and connectedness; it is uniquely predictive of caring for, being empathic of, loving, and valuing benevolence toward others. Study 2 (N = 542) demonstrates that the personality trait of engaging with moral beauty moderates susceptibility to elevation. These studies suggest that encouraging students to engage with moral beauty might increase their desire to become better persons and to do good. Convergent with other research showing that moral emotions motivate moral behavior, we suggest that moral education programs increase their focus on developing engagement with moral beauty.","downloadable_attachments":[{"id":68040860,"asset_id":49825632,"asset_type":"Work","always_allow_download":false}],"ordered_authors":[{"id":43132164,"first_name":"Rhett","last_name":"Diessner","domain_name":"lcsc","page_name":"RDiessner","display_name":"Rhett Diessner","profile_url":"https://lcsc.academia.edu/RDiessner?f_ri=262684","photo":"https://0.academia-photos.com/43132164/16880822/17111119/s65_rhett.diessner.jpg"}],"research_interests":[{"id":808,"name":"Aesthetics","url":"https://www.academia.edu/Documents/in/Aesthetics?f_ri=262684","nofollow":true},{"id":19254,"name":"Moral Education","url":"https://www.academia.edu/Documents/in/Moral_Education?f_ri=262684","nofollow":true},{"id":32199,"name":"Prosocial Behavior","url":"https://www.academia.edu/Documents/in/Prosocial_Behavior?f_ri=262684","nofollow":true},{"id":65140,"name":"Models","url":"https://www.academia.edu/Documents/in/Models?f_ri=262684","nofollow":true},{"id":81504,"name":"Correlation","url":"https://www.academia.edu/Documents/in/Correlation?f_ri=262684"},{"id":262684,"name":"Personality Traits","url":"https://www.academia.edu/Documents/in/Personality_Traits?f_ri=262684"},{"id":484415,"name":"Multiple regression analysis","url":"https://www.academia.edu/Documents/in/Multiple_regression_analysis?f_ri=262684"},{"id":1033202,"name":"Emotional Response","url":"https://www.academia.edu/Documents/in/Emotional_Response?f_ri=262684"},{"id":1192206,"name":"Psychology of Morality and Beauty","url":"https://www.academia.edu/Documents/in/Psychology_of_Morality_and_Beauty-1?f_ri=262684"}]}, }) } })();</script></ul></li></ul></div></div><div class="u-borderBottom1 u-borderColorGrayLighter"><div class="clearfix u-pv7x u-mb0x js-work-card work_47806886" data-work_id="47806886" itemscope="itemscope" itemtype="https://schema.org/ScholarlyArticle"><div class="header"><div class="title u-fontSerif u-fs22 u-lineHeight1_3"><a class="u-tcGrayDarkest js-work-link" href="https://www.academia.edu/47806886/Adolescent_Naturalistic_Conceptions_of_Moral_Maturity">Adolescent Naturalistic Conceptions of Moral Maturity</a></div></div><div class="u-pb4x u-mt3x"><div class="summary u-fs14 u-fw300 u-lineHeight1_5 u-tcGrayDarkest"><div class="summarized">Understanding lay conceptions of morality is important not only because they can guide moral psychology theory but also because they may play a role in everyday moral functioning. Thus, the purpose of this study was to examine adolescent... <a class="more_link u-tcGrayDark u-linkUnstyled" data-container=".work_47806886" data-show=".complete" data-hide=".summarized" data-more-link-behavior="true" href="#">more</a></div><div class="complete hidden">Understanding lay conceptions of morality is important not only because they can guide moral psychology theory but also because they may play a role in everyday moral functioning. Thus, the purpose of this study was to examine adolescent conceptions of moral maturity. Study 1 (200 adolescents 12-18 years) involved a free-listing procedure to generate traits descriptive of a moral person. In Study 2, involving 100 early (11-14 years) and 99 late (15-18 years) adolescents, the moral person traits obtained in the first study were rated in terms of how well they described a moral person. Study 3, with 234 early (10-14 years) and 240 late (15-18 years) adolescents, entailed a similarity-sorting task and a rating procedure similar to that from Study 2. This set of studies uncovered early and late adolescents' implicit typologies of moral maturity and pointed to possible age similarities and differences.</div></div></div><ul class="InlineList u-ph0x u-fs13"><li class="InlineList-item logged_in_only"><div class="share_on_academia_work_button"><a class="academia_share Button Button--inverseBlue Button--sm js-bookmark-button" data-academia-share="Work/47806886" data-share-source="work_strip" data-spinner="small_white_hide_contents"><i class="fa fa-plus"></i><span class="work-strip-link-text u-ml1x" data-content="button_text">Bookmark</span></a></div></li><li class="InlineList-item"><div class="download"><a id="8cde1d7f4f9776e75aaa740a2a6898c7" rel="nofollow" data-download="{"attachment_id":66739073,"asset_id":47806886,"asset_type":"Work","always_allow_download":false,"track":null,"button_location":"work_strip","source":null,"hide_modal":null}" class="Button Button--sm Button--inverseGreen js-download-button prompt_button doc_download" href="https://www.academia.edu/attachments/66739073/download_file?st=MTczOTgyMDg1OSw4LjIyMi4yMDguMTQ2&s=work_strip"><i class="fa fa-arrow-circle-o-down fa-lg"></i><span class="u-textUppercase u-ml1x" data-content="button_text">Download</span></a></div></li><li class="InlineList-item"><ul class="InlineList InlineList--bordered u-ph0x"><li class="InlineList-item InlineList-item--bordered"><span class="InlineList-item-text">by <span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a class="u-tcGrayDark u-fw700" data-has-card-for-user="38139054" href="https://ubc.academia.edu/LawrenceWalker">Lawrence J Walker</a><script data-card-contents-for-user="38139054" type="text/json">{"id":38139054,"first_name":"Lawrence","last_name":"Walker","domain_name":"ubc","page_name":"LawrenceWalker","display_name":"Lawrence J Walker","profile_url":"https://ubc.academia.edu/LawrenceWalker?f_ri=262684","photo":"/images/s65_no_pic.png"}</script></span></span></li><li class="js-paper-rank-work_47806886 InlineList-item InlineList-item--bordered hidden"><span class="js-paper-rank-view hidden u-tcGrayDark" data-paper-rank-work-id="47806886"><i class="u-m1x fa fa-bar-chart"></i><strong class="js-paper-rank"></strong></span><script>$(function() { new Works.PaperRankView({ workId: 47806886, container: ".js-paper-rank-work_47806886", }); 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$(".js-view-count[data-work-id=47806886]").text(description); $(".js-view-count-work_47806886").attr('title', description).tooltip(); }); });</script></span><script>$(function() { $(".js-view-count-work_47806886").removeClass('hidden') })</script></div></li><li class="InlineList-item u-positionRelative" style="max-width: 250px"><div class="u-positionAbsolute" data-has-card-for-ri-list="47806886"><i class="fa fa-tag InlineList-item-icon u-positionRelative"></i>  <a class="InlineList-item-text u-positionRelative">8</a>  </div><span class="InlineList-item-text u-textTruncate u-pl9x"><a class="InlineList-item-text" data-has-card-for-ri="221" rel="nofollow" href="https://www.academia.edu/Documents/in/Psychology">Psychology</a>, <script data-card-contents-for-ri="221" type="text/json">{"id":221,"name":"Psychology","url":"https://www.academia.edu/Documents/in/Psychology?f_ri=262684","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="12890" rel="nofollow" href="https://www.academia.edu/Documents/in/Moral_Development">Moral Development</a>, <script data-card-contents-for-ri="12890" type="text/json">{"id":12890,"name":"Moral Development","url":"https://www.academia.edu/Documents/in/Moral_Development?f_ri=262684","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="64987" rel="nofollow" href="https://www.academia.edu/Documents/in/Social_Development">Social Development</a>, <script data-card-contents-for-ri="64987" type="text/json">{"id":64987,"name":"Social Development","url":"https://www.academia.edu/Documents/in/Social_Development?f_ri=262684","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="83952" rel="nofollow" href="https://www.academia.edu/Documents/in/Morality">Morality</a><script data-card-contents-for-ri="83952" type="text/json">{"id":83952,"name":"Morality","url":"https://www.academia.edu/Documents/in/Morality?f_ri=262684","nofollow":true}</script></span></li><script>(function(){ if (true) { new Aedu.ResearchInterestListCard({ el: $('*[data-has-card-for-ri-list=47806886]'), work: {"id":47806886,"title":"Adolescent Naturalistic Conceptions of Moral Maturity","created_at":"2021-04-30T18:35:43.315-07:00","url":"https://www.academia.edu/47806886/Adolescent_Naturalistic_Conceptions_of_Moral_Maturity?f_ri=262684","dom_id":"work_47806886","summary":"Understanding lay conceptions of morality is important not only because they can guide moral psychology theory but also because they may play a role in everyday moral functioning. Thus, the purpose of this study was to examine adolescent conceptions of moral maturity. Study 1 (200 adolescents 12-18 years) involved a free-listing procedure to generate traits descriptive of a moral person. In Study 2, involving 100 early (11-14 years) and 99 late (15-18 years) adolescents, the moral person traits obtained in the first study were rated in terms of how well they described a moral person. Study 3, with 234 early (10-14 years) and 240 late (15-18 years) adolescents, entailed a similarity-sorting task and a rating procedure similar to that from Study 2. This set of studies uncovered early and late adolescents' implicit typologies of moral maturity and pointed to possible age similarities and differences.","downloadable_attachments":[{"id":66739073,"asset_id":47806886,"asset_type":"Work","always_allow_download":false}],"ordered_authors":[{"id":38139054,"first_name":"Lawrence","last_name":"Walker","domain_name":"ubc","page_name":"LawrenceWalker","display_name":"Lawrence J Walker","profile_url":"https://ubc.academia.edu/LawrenceWalker?f_ri=262684","photo":"/images/s65_no_pic.png"}],"research_interests":[{"id":221,"name":"Psychology","url":"https://www.academia.edu/Documents/in/Psychology?f_ri=262684","nofollow":true},{"id":12890,"name":"Moral Development","url":"https://www.academia.edu/Documents/in/Moral_Development?f_ri=262684","nofollow":true},{"id":64987,"name":"Social Development","url":"https://www.academia.edu/Documents/in/Social_Development?f_ri=262684","nofollow":true},{"id":83952,"name":"Morality","url":"https://www.academia.edu/Documents/in/Morality?f_ri=262684","nofollow":true},{"id":106145,"name":"Classification","url":"https://www.academia.edu/Documents/in/Classification?f_ri=262684"},{"id":192697,"name":"Task analysis","url":"https://www.academia.edu/Documents/in/Task_analysis?f_ri=262684"},{"id":262684,"name":"Personality Traits","url":"https://www.academia.edu/Documents/in/Personality_Traits?f_ri=262684"},{"id":1123924,"name":"Social","url":"https://www.academia.edu/Documents/in/Social-20?f_ri=262684"}]}, }) } })();</script></ul></li></ul></div></div><div class="u-borderBottom1 u-borderColorGrayLighter"><div class="clearfix u-pv7x u-mb0x js-work-card work_11440895" data-work_id="11440895" itemscope="itemscope" itemtype="https://schema.org/ScholarlyArticle"><div class="header"><div class="title u-fontSerif u-fs22 u-lineHeight1_3"><a class="u-tcGrayDarkest js-work-link" href="https://www.academia.edu/11440895/Relationships_of_Personality_Traits_and_Stress_to_Gingival_Status_or_Soft_tissue_Oral_Pathology_an_Exploratory_Study">Relationships of Personality Traits and Stress to Gingival Status or Soft‐tissue Oral Pathology: an Exploratory Study</a></div></div><div class="u-pb4x u-mt3x"><div class="summary u-fs14 u-fw300 u-lineHeight1_5 u-tcGrayDarkest"><div class="summarized">Objectives: The purpose of this study was to examine the relationships of personality traits and stress with gingival inflammation and with soft-tissue oral pathology. Methods: Personality traits of psychoticism (P), extroversion and... <a class="more_link u-tcGrayDark u-linkUnstyled" data-container=".work_11440895" data-show=".complete" data-hide=".summarized" data-more-link-behavior="true" href="#">more</a></div><div class="complete hidden">Objectives: The purpose of this study was to examine the relationships of personality traits and stress with gingival inflammation and with soft-tissue oral pathology. Methods: Personality traits of psychoticism (P), extroversion and introversion (E), and neuroticism (N) were measured with Eysenck's personality questionnaire (EPO). Stress was measured with a modified organizational and individual assessment survey (OIAS) developed by Hendrix. Military recruits from Ft. Leonard Wood, Missouri, were examined for soft-tissue oral pathology and gingival status at weeks one (n=241) and six (n=61) of basic combat training (BCT). The EPQ and OIAS were administered to 217 recruits during week six of BCT. A discriminant analysis was used to determine correlations among study variables. Results: Significant correlations (P <.05) were found between personality traits and various measures of tolerance of stress. Little variance was found between groups originally presenting with or without disease. Only physical stress (P <.005) was shown to affect soft-tissue pathology, while gingival inflammation correlated significantly to E scores (P <.02), tolerance to change (P <.02), and anxiety (P <.05). Conclusions: Data support a possible relationship among certain personality traits, stress variables, and gingival inflammation or soft-tissue pathology in recruits with extreme personality characteristics or perception of high physical stress levels in basic combat training.</div></div></div><ul class="InlineList u-ph0x u-fs13"><li class="InlineList-item logged_in_only"><div class="share_on_academia_work_button"><a class="academia_share Button Button--inverseBlue Button--sm js-bookmark-button" data-academia-share="Work/11440895" data-share-source="work_strip" data-spinner="small_white_hide_contents"><i class="fa fa-plus"></i><span class="work-strip-link-text u-ml1x" data-content="button_text">Bookmark</span></a></div></li><li class="InlineList-item"><div class="download"><a id="828599a8730d013e9fa9de686aa73c4b" rel="nofollow" data-download="{"attachment_id":46707322,"asset_id":11440895,"asset_type":"Work","always_allow_download":false,"track":null,"button_location":"work_strip","source":null,"hide_modal":null}" class="Button Button--sm Button--inverseGreen js-download-button prompt_button doc_download" href="https://www.academia.edu/attachments/46707322/download_file?st=MTczOTgyMDg1OSw4LjIyMi4yMDguMTQ2&s=work_strip"><i class="fa fa-arrow-circle-o-down fa-lg"></i><span class="u-textUppercase u-ml1x" data-content="button_text">Download</span></a></div></li><li class="InlineList-item"><ul class="InlineList InlineList--bordered u-ph0x"><li class="InlineList-item InlineList-item--bordered"><span class="InlineList-item-text">by <span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a class="u-tcGrayDark u-fw700" data-has-card-for-user="27850070" href="https://independent.academia.edu/SorianoFernando">Fernando Soriano</a><script data-card-contents-for-user="27850070" type="text/json">{"id":27850070,"first_name":"Fernando","last_name":"Soriano","domain_name":"independent","page_name":"SorianoFernando","display_name":"Fernando Soriano","profile_url":"https://independent.academia.edu/SorianoFernando?f_ri=262684","photo":"https://0.academia-photos.com/27850070/116518035/105813441/s65_fernando.soriano.png"}</script></span></span></li><li class="js-paper-rank-work_11440895 InlineList-item InlineList-item--bordered hidden"><span class="js-paper-rank-view hidden u-tcGrayDark" data-paper-rank-work-id="11440895"><i class="u-m1x fa fa-bar-chart"></i><strong class="js-paper-rank"></strong></span><script>$(function() { new Works.PaperRankView({ workId: 11440895, container: ".js-paper-rank-work_11440895", }); });</script></li><li class="js-percentile-work_11440895 InlineList-item InlineList-item--bordered hidden u-tcGrayDark"><span class="percentile-widget hidden"><span class="u-mr2x percentile-widget" style="display: none">•</span><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 11440895; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-percentile-work_11440895"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></li><li class="js-view-count-work_11440895 InlineList-item InlineList-item--bordered hidden"><div><span><span class="js-view-count view-count u-mr2x" data-work-id="11440895"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 11440895; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=11440895]").text(description); $(".js-view-count-work_11440895").attr('title', description).tooltip(); }); });</script></span><script>$(function() { $(".js-view-count-work_11440895").removeClass('hidden') })</script></div></li><li class="InlineList-item u-positionRelative" style="max-width: 250px"><div class="u-positionAbsolute" data-has-card-for-ri-list="11440895"><i class="fa fa-tag InlineList-item-icon u-positionRelative"></i>  <a class="InlineList-item-text u-positionRelative">19</a>  </div><span class="InlineList-item-text u-textTruncate u-pl10x"><a class="InlineList-item-text" data-has-card-for-ri="596" rel="nofollow" href="https://www.academia.edu/Documents/in/Dentistry">Dentistry</a>, <script data-card-contents-for-ri="596" type="text/json">{"id":596,"name":"Dentistry","url":"https://www.academia.edu/Documents/in/Dentistry?f_ri=262684","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="2672" rel="nofollow" href="https://www.academia.edu/Documents/in/Personality">Personality</a>, <script data-card-contents-for-ri="2672" type="text/json">{"id":2672,"name":"Personality","url":"https://www.academia.edu/Documents/in/Personality?f_ri=262684","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="9729" rel="nofollow" href="https://www.academia.edu/Documents/in/Stress">Stress</a>, <script data-card-contents-for-ri="9729" type="text/json">{"id":9729,"name":"Stress","url":"https://www.academia.edu/Documents/in/Stress?f_ri=262684","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="10293" rel="nofollow" href="https://www.academia.edu/Documents/in/Public_Health_Dentistry">Public Health Dentistry</a><script data-card-contents-for-ri="10293" type="text/json">{"id":10293,"name":"Public Health Dentistry","url":"https://www.academia.edu/Documents/in/Public_Health_Dentistry?f_ri=262684","nofollow":true}</script></span></li><script>(function(){ if (true) { new Aedu.ResearchInterestListCard({ el: $('*[data-has-card-for-ri-list=11440895]'), work: {"id":11440895,"title":"Relationships of Personality Traits and Stress to Gingival Status or Soft‐tissue Oral Pathology: an Exploratory Study","created_at":"2015-03-15T09:41:28.579-07:00","url":"https://www.academia.edu/11440895/Relationships_of_Personality_Traits_and_Stress_to_Gingival_Status_or_Soft_tissue_Oral_Pathology_an_Exploratory_Study?f_ri=262684","dom_id":"work_11440895","summary":"Objectives: The purpose of this study was to examine the relationships of personality traits and stress with gingival inflammation and with soft-tissue oral pathology. Methods: Personality traits of psychoticism (P), extroversion and introversion (E), and neuroticism (N) were measured with Eysenck's personality questionnaire (EPO). Stress was measured with a modified organizational and individual assessment survey (OIAS) developed by Hendrix. Military recruits from Ft. Leonard Wood, Missouri, were examined for soft-tissue oral pathology and gingival status at weeks one (n=241) and six (n=61) of basic combat training (BCT). The EPQ and OIAS were administered to 217 recruits during week six of BCT. A discriminant analysis was used to determine correlations among study variables. Results: Significant correlations (P \u003c.05) were found between personality traits and various measures of tolerance of stress. Little variance was found between groups originally presenting with or without disease. Only physical stress (P \u003c.005) was shown to affect soft-tissue pathology, while gingival inflammation correlated significantly to E scores (P \u003c.02), tolerance to change (P \u003c.02), and anxiety (P \u003c.05). Conclusions: Data support a possible relationship among certain personality traits, stress variables, and gingival inflammation or soft-tissue pathology in recruits with extreme personality characteristics or perception of high physical stress levels in basic combat training.","downloadable_attachments":[{"id":46707322,"asset_id":11440895,"asset_type":"Work","always_allow_download":false}],"ordered_authors":[{"id":27850070,"first_name":"Fernando","last_name":"Soriano","domain_name":"independent","page_name":"SorianoFernando","display_name":"Fernando Soriano","profile_url":"https://independent.academia.edu/SorianoFernando?f_ri=262684","photo":"https://0.academia-photos.com/27850070/116518035/105813441/s65_fernando.soriano.png"}],"research_interests":[{"id":596,"name":"Dentistry","url":"https://www.academia.edu/Documents/in/Dentistry?f_ri=262684","nofollow":true},{"id":2672,"name":"Personality","url":"https://www.academia.edu/Documents/in/Personality?f_ri=262684","nofollow":true},{"id":9729,"name":"Stress","url":"https://www.academia.edu/Documents/in/Stress?f_ri=262684","nofollow":true},{"id":10293,"name":"Public Health Dentistry","url":"https://www.academia.edu/Documents/in/Public_Health_Dentistry?f_ri=262684","nofollow":true},{"id":22506,"name":"Adolescent","url":"https://www.academia.edu/Documents/in/Adolescent?f_ri=262684"},{"id":38676,"name":"Anxiety","url":"https://www.academia.edu/Documents/in/Anxiety?f_ri=262684"},{"id":73785,"name":"Personality Assessment Inventory","url":"https://www.academia.edu/Documents/in/Personality_Assessment_Inventory?f_ri=262684"},{"id":91809,"name":"Neurotic Disorders","url":"https://www.academia.edu/Documents/in/Neurotic_Disorders?f_ri=262684"},{"id":137516,"name":"Follow-up studies","url":"https://www.academia.edu/Documents/in/Follow-up_studies?f_ri=262684"},{"id":262684,"name":"Personality Traits","url":"https://www.academia.edu/Documents/in/Personality_Traits?f_ri=262684"},{"id":375293,"name":"Mouth Diseases","url":"https://www.academia.edu/Documents/in/Mouth_Diseases?f_ri=262684"},{"id":612870,"name":"Psychotic Disorders","url":"https://www.academia.edu/Documents/in/Psychotic_Disorders?f_ri=262684"},{"id":623821,"name":"ANXIETY","url":"https://www.academia.edu/Documents/in/ANXIETY-1?f_ri=262684"},{"id":631028,"name":"Soft Tissue","url":"https://www.academia.edu/Documents/in/Soft_Tissue?f_ri=262684"},{"id":722449,"name":"Physiological Stress Markers","url":"https://www.academia.edu/Documents/in/Physiological_Stress_Markers?f_ri=262684"},{"id":1268687,"name":"Military Personnel","url":"https://www.academia.edu/Documents/in/Military_Personnel?f_ri=262684"},{"id":1426584,"name":"Gingivitis","url":"https://www.academia.edu/Documents/in/Gingivitis?f_ri=262684"},{"id":1843330,"name":"Personality Trait","url":"https://www.academia.edu/Documents/in/Personality_Trait?f_ri=262684"},{"id":2019300,"name":"Exploratory Study","url":"https://www.academia.edu/Documents/in/Exploratory_Study?f_ri=262684"}]}, }) } })();</script></ul></li></ul></div></div><div class="u-borderBottom1 u-borderColorGrayLighter"><div class="clearfix u-pv7x u-mb0x js-work-card work_15374969 coauthored" data-work_id="15374969" itemscope="itemscope" itemtype="https://schema.org/ScholarlyArticle"><div class="header"><div class="title u-fontSerif u-fs22 u-lineHeight1_3"><a class="u-tcGrayDarkest js-work-link" href="https://www.academia.edu/15374969/The_moderating_effect_of_extraversion_on_the_relation_between_self_reported_and_observed_parenting">The moderating effect of extraversion on the relation between self-reported and observed parenting</a></div></div><div class="u-pb4x u-mt3x"><div class="summary u-fs14 u-fw300 u-lineHeight1_5 u-tcGrayDarkest"><div class="summarized">The present study examined multiple measures of parenting (i.e., nurturance reported by parents themselves, child-centered behavior rated by trained observers, and child-reported parenting and family atmosphere) and their association with... <a class="more_link u-tcGrayDark u-linkUnstyled" data-container=".work_15374969" data-show=".complete" data-hide=".summarized" data-more-link-behavior="true" href="#">more</a></div><div class="complete hidden">The present study examined multiple measures of parenting (i.e., nurturance reported by parents themselves, child-centered behavior rated by trained observers, and child-reported parenting and family atmosphere) and their association with parents' personality trait of extraversion (E). The study was part of the Jyväskylä Longitudinal Study of Personality and Social Development and it concerned 106 families with school-aged children (8-13 years of age). Data on parenting were collected from parents (54 mothers and 52 fathers) and children (48 girls and 58 boys) through questionnaires; in addition, behavioral observations were conducted to measure parent-child interaction. The results showed that, among parents who judged themselves to be highly nurturant, mothers were observed to be highly child-centered, if they were extraverted, whereas fathers were observed to be highly childcentered, if they were introverted. When the children's views about parenting and family atmosphere were examined, parents' introversion was related to a more favorable family environment. The results suggest that the data collection method and the information about parental personality characteristics should be considered in seeking to determine the quality of parenting. D</div></div></div><ul class="InlineList u-ph0x u-fs13"><li class="InlineList-item logged_in_only"><div class="share_on_academia_work_button"><a class="academia_share Button Button--inverseBlue Button--sm js-bookmark-button" data-academia-share="Work/15374969" data-share-source="work_strip" data-spinner="small_white_hide_contents"><i class="fa fa-plus"></i><span class="work-strip-link-text u-ml1x" data-content="button_text">Bookmark</span></a></div></li><li class="InlineList-item"><div class="download"><a id="e4aaff4185013f3444e0767b63330758" rel="nofollow" data-download="{"attachment_id":43281721,"asset_id":15374969,"asset_type":"Work","always_allow_download":false,"track":null,"button_location":"work_strip","source":null,"hide_modal":null}" class="Button Button--sm Button--inverseGreen js-download-button prompt_button doc_download" href="https://www.academia.edu/attachments/43281721/download_file?st=MTczOTgyMDg1OSw4LjIyMi4yMDguMTQ2&s=work_strip"><i class="fa fa-arrow-circle-o-down fa-lg"></i><span class="u-textUppercase u-ml1x" data-content="button_text">Download</span></a></div></li><li class="InlineList-item"><ul class="InlineList InlineList--bordered u-ph0x"><li class="InlineList-item InlineList-item--bordered"><span class="InlineList-item-text">by <span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a class="u-tcGrayDark u-fw700" data-has-card-for-user="34526906" href="https://independent.academia.edu/RMets%C3%A4pelto">Riitta-leena Metsäpelto</a><script data-card-contents-for-user="34526906" type="text/json">{"id":34526906,"first_name":"Riitta-leena","last_name":"Metsäpelto","domain_name":"independent","page_name":"RMetsäpelto","display_name":"Riitta-leena Metsäpelto","profile_url":"https://independent.academia.edu/RMets%C3%A4pelto?f_ri=262684","photo":"/images/s65_no_pic.png"}</script></span></span><span class="u-displayInlineBlock InlineList-item-text"> and <span class="u-textDecorationUnderline u-clickable InlineList-item-text js-work-more-authors-15374969">+1</span><div class="hidden js-additional-users-15374969"><div><span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a href="https://independent.academia.edu/LeaPulkkinen">Lea Pulkkinen</a></span></div></div></span><script>(function(){ var popoverSettings = { el: $('.js-work-more-authors-15374969'), placement: 'bottom', hide_delay: 200, html: true, content: function(){ return $('.js-additional-users-15374969').html(); 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The study was part of the Jyväskylä Longitudinal Study of Personality and Social Development and it concerned 106 families with school-aged children (8-13 years of age). Data on parenting were collected from parents (54 mothers and 52 fathers) and children (48 girls and 58 boys) through questionnaires; in addition, behavioral observations were conducted to measure parent-child interaction. The results showed that, among parents who judged themselves to be highly nurturant, mothers were observed to be highly child-centered, if they were extraverted, whereas fathers were observed to be highly childcentered, if they were introverted. When the children's views about parenting and family atmosphere were examined, parents' introversion was related to a more favorable family environment. The results suggest that the data collection method and the information about parental personality characteristics should be considered in seeking to determine the quality of parenting. D","downloadable_attachments":[{"id":43281721,"asset_id":15374969,"asset_type":"Work","always_allow_download":false}],"ordered_authors":[{"id":34526906,"first_name":"Riitta-leena","last_name":"Metsäpelto","domain_name":"independent","page_name":"RMetsäpelto","display_name":"Riitta-leena Metsäpelto","profile_url":"https://independent.academia.edu/RMets%C3%A4pelto?f_ri=262684","photo":"/images/s65_no_pic.png"},{"id":38650079,"first_name":"Lea","last_name":"Pulkkinen","domain_name":"independent","page_name":"LeaPulkkinen","display_name":"Lea Pulkkinen","profile_url":"https://independent.academia.edu/LeaPulkkinen?f_ri=262684","photo":"/images/s65_no_pic.png"}],"research_interests":[{"id":221,"name":"Psychology","url":"https://www.academia.edu/Documents/in/Psychology?f_ri=262684","nofollow":true},{"id":237,"name":"Cognitive Science","url":"https://www.academia.edu/Documents/in/Cognitive_Science?f_ri=262684","nofollow":true},{"id":2672,"name":"Personality","url":"https://www.academia.edu/Documents/in/Personality?f_ri=262684","nofollow":true},{"id":64987,"name":"Social Development","url":"https://www.academia.edu/Documents/in/Social_Development?f_ri=262684","nofollow":true},{"id":103828,"name":"Applied Developmental Psychology","url":"https://www.academia.edu/Documents/in/Applied_Developmental_Psychology?f_ri=262684"},{"id":120148,"name":"Family Environment","url":"https://www.academia.edu/Documents/in/Family_Environment?f_ri=262684"},{"id":153168,"name":"Data Collection","url":"https://www.academia.edu/Documents/in/Data_Collection?f_ri=262684"},{"id":159913,"name":"Extraversion","url":"https://www.academia.edu/Documents/in/Extraversion?f_ri=262684"},{"id":262684,"name":"Personality Traits","url":"https://www.academia.edu/Documents/in/Personality_Traits?f_ri=262684"},{"id":414843,"name":"Longitudinal Study","url":"https://www.academia.edu/Documents/in/Longitudinal_Study?f_ri=262684"},{"id":1030142,"name":"Self report","url":"https://www.academia.edu/Documents/in/Self_report?f_ri=262684"},{"id":1843330,"name":"Personality Trait","url":"https://www.academia.edu/Documents/in/Personality_Trait?f_ri=262684"}]}, }) } })();</script></ul></li></ul></div></div><div class="u-borderBottom1 u-borderColorGrayLighter"><div class="clearfix u-pv7x u-mb0x js-work-card work_79403012" data-work_id="79403012" itemscope="itemscope" itemtype="https://schema.org/ScholarlyArticle"><div class="header"><div class="title u-fontSerif u-fs22 u-lineHeight1_3"><a class="u-tcGrayDarkest js-work-link" href="https://www.academia.edu/79403012/Psychographic_segmentation_of_the_self_employed_An_exploratory_study">Psychographic segmentation of the self-employed: An exploratory study</a></div></div><div class="u-pb4x u-mt3x"><div class="summary u-fs14 u-fw300 u-lineHeight1_5 u-tcGrayDarkest"><div class="summarized">Although it is well established in the academic literature that entrepreneurs share common traits, there has been limited research dedicated to evaluating psychographic profiles of the self-employed. Using the Nominal Group Technique, the... <a class="more_link u-tcGrayDark u-linkUnstyled" data-container=".work_79403012" data-show=".complete" data-hide=".summarized" data-more-link-behavior="true" href="#">more</a></div><div class="complete hidden">Although it is well established in the academic literature that entrepreneurs share common traits, there has been limited research dedicated to evaluating psychographic profiles of the self-employed. Using the Nominal Group Technique, the authors gleaned insight from a panel of experts in an effort to segment the self-employed based on personality traits and the benefits they receive from an entrepreneurial career. The findings show that self-employed individuals can be classified into four distinct segments: Exemplars, Generals, Moms and Dads, and Altruists. Each group derives different benefits from self-employment. Understanding these benefits can greatly assist entrepreneurship educators and marketers of small business oriented products and services.