Commentary: The role of intrapersonal psychological variables in academic school learning
|
|
- Rosa Gray
- 5 years ago
- Views:
Transcription
1 Bond University From the SelectedWorks of Gregory J. Boyle 1987 Commentary: The role of intrapersonal psychological variables in academic school learning Gregory J. Boyle, University of Melbourne Available at:
2 1 Commentary: The Role of Intrapersonal Psychological Variables in Academic School learning Gregory J. Boyle University of Melbourne Correspondence should be addressed to Gregory J. Boyle, PhD, University of Melbourne, Parkville, Victoria 3010, Australia.
3 2 Abstract Intellectual abilities may contribute up to 25% of the variance on measures of academic school learning. However, the role of intrapersonal variables other than cognitive ability (personality traits, motivational dynamic factors, transitory emotional states) has usually been considered as fairly trivial. Past research, to the contrary, suggests that under stressful conditions, the relative contribution of such intrapersonal factors may even become predominant in influencing achievement. When analyses are based on change scores rather than single-occasion measures (which include trait contamination variance), the influence of emotional states on learning is shown to be very significant indeed.
4 3 Early in the development of school psychology emphasis was placed on the role of intelligence in school achievement. Investigations have demonstrated that cognitive abilities may account for up to 25% of the variance in achievement measures. However, the role of intrapersonal variables other than cognitive ability has often been misunderstood. Notions of over- and under-achievement have meaning only if intelligence is regarded as the predominant intrapersonal influence on school learning. This assumption is not supported by the literature (Cattell & Butcher, 1968). Within the Cattellian framework, Gillis and Lee (1978) have indicated that "for some areas such as reading and mathematics, the ability, motivation, and temperament modalities each can separately account for as much as 20-25% of the achievement variation, to give a total of 60-75% accounted-for-variation (p. 241)." Cattell, Barton, and Dielman (1972) and Cattell and Child (1975, pp ) reported that even the factors measured in the School Motivation Analysis Test (SMAT) accounted for almost 25% of variance in school grades. Personality traits powerfully influence school learning (Cattell et al., 1972; Eysenck, 1976). According to Eysenck (1978) "the exaggerated stress on selection for IQ, to the detriment of attention being paid to personality, has probably had very unfortunate effects on education (p. 137)." Eysenck demonstrated that neuroticism generally has a debilitating influence on school learning, whereas introversion has a positive impact at senior high but a negative effect at elementary school. These findings have critical pedagogical implications as "extraverted and introverted children differ profoundly in the ways that learning tasks can be presented to them optimally... Extraverts learn much better than
5 4 introverts with the discovery method... introverts... with the direct teaching (reception) method" (Eysenck, 1978, pp ). The role of emotional states has been documented in the anxiety/achievement area-anxiety typically impedes encoding and retrieval processes, al though there is an intelligence/anxiety interaction (Culler & Holahan, 1980; Gross & Mastenbrook, 1980). Depressed mood has been reported to have negative effects on school learning (Tesiny, Lefkowitz, & Gordon, 1980), independently from mood-state-dependent effects (Boyle, 1986a). Research on positive states has demonstrated the importance of variables such as curiosity (Boyle, 1979, 1983a). The importance of other non-ability-variables (such as home background and subjective experience) has also been reported (Lynn, Hampson, & Magee, 1983; Nicholls, 1984; Humphreys & Revelle, 1984; Ellis, Thomas, & Rodriguez, 1984). Most studies have been conducted under "neutral" emotional conditions. In contrast, Boyle (1983b) compared learning of a group of 69 undergraduates exposed to