</div></div></div><ul class="InlineList u-ph0x u-fs13"><li class="InlineList-item logged_in_only"><div class="share_on_academia_work_button"><a class="academia_share Button Button--inverseBlue Button--sm js-bookmark-button" data-academia-share="Work/79403012" data-share-source="work_strip" data-spinner="small_white_hide_contents"><i class="fa fa-plus"></i><span class="work-strip-link-text u-ml1x" data-content="button_text">Bookmark</span></a></div></li><li class="InlineList-item"><div class="download"><a id="d287cabe9a08bf6e73e2e8bd2701e7a5" rel="nofollow" data-download="{"attachment_id":86130160,"asset_id":79403012,"asset_type":"Work","always_allow_download":false,"track":null,"button_location":"work_strip","source":null,"hide_modal":null}" class="Button Button--sm Button--inverseGreen js-download-button prompt_button doc_download" href="https://www.academia.edu/attachments/86130160/download_file?st=MTczOTgyMDg1OSw4LjIyMi4yMDguMTQ2&s=work_strip"><i class="fa fa-arrow-circle-o-down fa-lg"></i><span class="u-textUppercase u-ml1x" data-content="button_text">Download</span></a></div></li><li class="InlineList-item"><ul class="InlineList InlineList--bordered u-ph0x"><li class="InlineList-item InlineList-item--bordered"><span class="InlineList-item-text">by <span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a class="u-tcGrayDark u-fw700" data-has-card-for-user="192197920" href="https://independent.academia.edu/ArtWeinstein">Art Weinstein</a><script data-card-contents-for-user="192197920" type="text/json">{"id":192197920,"first_name":"Art","last_name":"Weinstein","domain_name":"independent","page_name":"ArtWeinstein","display_name":"Art Weinstein","profile_url":"https://independent.academia.edu/ArtWeinstein?f_ri=262684","photo":"https://0.academia-photos.com/192197920/55086226/43253558/s65_art.weinstein.jpeg"}</script></span></span></li><li class="js-paper-rank-work_79403012 InlineList-item InlineList-item--bordered hidden"><span class="js-paper-rank-view hidden u-tcGrayDark" data-paper-rank-work-id="79403012"><i class="u-m1x fa fa-bar-chart"></i><strong class="js-paper-rank"></strong></span><script>$(function() { new Works.PaperRankView({ workId: 79403012, container: ".js-paper-rank-work_79403012", }); 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$(".js-view-count[data-work-id=79403012]").text(description); $(".js-view-count-work_79403012").attr('title', description).tooltip(); }); });</script></span><script>$(function() { $(".js-view-count-work_79403012").removeClass('hidden') })</script></div></li><li class="InlineList-item u-positionRelative" style="max-width: 250px"><div class="u-positionAbsolute" data-has-card-for-ri-list="79403012"><i class="fa fa-tag InlineList-item-icon u-positionRelative"></i>  <a class="InlineList-item-text u-positionRelative">7</a>  </div><span class="InlineList-item-text u-textTruncate u-pl9x"><a class="InlineList-item-text" data-has-card-for-ri="221" rel="nofollow" href="https://www.academia.edu/Documents/in/Psychology">Psychology</a>, <script data-card-contents-for-ri="221" type="text/json">{"id":221,"name":"Psychology","url":"https://www.academia.edu/Documents/in/Psychology?f_ri=262684","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="7844" rel="nofollow" href="https://www.academia.edu/Documents/in/Psychographics">Psychographics</a>, <script data-card-contents-for-ri="7844" type="text/json">{"id":7844,"name":"Psychographics","url":"https://www.academia.edu/Documents/in/Psychographics?f_ri=262684","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="28477" rel="nofollow" href="https://www.academia.edu/Documents/in/Market_Segmentation">Market Segmentation</a>, <script data-card-contents-for-ri="28477" type="text/json">{"id":28477,"name":"Market Segmentation","url":"https://www.academia.edu/Documents/in/Market_Segmentation?f_ri=262684","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="62416" rel="nofollow" href="https://www.academia.edu/Documents/in/Nominal_Group_Technique">Nominal Group Technique</a><script data-card-contents-for-ri="62416" type="text/json">{"id":62416,"name":"Nominal Group Technique","url":"https://www.academia.edu/Documents/in/Nominal_Group_Technique?f_ri=262684","nofollow":true}</script></span></li><script>(function(){ if (true) { new Aedu.ResearchInterestListCard({ el: $('*[data-has-card-for-ri-list=79403012]'), work: {"id":79403012,"title":"Psychographic segmentation of the self-employed: An exploratory study","created_at":"2022-05-18T13:31:42.212-07:00","url":"https://www.academia.edu/79403012/Psychographic_segmentation_of_the_self_employed_An_exploratory_study?f_ri=262684","dom_id":"work_79403012","summary":"Although it is well established in the academic literature that entrepreneurs share common traits, there has been limited research dedicated to evaluating psychographic profiles of the self-employed. Using the Nominal Group Technique, the authors gleaned insight from a panel of experts in an effort to segment the self-employed based on personality traits and the benefits they receive from an entrepreneurial career. The findings show that self-employed individuals can be classified into four distinct segments: Exemplars, Generals, Moms and Dads, and Altruists. Each group derives different benefits from self-employment. Understanding these benefits can greatly assist entrepreneurship educators and marketers of small business oriented products and services.","downloadable_attachments":[{"id":86130160,"asset_id":79403012,"asset_type":"Work","always_allow_download":false}],"ordered_authors":[{"id":192197920,"first_name":"Art","last_name":"Weinstein","domain_name":"independent","page_name":"ArtWeinstein","display_name":"Art Weinstein","profile_url":"https://independent.academia.edu/ArtWeinstein?f_ri=262684","photo":"https://0.academia-photos.com/192197920/55086226/43253558/s65_art.weinstein.jpeg"}],"research_interests":[{"id":221,"name":"Psychology","url":"https://www.academia.edu/Documents/in/Psychology?f_ri=262684","nofollow":true},{"id":7844,"name":"Psychographics","url":"https://www.academia.edu/Documents/in/Psychographics?f_ri=262684","nofollow":true},{"id":28477,"name":"Market Segmentation","url":"https://www.academia.edu/Documents/in/Market_Segmentation?f_ri=262684","nofollow":true},{"id":62416,"name":"Nominal Group Technique","url":"https://www.academia.edu/Documents/in/Nominal_Group_Technique?f_ri=262684","nofollow":true},{"id":93217,"name":"Segmentation","url":"https://www.academia.edu/Documents/in/Segmentation?f_ri=262684"},{"id":262684,"name":"Personality Traits","url":"https://www.academia.edu/Documents/in/Personality_Traits?f_ri=262684"},{"id":301385,"name":"Psychographic","url":"https://www.academia.edu/Documents/in/Psychographic?f_ri=262684"}]}, }) } })();</script></ul></li></ul></div></div><div class="u-borderBottom1 u-borderColorGrayLighter"><div class="clearfix u-pv7x u-mb0x js-work-card work_26421972" data-work_id="26421972" itemscope="itemscope" itemtype="https://schema.org/ScholarlyArticle"><div class="header"><div class="title u-fontSerif u-fs22 u-lineHeight1_3"><a class="u-tcGrayDarkest js-work-link" href="https://www.academia.edu/26421972/Starting_School_Perspectives_of_Australian_Children_Parents_and_Educators">Starting School: Perspectives of Australian Children, Parents and Educators</a></div></div><div class="u-pb4x u-mt3x"></div><ul class="InlineList u-ph0x u-fs13"><li class="InlineList-item logged_in_only"><div class="share_on_academia_work_button"><a class="academia_share Button Button--inverseBlue Button--sm js-bookmark-button" data-academia-share="Work/26421972" data-share-source="work_strip" data-spinner="small_white_hide_contents"><i class="fa fa-plus"></i><span class="work-strip-link-text u-ml1x" data-content="button_text">Bookmark</span></a></div></li><li class="InlineList-item"><div class="download"><a id="15bbf9f4f68287c2b6b9d6ff0e9738cc" rel="nofollow" data-download="{"attachment_id":46718627,"asset_id":26421972,"asset_type":"Work","always_allow_download":false,"track":null,"button_location":"work_strip","source":null,"hide_modal":null}" class="Button Button--sm Button--inverseGreen js-download-button prompt_button doc_download" href="https://www.academia.edu/attachments/46718627/download_file?st=MTczOTgyMDg1OSw4LjIyMi4yMDguMTQ2&s=work_strip"><i class="fa fa-arrow-circle-o-down fa-lg"></i><span class="u-textUppercase u-ml1x" data-content="button_text">Download</span></a></div></li><li class="InlineList-item"><ul class="InlineList InlineList--bordered u-ph0x"><li class="InlineList-item InlineList-item--bordered"><span class="InlineList-item-text">by <span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a class="u-tcGrayDark u-fw700" data-has-card-for-user="50362781" href="https://independent.academia.edu/SueDockett">Sue Dockett</a><script data-card-contents-for-user="50362781" type="text/json">{"id":50362781,"first_name":"Sue","last_name":"Dockett","domain_name":"independent","page_name":"SueDockett","display_name":"Sue Dockett","profile_url":"https://independent.academia.edu/SueDockett?f_ri=262684","photo":"/images/s65_no_pic.png"}</script></span></span></li><li class="js-paper-rank-work_26421972 InlineList-item InlineList-item--bordered hidden"><span class="js-paper-rank-view hidden u-tcGrayDark" data-paper-rank-work-id="26421972"><i class="u-m1x fa fa-bar-chart"></i><strong class="js-paper-rank"></strong></span><script>$(function() { new Works.PaperRankView({ workId: 26421972, container: ".js-paper-rank-work_26421972", }); });</script></li><li class="js-percentile-work_26421972 InlineList-item InlineList-item--bordered hidden u-tcGrayDark"><span class="percentile-widget hidden"><span class="u-mr2x percentile-widget" style="display: none">•</span><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 26421972; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-percentile-work_26421972"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></li><li class="js-view-count-work_26421972 InlineList-item InlineList-item--bordered hidden"><div><span><span class="js-view-count view-count u-mr2x" data-work-id="26421972"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 26421972; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=26421972]").text(description); $(".js-view-count-work_26421972").attr('title', description).tooltip(); }); });</script></span><script>$(function() { $(".js-view-count-work_26421972").removeClass('hidden') })</script></div></li><li class="InlineList-item u-positionRelative" style="max-width: 250px"><div class="u-positionAbsolute" data-has-card-for-ri-list="26421972"><i class="fa fa-tag InlineList-item-icon u-positionRelative"></i>  <a class="InlineList-item-text u-positionRelative">14</a>  </div><span class="InlineList-item-text u-textTruncate u-pl10x"><a class="InlineList-item-text" data-has-card-for-ri="184" rel="nofollow" href="https://www.academia.edu/Documents/in/Sociology">Sociology</a>, <script data-card-contents-for-ri="184" type="text/json">{"id":184,"name":"Sociology","url":"https://www.academia.edu/Documents/in/Sociology?f_ri=262684","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="221" rel="nofollow" href="https://www.academia.edu/Documents/in/Psychology">Psychology</a>, <script data-card-contents-for-ri="221" type="text/json">{"id":221,"name":"Psychology","url":"https://www.academia.edu/Documents/in/Psychology?f_ri=262684","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="13675" rel="nofollow" href="https://www.academia.edu/Documents/in/Grounded_Theory">Grounded Theory</a>, <script data-card-contents-for-ri="13675" type="text/json">{"id":13675,"name":"Grounded Theory","url":"https://www.academia.edu/Documents/in/Grounded_Theory?f_ri=262684","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="26945" rel="nofollow" href="https://www.academia.edu/Documents/in/Communication_Skills">Communication Skills</a><script data-card-contents-for-ri="26945" type="text/json">{"id":26945,"name":"Communication Skills","url":"https://www.academia.edu/Documents/in/Communication_Skills?f_ri=262684","nofollow":true}</script></span></li><script>(function(){ if (true) { new Aedu.ResearchInterestListCard({ el: $('*[data-has-card-for-ri-list=26421972]'), work: {"id":26421972,"title":"Starting School: Perspectives of Australian Children, Parents and 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Theory","url":"https://www.academia.edu/Documents/in/Grounded_Theory?f_ri=262684","nofollow":true},{"id":26945,"name":"Communication Skills","url":"https://www.academia.edu/Documents/in/Communication_Skills?f_ri=262684","nofollow":true},{"id":30140,"name":"Early Childhood","url":"https://www.academia.edu/Documents/in/Early_Childhood?f_ri=262684"},{"id":62436,"name":"Interviews","url":"https://www.academia.edu/Documents/in/Interviews?f_ri=262684"},{"id":124971,"name":"Education Systems","url":"https://www.academia.edu/Documents/in/Education_Systems?f_ri=262684"},{"id":184047,"name":"New South Wales","url":"https://www.academia.edu/Documents/in/New_South_Wales?f_ri=262684"},{"id":217229,"name":"Educational Environment","url":"https://www.academia.edu/Documents/in/Educational_Environment?f_ri=262684"},{"id":218171,"name":"Social Adjustment","url":"https://www.academia.edu/Documents/in/Social_Adjustment?f_ri=262684"},{"id":262684,"name":"Personality Traits","url":"https://www.academia.edu/Documents/in/Personality_Traits?f_ri=262684"},{"id":327850,"name":"Questionnaires","url":"https://www.academia.edu/Documents/in/Questionnaires?f_ri=262684"},{"id":538047,"name":"Young Children","url":"https://www.academia.edu/Documents/in/Young_Children?f_ri=262684"},{"id":2108071,"name":"Data Gathering","url":"https://www.academia.edu/Documents/in/Data_Gathering?f_ri=262684"}]}, }) } })();</script></ul></li></ul></div></div><div class="u-borderBottom1 u-borderColorGrayLighter"><div class="clearfix u-pv7x u-mb0x js-work-card work_50944127" data-work_id="50944127" itemscope="itemscope" itemtype="https://schema.org/ScholarlyArticle"><div class="header"><div class="title u-fontSerif u-fs22 u-lineHeight1_3"><a class="u-tcGrayDarkest js-work-link" href="https://www.academia.edu/50944127/Self_Controlled_Practice_Enhances_Motor_Learning_in_Introverts_and_Extroverts">Self-Controlled Practice Enhances Motor Learning in Introverts and Extroverts</a></div></div><div class="u-pb4x u-mt3x"><div class="summary u-fs14 u-fw300 u-lineHeight1_5 u-tcGrayDarkest"><div class="summarized">The purpose of the present study was to investigate the effects of self-controlled feedback on the learning of a sequential-timing motor task in introverts and extroverts. Method: Fifty-six university students were selected by the Eysenck... <a class="more_link u-tcGrayDark u-linkUnstyled" data-container=".work_50944127" data-show=".complete" data-hide=".summarized" data-more-link-behavior="true" href="#">more</a></div><div class="complete hidden">The purpose of the present study was to investigate the effects of self-controlled feedback on the learning of a sequential-timing motor task in introverts and extroverts. Method: Fifty-six university students were selected by the Eysenck Personality Questionnaire. They practiced a motor task consisting of pressing computer keyboard keys in a specific spatial and temporal pattern. The experiment consisted of practice, retention, and transfer phases. The participants were distributed into 4 groups, formed by the combination of personality trait (extraversion/introversion) and type of feedback frequency (selfcontrolled/yoked). Results: The results showed superior learning for the groups that practiced in a self-controlled schedule, in relation to groups who practiced in an externally controlled schedule, F(1, 52) ¼ 4.13, p , .05, h 2 ¼ .07, regardless of personality trait. Conclusion: We conclude that self-controlled practice enhances motor learning in introverts and extroverts.</div></div></div><ul class="InlineList u-ph0x u-fs13"><li class="InlineList-item logged_in_only"><div class="share_on_academia_work_button"><a class="academia_share Button Button--inverseBlue Button--sm js-bookmark-button" data-academia-share="Work/50944127" data-share-source="work_strip" data-spinner="small_white_hide_contents"><i class="fa fa-plus"></i><span class="work-strip-link-text u-ml1x" data-content="button_text">Bookmark</span></a></div></li><li class="InlineList-item"><div class="download"><a id="7c23b4b1b8604fb793e55a424523ee9c" rel="nofollow" data-download="{"attachment_id":68820995,"asset_id":50944127,"asset_type":"Work","always_allow_download":false,"track":null,"button_location":"work_strip","source":null,"hide_modal":null}" class="Button Button--sm Button--inverseGreen js-download-button prompt_button doc_download" href="https://www.academia.edu/attachments/68820995/download_file?st=MTczOTgyMDg1OSw4LjIyMi4yMDguMTQ2&s=work_strip"><i class="fa fa-arrow-circle-o-down fa-lg"></i><span class="u-textUppercase u-ml1x" data-content="button_text">Download</span></a></div></li><li class="InlineList-item"><ul class="InlineList InlineList--bordered u-ph0x"><li class="InlineList-item InlineList-item--bordered"><span class="InlineList-item-text">by <span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a class="u-tcGrayDark u-fw700" data-has-card-for-user="114684622" href="https://independent.academia.edu/SuzeteChiviacowsky">Suzete Chiviacowsky</a><script data-card-contents-for-user="114684622" type="text/json">{"id":114684622,"first_name":"Suzete","last_name":"Chiviacowsky","domain_name":"independent","page_name":"SuzeteChiviacowsky","display_name":"Suzete Chiviacowsky","profile_url":"https://independent.academia.edu/SuzeteChiviacowsky?f_ri=262684","photo":"/images/s65_no_pic.png"}</script></span></span></li><li class="js-paper-rank-work_50944127 InlineList-item InlineList-item--bordered hidden"><span class="js-paper-rank-view hidden u-tcGrayDark" data-paper-rank-work-id="50944127"><i class="u-m1x fa fa-bar-chart"></i><strong class="js-paper-rank"></strong></span><script>$(function() { new Works.PaperRankView({ workId: 50944127, container: ".js-paper-rank-work_50944127", }); });</script></li><li class="js-percentile-work_50944127 InlineList-item InlineList-item--bordered hidden u-tcGrayDark"><span class="percentile-widget hidden"><span class="u-mr2x percentile-widget" style="display: none">•</span><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 50944127; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-percentile-work_50944127"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></li><li class="js-view-count-work_50944127 InlineList-item InlineList-item--bordered hidden"><div><span><span class="js-view-count view-count u-mr2x" data-work-id="50944127"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 50944127; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=50944127]").text(description); $(".js-view-count-work_50944127").attr('title', description).tooltip(); }); });</script></span><script>$(function() { $(".js-view-count-work_50944127").removeClass('hidden') })</script></div></li><li class="InlineList-item u-positionRelative" style="max-width: 250px"><div class="u-positionAbsolute" data-has-card-for-ri-list="50944127"><i class="fa fa-tag InlineList-item-icon u-positionRelative"></i>  <a class="InlineList-item-text u-positionRelative">10</a>  </div><span class="InlineList-item-text u-textTruncate u-pl10x"><a class="InlineList-item-text" data-has-card-for-ri="221" rel="nofollow" href="https://www.academia.edu/Documents/in/Psychology">Psychology</a>, <script data-card-contents-for-ri="221" type="text/json">{"id":221,"name":"Psychology","url":"https://www.academia.edu/Documents/in/Psychology?f_ri=262684","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="4117" rel="nofollow" href="https://www.academia.edu/Documents/in/Motor_Development">Motor Development</a>, <script data-card-contents-for-ri="4117" type="text/json">{"id":4117,"name":"Motor Development","url":"https://www.academia.edu/Documents/in/Motor_Development?f_ri=262684","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="11106" rel="nofollow" href="https://www.academia.edu/Documents/in/Self_Control">Self Control</a>, <script data-card-contents-for-ri="11106" type="text/json">{"id":11106,"name":"Self Control","url":"https://www.academia.edu/Documents/in/Self_Control?f_ri=262684","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="14197" rel="nofollow" href="https://www.academia.edu/Documents/in/Autonomy">Autonomy</a><script data-card-contents-for-ri="14197" type="text/json">{"id":14197,"name":"Autonomy","url":"https://www.academia.edu/Documents/in/Autonomy?f_ri=262684","nofollow":true}</script></span></li><script>(function(){ if (true) { new Aedu.ResearchInterestListCard({ el: $('*[data-has-card-for-ri-list=50944127]'), work: {"id":50944127,"title":"Self-Controlled Practice Enhances Motor Learning in Introverts and Extroverts","created_at":"2021-08-20T04:34:41.743-07:00","url":"https://www.academia.edu/50944127/Self_Controlled_Practice_Enhances_Motor_Learning_in_Introverts_and_Extroverts?f_ri=262684","dom_id":"work_50944127","summary":"The purpose of the present study was to investigate the effects of self-controlled feedback on the learning of a sequential-timing motor task in introverts and extroverts. Method: Fifty-six university students were selected by the Eysenck Personality Questionnaire. They practiced a motor task consisting of pressing computer keyboard keys in a specific spatial and temporal pattern. The experiment consisted of practice, retention, and transfer phases. The participants were distributed into 4 groups, formed by the combination of personality trait (extraversion/introversion) and type of feedback frequency (selfcontrolled/yoked). Results: The results showed superior learning for the groups that practiced in a self-controlled schedule, in relation to groups who practiced in an externally controlled schedule, F(1, 52) ¼ 4.13, p , .05, h 2 ¼ .07, regardless of personality trait. Conclusion: We conclude that self-controlled practice enhances motor learning in introverts and extroverts.","downloadable_attachments":[{"id":68820995,"asset_id":50944127,"asset_type":"Work","always_allow_download":false}],"ordered_authors":[{"id":114684622,"first_name":"Suzete","last_name":"Chiviacowsky","domain_name":"independent","page_name":"SuzeteChiviacowsky","display_name":"Suzete Chiviacowsky","profile_url":"https://independent.academia.edu/SuzeteChiviacowsky?f_ri=262684","photo":"/images/s65_no_pic.png"}],"research_interests":[{"id":221,"name":"Psychology","url":"https://www.academia.edu/Documents/in/Psychology?f_ri=262684","nofollow":true},{"id":4117,"name":"Motor Development","url":"https://www.academia.edu/Documents/in/Motor_Development?f_ri=262684","nofollow":true},{"id":11106,"name":"Self Control","url":"https://www.academia.edu/Documents/in/Self_Control?f_ri=262684","nofollow":true},{"id":14197,"name":"Autonomy","url":"https://www.academia.edu/Documents/in/Autonomy?f_ri=262684","nofollow":true},{"id":50584,"name":"Competence","url":"https://www.academia.edu/Documents/in/Competence?f_ri=262684"},{"id":137633,"name":"Feedback","url":"https://www.academia.edu/Documents/in/Feedback?f_ri=262684"},{"id":159913,"name":"Extraversion","url":"https://www.academia.edu/Documents/in/Extraversion?f_ri=262684"},{"id":262684,"name":"Personality Traits","url":"https://www.academia.edu/Documents/in/Personality_Traits?f_ri=262684"},{"id":327850,"name":"Questionnaires","url":"https://www.academia.edu/Documents/in/Questionnaires?f_ri=262684"},{"id":508371,"name":"Curriculum and Pedagogy","url":"https://www.academia.edu/Documents/in/Curriculum_and_Pedagogy?f_ri=262684"}]}, }) } })();</script></ul></li></ul></div></div><div class="u-borderBottom1 u-borderColorGrayLighter"><div class="clearfix u-pv7x u-mb0x js-work-card work_47669194" data-work_id="47669194" itemscope="itemscope" itemtype="https://schema.org/ScholarlyArticle"><div class="header"><div class="title u-fontSerif u-fs22 u-lineHeight1_3"><a class="u-tcGrayDarkest js-work-link" href="https://www.academia.edu/47669194/Occupational_change_in_mid_career_An_exploratory_investigation">Occupational change in mid-career: An exploratory investigation</a></div></div><div class="u-pb4x u-mt3x"><div class="summary u-fs14 u-fw300 u-lineHeight1_5 u-tcGrayDarkest"><div class="summarized">Twenty-five people who had made voluntary, radical occupational changes in mid-career were interviewed and compared and contrasted with people remaining in matched occupations. Four categories of factors emerged from the data as being... <a class="more_link u-tcGrayDark u-linkUnstyled" data-container=".work_47669194" data-show=".complete" data-hide=".summarized" data-more-link-behavior="true" href="#">more</a></div><div class="complete hidden">Twenty-five people who had made voluntary, radical occupational changes in mid-career were interviewed and compared and contrasted with people remaining in matched occupations. Four categories of factors emerged from the data as being important to mid-career occupational change: factors associated with the first occupation, factors associated with the second occupation, obstacles to change, and personal factors. Dissatisfaction with the first occupation and attraction to a second occupation are both necessary for change to occur but do not in all cases cause change. Dissatisfaction results from a lack of congruence between a person's work orientations and the rewards of an occupation, and attraction results from a perceived congruence between the two. Obstacles to change are most financial in nature and can deter or delay change even when dissatisfaction and attraction exist. Differing personal beliefs about the control one has over one's life and one's ability to succeed in new areas in large part determine whether obstacles deter change or not.</div></div></div><ul class="InlineList u-ph0x u-fs13"><li class="InlineList-item logged_in_only"><div class="share_on_academia_work_button"><a class="academia_share Button Button--inverseBlue Button--sm js-bookmark-button" data-academia-share="Work/47669194" data-share-source="work_strip" data-spinner="small_white_hide_contents"><i class="fa fa-plus"></i><span class="work-strip-link-text u-ml1x" data-content="button_text">Bookmark</span></a></div></li><li class="InlineList-item"><div class="download"><a id="ac82ee024798fb3202f34b8bf68d80e1" rel="nofollow" data-download="{"attachment_id":66642309,"asset_id":47669194,"asset_type":"Work","always_allow_download":false,"track":null,"button_location":"work_strip","source":null,"hide_modal":null}" class="Button Button--sm Button--inverseGreen js-download-button prompt_button doc_download" href="https://www.academia.edu/attachments/66642309/download_file?st=MTczOTgyMDg1OSw4LjIyMi4yMDguMTQ2&s=work_strip"><i class="fa fa-arrow-circle-o-down fa-lg"></i><span class="u-textUppercase u-ml1x" data-content="button_text">Download</span></a></div></li><li class="InlineList-item"><ul class="InlineList InlineList--bordered u-ph0x"><li class="InlineList-item InlineList-item--bordered"><span class="InlineList-item-text">by <span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a class="u-tcGrayDark u-fw700" data-has-card-for-user="42378738" href="https://independent.academia.edu/JeromeNeapolitan">Jerome Neapolitan</a><script data-card-contents-for-user="42378738" type="text/json">{"id":42378738,"first_name":"Jerome","last_name":"Neapolitan","domain_name":"independent","page_name":"JeromeNeapolitan","display_name":"Jerome Neapolitan","profile_url":"https://independent.academia.edu/JeromeNeapolitan?f_ri=262684","photo":"/images/s65_no_pic.png"}</script></span></span></li><li class="js-paper-rank-work_47669194 InlineList-item InlineList-item--bordered hidden"><span class="js-paper-rank-view hidden u-tcGrayDark" data-paper-rank-work-id="47669194"><i class="u-m1x fa fa-bar-chart"></i><strong class="js-paper-rank"></strong></span><script>$(function() { new Works.PaperRankView({ workId: 47669194, container: ".js-paper-rank-work_47669194", }); });</script></li><li class="js-percentile-work_47669194 InlineList-item InlineList-item--bordered hidden u-tcGrayDark"><span class="percentile-widget hidden"><span class="u-mr2x percentile-widget" style="display: none">•</span><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 47669194; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-percentile-work_47669194"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></li><li class="js-view-count-work_47669194 InlineList-item InlineList-item--bordered hidden"><div><span><span class="js-view-count view-count u-mr2x" data-work-id="47669194"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 47669194; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=47669194]").text(description); $(".js-view-count-work_47669194").attr('title', description).tooltip(); }); });</script></span><script>$(function() { $(".js-view-count-work_47669194").removeClass('hidden') })</script></div></li><li class="InlineList-item u-positionRelative" style="max-width: 250px"><div class="u-positionAbsolute" data-has-card-for-ri-list="47669194"><i class="fa fa-tag InlineList-item-icon u-positionRelative"></i>  <a class="InlineList-item-text u-positionRelative">6</a>  </div><span class="InlineList-item-text u-textTruncate u-pl9x"><a class="InlineList-item-text" data-has-card-for-ri="221" rel="nofollow" href="https://www.academia.edu/Documents/in/Psychology">Psychology</a>, <script data-card-contents-for-ri="221" type="text/json">{"id":221,"name":"Psychology","url":"https://www.academia.edu/Documents/in/Psychology?f_ri=262684","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="8688" rel="nofollow" href="https://www.academia.edu/Documents/in/Job_Satisfaction">Job Satisfaction</a>, <script data-card-contents-for-ri="8688" type="text/json">{"id":8688,"name":"Job Satisfaction","url":"https://www.academia.edu/Documents/in/Job_Satisfaction?f_ri=262684","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="50334" rel="nofollow" href="https://www.academia.edu/Documents/in/Self_Actualization">Self Actualization</a>, <script data-card-contents-for-ri="50334" type="text/json">{"id":50334,"name":"Self Actualization","url":"https://www.academia.edu/Documents/in/Self_Actualization?f_ri=262684","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="73149" rel="nofollow" href="https://www.academia.edu/Documents/in/Business_and_Management">Business and Management</a><script data-card-contents-for-ri="73149" type="text/json">{"id":73149,"name":"Business and Management","url":"https://www.academia.edu/Documents/in/Business_and_Management?f_ri=262684","nofollow":true}</script></span></li><script>(function(){ if (true) { new Aedu.ResearchInterestListCard({ el: $('*[data-has-card-for-ri-list=47669194]'), work: {"id":47669194,"title":"Occupational change in mid-career: An exploratory investigation","created_at":"2021-04-23T13:08:04.672-07:00","url":"https://www.academia.edu/47669194/Occupational_change_in_mid_career_An_exploratory_investigation?f_ri=262684","dom_id":"work_47669194","summary":"Twenty-five people who had made voluntary, radical occupational changes in mid-career were interviewed and compared and contrasted with people remaining in matched occupations. Four categories of factors emerged from the data as being important to mid-career occupational change: factors associated with the first occupation, factors associated with the second occupation, obstacles to change, and personal factors. Dissatisfaction with the first occupation and attraction to a second occupation are both necessary for change to occur but do not in all cases cause change. Dissatisfaction results from a lack of congruence between a person's work orientations and the rewards of an occupation, and attraction results from a perceived congruence between the two. Obstacles to change are most financial in nature and can deter or delay change even when dissatisfaction and attraction exist. Differing personal beliefs about the control one has over one's life and one's ability to succeed in new areas in large part determine whether obstacles deter change or not.","downloadable_attachments":[{"id":66642309,"asset_id":47669194,"asset_type":"Work","always_allow_download":false}],"ordered_authors":[{"id":42378738,"first_name":"Jerome","last_name":"Neapolitan","domain_name":"independent","page_name":"JeromeNeapolitan","display_name":"Jerome Neapolitan","profile_url":"https://independent.academia.edu/JeromeNeapolitan?f_ri=262684","photo":"/images/s65_no_pic.png"}],"research_interests":[{"id":221,"name":"Psychology","url":"https://www.academia.edu/Documents/in/Psychology?f_ri=262684","nofollow":true},{"id":8688,"name":"Job Satisfaction","url":"https://www.academia.edu/Documents/in/Job_Satisfaction?f_ri=262684","nofollow":true},{"id":50334,"name":"Self Actualization","url":"https://www.academia.edu/Documents/in/Self_Actualization?f_ri=262684","nofollow":true},{"id":73149,"name":"Business and Management","url":"https://www.academia.edu/Documents/in/Business_and_Management?f_ri=262684","nofollow":true},{"id":86018,"name":"Locus of Control","url":"https://www.academia.edu/Documents/in/Locus_of_Control?f_ri=262684"},{"id":262684,"name":"Personality Traits","url":"https://www.academia.edu/Documents/in/Personality_Traits?f_ri=262684"}]}, }) } })();</script></ul></li></ul></div></div><div class="u-borderBottom1 u-borderColorGrayLighter"><div class="clearfix u-pv7x u-mb0x js-work-card work_34351327" data-work_id="34351327" itemscope="itemscope" itemtype="https://schema.org/ScholarlyArticle"><div class="header"><div class="title u-fontSerif u-fs22 u-lineHeight1_3"><a class="u-tcGrayDarkest js-work-link" href="https://www.academia.edu/34351327/Resilience_in_Families_with_Children_and_Adult_Members_with_Intellectual_Disabilities_Tracing_Elements_of_A_Psycho_Social_Model">Resilience in Families with Children and Adult Members with Intellectual Disabilities: Tracing Elements of A Psycho-Social Model</a></div></div><div class="u-pb4x u-mt3x"><div class="summary u-fs14 u-fw300 u-lineHeight1_5 u-tcGrayDarkest"><div class="summarized">Aim This paper seeks to illumine how families with children and adult members with intellectual disabilities manage to manifest a buoyant and durable capacity over time. It is therefore concerned centrally with the idea of resilience.... <a class="more_link u-tcGrayDark u-linkUnstyled" data-container=".work_34351327" data-show=".complete" data-hide=".summarized" data-more-link-behavior="true" href="#">more</a></div><div class="complete hidden">Aim This paper seeks to illumine how families with children and adult members with intellectual disabilities manage to manifest a buoyant and durable capacity over time. It is therefore concerned centrally with the idea of resilience. Method Drawing from diverse theoretical literatures from child development and protection and gerontology, the paper begins with a review of constructions of resilience. In an attempt to assess where there seems to be support for resilience in families, the core of the paper tests empirical evidence about positive experi-ences of families supporting children and adults with intellectual disabilities against the theoretical literature on resilience.</div></div></div><ul class="InlineList u-ph0x u-fs13"><li class="InlineList-item logged_in_only"><div class="share_on_academia_work_button"><a class="academia_share Button Button--inverseBlue Button--sm js-bookmark-button" data-academia-share="Work/34351327" data-share-source="work_strip" data-spinner="small_white_hide_contents"><i class="fa fa-plus"></i><span class="work-strip-link-text u-ml1x" data-content="button_text">Bookmark</span></a></div></li><li class="InlineList-item"><div class="download"><a id="cf49d8f3b1168c68d3d8d98c5c010af0" rel="nofollow" data-download="{"attachment_id":54243460,"asset_id":34351327,"asset_type":"Work","always_allow_download":false,"track":null,"button_location":"work_strip","source":null,"hide_modal":null}" class="Button Button--sm Button--inverseGreen js-download-button prompt_button doc_download" href="https://www.academia.edu/attachments/54243460/download_file?st=MTczOTgyMDg1OSw4LjIyMi4yMDguMTQ2&s=work_strip"><i class="fa fa-arrow-circle-o-down fa-lg"></i><span class="u-textUppercase u-ml1x" data-content="button_text">Download</span></a></div></li><li class="InlineList-item"><ul class="InlineList InlineList--bordered u-ph0x"><li class="InlineList-item InlineList-item--bordered"><span class="InlineList-item-text">by <span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a class="u-tcGrayDark u-fw700" data-has-card-for-user="67591154" href="https://independent.academia.edu/MargaretFlynn4">Margaret Flynn</a><script data-card-contents-for-user="67591154" type="text/json">{"id":67591154,"first_name":"Margaret","last_name":"Flynn","domain_name":"independent","page_name":"MargaretFlynn4","display_name":"Margaret Flynn","profile_url":"https://independent.academia.edu/MargaretFlynn4?f_ri=262684","photo":"/images/s65_no_pic.png"}</script></span></span></li><li class="js-paper-rank-work_34351327 InlineList-item InlineList-item--bordered hidden"><span class="js-paper-rank-view hidden u-tcGrayDark" data-paper-rank-work-id="34351327"><i class="u-m1x fa fa-bar-chart"></i><strong class="js-paper-rank"></strong></span><script>$(function() { new Works.PaperRankView({ workId: 34351327, container: ".js-paper-rank-work_34351327", }); });</script></li><li class="js-percentile-work_34351327 InlineList-item InlineList-item--bordered hidden u-tcGrayDark"><span class="percentile-widget hidden"><span class="u-mr2x percentile-widget" style="display: none">•</span><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 34351327; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-percentile-work_34351327"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></li><li class="js-view-count-work_34351327 InlineList-item InlineList-item--bordered hidden"><div><span><span class="js-view-count view-count u-mr2x" data-work-id="34351327"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 34351327; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=34351327]").text(description); $(".js-view-count-work_34351327").attr('title', description).tooltip(); }); });</script></span><script>$(function() { $(".js-view-count-work_34351327").removeClass('hidden') })</script></div></li><li class="InlineList-item u-positionRelative" style="max-width: 250px"><div class="u-positionAbsolute" data-has-card-for-ri-list="34351327"><i class="fa fa-tag InlineList-item-icon u-positionRelative"></i>  <a class="InlineList-item-text u-positionRelative">11</a>  </div><span class="InlineList-item-text u-textTruncate u-pl10x"><a class="InlineList-item-text" data-has-card-for-ri="221" rel="nofollow" href="https://www.academia.edu/Documents/in/Psychology">Psychology</a>, <script data-card-contents-for-ri="221" type="text/json">{"id":221,"name":"Psychology","url":"https://www.academia.edu/Documents/in/Psychology?f_ri=262684","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="237" rel="nofollow" href="https://www.academia.edu/Documents/in/Cognitive_Science">Cognitive Science</a>, <script data-card-contents-for-ri="237" type="text/json">{"id":237,"name":"Cognitive Science","url":"https://www.academia.edu/Documents/in/Cognitive_Science?f_ri=262684","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="940" rel="nofollow" href="https://www.academia.edu/Documents/in/Social_Work">Social Work</a>, <script data-card-contents-for-ri="940" type="text/json">{"id":940,"name":"Social Work","url":"https://www.academia.edu/Documents/in/Social_Work?f_ri=262684","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="2506" rel="nofollow" href="https://www.academia.edu/Documents/in/Gerontology">Gerontology</a><script data-card-contents-for-ri="2506" type="text/json">{"id":2506,"name":"Gerontology","url":"https://www.academia.edu/Documents/in/Gerontology?f_ri=262684","nofollow":true}</script></span></li><script>(function(){ if (true) { new Aedu.ResearchInterestListCard({ el: $('*[data-has-card-for-ri-list=34351327]'), work: {"id":34351327,"title":"Resilience in Families with Children and Adult Members with Intellectual Disabilities: Tracing Elements of A Psycho-Social Model","created_at":"2017-08-25T06:05:49.018-07:00","url":"https://www.academia.edu/34351327/Resilience_in_Families_with_Children_and_Adult_Members_with_Intellectual_Disabilities_Tracing_Elements_of_A_Psycho_Social_Model?f_ri=262684","dom_id":"work_34351327","summary":"Aim This paper seeks to illumine how families with children and adult members with intellectual disabilities manage to manifest a buoyant and durable capacity over time. It is therefore concerned centrally with the idea of resilience. Method Drawing from diverse theoretical literatures from child development and protection and gerontology, the paper begins with a review of constructions of resilience. In an attempt to assess where there seems to be support for resilience in families, the core of the paper tests empirical evidence about positive experi-ences of families supporting children and adults with intellectual disabilities against the theoretical literature on resilience.","downloadable_attachments":[{"id":54243460,"asset_id":34351327,"asset_type":"Work","always_allow_download":false}],"ordered_authors":[{"id":67591154,"first_name":"Margaret","last_name":"Flynn","domain_name":"independent","page_name":"MargaretFlynn4","display_name":"Margaret Flynn","profile_url":"https://independent.academia.edu/MargaretFlynn4?f_ri=262684","photo":"/images/s65_no_pic.png"}],"research_interests":[{"id":221,"name":"Psychology","url":"https://www.academia.edu/Documents/in/Psychology?f_ri=262684","nofollow":true},{"id":237,"name":"Cognitive Science","url":"https://www.academia.edu/Documents/in/Cognitive_Science?f_ri=262684","nofollow":true},{"id":940,"name":"Social Work","url":"https://www.academia.edu/Documents/in/Social_Work?f_ri=262684","nofollow":true},{"id":2506,"name":"Gerontology","url":"https://www.academia.edu/Documents/in/Gerontology?f_ri=262684","nofollow":true},{"id":3332,"name":"Resilience","url":"https://www.academia.edu/Documents/in/Resilience?f_ri=262684"},{"id":4583,"name":"Child Development","url":"https://www.academia.edu/Documents/in/Child_Development?f_ri=262684"},{"id":23868,"name":"Intellectual Disability","url":"https://www.academia.edu/Documents/in/Intellectual_Disability?f_ri=262684"},{"id":96502,"name":"Applied","url":"https://www.academia.edu/Documents/in/Applied?f_ri=262684"},{"id":262684,"name":"Personality Traits","url":"https://www.academia.edu/Documents/in/Personality_Traits?f_ri=262684"},{"id":709300,"name":"Trace element","url":"https://www.academia.edu/Documents/in/Trace_element?f_ri=262684"},{"id":2031608,"name":"Mental Handicap","url":"https://www.academia.edu/Documents/in/Mental_Handicap?f_ri=262684"}]}, }) } })();</script></ul></li></ul></div></div><div class="u-borderBottom1 u-borderColorGrayLighter"><div class="clearfix u-pv7x u-mb0x js-work-card work_24602338" data-work_id="24602338" itemscope="itemscope" itemtype="https://schema.org/ScholarlyArticle"><div class="header"><div class="title u-fontSerif u-fs22 u-lineHeight1_3"><a class="u-tcGrayDarkest js-work-link" href="https://www.academia.edu/24602338/Adolescents_interactions_with_a_best_friend_Associations_with_attachment_style">Adolescents’ interactions with a best friend: Associations with attachment style</a></div></div><div class="u-pb4x u-mt3x"><div class="summary u-fs14 u-fw300 u-lineHeight1_5 u-tcGrayDarkest"><div class="summarized">This study tested whether adolescentsÕ attachment style is related to friendship interactions and perceptions of friendship quality. Attachment pairings were contrasted to examine whether dyad membersÕ security of attachment or their... <a class="more_link u-tcGrayDark u-linkUnstyled" data-container=".work_24602338" data-show=".complete" data-hide=".summarized" data-more-link-behavior="true" href="#">more</a></div><div class="complete hidden">This study tested whether adolescentsÕ attachment style is related to friendship interactions and perceptions of friendship quality. Attachment pairings were contrasted to examine whether dyad membersÕ security of attachment or their models of others was more related to friendship. A total of 44 pairs of same-sex adolescent friends were videotaped as they engaged in an intimate conversation. Participants also completed self-report measures of attachment style and friendship quality. Compared with dyads with at least one insecure partner, dyads with two secure members interacted in ways that promoted a sense of connection with each other. In addition, they did not use as many clarification statements, suggesting a smooth conversational style between the friends. When friend pairs were examined based on positive or negative models of others (i.e., dismissing and fearful vs secure and preoccupied), there were no differences. The findings suggest that security of attachment, rather than type of insecurity, is most related to intimacy in friendship.</div></div></div><ul class="InlineList u-ph0x u-fs13"><li class="InlineList-item logged_in_only"><div class="share_on_academia_work_button"><a class="academia_share Button Button--inverseBlue Button--sm js-bookmark-button" data-academia-share="Work/24602338" data-share-source="work_strip" data-spinner="small_white_hide_contents"><i class="fa fa-plus"></i><span class="work-strip-link-text u-ml1x" data-content="button_text">Bookmark</span></a></div></li><li class="InlineList-item"><div class="download"><a id="c7ded262fec4baa295854ab7534842b7" rel="nofollow" data-download="{"attachment_id":44932115,"asset_id":24602338,"asset_type":"Work","always_allow_download":false,"track":null,"button_location":"work_strip","source":null,"hide_modal":null}" class="Button Button--sm Button--inverseGreen js-download-button prompt_button doc_download" href="https://www.academia.edu/attachments/44932115/download_file?st=MTczOTgyMDg1OSw4LjIyMi4yMDguMTQ2&s=work_strip"><i class="fa fa-arrow-circle-o-down fa-lg"></i><span class="u-textUppercase u-ml1x" data-content="button_text">Download</span></a></div></li><li class="InlineList-item"><ul class="InlineList InlineList--bordered u-ph0x"><li class="InlineList-item InlineList-item--bordered"><span class="InlineList-item-text">by <span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a class="u-tcGrayDark u-fw700" data-has-card-for-user="47431740" href="https://kentstate.academia.edu/KathrynKerns">Kathryn Kerns</a><script data-card-contents-for-user="47431740" type="text/json">{"id":47431740,"first_name":"Kathryn","last_name":"Kerns","domain_name":"kentstate","page_name":"KathrynKerns","display_name":"Kathryn Kerns","profile_url":"https://kentstate.academia.edu/KathrynKerns?f_ri=262684","photo":"/images/s65_no_pic.png"}</script></span></span></li><li class="js-paper-rank-work_24602338 InlineList-item InlineList-item--bordered hidden"><span class="js-paper-rank-view hidden u-tcGrayDark" data-paper-rank-work-id="24602338"><i class="u-m1x fa fa-bar-chart"></i><strong class="js-paper-rank"></strong></span><script>$(function() { new Works.PaperRankView({ workId: 24602338, container: ".js-paper-rank-work_24602338", }); });</script></li><li class="js-percentile-work_24602338 InlineList-item InlineList-item--bordered hidden u-tcGrayDark"><span class="percentile-widget hidden"><span class="u-mr2x percentile-widget" style="display: none">•</span><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 24602338; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-percentile-work_24602338"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></li><li class="js-view-count-work_24602338 InlineList-item InlineList-item--bordered hidden"><div><span><span class="js-view-count view-count u-mr2x" data-work-id="24602338"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 24602338; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=24602338]").text(description); $(".js-view-count-work_24602338").attr('title', description).tooltip(); }); });</script></span><script>$(function() { $(".js-view-count-work_24602338").removeClass('hidden') })</script></div></li><li class="InlineList-item u-positionRelative" style="max-width: 250px"><div class="u-positionAbsolute" data-has-card-for-ri-list="24602338"><i class="fa fa-tag InlineList-item-icon u-positionRelative"></i>  <a class="InlineList-item-text u-positionRelative">13</a>  </div><span class="InlineList-item-text u-textTruncate u-pl10x"><a class="InlineList-item-text" data-has-card-for-ri="221" rel="nofollow" href="https://www.academia.edu/Documents/in/Psychology">Psychology</a>, <script data-card-contents-for-ri="221" type="text/json">{"id":221,"name":"Psychology","url":"https://www.academia.edu/Documents/in/Psychology?f_ri=262684","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="237" rel="nofollow" href="https://www.academia.edu/Documents/in/Cognitive_Science">Cognitive Science</a>, <script data-card-contents-for-ri="237" type="text/json">{"id":237,"name":"Cognitive Science","url":"https://www.academia.edu/Documents/in/Cognitive_Science?f_ri=262684","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="859" rel="nofollow" href="https://www.academia.edu/Documents/in/Communication">Communication</a>, <script data-card-contents-for-ri="859" type="text/json">{"id":859,"name":"Communication","url":"https://www.academia.edu/Documents/in/Communication?f_ri=262684","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="931" rel="nofollow" href="https://www.academia.edu/Documents/in/Interpersonal_Communication">Interpersonal Communication</a><script data-card-contents-for-ri="931" type="text/json">{"id":931,"name":"Interpersonal Communication","url":"https://www.academia.edu/Documents/in/Interpersonal_Communication?f_ri=262684","nofollow":true}</script></span></li><script>(function(){ if (true) { new Aedu.ResearchInterestListCard({ el: $('*[data-has-card-for-ri-list=24602338]'), work: {"id":24602338,"title":"Adolescents’ interactions with a best friend: Associations with attachment style","created_at":"2016-04-20T14:25:41.393-07:00","url":"https://www.academia.edu/24602338/Adolescents_interactions_with_a_best_friend_Associations_with_attachment_style?f_ri=262684","dom_id":"work_24602338","summary":"This study tested whether adolescentsÕ attachment style is related to friendship interactions and perceptions of friendship quality. Attachment pairings were contrasted to examine whether dyad membersÕ security of attachment or their models of others was more related to friendship. A total of 44 pairs of same-sex adolescent friends were videotaped as they engaged in an intimate conversation. Participants also completed self-report measures of attachment style and friendship quality. Compared with dyads with at least one insecure partner, dyads with two secure members interacted in ways that promoted a sense of connection with each other. In addition, they did not use as many clarification statements, suggesting a smooth conversational style between the friends. When friend pairs were examined based on positive or negative models of others (i.e., dismissing and fearful vs secure and preoccupied), there were no differences. The findings suggest that security of attachment, rather than type of insecurity, is most related to intimacy in friendship.","downloadable_attachments":[{"id":44932115,"asset_id":24602338,"asset_type":"Work","always_allow_download":false}],"ordered_authors":[{"id":47431740,"first_name":"Kathryn","last_name":"Kerns","domain_name":"kentstate","page_name":"KathrynKerns","display_name":"Kathryn Kerns","profile_url":"https://kentstate.academia.edu/KathrynKerns?f_ri=262684","photo":"/images/s65_no_pic.png"}],"research_interests":[{"id":221,"name":"Psychology","url":"https://www.academia.edu/Documents/in/Psychology?f_ri=262684","nofollow":true},{"id":237,"name":"Cognitive Science","url":"https://www.academia.edu/Documents/in/Cognitive_Science?f_ri=262684","nofollow":true},{"id":859,"name":"Communication","url":"https://www.academia.edu/Documents/in/Communication?f_ri=262684","nofollow":true},{"id":931,"name":"Interpersonal Communication","url":"https://www.academia.edu/Documents/in/Interpersonal_Communication?f_ri=262684","nofollow":true},{"id":22506,"name":"Adolescent","url":"https://www.academia.edu/Documents/in/Adolescent?f_ri=262684"},{"id":49419,"name":"Problem Solving","url":"https://www.academia.edu/Documents/in/Problem_Solving?f_ri=262684"},{"id":91031,"name":"Attachment","url":"https://www.academia.edu/Documents/in/Attachment?f_ri=262684"},{"id":262684,"name":"Personality Traits","url":"https://www.academia.edu/Documents/in/Personality_Traits?f_ri=262684"},{"id":279546,"name":"Association","url":"https://www.academia.edu/Documents/in/Association?f_ri=262684"},{"id":327850,"name":"Questionnaires","url":"https://www.academia.edu/Documents/in/Questionnaires?f_ri=262684"},{"id":413192,"name":"Sex Factors","url":"https://www.academia.edu/Documents/in/Sex_Factors?f_ri=262684"},{"id":1120028,"name":"Friends","url":"https://www.academia.edu/Documents/in/Friends?f_ri=262684"},{"id":1734396,"name":"Object Attachment","url":"https://www.academia.edu/Documents/in/Object_Attachment?f_ri=262684"}]}, }) } })();</script></ul></li></ul></div></div><div class="u-borderBottom1 u-borderColorGrayLighter"><div class="clearfix u-pv7x u-mb0x js-work-card work_2584654" data-work_id="2584654" itemscope="itemscope" itemtype="https://schema.org/ScholarlyArticle"><div class="header"><div class="title u-fontSerif u-fs22 u-lineHeight1_3"><a class="u-tcGrayDarkest js-work-link" href="https://www.academia.edu/2584654/The_dual_nature_of_perfectionism_in_sports_Relationships_with_emotion_motivation_and_performance_2011_">The dual nature of perfectionism in sports: Relationships with emotion, motivation, and performance [2011]</a></div></div><div class="u-pb4x u-mt3x"><div class="summary u-fs14 u-fw300 u-lineHeight1_5 u-tcGrayDarkest"><div class="summarized">Perfectionism is a prevalent characteristic in athletes. Yet some researchers have argued that perfectionism in sports is maladaptive because it undermines athletes’ performance and stifles athletic development. This argument, however,... <a class="more_link u-tcGrayDark u-linkUnstyled" data-container=".work_2584654" data-show=".complete" data-hide=".summarized" data-more-link-behavior="true" href="#">more</a></div><div class="complete hidden">Perfectionism is a prevalent characteristic in athletes. Yet some researchers have argued that perfectionism in sports is maladaptive because it undermines athletes’ performance and stifles athletic development. This argument, however, neglects that perfectionism is a multidimensional characteristic and that only some dimensions of perfectionism are clearly maladaptive, whereas others are not. This review argues that perfectionism is comprised of two main dimensions―perfectionistic strivings and perfectionistic concerns (Stoeber & Otto, 2006)―that show different and unique pattern of relationships with athletes’ emotion, motivation, and performance. In support of this argument the review will present findings indicating that only perfectionistic concerns show unique positive relationships with competitive anxiety, fear of failure, and avoidance goal orientations. In contrast, perfectionistic strivings show unique positive relationships with self-confidence, hope of success, approach goal orientations, and performance in training and competitions. The findings suggest that only perfectionistic concerns are clearly maladaptive, whereas perfectionistic strivings may form part of a healthy striving for excellence. Implications for applied sport psychology are discussed as are open questions for future research.