a disturbing film depicting horrific scenes of road accident victims, with a group of 66 students who had been subjected to no mood-state treatment. The samples were made up predominantly of females of about years of age, who were matched on age, IQ, personality, and mood-state and motivational factors. IQ measured on the ACER-AL (a broad test of general intelligence) was the most significant predictor under neutral conditions (IQ correlated.35 with posttest scores of immediate factual retention-based on a 30-item multiple-choice objective test). Under the stressful condition, the total predictive variance increased from 38% to 60%, but IQ dropped out as a significant predictor. In stressful situations, therefore, non-cognitive intrapersonal variables may be come
6 5 predominant determinants of learning, irrespective of actual ability levels. However, it is unlikely that ability would totally wash out of the prediction equations used for stressful conditions. As to correlations between the non-ability-variables (measured by the Sixteen Personality Factor Questionnaire [16PF], the Motivation Analysis Test [MAT], and the Eight State Questionnaire [8SQ]) and posttest learning scores, there were 17 significant correlations for the stressed group, but only three for the control group. Seven of the 16PF factors correlated significantly with posttest scores under emotional activation, whereas only one factor did so for the neutral condition. Despite some unfavorable reviews, Bolton (1978), at least, has shown that the 16PF is adequately reliable and valid psychometrically. Boyle (1983b) reported a number of significant correlations between MAT factors and posttest learning scores. Previously, Kline (1979) reported several significant correlations between MAT factors and high school grades in mathematics and reading. Of the 8SQ states (Anxiety, Stress, Depression, Regression, Fatigue, Guilt, Extraversion, Arousal) measured in Boyle's (1983b) study, seven significantly correlated with posttest learning scores under the stressful condition, whereas under the neutral condition, none exhibited significant learning correlations. This finding suggested that the role of emotional states is fairly trivial under normal (neutral) classroom conditions, but is greatly increased under emotional circumstances, as would be expected. Nevertheless, it remained unclear what role emotional states play in school learning under normal circumstances. The singleoccasion 8SQ scores in Boyle's (1983b) study included trait contamination variance, which undoubtedly reduced the apparent association with learning. When change scores were calculated for the 8SQ subscales by subtracting pretest
7 6 from posttest scores (the 8SQ had been administered twice, with an interval of 4 weeks) so that only the state variance in the 8SQ scores could be correlated with posttest learning scores, no fewer than 12 of the total 24 correlations were significant (under the neutral emotional condition). Accordingly, while trait components correlated significantly with learning scores under emotional activation, state-change components actually related strongly under both stressful and neutral, non-emotive circumstances. In conclusion, it appears that non-cognitive intrapersonal variables play an important role in school learning. In regard to state measures, previous analyses have failed to partial out trait contamination variance in single-occasion scores, leading to the erroneous conclusion that such variables play only a trivial part in academic learning. In practical terms, when undertaking psychoeducational assessments, school psychologists should ensure that they investigate not only a given student's cognitive abilities, but also other factors that might be important in affecting learning outcomes. Since learning, motivation, personality, and emotional states are very complex concepts, single tests with limited samples cannot provide a definitive answer to the nature of their dynamic interactions. This dilemma also pertains to much research that defines intelligence in terms of an IQ score. Hence the present conclusions are clearly tentative, albeit important for school psychologists, as they concern issues of school performance that are often ignored. Non-ability-related factors plainly are not trivial in understanding school achievement. 1When single-occasion scores arc used, both state and trait variance is incorporated into the measures, "frozen" at a particular instant, just as a still photograph is fixed at a given moment in time. Despite criticisms of the reliability of change scores, their use is important when working with state measures. Cattell (1982) has demonstrated that when the before and after