</div></div></div><ul class="InlineList u-ph0x u-fs13"><li class="InlineList-item logged_in_only"><div class="share_on_academia_work_button"><a class="academia_share Button Button--inverseBlue Button--sm js-bookmark-button" data-academia-share="Work/2584654" data-share-source="work_strip" data-spinner="small_white_hide_contents"><i class="fa fa-plus"></i><span class="work-strip-link-text u-ml1x" data-content="button_text">Bookmark</span></a></div></li><li class="InlineList-item"><div class="download"><a id="f4c4720f8b2513c84b3136c88a7b8ba7" rel="nofollow" data-download="{"attachment_id":40993253,"asset_id":2584654,"asset_type":"Work","always_allow_download":false,"track":null,"button_location":"work_strip","source":null,"hide_modal":null}" class="Button Button--sm Button--inverseGreen js-download-button prompt_button doc_download" href="https://www.academia.edu/attachments/40993253/download_file?st=MTczOTgyMDg1OSw4LjIyMi4yMDguMTQ2&s=work_strip"><i class="fa fa-arrow-circle-o-down fa-lg"></i><span class="u-textUppercase u-ml1x" data-content="button_text">Download</span></a></div></li><li class="InlineList-item"><ul class="InlineList InlineList--bordered u-ph0x"><li class="InlineList-item InlineList-item--bordered"><span class="InlineList-item-text">by <span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a class="u-tcGrayDark u-fw700" data-has-card-for-user="3335336" href="https://kent.academia.edu/JoachimStoeber">Joachim Stoeber</a><script data-card-contents-for-user="3335336" type="text/json">{"id":3335336,"first_name":"Joachim","last_name":"Stoeber","domain_name":"kent","page_name":"JoachimStoeber","display_name":"Joachim Stoeber","profile_url":"https://kent.academia.edu/JoachimStoeber?f_ri=262684","photo":"https://0.academia-photos.com/3335336/1116903/96571411/s65_joachim.stoeber.jpg"}</script></span></span></li><li class="js-paper-rank-work_2584654 InlineList-item InlineList-item--bordered hidden"><span class="js-paper-rank-view hidden u-tcGrayDark" data-paper-rank-work-id="2584654"><i class="u-m1x fa fa-bar-chart"></i><strong class="js-paper-rank"></strong></span><script>$(function() { new Works.PaperRankView({ workId: 2584654, container: ".js-paper-rank-work_2584654", }); });</script></li><li class="js-percentile-work_2584654 InlineList-item InlineList-item--bordered hidden u-tcGrayDark"><span class="percentile-widget hidden"><span class="u-mr2x percentile-widget" style="display: none">•</span><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 2584654; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-percentile-work_2584654"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></li><li class="js-view-count-work_2584654 InlineList-item InlineList-item--bordered hidden"><div><span><span class="js-view-count view-count u-mr2x" data-work-id="2584654"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 2584654; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=2584654]").text(description); $(".js-view-count-work_2584654").attr('title', description).tooltip(); }); });</script></span><script>$(function() { $(".js-view-count-work_2584654").removeClass('hidden') })</script></div></li><li class="InlineList-item u-positionRelative" style="max-width: 250px"><div class="u-positionAbsolute" data-has-card-for-ri-list="2584654"><i class="fa fa-tag InlineList-item-icon u-positionRelative"></i>  <a class="InlineList-item-text u-positionRelative">38</a>  </div><span class="InlineList-item-text u-textTruncate u-pl10x"><a class="InlineList-item-text" data-has-card-for-ri="221" rel="nofollow" href="https://www.academia.edu/Documents/in/Psychology">Psychology</a>, <script data-card-contents-for-ri="221" type="text/json">{"id":221,"name":"Psychology","url":"https://www.academia.edu/Documents/in/Psychology?f_ri=262684","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="224" rel="nofollow" href="https://www.academia.edu/Documents/in/Behavioural_Science">Behavioural Science</a>, <script data-card-contents-for-ri="224" type="text/json">{"id":224,"name":"Behavioural Science","url":"https://www.academia.edu/Documents/in/Behavioural_Science?f_ri=262684","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="242" rel="nofollow" href="https://www.academia.edu/Documents/in/Personality_Psychology">Personality Psychology</a>, <script data-card-contents-for-ri="242" type="text/json">{"id":242,"name":"Personality Psychology","url":"https://www.academia.edu/Documents/in/Personality_Psychology?f_ri=262684","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="249" rel="nofollow" href="https://www.academia.edu/Documents/in/Sport_Psychology">Sport Psychology</a><script data-card-contents-for-ri="249" type="text/json">{"id":249,"name":"Sport Psychology","url":"https://www.academia.edu/Documents/in/Sport_Psychology?f_ri=262684","nofollow":true}</script></span></li><script>(function(){ if (true) { new Aedu.ResearchInterestListCard({ el: $('*[data-has-card-for-ri-list=2584654]'), work: {"id":2584654,"title":"The dual nature of perfectionism in sports: Relationships with emotion, motivation, and performance [2011]","created_at":"2013-02-16T12:44:39.500-08:00","url":"https://www.academia.edu/2584654/The_dual_nature_of_perfectionism_in_sports_Relationships_with_emotion_motivation_and_performance_2011_?f_ri=262684","dom_id":"work_2584654","summary":"Perfectionism is a prevalent characteristic in athletes. Yet some researchers have argued that perfectionism in sports is maladaptive because it undermines athletes’ performance and stifles athletic development. This argument, however, neglects that perfectionism is a multidimensional characteristic and that only some dimensions of perfectionism are clearly maladaptive, whereas others are not. This review argues that perfectionism is comprised of two main dimensions―perfectionistic strivings and perfectionistic concerns (Stoeber \u0026 Otto, 2006)―that show different and unique pattern of relationships with athletes’ emotion, motivation, and performance. In support of this argument the review will present findings indicating that only perfectionistic concerns show unique positive relationships with competitive anxiety, fear of failure, and avoidance goal orientations. In contrast, perfectionistic strivings show unique positive relationships with self-confidence, hope of success, approach goal orientations, and performance in training and competitions. The findings suggest that only perfectionistic concerns are clearly maladaptive, whereas perfectionistic strivings may form part of a healthy striving for excellence. Implications for applied sport psychology are discussed as are open questions for future research.","downloadable_attachments":[{"id":40993253,"asset_id":2584654,"asset_type":"Work","always_allow_download":false}],"ordered_authors":[{"id":3335336,"first_name":"Joachim","last_name":"Stoeber","domain_name":"kent","page_name":"JoachimStoeber","display_name":"Joachim Stoeber","profile_url":"https://kent.academia.edu/JoachimStoeber?f_ri=262684","photo":"https://0.academia-photos.com/3335336/1116903/96571411/s65_joachim.stoeber.jpg"}],"research_interests":[{"id":221,"name":"Psychology","url":"https://www.academia.edu/Documents/in/Psychology?f_ri=262684","nofollow":true},{"id":224,"name":"Behavioural Science","url":"https://www.academia.edu/Documents/in/Behavioural_Science?f_ri=262684","nofollow":true},{"id":242,"name":"Personality Psychology","url":"https://www.academia.edu/Documents/in/Personality_Psychology?f_ri=262684","nofollow":true},{"id":249,"name":"Sport Psychology","url":"https://www.academia.edu/Documents/in/Sport_Psychology?f_ri=262684","nofollow":true},{"id":254,"name":"Emotion","url":"https://www.academia.edu/Documents/in/Emotion?f_ri=262684"},{"id":1047,"name":"Behavioral Sciences","url":"https://www.academia.edu/Documents/in/Behavioral_Sciences?f_ri=262684"},{"id":1237,"name":"Social Sciences","url":"https://www.academia.edu/Documents/in/Social_Sciences?f_ri=262684"},{"id":1518,"name":"Sports \u0026 Exercise Pychology","url":"https://www.academia.edu/Documents/in/Sports_and_Exercise_Pychology?f_ri=262684"},{"id":2672,"name":"Personality","url":"https://www.academia.edu/Documents/in/Personality?f_ri=262684"},{"id":3018,"name":"Motivation (Psychology)","url":"https://www.academia.edu/Documents/in/Motivation_Psychology_?f_ri=262684"},{"id":9043,"name":"Performance","url":"https://www.academia.edu/Documents/in/Performance?f_ri=262684"},{"id":9456,"name":"Emotions (Social Psychology)","url":"https://www.academia.edu/Documents/in/Emotions_Social_Psychology_?f_ri=262684"},{"id":12154,"name":"Sports Performance","url":"https://www.academia.edu/Documents/in/Sports_Performance?f_ri=262684"},{"id":12478,"name":"Emotion Regulation","url":"https://www.academia.edu/Documents/in/Emotion_Regulation?f_ri=262684"},{"id":15188,"name":"Sport And Exercise Psychology","url":"https://www.academia.edu/Documents/in/Sport_And_Exercise_Psychology?f_ri=262684"},{"id":16447,"name":"Perfectionism (Psychology)","url":"https://www.academia.edu/Documents/in/Perfectionism_Psychology_?f_ri=262684"},{"id":16449,"name":"Perfectionism","url":"https://www.academia.edu/Documents/in/Perfectionism?f_ri=262684"},{"id":20707,"name":"Goal Orientations Theory","url":"https://www.academia.edu/Documents/in/Goal_Orientations_Theory?f_ri=262684"},{"id":21498,"name":"Affect/Emotion","url":"https://www.academia.edu/Documents/in/Affect_Emotion?f_ri=262684"},{"id":21896,"name":"Achievement Goal Theory","url":"https://www.academia.edu/Documents/in/Achievement_Goal_Theory?f_ri=262684"},{"id":30048,"name":"Individual Differences","url":"https://www.academia.edu/Documents/in/Individual_Differences?f_ri=262684"},{"id":37828,"name":"Behavioral Science","url":"https://www.academia.edu/Documents/in/Behavioral_Science?f_ri=262684"},{"id":42162,"name":"Emotions","url":"https://www.academia.edu/Documents/in/Emotions?f_ri=262684"},{"id":43437,"name":"Behavioural Sciences","url":"https://www.academia.edu/Documents/in/Behavioural_Sciences?f_ri=262684"},{"id":46406,"name":"Motivation","url":"https://www.academia.edu/Documents/in/Motivation?f_ri=262684"},{"id":49355,"name":"Goal Setting","url":"https://www.academia.edu/Documents/in/Goal_Setting?f_ri=262684"},{"id":49905,"name":"Sport","url":"https://www.academia.edu/Documents/in/Sport?f_ri=262684"},{"id":50238,"name":"Affect","url":"https://www.academia.edu/Documents/in/Affect?f_ri=262684"},{"id":50456,"name":"Sports","url":"https://www.academia.edu/Documents/in/Sports?f_ri=262684"},{"id":55904,"name":"Sports Coaching","url":"https://www.academia.edu/Documents/in/Sports_Coaching?f_ri=262684"},{"id":74600,"name":"Psychologie","url":"https://www.academia.edu/Documents/in/Psychologie?f_ri=262684"},{"id":102086,"name":"Personality and Individual Differences","url":"https://www.academia.edu/Documents/in/Personality_and_Individual_Differences?f_ri=262684"},{"id":119636,"name":"Sports Psychology","url":"https://www.academia.edu/Documents/in/Sports_Psychology?f_ri=262684"},{"id":125632,"name":"Social and Behavioral 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href="https://www.academia.edu/67791979/Strong_Kids_Grades_6_8_A_Social_and_Emotional_Learning_Curriculum">Strong Kids--Grades 6-8: A Social and Emotional Learning Curriculum</a></div></div><div class="u-pb4x u-mt3x"><div class="summary u-fs14 u-fw300 u-lineHeight1_5 u-tcGrayDarkest">ED497268 - Strong Kids--Grades 6-8: A Social and Emotional Learning Curriculum.</div></div><ul class="InlineList u-ph0x u-fs13"><li class="InlineList-item logged_in_only"><div class="share_on_academia_work_button"><a class="academia_share Button Button--inverseBlue Button--sm js-bookmark-button" data-academia-share="Work/67791979" data-share-source="work_strip" data-spinner="small_white_hide_contents"><i class="fa fa-plus"></i><span class="work-strip-link-text u-ml1x" data-content="button_text">Bookmark</span></a></div></li><li class="InlineList-item"><div class="download"><a id="c87ca4c54a9ddad0def01df4e7355372" rel="nofollow" data-download="{"attachment_id":78493738,"asset_id":67791979,"asset_type":"Work","always_allow_download":false,"track":null,"button_location":"work_strip","source":null,"hide_modal":null}" class="Button Button--sm Button--inverseGreen js-download-button prompt_button doc_download" href="https://www.academia.edu/attachments/78493738/download_file?st=MTczOTgyMDg1OSw4LjIyMi4yMDguMTQ2&s=work_strip"><i class="fa fa-arrow-circle-o-down fa-lg"></i><span class="u-textUppercase u-ml1x" data-content="button_text">Download</span></a></div></li><li class="InlineList-item"><ul class="InlineList InlineList--bordered u-ph0x"><li class="InlineList-item InlineList-item--bordered"><span class="InlineList-item-text">by <span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a class="u-tcGrayDark u-fw700" data-has-card-for-user="99072118" href="https://independent.academia.edu/Tr%E1%BA%A7nNam87">Trần Nam</a><script data-card-contents-for-user="99072118" type="text/json">{"id":99072118,"first_name":"Trần","last_name":"Nam","domain_name":"independent","page_name":"TrầnNam87","display_name":"Trần Nam","profile_url":"https://independent.academia.edu/Tr%E1%BA%A7nNam87?f_ri=262684","photo":"/images/s65_no_pic.png"}</script></span></span></li><li class="js-paper-rank-work_67791979 InlineList-item InlineList-item--bordered hidden"><span class="js-paper-rank-view hidden u-tcGrayDark" data-paper-rank-work-id="67791979"><i class="u-m1x fa fa-bar-chart"></i><strong class="js-paper-rank"></strong></span><script>$(function() { new Works.PaperRankView({ workId: 67791979, container: ".js-paper-rank-work_67791979", }); });</script></li><li class="js-percentile-work_67791979 InlineList-item InlineList-item--bordered hidden u-tcGrayDark"><span class="percentile-widget hidden"><span class="u-mr2x percentile-widget" style="display: none">•</span><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 67791979; 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$(".js-view-count-work_67791979").removeClass('hidden') })</script></div></li><li class="InlineList-item u-positionRelative" style="max-width: 250px"><div class="u-positionAbsolute" data-has-card-for-ri-list="67791979"><i class="fa fa-tag InlineList-item-icon u-positionRelative"></i>  <a class="InlineList-item-text u-positionRelative">7</a>  </div><span class="InlineList-item-text u-textTruncate u-pl9x"><a class="InlineList-item-text" data-has-card-for-ri="221" rel="nofollow" href="https://www.academia.edu/Documents/in/Psychology">Psychology</a>, <script data-card-contents-for-ri="221" type="text/json">{"id":221,"name":"Psychology","url":"https://www.academia.edu/Documents/in/Psychology?f_ri=262684","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="1317" rel="nofollow" href="https://www.academia.edu/Documents/in/Behavior_Modification">Behavior Modification</a>, <script data-card-contents-for-ri="1317" type="text/json">{"id":1317,"name":"Behavior Modification","url":"https://www.academia.edu/Documents/in/Behavior_Modification?f_ri=262684","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="2827" rel="nofollow" href="https://www.academia.edu/Documents/in/Mental_Health">Mental Health</a>, <script data-card-contents-for-ri="2827" type="text/json">{"id":2827,"name":"Mental Health","url":"https://www.academia.edu/Documents/in/Mental_Health?f_ri=262684","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="8144" rel="nofollow" href="https://www.academia.edu/Documents/in/School_Psychology">School Psychology</a><script data-card-contents-for-ri="8144" type="text/json">{"id":8144,"name":"School Psychology","url":"https://www.academia.edu/Documents/in/School_Psychology?f_ri=262684","nofollow":true}</script></span></li><script>(function(){ if (true) { new Aedu.ResearchInterestListCard({ el: $('*[data-has-card-for-ri-list=67791979]'), work: {"id":67791979,"title":"Strong Kids--Grades 6-8: 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Modification","url":"https://www.academia.edu/Documents/in/Behavior_Modification?f_ri=262684","nofollow":true},{"id":2827,"name":"Mental Health","url":"https://www.academia.edu/Documents/in/Mental_Health?f_ri=262684","nofollow":true},{"id":8144,"name":"School Psychology","url":"https://www.academia.edu/Documents/in/School_Psychology?f_ri=262684","nofollow":true},{"id":88020,"name":"Coping","url":"https://www.academia.edu/Documents/in/Coping?f_ri=262684"},{"id":134627,"name":"Behavior change","url":"https://www.academia.edu/Documents/in/Behavior_change?f_ri=262684"},{"id":262684,"name":"Personality Traits","url":"https://www.academia.edu/Documents/in/Personality_Traits?f_ri=262684"}]}, }) } })();</script></ul></li></ul></div></div><div class="u-borderBottom1 u-borderColorGrayLighter"><div class="clearfix u-pv7x u-mb0x js-work-card work_41703715" data-work_id="41703715" itemscope="itemscope" itemtype="https://schema.org/ScholarlyArticle"><div class="header"><div class="title u-fontSerif u-fs22 u-lineHeight1_3"><a class="u-tcGrayDarkest js-work-link" href="https://www.academia.edu/41703715/Marital_Satisfaction_of_Turkish_Individuals_The_Role_of_Marriage_Type_Duration_of_Marriage_and_Personality_Traits">Marital Satisfaction of Turkish Individuals: The Role of Marriage Type, Duration of Marriage, and Personality Traits</a></div></div><div class="u-pb4x u-mt3x"><div class="summary u-fs14 u-fw300 u-lineHeight1_5 u-tcGrayDarkest"><div class="summarized">The aim of the present study was to investigate the role of marriage type (family-arranged versus self-choice), duration of marriage, and personality traits (i.e., agreeableness, conscientiousness, extraversion, openness, and neuroticism)... <a class="more_link u-tcGrayDark u-linkUnstyled" data-container=".work_41703715" data-show=".complete" data-hide=".summarized" data-more-link-behavior="true" href="#">more</a></div><div class="complete hidden">The aim of the present study was to investigate the role of marriage type (family-arranged versus self-choice), duration of marriage, and personality traits (i.e., agreeableness, conscientiousness, extraversion, openness, and neuroticism) in predicting married Turkish individuals' marital satisfaction levels. Participants were 288 (147 female and 141 male) married Turkish individuals living in urban cities in Turkey. Hierarchical regression analyses revealed significant results for the linear combination of marriage type and duration of marriage as well as personality traits in explaining individuals' marital satisfaction levels. More specifically, duration of marriage, agreeableness, conscientiousness, and neuroticism were found to have individual significant contributions to Turkish individuals' marital satisfaction levels. Results were discussed by offering suggestions for future research and mental health professionals working with marriage and family issues.</div></div></div><ul class="InlineList u-ph0x u-fs13"><li class="InlineList-item logged_in_only"><div class="share_on_academia_work_button"><a class="academia_share Button Button--inverseBlue Button--sm js-bookmark-button" data-academia-share="Work/41703715" data-share-source="work_strip" data-spinner="small_white_hide_contents"><i class="fa fa-plus"></i><span class="work-strip-link-text u-ml1x" data-content="button_text">Bookmark</span></a></div></li><li class="InlineList-item"><div class="download"><a id="224c45b0e667767677a07a7eb679889f" rel="nofollow" data-download="{"attachment_id":61862294,"asset_id":41703715,"asset_type":"Work","always_allow_download":false,"track":null,"button_location":"work_strip","source":null,"hide_modal":null}" class="Button Button--sm Button--inverseGreen js-download-button prompt_button doc_download" href="https://www.academia.edu/attachments/61862294/download_file?st=MTczOTgyMDg1OSw4LjIyMi4yMDguMTQ2&s=work_strip"><i class="fa fa-arrow-circle-o-down fa-lg"></i><span class="u-textUppercase u-ml1x" data-content="button_text">Download</span></a></div></li><li class="InlineList-item"><ul class="InlineList InlineList--bordered u-ph0x"><li class="InlineList-item InlineList-item--bordered"><span class="InlineList-item-text">by <span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a class="u-tcGrayDark u-fw700" data-has-card-for-user="73337169" href="https://rumeli.academia.edu/GokceBulgan">Gökçe Bulgan, Ph.D.</a><script data-card-contents-for-user="73337169" type="text/json">{"id":73337169,"first_name":"Gökçe","last_name":"Bulgan, Ph.D.","domain_name":"rumeli","page_name":"GokceBulgan","display_name":"Gökçe Bulgan, Ph.D.","profile_url":"https://rumeli.academia.edu/GokceBulgan?f_ri=262684","photo":"https://0.academia-photos.com/73337169/38877136/32370619/s65_go_kc_e.bulgan.jpg"}</script></span></span></li><li class="js-paper-rank-work_41703715 InlineList-item InlineList-item--bordered hidden"><span class="js-paper-rank-view hidden u-tcGrayDark" data-paper-rank-work-id="41703715"><i class="u-m1x fa fa-bar-chart"></i><strong class="js-paper-rank"></strong></span><script>$(function() { new Works.PaperRankView({ workId: 41703715, container: ".js-paper-rank-work_41703715", }); 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Participants were 288 (147 female and 141 male) married Turkish individuals living in urban cities in Turkey. Hierarchical regression analyses revealed significant results for the linear combination of marriage type and duration of marriage as well as personality traits in explaining individuals' marital satisfaction levels. More specifically, duration of marriage, agreeableness, conscientiousness, and neuroticism were found to have individual significant contributions to Turkish individuals' marital satisfaction levels. Results were discussed by offering suggestions for future research and mental health professionals working with marriage and family issues.","downloadable_attachments":[{"id":61862294,"asset_id":41703715,"asset_type":"Work","always_allow_download":false}],"ordered_authors":[{"id":73337169,"first_name":"Gökçe","last_name":"Bulgan, Ph.D.","domain_name":"rumeli","page_name":"GokceBulgan","display_name":"Gökçe Bulgan, Ph.D.","profile_url":"https://rumeli.academia.edu/GokceBulgan?f_ri=262684","photo":"https://0.academia-photos.com/73337169/38877136/32370619/s65_go_kc_e.bulgan.jpg"}],"research_interests":[{"id":49627,"name":"Marital Satisfaction","url":"https://www.academia.edu/Documents/in/Marital_Satisfaction?f_ri=262684","nofollow":true},{"id":262684,"name":"Personality Traits","url":"https://www.academia.edu/Documents/in/Personality_Traits?f_ri=262684","nofollow":true},{"id":3401030,"name":"types of marriage","url":"https://www.academia.edu/Documents/in/types_of_marriage?f_ri=262684","nofollow":true}]}, }) } })();</script></ul></li></ul></div></div><div class="u-borderBottom1 u-borderColorGrayLighter"><div class="clearfix u-pv7x u-mb0x js-work-card work_35876510" data-work_id="35876510" itemscope="itemscope" itemtype="https://schema.org/ScholarlyArticle"><div class="header"><div class="title u-fontSerif u-fs22 u-lineHeight1_3"><a class="u-tcGrayDarkest js-work-link" href="https://www.academia.edu/35876510/THE_IMPACT_OF_PERSONALITY_TRAITS_ON_THE_AFFECTIVE_CATEGORY_OF_ENGLISH_LANGUAGE_LEARNING_STRATEGIES">THE IMPACT OF PERSONALITY TRAITS ON THE AFFECTIVE CATEGORY OF ENGLISH LANGUAGE LEARNING STRATEGIES</a></div></div><div class="u-pb4x u-mt3x"><div class="summary u-fs14 u-fw300 u-lineHeight1_5 u-tcGrayDarkest"><div class="summarized">The present study aims at discovering the impact of personality traits in the prediction use of the Affective English Language Learning Strategies (AELLSs) for learners of English as a foreign language. Four instruments were used, which... <a class="more_link u-tcGrayDark u-linkUnstyled" data-container=".work_35876510" data-show=".complete" data-hide=".summarized" data-more-link-behavior="true" href="#">more</a></div><div class="complete hidden">The present study aims at discovering the impact of personality traits in the prediction use of the Affective English Language Learning Strategies (AELLSs) for learners of English as a foreign language. Four instruments were used, which were Adapted Inventory for Affective English Language Learning Strategies based on Affective category of Strategy Inventory for Language Learning (SILL) of Rebecca L. Oxfords (1990), A Background Questionnaire, NEO-Five Factors Inventory (NEO-FFI), and Test of English as a Foreign Language (TOEFL). Two hundred and thirteen Iranian female university level learners of English language as a university major in Iran, were volunteers to participate in this research work. The intact classes were chosen. The results show that although there is a significant relationship between each of the two traits of personality and use of the AELLSs, personality cannot be a strong predictor with high percentage of contribution to predict use of the AELLSs.</div></div></div><ul class="InlineList u-ph0x u-fs13"><li class="InlineList-item logged_in_only"><div class="share_on_academia_work_button"><a class="academia_share Button Button--inverseBlue Button--sm js-bookmark-button" data-academia-share="Work/35876510" data-share-source="work_strip" data-spinner="small_white_hide_contents"><i class="fa fa-plus"></i><span class="work-strip-link-text u-ml1x" data-content="button_text">Bookmark</span></a></div></li><li class="InlineList-item"><div class="download"><a id="c62b8485f010170101a013d756f31764" rel="nofollow" data-download="{"attachment_id":55756389,"asset_id":35876510,"asset_type":"Work","always_allow_download":false,"track":null,"button_location":"work_strip","source":null,"hide_modal":null}" class="Button Button--sm Button--inverseGreen js-download-button prompt_button doc_download" href="https://www.academia.edu/attachments/55756389/download_file?st=MTczOTgyMDg1OSw4LjIyMi4yMDguMTQ2&s=work_strip"><i class="fa fa-arrow-circle-o-down fa-lg"></i><span class="u-textUppercase u-ml1x" data-content="button_text">Download</span></a></div></li><li class="InlineList-item"><ul class="InlineList InlineList--bordered u-ph0x"><li class="InlineList-item InlineList-item--bordered"><span class="InlineList-item-text">by <span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a class="u-tcGrayDark u-fw700" data-has-card-for-user="66277675" href="https://independent.academia.edu/academiaedusoft">Academia EduSoft</a><script data-card-contents-for-user="66277675" type="text/json">{"id":66277675,"first_name":"Academia","last_name":"EduSoft","domain_name":"independent","page_name":"academiaedusoft","display_name":"Academia EduSoft","profile_url":"https://independent.academia.edu/academiaedusoft?f_ri=262684","photo":"https://0.academia-photos.com/66277675/17266148/18188114/s65_academia.edusoft.jpg"}</script></span></span></li><li class="js-paper-rank-work_35876510 InlineList-item InlineList-item--bordered hidden"><span class="js-paper-rank-view hidden u-tcGrayDark" data-paper-rank-work-id="35876510"><i class="u-m1x fa fa-bar-chart"></i><strong class="js-paper-rank"></strong></span><script>$(function() { new Works.PaperRankView({ workId: 35876510, container: ".js-paper-rank-work_35876510", }); 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$(".js-view-count[data-work-id=35876510]").text(description); $(".js-view-count-work_35876510").attr('title', description).tooltip(); }); });</script></span><script>$(function() { $(".js-view-count-work_35876510").removeClass('hidden') })</script></div></li><li class="InlineList-item u-positionRelative" style="max-width: 250px"><div class="u-positionAbsolute" data-has-card-for-ri-list="35876510"><i class="fa fa-tag InlineList-item-icon u-positionRelative"></i>  <a class="InlineList-item-text u-positionRelative">2</a>  </div><span class="InlineList-item-text u-textTruncate u-pl9x"><a class="InlineList-item-text" data-has-card-for-ri="165857" rel="nofollow" href="https://www.academia.edu/Documents/in/English_Learning">English Learning</a>, <script data-card-contents-for-ri="165857" type="text/json">{"id":165857,"name":"English Learning","url":"https://www.academia.edu/Documents/in/English_Learning?f_ri=262684","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="262684" rel="nofollow" href="https://www.academia.edu/Documents/in/Personality_Traits">Personality Traits</a><script data-card-contents-for-ri="262684" type="text/json">{"id":262684,"name":"Personality Traits","url":"https://www.academia.edu/Documents/in/Personality_Traits?f_ri=262684","nofollow":true}</script></span></li><script>(function(){ if (true) { new Aedu.ResearchInterestListCard({ el: $('*[data-has-card-for-ri-list=35876510]'), work: {"id":35876510,"title":"THE IMPACT OF PERSONALITY TRAITS ON THE AFFECTIVE CATEGORY OF ENGLISH LANGUAGE LEARNING STRATEGIES","created_at":"2018-02-09T00:17:01.581-08:00","url":"https://www.academia.edu/35876510/THE_IMPACT_OF_PERSONALITY_TRAITS_ON_THE_AFFECTIVE_CATEGORY_OF_ENGLISH_LANGUAGE_LEARNING_STRATEGIES?f_ri=262684","dom_id":"work_35876510","summary":"The present study aims at discovering the impact of personality traits in the prediction use of the Affective English Language Learning Strategies (AELLSs) for learners of English as a foreign language. Four instruments were used, which were Adapted Inventory for Affective English Language Learning Strategies based on Affective category of Strategy Inventory for Language Learning (SILL) of Rebecca L. Oxfords (1990), A Background Questionnaire, NEO-Five Factors Inventory (NEO-FFI), and Test of English as a Foreign Language (TOEFL). Two hundred and thirteen Iranian female university level learners of English language as a university major in Iran, were volunteers to participate in this research work. The intact classes were chosen. The results show that although there is a significant relationship between each of the two traits of personality and use of the AELLSs, personality cannot be a strong predictor with high percentage of contribution to predict use of the AELLSs.","downloadable_attachments":[{"id":55756389,"asset_id":35876510,"asset_type":"Work","always_allow_download":false}],"ordered_authors":[{"id":66277675,"first_name":"Academia","last_name":"EduSoft","domain_name":"independent","page_name":"academiaedusoft","display_name":"Academia EduSoft","profile_url":"https://independent.academia.edu/academiaedusoft?f_ri=262684","photo":"https://0.academia-photos.com/66277675/17266148/18188114/s65_academia.edusoft.jpg"}],"research_interests":[{"id":165857,"name":"English Learning","url":"https://www.academia.edu/Documents/in/English_Learning?f_ri=262684","nofollow":true},{"id":262684,"name":"Personality Traits","url":"https://www.academia.edu/Documents/in/Personality_Traits?f_ri=262684","nofollow":true}]}, }) } })();</script></ul></li></ul></div></div><div class="u-borderBottom1 u-borderColorGrayLighter"><div class="clearfix u-pv7x u-mb0x js-work-card work_27969000" data-work_id="27969000" itemscope="itemscope" itemtype="https://schema.org/ScholarlyArticle"><div class="header"><div class="title u-fontSerif u-fs22 u-lineHeight1_3"><a class="u-tcGrayDarkest js-work-link" href="https://www.academia.edu/27969000/Dimensions_of_cultural_differences_Pancultural_ETIC_EMIC_and_ecological_approaches">Dimensions of cultural differences: Pancultural, ETIC/EMIC, and ecological approaches</a></div></div><div class="u-pb4x u-mt3x"><div class="summary u-fs14 u-fw300 u-lineHeight1_5 u-tcGrayDarkest"><div class="summarized">We investigated the factorial structure of four major domains in social psychology (personality traits, social attitudes, values, and social norms) with an emphasis on cross-cultural differences. Three distinctive approachespancultural,... <a class="more_link u-tcGrayDark u-linkUnstyled" data-container=".work_27969000" data-show=".complete" data-hide=".summarized" data-more-link-behavior="true" href="#">more</a></div><div class="complete hidden">We investigated the factorial structure of four major domains in social psychology (personality traits, social attitudes, values, and social norms) with an emphasis on cross-cultural differences. Three distinctive approachespancultural, multigroup, and multilevel-were applied to the data based on 22 measures that were collected from 2029 participants from 73 countries. First, in a pancultural approach, exploratory and confirmatory factor analyses were conducted on the entire sample of participants, disregarding country of origin. Second, in the multigroup (etic/emic) approach, nine societal clusters were fitted using a four-factor model. Several tests of invariance were applied to assess equivalence across the cultures. Finally, a multilevel approach was used to assess the structure at the individual-level and at the between-country (ecological) level. Our results show that the fourfactor solution emerges from the cultural domains, and this is supported by all three approaches. The factors are Personality/Social Attitudes, Values, Social Norms, and Conservatism. In the multilevel analysis, only two factors emerge at the ecological (between) level as opposed to four factors at the individual (within) level, but due to methodological difficulties, their status needs to be studied further. We discuss our findings in terms of the insideout view of social interactions.</div></div></div><ul class="InlineList u-ph0x u-fs13"><li class="InlineList-item logged_in_only"><div class="share_on_academia_work_button"><a class="academia_share Button Button--inverseBlue Button--sm js-bookmark-button" data-academia-share="Work/27969000" data-share-source="work_strip" data-spinner="small_white_hide_contents"><i class="fa fa-plus"></i><span class="work-strip-link-text u-ml1x" data-content="button_text">Bookmark</span></a></div></li><li class="InlineList-item"><div class="download"><a id="8518acc65be602e7abb157dab8aca94c" rel="nofollow" data-download="{"attachment_id":48272545,"asset_id":27969000,"asset_type":"Work","always_allow_download":false,"track":null,"button_location":"work_strip","source":null,"hide_modal":null}" class="Button Button--sm Button--inverseGreen js-download-button prompt_button doc_download" href="https://www.academia.edu/attachments/48272545/download_file?st=MTczOTgyMDg1OSw4LjIyMi4yMDguMTQ2&s=work_strip"><i class="fa fa-arrow-circle-o-down fa-lg"></i><span class="u-textUppercase u-ml1x" data-content="button_text">Download</span></a></div></li><li class="InlineList-item"><ul class="InlineList InlineList--bordered u-ph0x"><li class="InlineList-item InlineList-item--bordered"><span class="InlineList-item-text">by <span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a class="u-tcGrayDark u-fw700" data-has-card-for-user="23166449" href="https://independent.academia.edu/LazarStankov">Lazar Stankov</a><script data-card-contents-for-user="23166449" type="text/json">{"id":23166449,"first_name":"Lazar","last_name":"Stankov","domain_name":"independent","page_name":"LazarStankov","display_name":"Lazar Stankov","profile_url":"https://independent.academia.edu/LazarStankov?f_ri=262684","photo":"https://0.academia-photos.com/23166449/7868130/8815502/s65_lazar.stankov.jpg"}</script></span></span></li><li class="js-paper-rank-work_27969000 InlineList-item InlineList-item--bordered hidden"><span class="js-paper-rank-view hidden u-tcGrayDark" data-paper-rank-work-id="27969000"><i class="u-m1x fa fa-bar-chart"></i><strong class="js-paper-rank"></strong></span><script>$(function() { new Works.PaperRankView({ workId: 27969000, container: ".js-paper-rank-work_27969000", }); 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$(".js-view-count[data-work-id=27969000]").text(description); $(".js-view-count-work_27969000").attr('title', description).tooltip(); }); });</script></span><script>$(function() { $(".js-view-count-work_27969000").removeClass('hidden') })</script></div></li><li class="InlineList-item u-positionRelative" style="max-width: 250px"><div class="u-positionAbsolute" data-has-card-for-ri-list="27969000"><i class="fa fa-tag InlineList-item-icon u-positionRelative"></i>  <a class="InlineList-item-text u-positionRelative">22</a>  </div><span class="InlineList-item-text u-textTruncate u-pl10x"><a class="InlineList-item-text" data-has-card-for-ri="221" rel="nofollow" href="https://www.academia.edu/Documents/in/Psychology">Psychology</a>, <script data-card-contents-for-ri="221" type="text/json">{"id":221,"name":"Psychology","url":"https://www.academia.edu/Documents/in/Psychology?f_ri=262684","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="248" rel="nofollow" href="https://www.academia.edu/Documents/in/Social_Psychology">Social Psychology</a>, <script data-card-contents-for-ri="248" type="text/json">{"id":248,"name":"Social Psychology","url":"https://www.academia.edu/Documents/in/Social_Psychology?f_ri=262684","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="2672" rel="nofollow" href="https://www.academia.edu/Documents/in/Personality">Personality</a>, <script data-card-contents-for-ri="2672" type="text/json">{"id":2672,"name":"Personality","url":"https://www.academia.edu/Documents/in/Personality?f_ri=262684","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="3376" rel="nofollow" href="https://www.academia.edu/Documents/in/Values">Values</a><script data-card-contents-for-ri="3376" type="text/json">{"id":3376,"name":"Values","url":"https://www.academia.edu/Documents/in/Values?f_ri=262684","nofollow":true}</script></span></li><script>(function(){ if (true) { new Aedu.ResearchInterestListCard({ el: $('*[data-has-card-for-ri-list=27969000]'), work: {"id":27969000,"title":"Dimensions of cultural differences: Pancultural, ETIC/EMIC, and ecological approaches","created_at":"2016-08-23T23:44:25.242-07:00","url":"https://www.academia.edu/27969000/Dimensions_of_cultural_differences_Pancultural_ETIC_EMIC_and_ecological_approaches?f_ri=262684","dom_id":"work_27969000","summary":"We investigated the factorial structure of four major domains in social psychology (personality traits, social attitudes, values, and social norms) with an emphasis on cross-cultural differences. Three distinctive approachespancultural, multigroup, and multilevel-were applied to the data based on 22 measures that were collected from 2029 participants from 73 countries. First, in a pancultural approach, exploratory and confirmatory factor analyses were conducted on the entire sample of participants, disregarding country of origin. Second, in the multigroup (etic/emic) approach, nine societal clusters were fitted using a four-factor model. Several tests of invariance were applied to assess equivalence across the cultures. Finally, a multilevel approach was used to assess the structure at the individual-level and at the between-country (ecological) level. Our results show that the fourfactor solution emerges from the cultural domains, and this is supported by all three approaches. The factors are Personality/Social Attitudes, Values, Social Norms, and Conservatism. In the multilevel analysis, only two factors emerge at the ecological (between) level as opposed to four factors at the individual (within) level, but due to methodological difficulties, their status needs to be studied further. We discuss our findings in terms of the insideout view of social interactions.","downloadable_attachments":[{"id":48272545,"asset_id":27969000,"asset_type":"Work","always_allow_download":false}],"ordered_authors":[{"id":23166449,"first_name":"Lazar","last_name":"Stankov","domain_name":"independent","page_name":"LazarStankov","display_name":"Lazar Stankov","profile_url":"https://independent.academia.edu/LazarStankov?f_ri=262684","photo":"https://0.academia-photos.com/23166449/7868130/8815502/s65_lazar.stankov.jpg"}],"research_interests":[{"id":221,"name":"Psychology","url":"https://www.academia.edu/Documents/in/Psychology?f_ri=262684","nofollow":true},{"id":248,"name":"Social Psychology","url":"https://www.academia.edu/Documents/in/Social_Psychology?f_ri=262684","nofollow":true},{"id":2672,"name":"Personality","url":"https://www.academia.edu/Documents/in/Personality?f_ri=262684","nofollow":true},{"id":3376,"name":"Values","url":"https://www.academia.edu/Documents/in/Values?f_ri=262684","nofollow":true},{"id":4715,"name":"Social Interaction","url":"https://www.academia.edu/Documents/in/Social_Interaction?f_ri=262684"},{"id":14943,"name":"Social Norms","url":"https://www.academia.edu/Documents/in/Social_Norms?f_ri=262684"},{"id":31468,"name":"Interpersonal Relationship","url":"https://www.academia.edu/Documents/in/Interpersonal_Relationship?f_ri=262684"},{"id":53331,"name":"Social behavior","url":"https://www.academia.edu/Documents/in/Social_behavior?f_ri=262684"},{"id":55408,"name":"Individual differences in L2/FL learning","url":"https://www.academia.edu/Documents/in/Individual_differences_in_L2_FL_learning?f_ri=262684"},{"id":60585,"name":"Factor analysis","url":"https://www.academia.edu/Documents/in/Factor_analysis?f_ri=262684"},{"id":61864,"name":"Cultural Differences","url":"https://www.academia.edu/Documents/in/Cultural_Differences?f_ri=262684"},{"id":62216,"name":"Norms","url":"https://www.academia.edu/Documents/in/Norms?f_ri=262684"},{"id":94662,"name":"Country of Origin","url":"https://www.academia.edu/Documents/in/Country_of_Origin?f_ri=262684"},{"id":117466,"name":"Cross-Cultural Differences","url":"https://www.academia.edu/Documents/in/Cross-Cultural_Differences?f_ri=262684"},{"id":187579,"name":"Cultural difference","url":"https://www.academia.edu/Documents/in/Cultural_difference?f_ri=262684"},{"id":196189,"name":"Sample Size","url":"https://www.academia.edu/Documents/in/Sample_Size?f_ri=262684"},{"id":262684,"name":"Personality Traits","url":"https://www.academia.edu/Documents/in/Personality_Traits?f_ri=262684"},{"id":514741,"name":"Five Factor Model","url":"https://www.academia.edu/Documents/in/Five_Factor_Model?f_ri=262684"},{"id":531136,"name":"Multilevel Analysis","url":"https://www.academia.edu/Documents/in/Multilevel_Analysis?f_ri=262684"},{"id":628583,"name":"Social Behavior","url":"https://www.academia.edu/Documents/in/Social_Behavior-1?f_ri=262684"},{"id":656620,"name":"Social Norm","url":"https://www.academia.edu/Documents/in/Social_Norm?f_ri=262684"},{"id":1843330,"name":"Personality Trait","url":"https://www.academia.edu/Documents/in/Personality_Trait?f_ri=262684"}]}, }) } })();</script></ul></li></ul></div></div><div class="u-borderBottom1 u-borderColorGrayLighter"><div class="clearfix u-pv7x u-mb0x js-work-card work_77587439" data-work_id="77587439" itemscope="itemscope" itemtype="https://schema.org/ScholarlyArticle"><div class="header"><div class="title u-fontSerif u-fs22 u-lineHeight1_3"><a class="u-tcGrayDarkest js-work-link" href="https://www.academia.edu/77587439/The_Development_of_Interpersonal_Aggression_During_Adolescence_The_Importance_of_Parents_Siblings_and_Family_Economics">The Development of Interpersonal Aggression During Adolescence: The Importance of Parents, Siblings, and Family Economics</a></div></div><div class="u-pb4x u-mt3x"><div class="summary u-fs14 u-fw300 u-lineHeight1_5 u-tcGrayDarkest"><div class="summarized">Latent growth curve modeling employed data from a longitudinal study of 451 sibling families to examine parents, siblings, and family economics as factors in individual differences in the developmental course of interpersonal aggression... <a class="more_link u-tcGrayDark u-linkUnstyled" data-container=".work_77587439" data-show=".complete" data-hide=".summarized" data-more-link-behavior="true" href="#">more</a></div><div class="complete hidden">Latent growth curve modeling employed data from a longitudinal study of 451 sibling families to examine parents, siblings, and family economics as factors in individual differences in the developmental course of interpersonal aggression during adolescence. Findings suggest that individual change in interpersonal aggression during adolescence can be predicted by the gender and aggression of one's sibling; predictions varied by the gender composition of the sibling dyad. Rates of parental hostility predicted levels of interpersonal aggression for both older (mean age 5 12 years) and younger siblings (mean age 5 15), and growth in aggression for younger siblings. Family economic pressure predicted interpersonal aggression of both siblings indirectly through parental hostility. Implications for future research and preventive interventions are discussed.</div></div></div><ul class="InlineList u-ph0x u-fs13"><li class="InlineList-item logged_in_only"><div class="share_on_academia_work_button"><a class="academia_share Button Button--inverseBlue Button--sm js-bookmark-button" data-academia-share="Work/77587439" data-share-source="work_strip" data-spinner="small_white_hide_contents"><i class="fa fa-plus"></i><span class="work-strip-link-text u-ml1x" data-content="button_text">Bookmark</span></a></div></li><li class="InlineList-item"><div class="download"><a id="af80b5357ac21423ae86545cedd8f0f0" rel="nofollow" data-download="{"attachment_id":84936091,"asset_id":77587439,"asset_type":"Work","always_allow_download":false,"track":null,"button_location":"work_strip","source":null,"hide_modal":null}" class="Button Button--sm Button--inverseGreen js-download-button prompt_button doc_download" href="https://www.academia.edu/attachments/84936091/download_file?st=MTczOTgyMDg1OSw4LjIyMi4yMDguMTQ2&s=work_strip"><i class="fa fa-arrow-circle-o-down fa-lg"></i><span class="u-textUppercase u-ml1x" data-content="button_text">Download</span></a></div></li><li class="InlineList-item"><ul class="InlineList InlineList--bordered u-ph0x"><li class="InlineList-item InlineList-item--bordered"><span class="InlineList-item-text">by <span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a class="u-tcGrayDark u-fw700" data-has-card-for-user="183994486" href="https://osucascades.academia.edu/ShannonTierneyLipscomb">Shannon Tierney Lipscomb</a><script data-card-contents-for-user="183994486" type="text/json">{"id":183994486,"first_name":"Shannon Tierney","last_name":"Lipscomb","domain_name":"osucascades","page_name":"ShannonTierneyLipscomb","display_name":"Shannon Tierney Lipscomb","profile_url":"https://osucascades.academia.edu/ShannonTierneyLipscomb?f_ri=262684","photo":"/images/s65_no_pic.png"}</script></span></span></li><li class="js-paper-rank-work_77587439 InlineList-item InlineList-item--bordered hidden"><span class="js-paper-rank-view hidden u-tcGrayDark" data-paper-rank-work-id="77587439"><i class="u-m1x fa fa-bar-chart"></i><strong class="js-paper-rank"></strong></span><script>$(function() { new Works.PaperRankView({ workId: 77587439, container: ".js-paper-rank-work_77587439", }); 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$(".js-view-count[data-work-id=77587439]").text(description); $(".js-view-count-work_77587439").attr('title', description).tooltip(); }); });</script></span><script>$(function() { $(".js-view-count-work_77587439").removeClass('hidden') })</script></div></li><li class="InlineList-item u-positionRelative" style="max-width: 250px"><div class="u-positionAbsolute" data-has-card-for-ri-list="77587439"><i class="fa fa-tag InlineList-item-icon u-positionRelative"></i>  <a class="InlineList-item-text u-positionRelative">17</a>  </div><span class="InlineList-item-text u-textTruncate u-pl10x"><a class="InlineList-item-text" data-has-card-for-ri="237" rel="nofollow" href="https://www.academia.edu/Documents/in/Cognitive_Science">Cognitive Science</a>, <script data-card-contents-for-ri="237" type="text/json">{"id":237,"name":"Cognitive Science","url":"https://www.academia.edu/Documents/in/Cognitive_Science?f_ri=262684","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="3595" rel="nofollow" href="https://www.academia.edu/Documents/in/Individuality">Individuality</a>, <script data-card-contents-for-ri="3595" type="text/json">{"id":3595,"name":"Individuality","url":"https://www.academia.edu/Documents/in/Individuality?f_ri=262684","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="4545" rel="nofollow" href="https://www.academia.edu/Documents/in/Parenting">Parenting</a>, <script data-card-contents-for-ri="4545" type="text/json">{"id":4545,"name":"Parenting","url":"https://www.academia.edu/Documents/in/Parenting?f_ri=262684","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="4583" rel="nofollow" href="https://www.academia.edu/Documents/in/Child_Development">Child Development</a><script data-card-contents-for-ri="4583" type="text/json">{"id":4583,"name":"Child Development","url":"https://www.academia.edu/Documents/in/Child_Development?f_ri=262684","nofollow":true}</script></span></li><script>(function(){ if (true) { new Aedu.ResearchInterestListCard({ el: $('*[data-has-card-for-ri-list=77587439]'), work: {"id":77587439,"title":"The Development of Interpersonal Aggression During Adolescence: The Importance of Parents, Siblings, and Family Economics","created_at":"2022-04-25T09:50:32.489-07:00","url":"https://www.academia.edu/77587439/The_Development_of_Interpersonal_Aggression_During_Adolescence_The_Importance_of_Parents_Siblings_and_Family_Economics?f_ri=262684","dom_id":"work_77587439","summary":"Latent growth curve modeling employed data from a longitudinal study of 451 sibling families to examine parents, siblings, and family economics as factors in individual differences in the developmental course of interpersonal aggression during adolescence. Findings suggest that individual change in interpersonal aggression during adolescence can be predicted by the gender and aggression of one's sibling; predictions varied by the gender composition of the sibling dyad. Rates of parental hostility predicted levels of interpersonal aggression for both older (mean age 5 12 years) and younger siblings (mean age 5 15), and growth in aggression for younger siblings. Family economic pressure predicted interpersonal aggression of both siblings indirectly through parental hostility. Implications for future research and preventive interventions are discussed.","downloadable_attachments":[{"id":84936091,"asset_id":77587439,"asset_type":"Work","always_allow_download":false}],"ordered_authors":[{"id":183994486,"first_name":"Shannon Tierney","last_name":"Lipscomb","domain_name":"osucascades","page_name":"ShannonTierneyLipscomb","display_name":"Shannon Tierney Lipscomb","profile_url":"https://osucascades.academia.edu/ShannonTierneyLipscomb?f_ri=262684","photo":"/images/s65_no_pic.png"}],"research_interests":[{"id":237,"name":"Cognitive Science","url":"https://www.academia.edu/Documents/in/Cognitive_Science?f_ri=262684","nofollow":true},{"id":3595,"name":"Individuality","url":"https://www.academia.edu/Documents/in/Individuality?f_ri=262684","nofollow":true},{"id":4545,"name":"Parenting","url":"https://www.academia.edu/Documents/in/Parenting?f_ri=262684","nofollow":true},{"id":4583,"name":"Child 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Developed by a top expert, these proven curricula will help promote the... <a class="more_link u-tcGrayDark u-linkUnstyled" data-container=".work_66390747" data-show=".complete" data-hide=".summarized" data-more-link-behavior="true" href="#">more</a></div><div class="complete hidden">Social-emotional competence-it's a critical part of every child's school success, and just like any academic subject, children need instruction in it. Developed by a top expert, these proven curricula will help promote the social-emotional competence and resilience of children and adolescents. Divided into four age levels from kindergarten through high school, these innovative social and emotional learning curricula are filled with engaging, thought-provoking class activities that help students develop vital skills they'll use for the rest of their lives: understanding emotions, managing anger, relieving stress, solving interpersonal problems, and much more. Each Strong Kids curriculum is * Easy for non-mental-health experts. Each highly structured, partially scripted curriculum is ready for any professional to pick up and start using. * Evidence-based. Field testing shows that these curricula generate positive responses from students and teachers and really help increase students' knowledge of healthy social-emotional behavior. * A great way to boost academic skills. Lessons help improve critical literacy, listening skills, and memory skills while they promote social and emotional health. * Brief enough to fit into any program. Lessons take just 30 to 45 minutes, and each curriculum is used for a maximum of 10-12 weeks. * Age-appropriate. Choose from four curricula, each carefully tailored to the specific needs and experiences of its targeted age group. * Effective for all children in any setting. Use Strong Kids with children across ability levels in settings like classrooms, group counseling sessions, and youth treatment facilities. * Low-cost and low-tech. Strong Kids costs far less than similar programs and requires few extra resources. Lessons in each curriculum include optional, easily adaptable scripts, sample scenarios and examples, creative activities, and "booster" lessons that reinforce what students learned.</div></div></div><ul class="InlineList u-ph0x u-fs13"><li class="InlineList-item logged_in_only"><div class="share_on_academia_work_button"><a class="academia_share Button Button--inverseBlue Button--sm js-bookmark-button" data-academia-share="Work/66390747" data-share-source="work_strip" data-spinner="small_white_hide_contents"><i class="fa fa-plus"></i><span class="work-strip-link-text u-ml1x" data-content="button_text">Bookmark</span></a></div></li><li class="InlineList-item"><div class="download"><a id="cce88980eb6a4145b0518cce16df30ab" rel="nofollow" data-download="{"attachment_id":77600597,"asset_id":66390747,"asset_type":"Work","always_allow_download":false,"track":null,"button_location":"work_strip","source":null,"hide_modal":null}" class="Button Button--sm Button--inverseGreen js-download-button prompt_button doc_download" href="https://www.academia.edu/attachments/77600597/download_file?st=MTczOTgyMDg1OSw4LjIyMi4yMDguMTQ2&s=work_strip"><i class="fa fa-arrow-circle-o-down fa-lg"></i><span class="u-textUppercase u-ml1x" data-content="button_text">Download</span></a></div></li><li class="InlineList-item"><ul class="InlineList InlineList--bordered u-ph0x"><li class="InlineList-item InlineList-item--bordered"><span class="InlineList-item-text">by <span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a class="u-tcGrayDark u-fw700" data-has-card-for-user="177442050" href="https://independent.academia.edu/DiannaCarrizales">Dianna Carrizales</a><script data-card-contents-for-user="177442050" type="text/json">{"id":177442050,"first_name":"Dianna","last_name":"Carrizales","domain_name":"independent","page_name":"DiannaCarrizales","display_name":"Dianna Carrizales","profile_url":"https://independent.academia.edu/DiannaCarrizales?f_ri=262684","photo":"/images/s65_no_pic.png"}</script></span></span></li><li class="js-paper-rank-work_66390747 InlineList-item InlineList-item--bordered hidden"><span class="js-paper-rank-view hidden u-tcGrayDark" data-paper-rank-work-id="66390747"><i class="u-m1x fa fa-bar-chart"></i><strong class="js-paper-rank"></strong></span><script>$(function() { new Works.PaperRankView({ workId: 66390747, container: ".js-paper-rank-work_66390747", }); 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Developed by a top expert, these proven curricula will help promote the social-emotional competence and resilience of children and adolescents. Divided into four age levels from kindergarten through high school, these innovative social and emotional learning curricula are filled with engaging, thought-provoking class activities that help students develop vital skills they'll use for the rest of their lives: understanding emotions, managing anger, relieving stress, solving interpersonal problems, and much more. Each Strong Kids curriculum is * Easy for non-mental-health experts. Each highly structured, partially scripted curriculum is ready for any professional to pick up and start using. * Evidence-based. Field testing shows that these curricula generate positive responses from students and teachers and really help increase students' knowledge of healthy social-emotional behavior. * A great way to boost academic skills. Lessons help improve critical literacy, listening skills, and memory skills while they promote social and emotional health. * Brief enough to fit into any program. Lessons take just 30 to 45 minutes, and each curriculum is used for a maximum of 10-12 weeks. * Age-appropriate. Choose from four curricula, each carefully tailored to the specific needs and experiences of its targeted age group. * Effective for all children in any setting. Use Strong Kids with children across ability levels in settings like classrooms, group counseling sessions, and youth treatment facilities. * Low-cost and low-tech. Strong Kids costs far less than similar programs and requires few extra resources. Lessons in each curriculum include optional, easily adaptable scripts, sample scenarios and examples, creative activities, and \"booster\" lessons that reinforce what students learned.","downloadable_attachments":[{"id":77600597,"asset_id":66390747,"asset_type":"Work","always_allow_download":false}],"ordered_authors":[{"id":177442050,"first_name":"Dianna","last_name":"Carrizales","domain_name":"independent","page_name":"DiannaCarrizales","display_name":"Dianna Carrizales","profile_url":"https://independent.academia.edu/DiannaCarrizales?f_ri=262684","photo":"/images/s65_no_pic.png"}],"research_interests":[{"id":221,"name":"Psychology","url":"https://www.academia.edu/Documents/in/Psychology?f_ri=262684","nofollow":true},{"id":1317,"name":"Behavior Modification","url":"https://www.academia.edu/Documents/in/Behavior_Modification?f_ri=262684","nofollow":true},{"id":2827,"name":"Mental Health","url":"https://www.academia.edu/Documents/in/Mental_Health?f_ri=262684","nofollow":true},{"id":8144,"name":"School Psychology","url":"https://www.academia.edu/Documents/in/School_Psychology?f_ri=262684","nofollow":true},{"id":88020,"name":"Coping","url":"https://www.academia.edu/Documents/in/Coping?f_ri=262684"},{"id":134627,"name":"Behavior change","url":"https://www.academia.edu/Documents/in/Behavior_change?f_ri=262684"},{"id":262684,"name":"Personality Traits","url":"https://www.academia.edu/Documents/in/Personality_Traits?f_ri=262684"}]}, }) } })();</script></ul></li></ul></div></div><div class="u-borderBottom1 u-borderColorGrayLighter"><div class="clearfix u-pv7x u-mb0x js-work-card work_1451506" data-work_id="1451506" itemscope="itemscope" itemtype="https://schema.org/ScholarlyArticle"><div class="header"><div class="title u-fontSerif u-fs22 u-lineHeight1_3"><a class="u-tcGrayDarkest js-work-link" href="https://www.academia.edu/1451506/Parental_views_of_popularity_and_stress_among_adolescents">Parental views of popularity and stress among adolescents</a></div></div><div class="u-pb4x u-mt3x"></div><ul class="InlineList u-ph0x u-fs13"><li class="InlineList-item logged_in_only"><div class="share_on_academia_work_button"><a class="academia_share Button Button--inverseBlue Button--sm js-bookmark-button" data-academia-share="Work/1451506" data-share-source="work_strip" data-spinner="small_white_hide_contents"><i class="fa fa-plus"></i><span class="work-strip-link-text u-ml1x" data-content="button_text">Bookmark</span></a></div></li><li class="InlineList-item"><div class="download"><a id="0dbe79137c10014bec46ba3eb46f25d4" rel="nofollow" data-download="{"attachment_id":50959327,"asset_id":1451506,"asset_type":"Work","always_allow_download":false,"track":null,"button_location":"work_strip","source":null,"hide_modal":null}" class="Button Button--sm Button--inverseGreen js-download-button prompt_button