8 7 measures are essentially uncorrelated as in Boyle's (1983b) study, the ratio of error to true variance is not significantly increased. Boyle (1986b) examined the reliability of the 8SQ change scores by using the formula in Cattell (i982, p. 95). The change-score reliabilities (dependability coefficients) ranged from.83 to.92, suggesting that the scores were sufficiently reliable to justify further analysis. References Bolton, B. (1978). Review of the 16PF. In O. K. Buros (Ed.), The eighth mental measurements yearbook. Highland Park, NJ: Gryphon. Boyle, G. J. (1979). Delimitation of state-trait curiosity in relation to state anxiety and learning task performance. Australian Journal of Education, 23, Boyle, G. J. (1983a). Critical review of state-trait curiosity test development. Motivation and Emotion, 7, Boyle, G. J. (1983b). Effects on academic learning of manipulating emotional states and motivational dynamics. British Journal of Educational Psychology, 53, Boyle, G. J. (1986a). Depressed mood effects on processing of high- and low content structure text in American and Australian college women. Journal of Structural Learning, 9, Boyle, G. J. (1986b). Prediction of cognitive learning performance from multivariate state-change scores. Australian Educational and Developmental Psychologist, 3, Cattell, R. B. (1982). The clinical use of difference scores: Some psychometric problems. Multivariate Experimental Clinical Research, 6, Cattell, R. B., Barton, K., & Dielman, T. E. (1972). Prediction of school achievement from motivation, personality and ability measures. Psychological Reports, 30,
9 8 Cattell, R. B., & Butcher, H. J. (1968). The prediction of achievement and creativity. Indianapolis: Bobbs-Merrill. Cattell, R. B., & Child, D. (1975). Motivation and dynamic structure. New York: Wiley Halsted. Culler, R. E., & Holahan, C. J. (1980). Test anxiety and academic performance: The effects of study-related behaviors. Journal of Educational Psychology, 72, Ellis, H. C., Thomas, R. L., & Rodriguez, I. A. (1984). Emotional mood states and memory: Elaborative encoding, semantic processing, and cognitive effort. Journal of Experimental Psychology: Learning, Memory and Cognition, 10, Eysenck, H. J. (1976). Extraversion, verbal learning and memory. Psychological Bulletin, 83, Eysenck, H. J. (1978). The development of personality and its relation to learning. Melbourne Studies in Education, Gillis, J. S., & Lee, D. C. (1978). Second-order relations between different modalities of personality trait organization. Multivariate Experimental Clinical Research, 3, Gross, T. F., & Mastenbrook, M. (1980). Examination of the effects of state anxiety on problem-solving efficiency under high and low memory conditions. Journal of Educational Psychology, 72, Humphreys, M. S., & Revelle, W. (1984). Personality, motivation, and performance. A theory of the relationship between individual differences and information processing. Psychological Review, 91, Kline, P. (1979). Psychometrics and psychology. London: Academic.
10 9 Lynn, R., Hampson, S. L., & Magee, M. (1983). Determinants of educational achievement at 16 +: Intelligence, personality, home background and school. Personality and Individual Differences, 4, Nicholls, J. G. (1984). Achievement motivation: Conceptions of ability, subjective experience, task choice, and performance. Psychological Review, 91, Tesiny, E. P., Lefkowitz, M. M., & Gordon, N. H. (1980). Childhood depression, locus of control, and school achievement. Journal of Educational Psychology, 72,
Prediction of academic achievement using the School Motivation Analysis Test.