doc_download" href="https://www.academia.edu/attachments/50959327/download_file?st=MTczOTgyMDg1OSw4LjIyMi4yMDguMTQ2&s=work_strip"><i class="fa fa-arrow-circle-o-down fa-lg"></i><span class="u-textUppercase u-ml1x" data-content="button_text">Download</span></a></div></li><li class="InlineList-item"><ul class="InlineList InlineList--bordered u-ph0x"><li class="InlineList-item InlineList-item--bordered"><span class="InlineList-item-text">by <span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a class="u-tcGrayDark u-fw700" data-has-card-for-user="694236" href="https://huji.academia.edu/MosheTatar">Moshe Tatar</a><script data-card-contents-for-user="694236" type="text/json">{"id":694236,"first_name":"Moshe","last_name":"Tatar","domain_name":"huji","page_name":"MosheTatar","display_name":"Moshe Tatar","profile_url":"https://huji.academia.edu/MosheTatar?f_ri=262684","photo":"/images/s65_no_pic.png"}</script></span></span></li><li class="js-paper-rank-work_1451506 InlineList-item InlineList-item--bordered hidden"><span class="js-paper-rank-view hidden u-tcGrayDark" data-paper-rank-work-id="1451506"><i class="u-m1x fa fa-bar-chart"></i><strong class="js-paper-rank"></strong></span><script>$(function() { new Works.PaperRankView({ workId: 1451506, container: ".js-paper-rank-work_1451506", }); 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$(".js-view-count[data-work-id=1451506]").text(description); $(".js-view-count-work_1451506").attr('title', description).tooltip(); }); });</script></span><script>$(function() { $(".js-view-count-work_1451506").removeClass('hidden') })</script></div></li><li class="InlineList-item u-positionRelative" style="max-width: 250px"><div class="u-positionAbsolute" data-has-card-for-ri-list="1451506"><i class="fa fa-tag InlineList-item-icon u-positionRelative"></i>  <a class="InlineList-item-text u-positionRelative">7</a>  </div><span class="InlineList-item-text u-textTruncate u-pl9x"><a class="InlineList-item-text" data-has-card-for-ri="221" rel="nofollow" href="https://www.academia.edu/Documents/in/Psychology">Psychology</a>, <script data-card-contents-for-ri="221" type="text/json">{"id":221,"name":"Psychology","url":"https://www.academia.edu/Documents/in/Psychology?f_ri=262684","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="2621" rel="nofollow" href="https://www.academia.edu/Documents/in/Higher_Education">Higher Education</a>, <script data-card-contents-for-ri="2621" type="text/json">{"id":2621,"name":"Higher Education","url":"https://www.academia.edu/Documents/in/Higher_Education?f_ri=262684","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="62436" rel="nofollow" href="https://www.academia.edu/Documents/in/Interviews">Interviews</a>, <script data-card-contents-for-ri="62436" type="text/json">{"id":62436,"name":"Interviews","url":"https://www.academia.edu/Documents/in/Interviews?f_ri=262684","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="82944" rel="nofollow" href="https://www.academia.edu/Documents/in/Adolescence">Adolescence</a><script data-card-contents-for-ri="82944" type="text/json">{"id":82944,"name":"Adolescence","url":"https://www.academia.edu/Documents/in/Adolescence?f_ri=262684","nofollow":true}</script></span></li><script>(function(){ if (true) { new Aedu.ResearchInterestListCard({ el: $('*[data-has-card-for-ri-list=1451506]'), work: {"id":1451506,"title":"Parental views of popularity and stress among adolescents","created_at":"2012-03-01T14:02:52.164-08:00","url":"https://www.academia.edu/1451506/Parental_views_of_popularity_and_stress_among_adolescents?f_ri=262684","dom_id":"work_1451506","summary":null,"downloadable_attachments":[{"id":50959327,"asset_id":1451506,"asset_type":"Work","always_allow_download":false}],"ordered_authors":[{"id":694236,"first_name":"Moshe","last_name":"Tatar","domain_name":"huji","page_name":"MosheTatar","display_name":"Moshe Tatar","profile_url":"https://huji.academia.edu/MosheTatar?f_ri=262684","photo":"/images/s65_no_pic.png"}],"research_interests":[{"id":221,"name":"Psychology","url":"https://www.academia.edu/Documents/in/Psychology?f_ri=262684","nofollow":true},{"id":2621,"name":"Higher Education","url":"https://www.academia.edu/Documents/in/Higher_Education?f_ri=262684","nofollow":true},{"id":62436,"name":"Interviews","url":"https://www.academia.edu/Documents/in/Interviews?f_ri=262684","nofollow":true},{"id":82944,"name":"Adolescence","url":"https://www.academia.edu/Documents/in/Adolescence?f_ri=262684","nofollow":true},{"id":104446,"name":"Academic achievement","url":"https://www.academia.edu/Documents/in/Academic_achievement?f_ri=262684"},{"id":153168,"name":"Data Collection","url":"https://www.academia.edu/Documents/in/Data_Collection?f_ri=262684"},{"id":262684,"name":"Personality Traits","url":"https://www.academia.edu/Documents/in/Personality_Traits?f_ri=262684"}]}, }) } })();</script></ul></li></ul></div></div><div class="u-borderBottom1 u-borderColorGrayLighter"><div class="clearfix u-pv7x u-mb0x js-work-card work_56569895" data-work_id="56569895" itemscope="itemscope" itemtype="https://schema.org/ScholarlyArticle"><div class="header"><div class="title u-fontSerif u-fs22 u-lineHeight1_3"><a class="u-tcGrayDarkest js-work-link" href="https://www.academia.edu/56569895/The_Use_of_the_Five_Factor_Model_of_Personality_as_a_Therapeutic_Tool_in_Career_Counseling">The Use of the Five-Factor Model of Personality as a Therapeutic Tool in Career Counseling</a></div></div><div class="u-pb4x u-mt3x"><div class="summary u-fs14 u-fw300 u-lineHeight1_5 u-tcGrayDarkest"><div class="summarized">Many clients requesting assistance in Career Centers are mismatched with their career due to issues of occupational choice. In addition, personality conflicts with co-workers, lack of interpersonal skills, and the individual's personality... <a class="more_link u-tcGrayDark u-linkUnstyled" data-container=".work_56569895" data-show=".complete" data-hide=".summarized" data-more-link-behavior="true" href="#">more</a></div><div class="complete hidden">Many clients requesting assistance in Career Centers are mismatched with their career due to issues of occupational choice. In addition, personality conflicts with co-workers, lack of interpersonal skills, and the individual's personality characteristics can affect vocational success. Theories of personality are incorporated into several theories of vocational choice and development (i.e., Holland, Roe) resulting in some attention to personality. Likewise, client personality can affect the career counselor's ability to intervene effectively to assist the client in making effective career choices and decisions. More direct attention to the impact of personality on an individual's career and vocational success can enable the Career Center to increase the effectiveness of their interventions. This paper will discuss the methods for increasing the effectiveness of career counseling through the use of the Five-Factor Model of Personality into our therapeutic work with clients.</div></div></div><ul class="InlineList u-ph0x u-fs13"><li class="InlineList-item logged_in_only"><div class="share_on_academia_work_button"><a class="academia_share Button Button--inverseBlue Button--sm js-bookmark-button" data-academia-share="Work/56569895" data-share-source="work_strip" data-spinner="small_white_hide_contents"><i class="fa fa-plus"></i><span class="work-strip-link-text u-ml1x" data-content="button_text">Bookmark</span></a></div></li><li class="InlineList-item"><div class="download"><a id="8c9a359767f05965d66c3616bbe63da8" rel="nofollow" data-download="{"attachment_id":71892690,"asset_id":56569895,"asset_type":"Work","always_allow_download":false,"track":null,"button_location":"work_strip","source":null,"hide_modal":null}" class="Button Button--sm Button--inverseGreen js-download-button prompt_button doc_download" href="https://www.academia.edu/attachments/71892690/download_file?st=MTczOTgyMDg1OSw4LjIyMi4yMDguMTQ2&s=work_strip"><i class="fa fa-arrow-circle-o-down fa-lg"></i><span class="u-textUppercase u-ml1x" data-content="button_text">Download</span></a></div></li><li class="InlineList-item"><ul class="InlineList InlineList--bordered u-ph0x"><li class="InlineList-item InlineList-item--bordered"><span class="InlineList-item-text">by <span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a class="u-tcGrayDark u-fw700" data-has-card-for-user="33829395" href="https://independent.academia.edu/MarieHammond">Marie Hammond</a><script data-card-contents-for-user="33829395" type="text/json">{"id":33829395,"first_name":"Marie","last_name":"Hammond","domain_name":"independent","page_name":"MarieHammond","display_name":"Marie Hammond","profile_url":"https://independent.academia.edu/MarieHammond?f_ri=262684","photo":"/images/s65_no_pic.png"}</script></span></span></li><li class="js-paper-rank-work_56569895 InlineList-item InlineList-item--bordered hidden"><span class="js-paper-rank-view hidden u-tcGrayDark" data-paper-rank-work-id="56569895"><i class="u-m1x fa fa-bar-chart"></i><strong class="js-paper-rank"></strong></span><script>$(function() { new Works.PaperRankView({ workId: 56569895, container: ".js-paper-rank-work_56569895", }); 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$(".js-view-count[data-work-id=56569895]").text(description); $(".js-view-count-work_56569895").attr('title', description).tooltip(); }); });</script></span><script>$(function() { $(".js-view-count-work_56569895").removeClass('hidden') })</script></div></li><li class="InlineList-item u-positionRelative" style="max-width: 250px"><div class="u-positionAbsolute" data-has-card-for-ri-list="56569895"><i class="fa fa-tag InlineList-item-icon u-positionRelative"></i>  <a class="InlineList-item-text u-positionRelative">6</a>  </div><span class="InlineList-item-text u-textTruncate u-pl9x"><a class="InlineList-item-text" data-has-card-for-ri="221" rel="nofollow" href="https://www.academia.edu/Documents/in/Psychology">Psychology</a>, <script data-card-contents-for-ri="221" type="text/json">{"id":221,"name":"Psychology","url":"https://www.academia.edu/Documents/in/Psychology?f_ri=262684","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="65140" rel="nofollow" href="https://www.academia.edu/Documents/in/Models">Models</a>, <script data-card-contents-for-ri="65140" type="text/json">{"id":65140,"name":"Models","url":"https://www.academia.edu/Documents/in/Models?f_ri=262684","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="66911" rel="nofollow" href="https://www.academia.edu/Documents/in/Career_Development">Career Development</a>, <script data-card-contents-for-ri="66911" type="text/json">{"id":66911,"name":"Career Development","url":"https://www.academia.edu/Documents/in/Career_Development?f_ri=262684","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="73149" rel="nofollow" href="https://www.academia.edu/Documents/in/Business_and_Management">Business and Management</a><script data-card-contents-for-ri="73149" type="text/json">{"id":73149,"name":"Business and Management","url":"https://www.academia.edu/Documents/in/Business_and_Management?f_ri=262684","nofollow":true}</script></span></li><script>(function(){ if (true) { new Aedu.ResearchInterestListCard({ el: $('*[data-has-card-for-ri-list=56569895]'), work: {"id":56569895,"title":"The Use of the Five-Factor Model of Personality as a Therapeutic Tool in Career Counseling","created_at":"2021-10-08T07:23:18.494-07:00","url":"https://www.academia.edu/56569895/The_Use_of_the_Five_Factor_Model_of_Personality_as_a_Therapeutic_Tool_in_Career_Counseling?f_ri=262684","dom_id":"work_56569895","summary":"Many clients requesting assistance in Career Centers are mismatched with their career due to issues of occupational choice. In addition, personality conflicts with co-workers, lack of interpersonal skills, and the individual's personality characteristics can affect vocational success. Theories of personality are incorporated into several theories of vocational choice and development (i.e., Holland, Roe) resulting in some attention to personality. Likewise, client personality can affect the career counselor's ability to intervene effectively to assist the client in making effective career choices and decisions. More direct attention to the impact of personality on an individual's career and vocational success can enable the Career Center to increase the effectiveness of their interventions. This paper will discuss the methods for increasing the effectiveness of career counseling through the use of the Five-Factor Model of Personality into our therapeutic work with clients.","downloadable_attachments":[{"id":71892690,"asset_id":56569895,"asset_type":"Work","always_allow_download":false}],"ordered_authors":[{"id":33829395,"first_name":"Marie","last_name":"Hammond","domain_name":"independent","page_name":"MarieHammond","display_name":"Marie Hammond","profile_url":"https://independent.academia.edu/MarieHammond?f_ri=262684","photo":"/images/s65_no_pic.png"}],"research_interests":[{"id":221,"name":"Psychology","url":"https://www.academia.edu/Documents/in/Psychology?f_ri=262684","nofollow":true},{"id":65140,"name":"Models","url":"https://www.academia.edu/Documents/in/Models?f_ri=262684","nofollow":true},{"id":66911,"name":"Career Development","url":"https://www.academia.edu/Documents/in/Career_Development?f_ri=262684","nofollow":true},{"id":73149,"name":"Business and Management","url":"https://www.academia.edu/Documents/in/Business_and_Management?f_ri=262684","nofollow":true},{"id":262684,"name":"Personality Traits","url":"https://www.academia.edu/Documents/in/Personality_Traits?f_ri=262684"},{"id":514741,"name":"Five Factor Model","url":"https://www.academia.edu/Documents/in/Five_Factor_Model?f_ri=262684"}]}, }) } })();</script></ul></li></ul></div></div><div class="u-borderBottom1 u-borderColorGrayLighter"><div class="clearfix u-pv7x u-mb0x js-work-card work_44330560" data-work_id="44330560" itemscope="itemscope" itemtype="https://schema.org/ScholarlyArticle"><div class="header"><div class="title u-fontSerif u-fs22 u-lineHeight1_3"><a class="u-tcGrayDarkest js-work-link" href="https://www.academia.edu/44330560/Paradoxical_Strengths_Regulation_Enabling_Optimal_Performance">Paradoxical Strengths Regulation: Enabling Optimal Performance</a></div></div><div class="u-pb4x u-mt3x"><div class="summary u-fs14 u-fw300 u-lineHeight1_5 u-tcGrayDarkest"><div class="summarized">This paper is an integration of paradox theory and the paradoxical lens into strengths regulation as an alternative way to enable optimal performance. Various conceptualizations around strengths, talents, and traits are discussed to... <a class="more_link u-tcGrayDark u-linkUnstyled" data-container=".work_44330560" data-show=".complete" data-hide=".summarized" data-more-link-behavior="true" href="#">more</a></div><div class="complete hidden">This paper is an integration of paradox theory and the paradoxical lens into strengths regulation as an alternative way to enable optimal performance. Various conceptualizations around strengths, talents, and traits are discussed to provide a sound theoretical framework. The nature and characteristics of strengths, as well as its ‘dark side,’ are likewise elaborated to explain the use of various strengths regulations, their features and limitations. The central theme of the paper is its introduction of a novel approach called “paradoxical strengths regulation,” where an old concept such as paradox finds a new way of application to the science of positive psychology. The use of paradoxical strengths regulation can help advance positive psychology’s ultimate goal of contributing to optimal human functioning.  <br /><br />Keywords: strengths, talents, traits, paradox, paradox theory, Golden Mean, dialecticism, paradoxical strengths regulation</div></div></div><ul class="InlineList u-ph0x u-fs13"><li class="InlineList-item logged_in_only"><div class="share_on_academia_work_button"><a class="academia_share Button Button--inverseBlue Button--sm js-bookmark-button" data-academia-share="Work/44330560" data-share-source="work_strip" data-spinner="small_white_hide_contents"><i class="fa fa-plus"></i><span class="work-strip-link-text u-ml1x" data-content="button_text">Bookmark</span></a></div></li><li class="InlineList-item"><div class="download"><a id="0252ba3d6805878b752059a5355605f7" rel="nofollow" data-download="{"attachment_id":64719941,"asset_id":44330560,"asset_type":"Work","always_allow_download":false,"track":null,"button_location":"work_strip","source":null,"hide_modal":null}" class="Button Button--sm Button--inverseGreen js-download-button prompt_button doc_download" href="https://www.academia.edu/attachments/64719941/download_file?st=MTczOTgyMDg1OSw4LjIyMi4yMDguMTQ2&s=work_strip"><i class="fa fa-arrow-circle-o-down fa-lg"></i><span class="u-textUppercase u-ml1x" data-content="button_text">Download</span></a></div></li><li class="InlineList-item"><ul class="InlineList InlineList--bordered u-ph0x"><li class="InlineList-item InlineList-item--bordered"><span class="InlineList-item-text">by <span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a class="u-tcGrayDark u-fw700" data-has-card-for-user="175160281" href="https://claremont.academia.edu/JunKabigting">Jun Kabigting</a><script data-card-contents-for-user="175160281" type="text/json">{"id":175160281,"first_name":"Jun","last_name":"Kabigting","domain_name":"claremont","page_name":"JunKabigting","display_name":"Jun Kabigting","profile_url":"https://claremont.academia.edu/JunKabigting?f_ri=262684","photo":"https://0.academia-photos.com/175160281/48595009/50048057/s65_jun.kabigting.jpg"}</script></span></span></li><li class="js-paper-rank-work_44330560 InlineList-item InlineList-item--bordered hidden"><span class="js-paper-rank-view hidden u-tcGrayDark" data-paper-rank-work-id="44330560"><i class="u-m1x fa fa-bar-chart"></i><strong class="js-paper-rank"></strong></span><script>$(function() { new Works.PaperRankView({ workId: 44330560, container: ".js-paper-rank-work_44330560", }); 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$(".js-view-count[data-work-id=44330560]").text(description); $(".js-view-count-work_44330560").attr('title', description).tooltip(); }); });</script></span><script>$(function() { $(".js-view-count-work_44330560").removeClass('hidden') })</script></div></li><li class="InlineList-item u-positionRelative" style="max-width: 250px"><div class="u-positionAbsolute" data-has-card-for-ri-list="44330560"><i class="fa fa-tag InlineList-item-icon u-positionRelative"></i>  <a class="InlineList-item-text u-positionRelative">19</a>  </div><span class="InlineList-item-text u-textTruncate u-pl10x"><a class="InlineList-item-text" data-has-card-for-ri="243" rel="nofollow" href="https://www.academia.edu/Documents/in/Positive_Psychology">Positive Psychology</a>, <script data-card-contents-for-ri="243" type="text/json">{"id":243,"name":"Positive Psychology","url":"https://www.academia.edu/Documents/in/Positive_Psychology?f_ri=262684","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="892" rel="nofollow" href="https://www.academia.edu/Documents/in/Statistics">Statistics</a>, <script data-card-contents-for-ri="892" type="text/json">{"id":892,"name":"Statistics","url":"https://www.academia.edu/Documents/in/Statistics?f_ri=262684","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="1558" rel="nofollow" href="https://www.academia.edu/Documents/in/Research_Methods_and_Methodology">Research Methods and Methodology</a>, <script data-card-contents-for-ri="1558" type="text/json">{"id":1558,"name":"Research Methods and Methodology","url":"https://www.academia.edu/Documents/in/Research_Methods_and_Methodology?f_ri=262684","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="2463" rel="nofollow" href="https://www.academia.edu/Documents/in/Positive_Organizational_Scholarship">Positive Organizational Scholarship</a><script data-card-contents-for-ri="2463" type="text/json">{"id":2463,"name":"Positive Organizational Scholarship","url":"https://www.academia.edu/Documents/in/Positive_Organizational_Scholarship?f_ri=262684","nofollow":true}</script></span></li><script>(function(){ if (true) { new Aedu.ResearchInterestListCard({ el: $('*[data-has-card-for-ri-list=44330560]'), work: {"id":44330560,"title":"Paradoxical Strengths Regulation: Enabling Optimal Performance","created_at":"2020-10-19T15:59:28.475-07:00","url":"https://www.academia.edu/44330560/Paradoxical_Strengths_Regulation_Enabling_Optimal_Performance?f_ri=262684","dom_id":"work_44330560","summary":"This paper is an integration of paradox theory and the paradoxical lens into strengths regulation as an alternative way to enable optimal performance. Various conceptualizations around strengths, talents, and traits are discussed to provide a sound theoretical framework. The nature and characteristics of strengths, as well as its ‘dark side,’ are likewise elaborated to explain the use of various strengths regulations, their features and limitations. The central theme of the paper is its introduction of a novel approach called “paradoxical strengths regulation,” where an old concept such as paradox finds a new way of application to the science of positive psychology. The use of paradoxical strengths regulation can help advance positive psychology’s ultimate goal of contributing to optimal human functioning. \n\nKeywords: strengths, talents, traits, paradox, paradox theory, Golden Mean, dialecticism, paradoxical strengths regulation\n","downloadable_attachments":[{"id":64719941,"asset_id":44330560,"asset_type":"Work","always_allow_download":false}],"ordered_authors":[{"id":175160281,"first_name":"Jun","last_name":"Kabigting","domain_name":"claremont","page_name":"JunKabigting","display_name":"Jun Kabigting","profile_url":"https://claremont.academia.edu/JunKabigting?f_ri=262684","photo":"https://0.academia-photos.com/175160281/48595009/50048057/s65_jun.kabigting.jpg"}],"research_interests":[{"id":243,"name":"Positive Psychology","url":"https://www.academia.edu/Documents/in/Positive_Psychology?f_ri=262684","nofollow":true},{"id":892,"name":"Statistics","url":"https://www.academia.edu/Documents/in/Statistics?f_ri=262684","nofollow":true},{"id":1558,"name":"Research Methods and Methodology","url":"https://www.academia.edu/Documents/in/Research_Methods_and_Methodology?f_ri=262684","nofollow":true},{"id":2463,"name":"Positive Organizational Scholarship","url":"https://www.academia.edu/Documents/in/Positive_Organizational_Scholarship?f_ri=262684","nofollow":true},{"id":2599,"name":"Psychometrics","url":"https://www.academia.edu/Documents/in/Psychometrics?f_ri=262684"},{"id":17080,"name":"Positive Organizational Behavior","url":"https://www.academia.edu/Documents/in/Positive_Organizational_Behavior?f_ri=262684"},{"id":18906,"name":"Strengths Based Practice","url":"https://www.academia.edu/Documents/in/Strengths_Based_Practice?f_ri=262684"},{"id":36621,"name":"Happiness and Well Being","url":"https://www.academia.edu/Documents/in/Happiness_and_Well_Being?f_ri=262684"},{"id":38665,"name":"Talent management (Human Resource Management)","url":"https://www.academia.edu/Documents/in/Talent_management_Human_Resource_Management_?f_ri=262684"},{"id":102086,"name":"Personality and Individual Differences","url":"https://www.academia.edu/Documents/in/Personality_and_Individual_Differences?f_ri=262684"},{"id":110153,"name":"Character Strengths","url":"https://www.academia.edu/Documents/in/Character_Strengths?f_ri=262684"},{"id":115190,"name":"Big Five Personality Traits","url":"https://www.academia.edu/Documents/in/Big_Five_Personality_Traits?f_ri=262684"},{"id":229877,"name":"Applied Positive Psychology","url":"https://www.academia.edu/Documents/in/Applied_Positive_Psychology?f_ri=262684"},{"id":262684,"name":"Personality Traits","url":"https://www.academia.edu/Documents/in/Personality_Traits?f_ri=262684"},{"id":524689,"name":"Dialecticism","url":"https://www.academia.edu/Documents/in/Dialecticism?f_ri=262684"},{"id":717068,"name":"Integral Theory, Appreciative Inquiry, Positive Psychology","url":"https://www.academia.edu/Documents/in/Integral_Theory_Appreciative_Inquiry_Positive_Psychology?f_ri=262684"},{"id":1221208,"name":"Human Resources Management","url":"https://www.academia.edu/Documents/in/Human_Resources_Management?f_ri=262684"},{"id":1250241,"name":"Strengths-Based Approaches","url":"https://www.academia.edu/Documents/in/Strengths-Based_Approaches?f_ri=262684"},{"id":1765569,"name":"Paradox Theory","url":"https://www.academia.edu/Documents/in/Paradox_Theory?f_ri=262684"}]}, }) } })();</script></ul></li></ul></div></div><div class="u-borderBottom1 u-borderColorGrayLighter"><div class="clearfix u-pv7x u-mb0x js-work-card work_54647134" data-work_id="54647134" itemscope="itemscope" itemtype="https://schema.org/ScholarlyArticle"><div class="header"><div class="title u-fontSerif u-fs22 u-lineHeight1_3"><a class="u-tcGrayDarkest js-work-link" href="https://www.academia.edu/54647134/Reliability_and_Validity_of_the_State_Trait_Anxiety_Inventory_for_Children_in_an_Adolescent_Sample_Confirmatory_Factor_Analysis_and_Item_Response_Theory">Reliability and Validity of the State-Trait Anxiety Inventory for Children in an Adolescent Sample: Confirmatory Factor Analysis and Item Response Theory</a></div></div><div class="u-pb4x u-mt3x"><div class="summary u-fs14 u-fw300 u-lineHeight1_5 u-tcGrayDarkest"><div class="summarized">The reliability and validity of the State-Trait Anxiety Inventory for Children (STAIC) was studied with 675 adolescents aged 12 to 18 recruited from clinical and community sources. The STAIC is a self-report measure that has been widely... <a class="more_link u-tcGrayDark u-linkUnstyled" data-container=".work_54647134" data-show=".complete" data-hide=".summarized" data-more-link-behavior="true" href="#">more</a></div><div class="complete hidden">The reliability and validity of the State-Trait Anxiety Inventory for Children (STAIC) was studied with 675 adolescents aged 12 to 18 recruited from clinical and community sources. The STAIC is a self-report measure that has been widely used to assess state and trait anxiety of children. It has been suggested that the child version may be more useful with adolescent populations than the adult version. A three-factor solution fit the data better than a two-factor solution. The correlations between factor loadings and item response theory (IRT) slopes ranged between 0.95 and 0.98, and all of the items of the STAIC were highly discriminating. Scores from factor loadings, scores from the IRT slopes, and summary scores discriminated the groups with or without an anxiety disorder. Results from the confirmatory factor analysis and reliability study indicated that the STAIC was applicable to adolescents. (Contains 2 tables and 14 references.) (Author/SLD)</div></div></div><ul class="InlineList u-ph0x u-fs13"><li class="InlineList-item logged_in_only"><div class="share_on_academia_work_button"><a class="academia_share Button Button--inverseBlue Button--sm js-bookmark-button" data-academia-share="Work/54647134" data-share-source="work_strip" data-spinner="small_white_hide_contents"><i class="fa fa-plus"></i><span class="work-strip-link-text u-ml1x" data-content="button_text">Bookmark</span></a></div></li><li class="InlineList-item"><div class="download"><a id="a67722ccccf8dea3346c34517d51d732" rel="nofollow" data-download="{"attachment_id":70911513,"asset_id":54647134,"asset_type":"Work","always_allow_download":false,"track":null,"button_location":"work_strip","source":null,"hide_modal":null}" class="Button Button--sm Button--inverseGreen js-download-button prompt_button doc_download" href="https://www.academia.edu/attachments/70911513/download_file?st=MTczOTgyMDg2MCw4LjIyMi4yMDguMTQ2&s=work_strip"><i class="fa fa-arrow-circle-o-down fa-lg"></i><span class="u-textUppercase u-ml1x" data-content="button_text">Download</span></a></div></li><li class="InlineList-item"><ul class="InlineList InlineList--bordered u-ph0x"><li class="InlineList-item InlineList-item--bordered"><span class="InlineList-item-text">by <span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a class="u-tcGrayDark u-fw700" data-has-card-for-user="34183526" href="https://independent.academia.edu/LeventKirisci">Levent Kirisci</a><script data-card-contents-for-user="34183526" type="text/json">{"id":34183526,"first_name":"Levent","last_name":"Kirisci","domain_name":"independent","page_name":"LeventKirisci","display_name":"Levent Kirisci","profile_url":"https://independent.academia.edu/LeventKirisci?f_ri=262684","photo":"/images/s65_no_pic.png"}</script></span></span></li><li class="js-paper-rank-work_54647134 InlineList-item InlineList-item--bordered hidden"><span class="js-paper-rank-view hidden u-tcGrayDark" data-paper-rank-work-id="54647134"><i class="u-m1x fa fa-bar-chart"></i><strong class="js-paper-rank"></strong></span><script>$(function() { new Works.PaperRankView({ workId: 54647134, container: ".js-paper-rank-work_54647134", }); 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$(".js-view-count[data-work-id=54647134]").text(description); $(".js-view-count-work_54647134").attr('title', description).tooltip(); }); });</script></span><script>$(function() { $(".js-view-count-work_54647134").removeClass('hidden') })</script></div></li><li class="InlineList-item u-positionRelative" style="max-width: 250px"><div class="u-positionAbsolute" data-has-card-for-ri-list="54647134"><i class="fa fa-tag InlineList-item-icon u-positionRelative"></i>  <a class="InlineList-item-text u-positionRelative">10</a>  </div><span class="InlineList-item-text u-textTruncate u-pl10x"><a