Bond University From the SelectedWorks of Gregory J. Boyle 1989 Prediction of academic achievement using the School Motivation Analysis Test. Gregory J. Boyle, University of Melbourne Brian K Start, University
More informationContent Similarities and Differences in Cattell s Sixteen Personality Factor Questionnaire, Eight State Questionnaire, and Motivation Analysis Test
Bond University From the SelectedWorks of Gregory J. Boyle 1987 Content Similarities and Differences in Cattell s Sixteen Personality Factor Questionnaire, Eight State Questionnaire, and Motivation Analysis
More informationEffects on academic learning of manipulating emotional states and motivational dynamics
Bond University From the SelectedWorks of Gregory J. Boyle 1983 Effects on academic learning of manipulating emotional states and motivational dynamics Gregory J. Boyle, University of Melbourne Available
More informationComparison of higher stratum motivational factors across sexes using the Children's Motivation Analysis Test
Bond University From the SelectedWorks of Gregory J. Boyle 1989 Comparison of higher stratum motivational factors across sexes using the Children's Motivation Analysis Test Gregory J. Boyle K B Start Available
More informationDepressed mood effects on processing of highand low content structure text in American and Australian college women
Bond University From the SelectedWorks of Gregory J. Boyle 1986 Depressed mood effects on processing of highand low content structure text in American and Australian college women Gregory J. Boyle, University
More informationBond University. From the SelectedWorks of Gregory J. Boyle. Gregory J. Boyle, Bond University. January 2, 1986
Bond University From the SelectedWorks of Gregory J. Boyle January 2, 1986 Intermodality Superfactors in the Sixteen Personality Factor Questionnaire (16PF), Eight State Battery (8SQ), and Objective Motivation
More informationThe Relationship between Personality Styles and Academic Self- Efficacy among Jordanian EFL Learners
Journal of Global Management Research (Online) ISSN 2367-962X P a g e 9 The Relationship between Personality Styles and Academic Self- Efficacy among Jordanian EFL Learners Dr. Nadia AHOUARI-IDRI, and
More informationCOURSE-1. Model Questions for 1 st Half
1 COURSE-1 Model Questions for 1 st Half Short Answer type Objective Questions: (2 marks each) 1. What is meant by development? 2. Define the term growth 3. Give two similarities and two differences between
More informationHigher order factor structure of Cattell's MAT and 8SQ
Bond University epublications@bond Humanities & Social Sciences papers Faculty of Humanities and Social Sciences 1-1-1983 Higher order factor structure of Cattell's MAT and 8SQ Gregory J. Boyle Bond University,
More informationCourse Specification
The University of Southern Queensland Course Specification Description: Individual Differences Subject Cat-Nbr Class Term Mode Units Campus PSY 3040 14525 2, 2002 EXT 1.00 TWMBA Academic Group: FOSCI Academic
More informationUse of change scores in redundancy analyses of multivariate psychological inventories
Bond University From the SelectedWorks of Gregory J. Boyle 1987 Use of change scores in redundancy analyses of multivariate psychological inventories Gregory J. Boyle, Bond University Available at: https://works.bepress.com/greg_boyle/113/
More informationInherited personality dispositions that are apparent in early childhood and that est. the tempo and mood of the individual s behavior.
Temperament Inherited personality dispositions that are apparent in early childhood and that est. the tempo and mood of the individual s behavior. Single, dominant theme such as shyness or moodiness, that
More informationREPEATED MEASURES DESIGNS
Repeated Measures Designs The SAGE Encyclopedia of Educational Research, Measurement and Evaluation Markus Brauer (University of Wisconsin-Madison) Target word count: 1000 - Actual word count: 1071 REPEATED
More informationPsychopathology depression super factors measured in the clinical analysis questionnaire.
Psychopathology depression super factors measured in the clinical analysis questionnaire. by Gregory J. Boyle Department of Education, University of Melbourne, Parkville, Victoria 3052, Australia ABSTRACT
More informationCHAPTER VI SUMMARY, CONCLUSIONS, IMPLICATIONS AND RECOMMENDATIONS. Premenstrual syndrome is a set of physical psycho emotional and behavioral
CHAPTER VI SUMMARY, CONCLUSIONS, IMPLICATIONS AND RECOMMENDATIONS 6.1 Summary Premenstrual syndrome is a set of physical psycho emotional and behavioral symptoms that start during the week before menstruation
More informationPaul Irwing, Manchester Business School
Paul Irwing, Manchester Business School Factor analysis has been the prime statistical technique for the development of structural theories in social science, such as the hierarchical factor model of human
More informationAcademic Procrastinators and Perfectionistic Tendencies Among Graduate Students
Onwuegbuzie PROCRASTINATION AND PERFECTIONISM 103 Academic Procrastinators and Perfectionistic Tendencies Among Graduate Students Anthony J. Onwuegbuzie Valdosta State University Research has documented
More informationPsychometric limitations of the Personality Assessment Inventory: A reply to Morey's (1995) rejoinder
Bond University epublications@bond Humanities & Social Sciences papers Faculty of Humanities and Social Sciences 6-1-1996 Psychometric limitations of the Personality Assessment Inventory: A reply to Morey's
More informationFactor Analytic Theories. Chapter 11
Factor Analytic Theories Chapter 11 Raymond Cattell 1905- Born Staffordshire, England Happy childhood Lived through WW I Admitted he was heavily influenced by the war Chemistry & Physics background before
More informationContribution of Cattellian personality instruments
Bond University epublications@bond Humanities & Social Sciences papers Faculty of Humanities and Social Sciences 1-1-2008 Contribution of Cattellian personality instruments Gregory J. Boyle Bond University,
More informationRelationship between personality and depression among High School Students in Tehran-Iran
Relationship between personality and depression among High School Students in Tehran-Iran Haleh Saboori Department of Psychology, Sirjan Branch, Islamic Azad University, Sirjan, Iran Abstract The present
More informationPersonality measures under focus: The NEO-PI-R and the MBTI
: The NEO-PI-R and the MBTI Author Published 2009 Journal Title Griffith University Undergraduate Psychology Journal Downloaded from http://hdl.handle.net/10072/340329 Link to published version http://pandora.nla.gov.au/tep/145784
More informationABSTRACT. Field of Research: Academic achievement, Emotional intelligence, Gifted students.
217- Proceeding of the Global Summit on Education (GSE2013) EMOTIONAL INTELLIGENCE AS PREDICTOR OF ACADEMIC ACHIEVEMENT AMONG GIFTED STUDENTS Ghasem Mohammadyari Department of educational science, Payame
More informationField 052: Social Studies Psychology Assessment Blueprint
Field 052: Social Studies Psychology Assessment Blueprint Domain I Psychological Concepts and Research Skills 0001 Psychological Terms, Concepts, and Perspectives (Standard 1) 0002 Psychology Research
More informationCultural Intelligence: A Predictor of Ethnic Minority College Students Psychological Wellbeing
From the SelectedWorks of Teresa A. Smith March 29, 2012 Cultural Intelligence: A Predictor of Ethnic Minority College Students Psychological Wellbeing Teresa A. Smith Available at: https://works.bepress.com/teresa_a_smith/2/
More informationEDP 548 EDUCATIONAL PSYCHOLOGY. (3) An introduction to the application of principles of psychology to classroom learning and teaching problems.
202 HUMAN DEVELOPMENT AND LEARNING. (3) Theories and concepts of human development, learning, and motivation are presented and applied to interpreting and explaining human behavior and interaction in relation
More informationTHE TRANSCENDENTAL MEDITATION PROGRAMME IN BRITISH SECONDARY SCHOOLS
PAPER 137 THE TRANSCENDENTAL MEDITATION PROGRAMME IN BRITISH SECONDARY SCHOOLS STEPHEN D. HARDING Department of Experimental Psychology, University of Sussex, England (Author currently at the Department
More informationRelational tendencies associated with broad personality dimensions
1 British Journal of Medical Psychology (2004), 00, 1 6 q 2004 The British Psychological Society www.bps.org.uk Brief report Relational tendencies associated with broad personality dimensions Dionyssios
More informationMultiple Intelligences of the High Primary Stage Students
Multiple Intelligences of the High Primary Stage Students Dr. Emad M. Al-Salameh Special Education Department, Al- Balqa' Applied University PO box 15, Salt, Jordan Tel: 962-777-238-617 E-mail: imad_alsalameh@yahoo.com
More informationPersonality and intelligence as predictors of academic achievement: A cross-sectional study from elementary to secondary school
Personality and Individual Differences 42 (2007) 441 451 www.elsevier.com/locate/paid Personality and intelligence as predictors of academic achievement: A cross-sectional study from elementary to secondary
More informationINFLUENCE OF PERSONALITY ON CONDUCT DISORDER AMONG SECONDARY SCHOOL ADOLESCENTS
INFLUENCE OF PERSONALITY ON CONDUCT DISORDER AMONG SECONDARY SCHOOL ADOLESCENTS Dr (Mrs) M.N.Izuchi, Martins Uchechi & Ahamefule Michael O. Department of Educational Psychology, Guidance and Counselling
More informationEffects of personality stress and lifestyle on hypertension: An Australian twin study
Bond University epublications@bond Humanities & Social Sciences papers Faculty of Humanities and Social Sciences 1-1-1994 Effects of personality stress and lifestyle on hypertension: An Australian twin
More informationWhat does the neuropsychological Category Test measure?