class="InlineList-item-text" data-has-card-for-ri="221" rel="nofollow" href="https://www.academia.edu/Documents/in/Psychology">Psychology</a>, <script data-card-contents-for-ri="221" type="text/json">{"id":221,"name":"Psychology","url":"https://www.academia.edu/Documents/in/Psychology?f_ri=262684","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="4887" rel="nofollow" href="https://www.academia.edu/Documents/in/Item_Response_Theory">Item Response Theory</a>, <script data-card-contents-for-ri="4887" type="text/json">{"id":4887,"name":"Item Response Theory","url":"https://www.academia.edu/Documents/in/Item_Response_Theory?f_ri=262684","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="60585" rel="nofollow" href="https://www.academia.edu/Documents/in/Factor_analysis">Factor analysis</a>, <script data-card-contents-for-ri="60585" type="text/json">{"id":60585,"name":"Factor analysis","url":"https://www.academia.edu/Documents/in/Factor_analysis?f_ri=262684","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="67198" rel="nofollow" href="https://www.academia.edu/Documents/in/Test_Validity">Test Validity</a><script data-card-contents-for-ri="67198" type="text/json">{"id":67198,"name":"Test Validity","url":"https://www.academia.edu/Documents/in/Test_Validity?f_ri=262684","nofollow":true}</script></span></li><script>(function(){ if (true) { new Aedu.ResearchInterestListCard({ el: $('*[data-has-card-for-ri-list=54647134]'), work: {"id":54647134,"title":"Reliability and Validity of the State-Trait Anxiety Inventory for Children in an Adolescent Sample: Confirmatory Factor Analysis and Item Response Theory","created_at":"2021-10-01T09:16:49.641-07:00","url":"https://www.academia.edu/54647134/Reliability_and_Validity_of_the_State_Trait_Anxiety_Inventory_for_Children_in_an_Adolescent_Sample_Confirmatory_Factor_Analysis_and_Item_Response_Theory?f_ri=262684","dom_id":"work_54647134","summary":"The reliability and validity of the State-Trait Anxiety Inventory for Children (STAIC) was studied with 675 adolescents aged 12 to 18 recruited from clinical and community sources. The STAIC is a self-report measure that has been widely used to assess state and trait anxiety of children. It has been suggested that the child version may be more useful with adolescent populations than the adult version. A three-factor solution fit the data better than a two-factor solution. The correlations between factor loadings and item response theory (IRT) slopes ranged between 0.95 and 0.98, and all of the items of the STAIC were highly discriminating. Scores from factor loadings, scores from the IRT slopes, and summary scores discriminated the groups with or without an anxiety disorder. Results from the confirmatory factor analysis and reliability study indicated that the STAIC was applicable to adolescents. (Contains 2 tables and 14 references.) (Author/SLD)","downloadable_attachments":[{"id":70911513,"asset_id":54647134,"asset_type":"Work","always_allow_download":false}],"ordered_authors":[{"id":34183526,"first_name":"Levent","last_name":"Kirisci","domain_name":"independent","page_name":"LeventKirisci","display_name":"Levent Kirisci","profile_url":"https://independent.academia.edu/LeventKirisci?f_ri=262684","photo":"/images/s65_no_pic.png"}],"research_interests":[{"id":221,"name":"Psychology","url":"https://www.academia.edu/Documents/in/Psychology?f_ri=262684","nofollow":true},{"id":4887,"name":"Item Response Theory","url":"https://www.academia.edu/Documents/in/Item_Response_Theory?f_ri=262684","nofollow":true},{"id":60585,"name":"Factor analysis","url":"https://www.academia.edu/Documents/in/Factor_analysis?f_ri=262684","nofollow":true},{"id":67198,"name":"Test Validity","url":"https://www.academia.edu/Documents/in/Test_Validity?f_ri=262684","nofollow":true},{"id":67796,"name":"Substance Abuse","url":"https://www.academia.edu/Documents/in/Substance_Abuse?f_ri=262684"},{"id":123506,"name":"Reliability","url":"https://www.academia.edu/Documents/in/Reliability?f_ri=262684"},{"id":144833,"name":"Validity","url":"https://www.academia.edu/Documents/in/Validity?f_ri=262684"},{"id":262684,"name":"Personality Traits","url":"https://www.academia.edu/Documents/in/Personality_Traits?f_ri=262684"},{"id":410370,"name":"Public health systems and services research","url":"https://www.academia.edu/Documents/in/Public_health_systems_and_services_research-1?f_ri=262684"},{"id":1036413,"name":"Test Reliability","url":"https://www.academia.edu/Documents/in/Test_Reliability?f_ri=262684"}]}, }) } })();</script></ul></li></ul></div></div><div class="u-borderBottom1 u-borderColorGrayLighter"><div class="clearfix u-pv7x u-mb0x js-work-card work_47668947" data-work_id="47668947" itemscope="itemscope" itemtype="https://schema.org/ScholarlyArticle"><div class="header"><div class="title u-fontSerif u-fs22 u-lineHeight1_3"><a class="u-tcGrayDarkest js-work-link" href="https://www.academia.edu/47668947/Occupational_change_in_mid_career_An_exploratory_investigation">Occupational change in mid-career: An exploratory investigation</a></div></div><div class="u-pb4x u-mt3x"><div class="summary u-fs14 u-fw300 u-lineHeight1_5 u-tcGrayDarkest"><div class="summarized">Twenty-five people who had made voluntary, radical occupational changes in mid-career were interviewed and compared and contrasted with people remaining in matched occupations. Four categories of factors emerged from the data as being... <a class="more_link u-tcGrayDark u-linkUnstyled" data-container=".work_47668947" data-show=".complete" data-hide=".summarized" data-more-link-behavior="true" href="#">more</a></div><div class="complete hidden">Twenty-five people who had made voluntary, radical occupational changes in mid-career were interviewed and compared and contrasted with people remaining in matched occupations. Four categories of factors emerged from the data as being important to mid-career occupational change: factors associated with the first occupation, factors associated with the second occupation, obstacles to change, and personal factors. Dissatisfaction with the first occupation and attraction to a second occupation are both necessary for change to occur but do not in all cases cause change. Dissatisfaction results from a lack of congruence between a person's work orientations and the rewards of an occupation, and attraction results from a perceived congruence between the two. Obstacles to change are most financial in nature and can deter or delay change even when dissatisfaction and attraction exist. Differing personal beliefs about the control one has over one's life and one's ability to succeed in new areas in large part determine whether obstacles deter change or not.</div></div></div><ul class="InlineList u-ph0x u-fs13"><li class="InlineList-item logged_in_only"><div class="share_on_academia_work_button"><a class="academia_share Button Button--inverseBlue Button--sm js-bookmark-button" data-academia-share="Work/47668947" data-share-source="work_strip" data-spinner="small_white_hide_contents"><i class="fa fa-plus"></i><span class="work-strip-link-text u-ml1x" data-content="button_text">Bookmark</span></a></div></li><li class="InlineList-item"><div class="download"><a id="129ff33d56b5d8605d0ecf663cb58097" rel="nofollow" data-download="{"attachment_id":66642207,"asset_id":47668947,"asset_type":"Work","always_allow_download":false,"track":null,"button_location":"work_strip","source":null,"hide_modal":null}" class="Button Button--sm Button--inverseGreen js-download-button prompt_button doc_download" href="https://www.academia.edu/attachments/66642207/download_file?st=MTczOTgyMDg2MCw4LjIyMi4yMDguMTQ2&s=work_strip"><i class="fa fa-arrow-circle-o-down fa-lg"></i><span class="u-textUppercase u-ml1x" data-content="button_text">Download</span></a></div></li><li class="InlineList-item"><ul class="InlineList InlineList--bordered u-ph0x"><li class="InlineList-item InlineList-item--bordered"><span class="InlineList-item-text">by <span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a class="u-tcGrayDark u-fw700" data-has-card-for-user="42378738" href="https://independent.academia.edu/JeromeNeapolitan">Jerome Neapolitan</a><script data-card-contents-for-user="42378738" type="text/json">{"id":42378738,"first_name":"Jerome","last_name":"Neapolitan","domain_name":"independent","page_name":"JeromeNeapolitan","display_name":"Jerome Neapolitan","profile_url":"https://independent.academia.edu/JeromeNeapolitan?f_ri=262684","photo":"/images/s65_no_pic.png"}</script></span></span></li><li class="js-paper-rank-work_47668947 InlineList-item InlineList-item--bordered hidden"><span class="js-paper-rank-view hidden u-tcGrayDark" data-paper-rank-work-id="47668947"><i class="u-m1x fa fa-bar-chart"></i><strong class="js-paper-rank"></strong></span><script>$(function() { new Works.PaperRankView({ workId: 47668947, container: ".js-paper-rank-work_47668947", }); });</script></li><li class="js-percentile-work_47668947 InlineList-item InlineList-item--bordered hidden u-tcGrayDark"><span class="percentile-widget hidden"><span class="u-mr2x percentile-widget" style="display: none">•</span><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 47668947; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-percentile-work_47668947"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></li><li class="js-view-count-work_47668947 InlineList-item InlineList-item--bordered hidden"><div><span><span class="js-view-count view-count u-mr2x" data-work-id="47668947"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 47668947; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=47668947]").text(description); $(".js-view-count-work_47668947").attr('title', description).tooltip(); }); });</script></span><script>$(function() { $(".js-view-count-work_47668947").removeClass('hidden') })</script></div></li><li class="InlineList-item u-positionRelative" style="max-width: 250px"><div class="u-positionAbsolute" data-has-card-for-ri-list="47668947"><i class="fa fa-tag InlineList-item-icon u-positionRelative"></i>  <a class="InlineList-item-text u-positionRelative">6</a>  </div><span class="InlineList-item-text u-textTruncate u-pl9x"><a class="InlineList-item-text" data-has-card-for-ri="221" rel="nofollow" href="https://www.academia.edu/Documents/in/Psychology">Psychology</a>, <script data-card-contents-for-ri="221" type="text/json">{"id":221,"name":"Psychology","url":"https://www.academia.edu/Documents/in/Psychology?f_ri=262684","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="8688" rel="nofollow" href="https://www.academia.edu/Documents/in/Job_Satisfaction">Job Satisfaction</a>, <script data-card-contents-for-ri="8688" type="text/json">{"id":8688,"name":"Job Satisfaction","url":"https://www.academia.edu/Documents/in/Job_Satisfaction?f_ri=262684","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="50334" rel="nofollow" href="https://www.academia.edu/Documents/in/Self_Actualization">Self Actualization</a>, <script data-card-contents-for-ri="50334" type="text/json">{"id":50334,"name":"Self Actualization","url":"https://www.academia.edu/Documents/in/Self_Actualization?f_ri=262684","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="73149" rel="nofollow" href="https://www.academia.edu/Documents/in/Business_and_Management">Business and Management</a><script data-card-contents-for-ri="73149" type="text/json">{"id":73149,"name":"Business and Management","url":"https://www.academia.edu/Documents/in/Business_and_Management?f_ri=262684","nofollow":true}</script></span></li><script>(function(){ if (true) { new Aedu.ResearchInterestListCard({ el: $('*[data-has-card-for-ri-list=47668947]'), work: {"id":47668947,"title":"Occupational change in mid-career: An exploratory investigation","created_at":"2021-04-23T13:06:40.031-07:00","url":"https://www.academia.edu/47668947/Occupational_change_in_mid_career_An_exploratory_investigation?f_ri=262684","dom_id":"work_47668947","summary":"Twenty-five people who had made voluntary, radical occupational changes in mid-career were interviewed and compared and contrasted with people remaining in matched occupations. Four categories of factors emerged from the data as being important to mid-career occupational change: factors associated with the first occupation, factors associated with the second occupation, obstacles to change, and personal factors. Dissatisfaction with the first occupation and attraction to a second occupation are both necessary for change to occur but do not in all cases cause change. Dissatisfaction results from a lack of congruence between a person's work orientations and the rewards of an occupation, and attraction results from a perceived congruence between the two. Obstacles to change are most financial in nature and can deter or delay change even when dissatisfaction and attraction exist. Differing personal beliefs about the control one has over one's life and one's ability to succeed in new areas in large part determine whether obstacles deter change or not.","downloadable_attachments":[{"id":66642207,"asset_id":47668947,"asset_type":"Work","always_allow_download":false}],"ordered_authors":[{"id":42378738,"first_name":"Jerome","last_name":"Neapolitan","domain_name":"independent","page_name":"JeromeNeapolitan","display_name":"Jerome Neapolitan","profile_url":"https://independent.academia.edu/JeromeNeapolitan?f_ri=262684","photo":"/images/s65_no_pic.png"}],"research_interests":[{"id":221,"name":"Psychology","url":"https://www.academia.edu/Documents/in/Psychology?f_ri=262684","nofollow":true},{"id":8688,"name":"Job Satisfaction","url":"https://www.academia.edu/Documents/in/Job_Satisfaction?f_ri=262684","nofollow":true},{"id":50334,"name":"Self Actualization","url":"https://www.academia.edu/Documents/in/Self_Actualization?f_ri=262684","nofollow":true},{"id":73149,"name":"Business and Management","url":"https://www.academia.edu/Documents/in/Business_and_Management?f_ri=262684","nofollow":true},{"id":86018,"name":"Locus of Control","url":"https://www.academia.edu/Documents/in/Locus_of_Control?f_ri=262684"},{"id":262684,"name":"Personality Traits","url":"https://www.academia.edu/Documents/in/Personality_Traits?f_ri=262684"}]}, }) } })();</script></ul></li></ul></div></div><div class="u-borderBottom1 u-borderColorGrayLighter"><div class="clearfix u-pv7x u-mb0x js-work-card work_26021178" data-work_id="26021178" itemscope="itemscope" itemtype="https://schema.org/ScholarlyArticle"><div class="header"><div class="title u-fontSerif u-fs22 u-lineHeight1_3"><a class="u-tcGrayDarkest js-work-link" href="https://www.academia.edu/26021178/Birth_Order_Effects_on_Holland_Type_Occupational_Interests_and_Values">Birth Order Effects on Holland Type, Occupational Interests, and Values</a></div></div><div class="u-pb4x u-mt3x"><div class="summary u-fs14 u-fw300 u-lineHeight1_5 u-tcGrayDarkest"><div class="summarized">This investigation examined in two different samples, whether only children differ significantly from firstborn and later-born children in terms of their vocational personality type as described in Holland's RIASEC model, occupational... <a class="more_link u-tcGrayDark u-linkUnstyled" data-container=".work_26021178" data-show=".complete" data-hide=".summarized" data-more-link-behavior="true" href="#">more</a></div><div class="complete hidden">This investigation examined in two different samples, whether only children differ significantly from firstborn and later-born children in terms of their vocational personality type as described in Holland's RIASEC model, occupational interests, and work values. Literature on family configuration and vocational behavior is reviewed, and current theories relating career and family variables are discussed. Study 1 (medical students) examined the effects of birth order on vocational interest patterns and work values. ANOVA results indicated significant differences among three birth-order groups derived from a medical student sample in their vocational personality types, occupational interests, and work values. Support for birth-order differences in vocational type within a college student sample using ANOVA procedures failed to emerge in Study 2 (of college students), although some additional support was found for differences in occupational interests among the three birth-order groups. Findings from the two studies are related to each other and limitations are discussed. Research and counseling implications are addressed. (EMK)</div></div></div><ul class="InlineList u-ph0x u-fs13"><li class="InlineList-item logged_in_only"><div class="share_on_academia_work_button"><a class="academia_share Button Button--inverseBlue Button--sm js-bookmark-button" data-academia-share="Work/26021178" data-share-source="work_strip" data-spinner="small_white_hide_contents"><i class="fa fa-plus"></i><span class="work-strip-link-text u-ml1x" data-content="button_text">Bookmark</span></a></div></li><li class="InlineList-item"><div class="download"><a id="7dff644a56df13690c46d2251d76f7a8" rel="nofollow" data-download="{"attachment_id":46366381,"asset_id":26021178,"asset_type":"Work","always_allow_download":false,"track":null,"button_location":"work_strip","source":null,"hide_modal":null}" class="Button Button--sm Button--inverseGreen js-download-button prompt_button doc_download" href="https://www.academia.edu/attachments/46366381/download_file?st=MTczOTgyMDg2MCw4LjIyMi4yMDguMTQ2&s=work_strip"><i class="fa fa-arrow-circle-o-down fa-lg"></i><span class="u-textUppercase u-ml1x" data-content="button_text">Download</span></a></div></li><li class="InlineList-item"><ul class="InlineList InlineList--bordered u-ph0x"><li class="InlineList-item InlineList-item--bordered"><span class="InlineList-item-text">by <span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a class="u-tcGrayDark u-fw700" data-has-card-for-user="40366800" href="https://michiganstate.academia.edu/FLeong">Frederick Leong</a><script data-card-contents-for-user="40366800" type="text/json">{"id":40366800,"first_name":"Frederick","last_name":"Leong","domain_name":"michiganstate","page_name":"FLeong","display_name":"Frederick Leong","profile_url":"https://michiganstate.academia.edu/FLeong?f_ri=262684","photo":"https://0.academia-photos.com/40366800/11026477/12304940/s65_frederick.leong.jpg"}</script></span></span></li><li class="js-paper-rank-work_26021178 InlineList-item InlineList-item--bordered hidden"><span class="js-paper-rank-view hidden u-tcGrayDark" data-paper-rank-work-id="26021178"><i class="u-m1x fa fa-bar-chart"></i><strong class="js-paper-rank"></strong></span><script>$(function() { new Works.PaperRankView({ workId: 26021178, container: ".js-paper-rank-work_26021178", }); });</script></li><li class="js-percentile-work_26021178 InlineList-item InlineList-item--bordered hidden u-tcGrayDark"><span class="percentile-widget hidden"><span class="u-mr2x percentile-widget" style="display: none">•</span><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 26021178; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-percentile-work_26021178"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></li><li class="js-view-count-work_26021178 InlineList-item InlineList-item--bordered hidden"><div><span><span class="js-view-count view-count u-mr2x" data-work-id="26021178"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 26021178; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=26021178]").text(description); $(".js-view-count-work_26021178").attr('title', description).tooltip(); }); });</script></span><script>$(function() { $(".js-view-count-work_26021178").removeClass('hidden') })</script></div></li><li class="InlineList-item u-positionRelative" style="max-width: 250px"><div class="u-positionAbsolute" data-has-card-for-ri-list="26021178"><i class="fa fa-tag InlineList-item-icon u-positionRelative"></i>  <a class="InlineList-item-text u-positionRelative">3</a>  </div><span class="InlineList-item-text u-textTruncate u-pl9x"><a class="InlineList-item-text" data-has-card-for-ri="2621" rel="nofollow" href="https://www.academia.edu/Documents/in/Higher_Education">Higher Education</a>, <script data-card-contents-for-ri="2621" type="text/json">{"id":2621,"name":"Higher Education","url":"https://www.academia.edu/Documents/in/Higher_Education?f_ri=262684","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="3376" rel="nofollow" href="https://www.academia.edu/Documents/in/Values">Values</a>, <script data-card-contents-for-ri="3376" type="text/json">{"id":3376,"name":"Values","url":"https://www.academia.edu/Documents/in/Values?f_ri=262684","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="262684" rel="nofollow" href="https://www.academia.edu/Documents/in/Personality_Traits">Personality Traits</a><script data-card-contents-for-ri="262684" type="text/json">{"id":262684,"name":"Personality Traits","url":"https://www.academia.edu/Documents/in/Personality_Traits?f_ri=262684","nofollow":true}</script></span></li><script>(function(){ if (true) { new Aedu.ResearchInterestListCard({ el: $('*[data-has-card-for-ri-list=26021178]'), work: {"id":26021178,"title":"Birth Order Effects on Holland Type, Occupational Interests, and Values","created_at":"2016-06-09T10:20:10.803-07:00","url":"https://www.academia.edu/26021178/Birth_Order_Effects_on_Holland_Type_Occupational_Interests_and_Values?f_ri=262684","dom_id":"work_26021178","summary":"This investigation examined in two different samples, whether only children differ significantly from firstborn and later-born children in terms of their vocational personality type as described in Holland's RIASEC model, occupational interests, and work values. Literature on family configuration and vocational behavior is reviewed, and current theories relating career and family variables are discussed. Study 1 (medical students) examined the effects of birth order on vocational interest patterns and work values. ANOVA results indicated significant differences among three birth-order groups derived from a medical student sample in their vocational personality types, occupational interests, and work values. Support for birth-order differences in vocational type within a college student sample using ANOVA procedures failed to emerge in Study 2 (of college students), although some additional support was found for differences in occupational interests among the three birth-order groups. Findings from the two studies are related to each other and limitations are discussed. Research and counseling implications are addressed. (EMK)","downloadable_attachments":[{"id":46366381,"asset_id":26021178,"asset_type":"Work","always_allow_download":false}],"ordered_authors":[{"id":40366800,"first_name":"Frederick","last_name":"Leong","domain_name":"michiganstate","page_name":"FLeong","display_name":"Frederick Leong","profile_url":"https://michiganstate.academia.edu/FLeong?f_ri=262684","photo":"https://0.academia-photos.com/40366800/11026477/12304940/s65_frederick.leong.jpg"}],"research_interests":[{"id":2621,"name":"Higher Education","url":"https://www.academia.edu/Documents/in/Higher_Education?f_ri=262684","nofollow":true},{"id":3376,"name":"Values","url":"https://www.academia.edu/Documents/in/Values?f_ri=262684","nofollow":true},{"id":262684,"name":"Personality Traits","url":"https://www.academia.edu/Documents/in/Personality_Traits?f_ri=262684","nofollow":true}]}, }) } })();</script></ul></li></ul></div></div><div class="u-borderBottom1 u-borderColorGrayLighter"><div class="clearfix u-pv7x u-mb0x js-work-card work_13877808 coauthored" data-work_id="13877808" itemscope="itemscope" itemtype="https://schema.org/ScholarlyArticle"><div class="header"><div class="title u-fontSerif u-fs22 u-lineHeight1_3"><a class="u-tcGrayDarkest js-work-link" href="https://www.academia.edu/13877808/Personal_fables_narcissism_and_adolescent_adjustment">Personal fables, narcissism, and adolescent adjustment</a></div></div><div class="u-pb4x u-mt3x"></div><ul class="InlineList u-ph0x u-fs13"><li class="InlineList-item logged_in_only"><div class="share_on_academia_work_button"><a class="academia_share Button Button--inverseBlue Button--sm js-bookmark-button" data-academia-share="Work/13877808" data-share-source="work_strip" data-spinner="small_white_hide_contents"><i class="fa fa-plus"></i><span class="work-strip-link-text u-ml1x" data-content="button_text">Bookmark</span></a></div></li><li class="InlineList-item"><div class="download"><a id="7bbab9f22f51ce811d3aeee4469dbf25" rel="nofollow" data-download="{"attachment_id":44847290,"asset_id":13877808,"asset_type":"Work","always_allow_download":false,"track":null,"button_location":"work_strip","source":null,"hide_modal":null}" class="Button Button--sm Button--inverseGreen js-download-button prompt_button doc_download" href="https://www.academia.edu/attachments/44847290/download_file?st=MTczOTgyMDg2MCw4LjIyMi4yMDguMTQ2&s=work_strip"><i class="fa fa-arrow-circle-o-down fa-lg"></i><span class="u-textUppercase u-ml1x" data-content="button_text">Download</span></a></div></li><li class="InlineList-item"><ul class="InlineList InlineList--bordered u-ph0x"><li class="InlineList-item InlineList-item--bordered"><span class="InlineList-item-text">by <span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a class="u-tcGrayDark u-fw700" data-has-card-for-user="32957586" href="https://indiana.academia.edu/MatthewAalsma">Matthew Aalsma</a><script data-card-contents-for-user="32957586" type="text/json">{"id":32957586,"first_name":"Matthew","last_name":"Aalsma","domain_name":"indiana","page_name":"MatthewAalsma","display_name":"Matthew Aalsma","profile_url":"https://indiana.academia.edu/MatthewAalsma?f_ri=262684","photo":"/images/s65_no_pic.png"}</script></span></span><span class="u-displayInlineBlock InlineList-item-text"> and <span class="u-textDecorationUnderline u-clickable InlineList-item-text js-work-more-authors-13877808">+1</span><div class="hidden js-additional-users-13877808"><div><span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a href="https://nd.academia.edu/DanielLapsley">Daniel Lapsley</a></span></div></div></span><script>(function(){ var popoverSettings = { el: $('.js-work-more-authors-13877808'), placement: 'bottom', hide_delay: 200, html: true, content: function(){ return $('.js-additional-users-13877808').html(); } } new HoverPopover(popoverSettings); })();</script></li><li class="js-paper-rank-work_13877808 InlineList-item InlineList-item--bordered hidden"><span class="js-paper-rank-view hidden u-tcGrayDark" data-paper-rank-work-id="13877808"><i class="u-m1x fa fa-bar-chart"></i><strong class="js-paper-rank"></strong></span><script>$(function() { new Works.PaperRankView({ workId: 13877808, container: ".js-paper-rank-work_13877808", }); });</script></li><li class="js-percentile-work_13877808 InlineList-item InlineList-item--bordered hidden u-tcGrayDark"><span class="percentile-widget hidden"><span class="u-mr2x percentile-widget" style="display: none">•</span><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 13877808; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-percentile-work_13877808"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></li><li class="js-view-count-work_13877808 InlineList-item InlineList-item--bordered hidden"><div><span><span class="js-view-count view-count u-mr2x" data-work-id="13877808"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 13877808; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=13877808]").text(description); $(".js-view-count-work_13877808").attr('title', description).tooltip(); }); });</script></span><script>$(function() { $(".js-view-count-work_13877808").removeClass('hidden') })</script></div></li><li class="InlineList-item u-positionRelative" style="max-width: 250px"><div class="u-positionAbsolute" data-has-card-for-ri-list="13877808"><i class="fa fa-tag InlineList-item-icon u-positionRelative"></i>  <a class="InlineList-item-text u-positionRelative">10</a>  </div><span class="InlineList-item-text u-textTruncate u-pl10x"><a class="InlineList-item-text" data-has-card-for-ri="221" rel="nofollow" href="https://www.academia.edu/Documents/in/Psychology">Psychology</a>, <script data-card-contents-for-ri="221" type="text/json">{"id":221,"name":"Psychology","url":"https://www.academia.edu/Documents/in/Psychology?f_ri=262684","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="2672" rel="nofollow" href="https://www.academia.edu/Documents/in/Personality">Personality</a>, <script data-card-contents-for-ri="2672" type="text/json">{"id":2672,"name":"Personality","url":"https://www.academia.edu/Documents/in/Personality?f_ri=262684","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="2827" rel="nofollow" href="https://www.academia.edu/Documents/in/Mental_Health">Mental Health</a>, <script data-card-contents-for-ri="2827" type="text/json">{"id":2827,"name":"Mental Health","url":"https://www.academia.edu/Documents/in/Mental_Health?f_ri=262684","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="3217" rel="nofollow" href="https://www.academia.edu/Documents/in/Depression">Depression</a><script data-card-contents-for-ri="3217" type="text/json">{"id":3217,"name":"Depression","url":"https://www.academia.edu/Documents/in/Depression?f_ri=262684","nofollow":true}</script></span></li><script>(function(){ if (true) { new Aedu.ResearchInterestListCard({ el: $('*[data-has-card-for-ri-list=13877808]'), work: {"id":13877808,"title":"Personal fables, narcissism, and adolescent adjustment","created_at":"2015-07-10T04:14:42.530-07:00","url":"https://www.academia.edu/13877808/Personal_fables_narcissism_and_adolescent_adjustment?f_ri=262684","dom_id":"work_13877808","summary":null,"downloadable_attachments":[{"id":44847290,"asset_id":13877808,"asset_type":"Work","always_allow_download":false}],"ordered_authors":[{"id":32957586,"first_name":"Matthew","last_name":"Aalsma","domain_name":"indiana","page_name":"MatthewAalsma","display_name":"Matthew Aalsma","profile_url":"https://indiana.academia.edu/MatthewAalsma?f_ri=262684","photo":"/images/s65_no_pic.png"},{"id":304005285,"first_name":"Daniel","last_name":"Lapsley","domain_name":"nd","page_name":"DanielLapsley","display_name":"Daniel Lapsley","profile_url":"https://nd.academia.edu/DanielLapsley?f_ri=262684","photo":"https://0.academia-photos.com/304005285/159113630/148770027/s65_daniel.lapsley.jpg"}],"research_interests":[{"id":221,"name":"Psychology","url":"https://www.academia.edu/Documents/in/Psychology?f_ri=262684","nofollow":true},{"id":2672,"name":"Personality","url":"https://www.academia.edu/Documents/in/Personality?f_ri=262684","nofollow":true},{"id":2827,"name":"Mental Health","url":"https://www.academia.edu/Documents/in/Mental_Health?f_ri=262684","nofollow":true},{"id":3217,"name":"Depression","url":"https://www.academia.edu/Documents/in/Depression?f_ri=262684","nofollow":true},{"id":13590,"name":"Risk Taking","url":"https://www.academia.edu/Documents/in/Risk_Taking?f_ri=262684"},{"id":18866,"name":"Beliefs","url":"https://www.academia.edu/Documents/in/Beliefs?f_ri=262684"},{"id":22503,"name":"Delinquency","url":"https://www.academia.edu/Documents/in/Delinquency?f_ri=262684"},{"id":129428,"name":"Drug Addiction","url":"https://www.academia.edu/Documents/in/Drug_Addiction?f_ri=262684"},{"id":262684,"name":"Personality Traits","url":"https://www.academia.edu/Documents/in/Personality_Traits?f_ri=262684"},{"id":313857,"name":"Risk Factor","url":"https://www.academia.edu/Documents/in/Risk_Factor?f_ri=262684"}]}, }) } })();</script></ul></li></ul></div></div><div class="u-borderBottom1 u-borderColorGrayLighter"><div class="clearfix u-pv7x u-mb0x js-work-card work_69259696" data-work_id="69259696" itemscope="itemscope" itemtype="https://schema.org/ScholarlyArticle"><div class="header"><div class="title u-fontSerif u-fs22 u-lineHeight1_3"><a class="u-tcGrayDarkest js-work-link" href="https://www.academia.edu/69259696/Adolescent_suicide_risk_Four_psychosocial_factors">Adolescent suicide risk: Four psychosocial factors</a></div></div><div class="u-pb4x u-mt3x"><div class="summary u-fs14 u-fw300 u-lineHeight1_5 u-tcGrayDarkest"><div class="summarized">Adolescent suicide research has, by and large, focused on demographic risk factors (Brent, Baugher, & Bridge, 1999; Levy, Jurkovic, & Spirito, 1995). This approach provides descriptive data and correlates demographics with suicide risk.... <a class="more_link u-tcGrayDark u-linkUnstyled" data-container=".work_69259696" data-show=".complete" data-hide=".summarized" data-more-link-behavior="true" href="#">more</a></div><div class="complete hidden">Adolescent suicide research has, by and large, focused on demographic risk factors (Brent, Baugher, & Bridge, 1999; Levy, Jurkovic, & Spirito, 1995). This approach provides descriptive data and correlates demographics with suicide risk. Numerous studies have examined ...