Bond University From the SelectedWorks of Gregory J. Boyle 1988 What does the neuropsychological Category Test measure? Gregory J. Boyle, University of Melbourne Available at: https://works.bepress.com/greg_boyle/153/
More informationEmotional Intelligence and Self Concept as Predictors of Students Academic Achievement in Mathematics
International Journal of Sciences: Basic and Applied Research (IJSBAR) ISSN 2307-4531 (Print & Online) http://gssrr.org/index.php?journal=journalofbasicandapplied ---------------------------------------------------------------------------------------------------------------------------
More informationChapter 7. Personality and Exercise
Chapter 7 Personality and Exercise Research Objectives of the Study of Personality Are certain personality attributes antecedents to physical activity/exercise participation? Do certain personality attributes
More informationFactor Analytic Theories
Factor Analytic Theories Chapter 11 Chapter 11 Big Ideas Raymond Cattell Cattell s Definition of Personality Surface Traits versus Source Traits Personality Factor Questionnaire (16PF) What is Factor Analysis?
More informationPersonality. Unit 3: Developmental Psychology
Personality Unit 3: Developmental Psychology Personality Personality: The consistent, enduring, and unique characteristics of a person. There are many personality theories that provide a way of organizing
More informationSimplifying the Cattellian psychometric model
Bond University epublications@bond Humanities & Social Sciences papers Faculty of Humanities and Social Sciences 1-1-2008 Simplifying the Cattellian psychometric model Gregory J. Boyle Bond University,
More informationExtraversion and Neuroticism in Contact Athletes, No Contact Athletes and Non-athletes: A Research Note
September, 2003 Volume 5, Issue 3 Extraversion and Neuroticism in Contact Athletes, No Contact Athletes and Non-athletes: A Research Note Stuart J. McKelvie, Patrice Lemieux, and Dale Stout Department
More informationAbility and personality correlates of general knowledge
Personality and Individual Differences 41 (2006) 419 429 www.elsevier.com/locate/paid Ability and personality correlates of general knowledge Tomas Chamorro-Premuzic a, *, Adrian Furnham b, Phillip L.
More informationThe Effects of Societal Versus Professor Stereotype Threats on Female Math Performance
The Effects of Societal Versus Professor Stereotype Threats on Female Math Performance Lauren Byrne, Melannie Tate Faculty Sponsor: Bianca Basten, Department of Psychology ABSTRACT Psychological research
More informationRelationship Between Various Personality Traits of Sports Person with Creativity
Since March 2002 P hysical Education An International, Registered & Referred Monthly Journal : Research Link - 142, Vol - XIV (11), January - 2016, Page No. 134-136 ISSN - 0973-1628 RNI - MPHIN-2002-7041
More informationTitle: The Relationship between Locus of Control and Academic Level and Sex of Secondary School Students
Title: The Relationship between Locus of Control and Academic Level and Sex of Secondary School Students Author: Marvin W. Ross, University of Ottawa and Maurice C. Taylor, Algonquin College Complete text:
More informationCross-Cultural Meta-Analyses
Unit 2 Theoretical and Methodological Issues Subunit 2 Methodological Issues in Psychology and Culture Article 5 8-1-2003 Cross-Cultural Meta-Analyses Dianne A. van Hemert Tilburg University, The Netherlands,
More informationCHAPTER EIGHT. CATTELL AND THE BIG FIVE: Factor Analytic Trait Theories 9/30/08. Personality Psychology. Chapter Overview
Personality Psychology Psychology 370 Sheila K. Grant, Ph.D. Professor California State University, Northridge CHAPTER EIGHT CATTELL AND THE BIG FIVE: Factor Analytic Trait Theories Chapter Overview Illustrative
More informationCHAPTER 11: Personality, attitudes and motivation
QUESTIONS AND ANSWERS CHAPTER 11: Personality, attitudes and motivation Practice questions - text book page 147-148 1) Which one of the following is not included in the definition of personality psychology?
More informationCHAPTER-V SUMMARY, CONCLUSION AND RECOMMENDATION
CHAPTER-V SUMMARY, CONCLUSION AND RECOMMENDATION Summary: In psychology, Eysenck Personality Questionnaire is a questionnaire to assess the personality traits of a person, with the result sometimes referred
More information5/6/2008. Psy 427 Cal State Northridge Andrew Ainsworth PhD
Psy 427 Cal State Northridge Andrew Ainsworth PhD Some Definitions Personality the relatively stable and distinctive patterns of behavior that characterize an individual and his or her reactions to the
More informationEDP 548 EDUCATIONAL PSYCHOLOGY. (3) An introduction to the application of principles of psychology to classroom learning and teaching problems.
202 HUMAN DEVELOPMENT AND LEARNING. (3) Theories and concepts of human development, learning, and motivation are presented and applied to interpreting and explaining human behavior and interaction in relation
More informationISC- GRADE XI HUMANITIES ( ) PSYCHOLOGY. Chapter 2- Methods of Psychology
ISC- GRADE XI HUMANITIES (2018-19) PSYCHOLOGY Chapter 2- Methods of Psychology OUTLINE OF THE CHAPTER (i) Scientific Methods in Psychology -observation, case study, surveys, psychological tests, experimentation
More informationIt was hypothesized that the male subjects would show a low level of emotional intelligence as compared to the female subjects.
CHAPTER 6 SUMMARY CHAPTER 6 Summary Emotional intelligence enables a person to learn how to acknowledge and understand feelings in oneself and in others. It also makes oneself to appropriately respond
More informationDepressive disorders in young people: what is going on and what can we do about it? Lecture 1
Depressive disorders in young people: what is going on and what can we do about it? Lecture 1 Professor Alasdair Vance Head, Academic Child Psychiatry Department of Paediatrics University of Melbourne
More informationBehavioral genetics: The study of differences
University of Lethbridge Research Repository OPUS Faculty Research and Publications http://opus.uleth.ca Lalumière, Martin 2005 Behavioral genetics: The study of differences Lalumière, Martin L. Department
More informationTrait Approaches to Personality
Trait Approaches to Personality A trait is a consistent, long-lasting tendency in behavior. Examples: shyness introverted, thinker, feeler, uptight The trait approach says a personality is the sum of all
More information7/10/13. Middle and Late Childhood (~6 10/11) Cognitive and physical development. Practice Question. Questions? Material? Course business?
Questions? Material? Course business? PSYC 125 HUMAN DEVELOPMENT 7/9/2013 LECTURE 6: Mid-Late Childhood (~6 ~10/11 ) Development Dr. Bart Moore bamoore@napavalley.edu Middle and Late Childhood (~6 10/11)
More informationThe problem can be specifically stated as.