</div></div></div><ul class="InlineList u-ph0x u-fs13"><li class="InlineList-item logged_in_only"><div class="share_on_academia_work_button"><a class="academia_share Button Button--inverseBlue Button--sm js-bookmark-button" data-academia-share="Work/69259696" data-share-source="work_strip" data-spinner="small_white_hide_contents"><i class="fa fa-plus"></i><span class="work-strip-link-text u-ml1x" data-content="button_text">Bookmark</span></a></div></li><li class="InlineList-item"><div class="download"><a id="156c4b738fa2483252cd97368d522f11" rel="nofollow" data-download="{"attachment_id":79423490,"asset_id":69259696,"asset_type":"Work","always_allow_download":false,"track":null,"button_location":"work_strip","source":null,"hide_modal":null}" class="Button Button--sm Button--inverseGreen js-download-button prompt_button doc_download" href="https://www.academia.edu/attachments/79423490/download_file?st=MTczOTgyMDg2MCw4LjIyMi4yMDguMTQ2&s=work_strip"><i class="fa fa-arrow-circle-o-down fa-lg"></i><span class="u-textUppercase u-ml1x" data-content="button_text">Download</span></a></div></li><li class="InlineList-item"><ul class="InlineList InlineList--bordered u-ph0x"><li class="InlineList-item InlineList-item--bordered"><span class="InlineList-item-text">by <span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a class="u-tcGrayDark u-fw700" data-has-card-for-user="19791385" href="https://independent.academia.edu/PhilipRutter">Philip Rutter</a><script data-card-contents-for-user="19791385" type="text/json">{"id":19791385,"first_name":"Philip","last_name":"Rutter","domain_name":"independent","page_name":"PhilipRutter","display_name":"Philip Rutter","profile_url":"https://independent.academia.edu/PhilipRutter?f_ri=262684","photo":"https://0.academia-photos.com/19791385/5506503/6274874/s65_philip.rutter.jpg_oh_6bd2d7f8b270222f421cb8385ec19477_oe_54aa61c4___gda___1425456082_681d32219a0f57709e0a93d50ed47d9c"}</script></span></span></li><li class="js-paper-rank-work_69259696 InlineList-item InlineList-item--bordered hidden"><span class="js-paper-rank-view hidden u-tcGrayDark" data-paper-rank-work-id="69259696"><i class="u-m1x fa fa-bar-chart"></i><strong class="js-paper-rank"></strong></span><script>$(function() { new Works.PaperRankView({ workId: 69259696, container: ".js-paper-rank-work_69259696", }); 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Levy, Jurkovic, \u0026 Spirito, 1995). This approach provides descriptive data and correlates demographics with suicide risk. Numerous studies have examined ...","downloadable_attachments":[{"id":79423490,"asset_id":69259696,"asset_type":"Work","always_allow_download":false}],"ordered_authors":[{"id":19791385,"first_name":"Philip","last_name":"Rutter","domain_name":"independent","page_name":"PhilipRutter","display_name":"Philip Rutter","profile_url":"https://independent.academia.edu/PhilipRutter?f_ri=262684","photo":"https://0.academia-photos.com/19791385/5506503/6274874/s65_philip.rutter.jpg_oh_6bd2d7f8b270222f421cb8385ec19477_oe_54aa61c4___gda___1425456082_681d32219a0f57709e0a93d50ed47d9c"}],"research_interests":[{"id":221,"name":"Psychology","url":"https://www.academia.edu/Documents/in/Psychology?f_ri=262684","nofollow":true},{"id":8981,"name":"Suicide","url":"https://www.academia.edu/Documents/in/Suicide?f_ri=262684","nofollow":true},{"id":11015,"name":"Social Support","url":"https://www.academia.edu/Documents/in/Social_Support?f_ri=262684","nofollow":true},{"id":22506,"name":"Adolescent","url":"https://www.academia.edu/Documents/in/Adolescent?f_ri=262684","nofollow":true},{"id":27240,"name":"Prevention","url":"https://www.academia.edu/Documents/in/Prevention?f_ri=262684"},{"id":82944,"name":"Adolescence","url":"https://www.academia.edu/Documents/in/Adolescence?f_ri=262684"},{"id":262684,"name":"Personality Traits","url":"https://www.academia.edu/Documents/in/Personality_Traits?f_ri=262684"},{"id":1294746,"name":"Attempted Suicide","url":"https://www.academia.edu/Documents/in/Attempted_Suicide?f_ri=262684"}]}, }) } })();</script></ul></li></ul></div></div><div class="u-borderBottom1 u-borderColorGrayLighter"><div class="clearfix u-pv7x u-mb0x js-work-card work_52913195" data-work_id="52913195" itemscope="itemscope" itemtype="https://schema.org/ScholarlyArticle"><div class="header"><div class="title u-fontSerif u-fs22 u-lineHeight1_3"><a class="u-tcGrayDarkest js-work-link" href="https://www.academia.edu/52913195/Playing_for_keeps_life_and_learning_on_a_public_school_playground">Playing for keeps: life and learning on a public school playground</a></div></div><div class="u-pb4x u-mt3x"></div><ul class="InlineList u-ph0x u-fs13"><li class="InlineList-item logged_in_only"><div class="share_on_academia_work_button"><a class="academia_share Button Button--inverseBlue Button--sm js-bookmark-button" data-academia-share="Work/52913195" data-share-source="work_strip" data-spinner="small_white_hide_contents"><i class="fa fa-plus"></i><span class="work-strip-link-text u-ml1x" data-content="button_text">Bookmark</span></a></div></li><li class="InlineList-item"><div class="download"><a id="0780724ca2b0a0c3d72c27b5679d0a20" rel="nofollow" data-download="{"attachment_id":69945737,"asset_id":52913195,"asset_type":"Work","always_allow_download":false,"track":null,"button_location":"work_strip","source":null,"hide_modal":null}" class="Button Button--sm Button--inverseGreen js-download-button prompt_button doc_download" href="https://www.academia.edu/attachments/69945737/download_file?st=MTczOTgyMDg2MCw4LjIyMi4yMDguMTQ2&s=work_strip"><i class="fa fa-arrow-circle-o-down fa-lg"></i><span class="u-textUppercase u-ml1x" data-content="button_text">Download</span></a></div></li><li class="InlineList-item"><ul class="InlineList InlineList--bordered u-ph0x"><li class="InlineList-item InlineList-item--bordered"><span class="InlineList-item-text">by <span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a class="u-tcGrayDark u-fw700" data-has-card-for-user="38777721" href="https://independent.academia.edu/DeborahMeier">Deborah Meier</a><script data-card-contents-for-user="38777721" type="text/json">{"id":38777721,"first_name":"Deborah","last_name":"Meier","domain_name":"independent","page_name":"DeborahMeier","display_name":"Deborah Meier","profile_url":"https://independent.academia.edu/DeborahMeier?f_ri=262684","photo":"https://gravatar.com/avatar/6884dd355a2af0710eb8920048175066?s=65"}</script></span></span></li><li class="js-paper-rank-work_52913195 InlineList-item InlineList-item--bordered hidden"><span class="js-paper-rank-view hidden u-tcGrayDark" data-paper-rank-work-id="52913195"><i class="u-m1x fa fa-bar-chart"></i><strong class="js-paper-rank"></strong></span><script>$(function() { new Works.PaperRankView({ workId: 52913195, container: ".js-paper-rank-work_52913195", }); });</script></li><li class="js-percentile-work_52913195 InlineList-item InlineList-item--bordered hidden u-tcGrayDark"><span class="percentile-widget hidden"><span class="u-mr2x percentile-widget" style="display: none">•</span><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 52913195; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-percentile-work_52913195"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></li><li class="js-view-count-work_52913195 InlineList-item InlineList-item--bordered hidden"><div><span><span class="js-view-count view-count u-mr2x" data-work-id="52913195"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 52913195; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=52913195]").text(description); $(".js-view-count-work_52913195").attr('title', description).tooltip(); }); });</script></span><script>$(function() { $(".js-view-count-work_52913195").removeClass('hidden') })</script></div></li><li class="InlineList-item u-positionRelative" style="max-width: 250px"><div class="u-positionAbsolute" data-has-card-for-ri-list="52913195"><i class="fa fa-tag InlineList-item-icon u-positionRelative"></i>  <a class="InlineList-item-text u-positionRelative">5</a>  </div><span class="InlineList-item-text u-textTruncate u-pl9x"><a class="InlineList-item-text" data-has-card-for-ri="4583" rel="nofollow" href="https://www.academia.edu/Documents/in/Child_Development">Child Development</a>, <script data-card-contents-for-ri="4583" type="text/json">{"id":4583,"name":"Child Development","url":"https://www.academia.edu/Documents/in/Child_Development?f_ri=262684","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="15838" rel="nofollow" href="https://www.academia.edu/Documents/in/Imagination">Imagination</a>, <script data-card-contents-for-ri="15838" type="text/json">{"id":15838,"name":"Imagination","url":"https://www.academia.edu/Documents/in/Imagination?f_ri=262684","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="49000" rel="nofollow" href="https://www.academia.edu/Documents/in/Observation">Observation</a>, <script data-card-contents-for-ri="49000" type="text/json">{"id":49000,"name":"Observation","url":"https://www.academia.edu/Documents/in/Observation?f_ri=262684","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="262684" rel="nofollow" href="https://www.academia.edu/Documents/in/Personality_Traits">Personality Traits</a><script data-card-contents-for-ri="262684" type="text/json">{"id":262684,"name":"Personality Traits","url":"https://www.academia.edu/Documents/in/Personality_Traits?f_ri=262684","nofollow":true}</script></span></li><script>(function(){ if (true) { new Aedu.ResearchInterestListCard({ el: $('*[data-has-card-for-ri-list=52913195]'), work: {"id":52913195,"title":"Playing for keeps: life and learning on a public school playground","created_at":"2021-09-19T18:39:13.444-07:00","url":"https://www.academia.edu/52913195/Playing_for_keeps_life_and_learning_on_a_public_school_playground?f_ri=262684","dom_id":"work_52913195","summary":null,"downloadable_attachments":[{"id":69945737,"asset_id":52913195,"asset_type":"Work","always_allow_download":false}],"ordered_authors":[{"id":38777721,"first_name":"Deborah","last_name":"Meier","domain_name":"independent","page_name":"DeborahMeier","display_name":"Deborah Meier","profile_url":"https://independent.academia.edu/DeborahMeier?f_ri=262684","photo":"https://gravatar.com/avatar/6884dd355a2af0710eb8920048175066?s=65"}],"research_interests":[{"id":4583,"name":"Child Development","url":"https://www.academia.edu/Documents/in/Child_Development?f_ri=262684","nofollow":true},{"id":15838,"name":"Imagination","url":"https://www.academia.edu/Documents/in/Imagination?f_ri=262684","nofollow":true},{"id":49000,"name":"Observation","url":"https://www.academia.edu/Documents/in/Observation?f_ri=262684","nofollow":true},{"id":262684,"name":"Personality Traits","url":"https://www.academia.edu/Documents/in/Personality_Traits?f_ri=262684","nofollow":true},{"id":3014106,"name":"Teachers College","url":"https://www.academia.edu/Documents/in/Teachers_College-1?f_ri=262684"}]}, }) } })();</script></ul></li></ul></div></div><div class="u-borderBottom1 u-borderColorGrayLighter"><div class="clearfix u-pv7x u-mb0x js-work-card work_7423881" data-work_id="7423881" itemscope="itemscope" itemtype="https://schema.org/ScholarlyArticle"><div class="header"><div class="title u-fontSerif u-fs22 u-lineHeight1_3"><a class="u-tcGrayDarkest js-work-link" href="https://www.academia.edu/7423881/Discriminant_and_convergent_validity_of_TEMPS_A_P_correlation_with_MMPI_and_the_emotional_affective_state_following_a_stressful_situation">Discriminant and convergent validity of TEMPS-A[P] correlation with MMPI and the emotional-affective state following a stressful situation</a></div></div><div class="u-pb4x u-mt3x"><div class="summary u-fs14 u-fw300 u-lineHeight1_5 u-tcGrayDarkest"><div class="summarized">Background: The temperament evaluation of the Memphis, Pisa, Paris and San Diego questionnaire (TEMPS), in its rater-wise and its self-evaluation forms, has been designed to evaluate temperamental characteristics in clinical and... <a class="more_link u-tcGrayDark u-linkUnstyled" data-container=".work_7423881" data-show=".complete" data-hide=".summarized" data-more-link-behavior="true" href="#">more</a></div><div class="complete hidden">Background: The temperament evaluation of the Memphis, Pisa, Paris and San Diego questionnaire (TEMPS), in its rater-wise and its self-evaluation forms, has been designed to evaluate temperamental characteristics in clinical and non-clinical populations. The validation process is currently in progress in various countries. In order to improve this validation process we have extended the area of correlations of its self-evaluation form (TEMPS-A[P]) to MMPI, and to a special RS that allows assessment of the emotional-affective state following a stressful situation. Methods: In 693 candidates applying to become cadets in the Italian Air Force we have assessed the correlation between the TEMPS-A[P] and the MMPI validity and clinical scales, and administered an emotional-affective state questionnaire (EAS-RS) after they had gone through the stressful challenge of taking an academy entrance examination. Results: As regards MMPI validity scales, TEMPS-A[P] depressive candidates tend to report their symptoms sincerely. Hyperthymic candidates tend to give false answers so that others will see them in a good light. Cyclothymic and irritable candidates tend to exaggerate symptoms. As regards the MMPI clinical scales, a low level of linkage between affective temperaments and abnormal personality traits was found. As regards EAS-RS: hyperthymic temperament on one hand, and cyclothymic and depressive temperaments on the other, are characterized by counterpolar emotional states following the test; these are desirable in the first case and undesirable in the other two. Conclusions: The convergent and discriminant validity of TEMPS-A[P] was confirmed. From a personalistic point of view, temperaments seem to belong to the realm of normality rather than to that of pathology, in line with their putative adaptive role.</div></div></div><ul class="InlineList u-ph0x u-fs13"><li class="InlineList-item logged_in_only"><div class="share_on_academia_work_button"><a class="academia_share Button Button--inverseBlue Button--sm js-bookmark-button" data-academia-share="Work/7423881" data-share-source="work_strip" data-spinner="small_white_hide_contents"><i class="fa fa-plus"></i><span class="work-strip-link-text u-ml1x" data-content="button_text">Bookmark</span></a></div></li><li class="InlineList-item"><div class="download"><a id="e68631a4ec0ad6329b4b512c1e07b9fd" rel="nofollow" data-download="{"attachment_id":48492732,"asset_id":7423881,"asset_type":"Work","always_allow_download":false,"track":null,"button_location":"work_strip","source":null,"hide_modal":null}" class="Button Button--sm Button--inverseGreen js-download-button prompt_button doc_download" href="https://www.academia.edu/attachments/48492732/download_file?st=MTczOTgyMDg2MCw4LjIyMi4yMDguMTQ2&s=work_strip"><i class="fa fa-arrow-circle-o-down fa-lg"></i><span class="u-textUppercase u-ml1x" data-content="button_text">Download</span></a></div></li><li class="InlineList-item"><ul class="InlineList InlineList--bordered u-ph0x"><li class="InlineList-item InlineList-item--bordered"><span class="InlineList-item-text">by <span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a class="u-tcGrayDark u-fw700" data-has-card-for-user="13173798" href="https://independent.academia.edu/LucaRovai">Luca Rovai</a><script data-card-contents-for-user="13173798" type="text/json">{"id":13173798,"first_name":"Luca","last_name":"Rovai","domain_name":"independent","page_name":"LucaRovai","display_name":"Luca Rovai","profile_url":"https://independent.academia.edu/LucaRovai?f_ri=262684","photo":"https://0.academia-photos.com/13173798/3707400/4344700/s65_luca.rovai.jpg"}</script></span></span></li><li class="js-paper-rank-work_7423881 InlineList-item InlineList-item--bordered hidden"><span class="js-paper-rank-view hidden u-tcGrayDark" data-paper-rank-work-id="7423881"><i class="u-m1x fa fa-bar-chart"></i><strong class="js-paper-rank"></strong></span><script>$(function() { new Works.PaperRankView({ workId: 7423881, container: ".js-paper-rank-work_7423881", }); 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The validation process is currently in progress in various countries. In order to improve this validation process we have extended the area of correlations of its self-evaluation form (TEMPS-A[P]) to MMPI, and to a special RS that allows assessment of the emotional-affective state following a stressful situation. Methods: In 693 candidates applying to become cadets in the Italian Air Force we have assessed the correlation between the TEMPS-A[P] and the MMPI validity and clinical scales, and administered an emotional-affective state questionnaire (EAS-RS) after they had gone through the stressful challenge of taking an academy entrance examination. Results: As regards MMPI validity scales, TEMPS-A[P] depressive candidates tend to report their symptoms sincerely. Hyperthymic candidates tend to give false answers so that others will see them in a good light. Cyclothymic and irritable candidates tend to exaggerate symptoms. As regards the MMPI clinical scales, a low level of linkage between affective temperaments and abnormal personality traits was found. As regards EAS-RS: hyperthymic temperament on one hand, and cyclothymic and depressive temperaments on the other, are characterized by counterpolar emotional states following the test; these are desirable in the first case and undesirable in the other two. Conclusions: The convergent and discriminant validity of TEMPS-A[P] was confirmed. From a personalistic point of view, temperaments seem to belong to the realm of normality rather than to that of pathology, in line with their putative adaptive role.","downloadable_attachments":[{"id":48492732,"asset_id":7423881,"asset_type":"Work","always_allow_download":false}],"ordered_authors":[{"id":13173798,"first_name":"Luca","last_name":"Rovai","domain_name":"independent","page_name":"LucaRovai","display_name":"Luca Rovai","profile_url":"https://independent.academia.edu/LucaRovai?f_ri=262684","photo":"https://0.academia-photos.com/13173798/3707400/4344700/s65_luca.rovai.jpg"}],"research_interests":[{"id":2599,"name":"Psychometrics","url":"https://www.academia.edu/Documents/in/Psychometrics?f_ri=262684","nofollow":true},{"id":2672,"name":"Personality","url":"https://www.academia.edu/Documents/in/Personality?f_ri=262684","nofollow":true},{"id":9729,"name":"Stress","url":"https://www.academia.edu/Documents/in/Stress?f_ri=262684","nofollow":true},{"id":22506,"name":"Adolescent","url":"https://www.academia.edu/Documents/in/Adolescent?f_ri=262684","nofollow":true},{"id":24625,"name":"Employment","url":"https://www.academia.edu/Documents/in/Employment?f_ri=262684"},{"id":50238,"name":"Affect","url":"https://www.academia.edu/Documents/in/Affect?f_ri=262684"},{"id":51513,"name":"Test Validation","url":"https://www.academia.edu/Documents/in/Test_Validation?f_ri=262684"},{"id":67516,"name":"Affective Disorders","url":"https://www.academia.edu/Documents/in/Affective_Disorders?f_ri=262684"},{"id":73785,"name":"Personality Assessment Inventory","url":"https://www.academia.edu/Documents/in/Personality_Assessment_Inventory?f_ri=262684"},{"id":88878,"name":"Questionnaire","url":"https://www.academia.edu/Documents/in/Questionnaire?f_ri=262684"},{"id":104434,"name":"Construct Validity","url":"https://www.academia.edu/Documents/in/Construct_Validity?f_ri=262684"},{"id":133057,"name":"Young Adult","url":"https://www.academia.edu/Documents/in/Young_Adult?f_ri=262684"},{"id":134348,"name":"Temperament","url":"https://www.academia.edu/Documents/in/Temperament?f_ri=262684"},{"id":262684,"name":"Personality Traits","url":"https://www.academia.edu/Documents/in/Personality_Traits?f_ri=262684"},{"id":327850,"name":"Questionnaires","url":"https://www.academia.edu/Documents/in/Questionnaires?f_ri=262684"},{"id":349008,"name":"Convergent Validity","url":"https://www.academia.edu/Documents/in/Convergent_Validity?f_ri=262684"},{"id":362079,"name":"Affective","url":"https://www.academia.edu/Documents/in/Affective?f_ri=262684"},{"id":549280,"name":"Reproducibility of Results","url":"https://www.academia.edu/Documents/in/Reproducibility_of_Results?f_ri=262684"},{"id":843421,"name":"Discriminant Validity","url":"https://www.academia.edu/Documents/in/Discriminant_Validity?f_ri=262684"},{"id":901876,"name":"Sensitivity and Specificity","url":"https://www.academia.edu/Documents/in/Sensitivity_and_Specificity?f_ri=262684"},{"id":1268687,"name":"Military Personnel","url":"https://www.academia.edu/Documents/in/Military_Personnel?f_ri=262684"},{"id":1414499,"name":"Life Change Events","url":"https://www.academia.edu/Documents/in/Life_Change_Events?f_ri=262684"},{"id":1843330,"name":"Personality Trait","url":"https://www.academia.edu/Documents/in/Personality_Trait?f_ri=262684"},{"id":2505656,"name":"Mmpi","url":"https://www.academia.edu/Documents/in/Mmpi?f_ri=262684"}]}, }) } })();</script></ul></li></ul></div></div><div class="u-borderBottom1 u-borderColorGrayLighter"><div class="clearfix u-pv7x u-mb0x js-work-card work_7759638" data-work_id="7759638" itemscope="itemscope" itemtype="https://schema.org/ScholarlyArticle"><div class="header"><div class="title u-fontSerif u-fs22 u-lineHeight1_3"><a class="u-tcGrayDarkest js-work-link" href="https://www.academia.edu/7759638/Personality_Cognition_Relations_Across_Adulthood">Personality–Cognition Relations Across Adulthood</a></div></div><div class="u-pb4x u-mt3x"><div class="summary u-fs14 u-fw300 u-lineHeight1_5 u-tcGrayDarkest"><div class="summarized">Although an increasing number of studies have investigated relations between dimensions of personality and level of cognitive functioning, the research results have been somewhat inconsistent. Furthermore, relatively little is known about... <a class="more_link u-tcGrayDark u-linkUnstyled" data-container=".work_7759638" data-show=".complete" data-hide=".summarized" data-more-link-behavior="true" href="#">more</a></div><div class="complete hidden">Although an increasing number of studies have investigated relations between dimensions of personality and level of cognitive functioning, the research results have been somewhat inconsistent. Furthermore, relatively little is known about whether the personality-cognition relations vary as a function of age in adulthood. The current project examined these issues with data from a sample of 2,317 adults between 18 and 96 years of age who each completed a personality inventory and performed a broad battery of cognitive tests. The results revealed strong relations of the personality trait of Openness with several distinct cognitive abilities and smaller relations of other personality traits with specific cognitive abilities. Comparisons across different age groups indicated that the personality-cognition relations were both qualitatively and quantitatively similar across the adult years.</div></div></div><ul class="InlineList u-ph0x u-fs13"><li class="InlineList-item logged_in_only"><div class="share_on_academia_work_button"><a class="academia_share Button Button--inverseBlue Button--sm js-bookmark-button" data-academia-share="Work/7759638" data-share-source="work_strip" data-spinner="small_white_hide_contents"><i class="fa fa-plus"></i><span class="work-strip-link-text u-ml1x" data-content="button_text">Bookmark</span></a></div></li><li class="InlineList-item"><div class="download"><a id="8675aec44c417fe3b5230e45e7bb4afd" rel="nofollow" data-download="{"attachment_id":48349524,"asset_id":7759638,"asset_type":"Work","always_allow_download":false,"track":null,"button_location":"work_strip","source":null,"hide_modal":null}" class="Button Button--sm Button--inverseGreen js-download-button prompt_button doc_download" href="https://www.academia.edu/attachments/48349524/download_file?st=MTczOTgyMDg2MCw4LjIyMi4yMDguMTQ2&s=work_strip"><i class="fa fa-arrow-circle-o-down fa-lg"></i><span class="u-textUppercase u-ml1x" data-content="button_text">Download</span></a></div></li><li class="InlineList-item"><ul class="InlineList InlineList--bordered u-ph0x"><li class="InlineList-item InlineList-item--bordered"><span class="InlineList-item-text">by <span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a class="u-tcGrayDark u-fw700" data-has-card-for-user="14253408" href="https://cnrsc.academia.edu/andreaSoubelet">andrea Soubelet</a><script data-card-contents-for-user="14253408" type="text/json">{"id":14253408,"first_name":"andrea","last_name":"Soubelet","domain_name":"cnrsc","page_name":"andreaSoubelet","display_name":"andrea Soubelet","profile_url":"https://cnrsc.academia.edu/andreaSoubelet?f_ri=262684","photo":"/images/s65_no_pic.png"}</script></span></span></li><li class="js-paper-rank-work_7759638 InlineList-item InlineList-item--bordered hidden"><span class="js-paper-rank-view hidden u-tcGrayDark" data-paper-rank-work-id="7759638"><i class="u-m1x fa fa-bar-chart"></i><strong class="js-paper-rank"></strong></span><script>$(function() { new Works.PaperRankView({ workId: 7759638, container: ".js-paper-rank-work_7759638", }); 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Furthermore, relatively little is known about whether the personality-cognition relations vary as a function of age in adulthood. The current project examined these issues with data from a sample of 2,317 adults between 18 and 96 years of age who each completed a personality inventory and performed a broad battery of cognitive tests. The results revealed strong relations of the personality trait of Openness with several distinct cognitive abilities and smaller relations of other personality traits with specific cognitive abilities. Comparisons across different age groups indicated that the personality-cognition relations were both qualitatively and quantitatively similar across the adult years.","downloadable_attachments":[{"id":48349524,"asset_id":7759638,"asset_type":"Work","always_allow_download":false}],"ordered_authors":[{"id":14253408,"first_name":"andrea","last_name":"Soubelet","domain_name":"cnrsc","page_name":"andreaSoubelet","display_name":"andrea Soubelet","profile_url":"https://cnrsc.academia.edu/andreaSoubelet?f_ri=262684","photo":"/images/s65_no_pic.png"}],"research_interests":[{"id":221,"name":"Psychology","url":"https://www.academia.edu/Documents/in/Psychology?f_ri=262684","nofollow":true},{"id":237,"name":"Cognitive Science","url":"https://www.academia.edu/Documents/in/Cognitive_Science?f_ri=262684","nofollow":true},{"id":252,"name":"Developmental 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