INTRODUCTION Academic achievement has long been recognized as one of the important goals of education the world over. However, it is general observation that learners placed in an identical set of academic
More informationInterset relationships between the Eight State Questionnaire and the Menstrual Distress Questionnaire
Bond University From the SelectedWorks of Gregory J. Boyle 1991 Interset relationships between the Eight State Questionnaire and the Menstrual Distress Questionnaire Gregory J. Boyle, University of Queensland
More informationAbstract. Marzieh Esmat Saatlou (1) Zahra Sakeni (2) Fatemeh Hosseini (3) Houriyeh Zahed (1)
The Relationship between Personality Characteristics, Locus of Control, and Self-esteem among Nursing Students at Kashan University of Medical Sciences in 2016 Marzieh Esmat Saatlou (1) Zahra Sakeni (2)
More informationPersonality Traits And Emotional Intelligence As Predictors Of Learning English And Math Alireza Homayouni a *
Available online at www.sciencedirect.com Procedia - Social and Behavioral Sciences 30 (2011) 839 843 WCPCG-2011 Personality Traits And Emotional Intelligence As Predictors Of Learning English And Math
More informationTopic 2 Traits, Motives, and Characteristics of Leaders
Topic 2 Traits, Motives, and Characteristics of Leaders Introduction Are some individuals endowed with special qualities that allow them to lead? Why is one person more successful than another? Can we
More informationEysenck s Approach. Eysenck s Approach. Biological Traits
Biological Traits Chapter 12 Hans Eysenck 1916-1997 Born Berlin, German Son of two actors, divorced when he was 2 Left Germany for England at start of anti-semitism and Nazi Era PhD from University of
More informationThe Study of Relationship between Neuroticism, Stressor and Stress Response
International Journal of Economics and Finance; Vol. 7, No. 8; 2015 ISSN 1916-971X E-ISSN 1916-9728 Published by Canadian Center of Science and Education The Study of Relationship between Neuroticism,
More informationGOLDSMITHS Research Online Article (refereed)
GOLDSMITHS Research Online Article (refereed) Davies, Martin F. Irrational beliefs and unconditional self-acceptance. II. Experimental evidence linking two key features of REBT Originally published in
More informationPersonality. Chapter 13
+ Personality Chapter 13 + Personality An individual s characteristic pattern of thinking, feeling, and acting. Each Dwarf has a distinct personality. + Psychodynamic Perspective Freud s clinical experience
More information2. Which pioneer in intelligence testing first introduced performance scales in addition to verbal scales? David Wechsler
Open Your Class with this Tomorrow Intelligence: All That Really Matters KEY Exploring IQ with Graphs and Charts Directions: Review each of the following statements about intelligence and the associated
More informationRELATIONSHIP BETWEEN BIG FIVE PERSONALITY TRAITS AND ACADEMIC PERFORMANCE IN MEDICAL STUDENTS
RELATIONSHIP BETWEEN BIG FIVE PERSONALITY TRAITS AND ACADEMIC PERFORMANCE IN MEDICAL STUDENTS Sunita Nighute 1, S.K. Sadawarte 2. HOW TO CITE THIS ARTICLE: Sunita Nighute, S.K. Sadawarte. Relationship
More informationAssessment Information Brief: REVELIAN EMOTIONAL INTELLIGENCE ASSESSMENT (MSCEIT)
Assessment Information Brief: REVELIAN EMOTIONAL INTELLIGENCE ASSESSMENT (MSCEIT) Prepared by: Revelian Psychology Team E: psych@revelian.com P: (AU) or +61 7 3552 www.revelian.com 1 www.revelian.com 2
More information24. PSYCHOLOGY (Code No. 037)
24. PSYCHOLOGY (Code No. 037) Psychology is introduced as an elective subject at the higher secondary stage of school education. As a discipline, psychology specializes in the study of experiences, behaviours,
More informationThe extraverted and the neurotic glasses are of different colors
Personality and Individual Differences 41 (2006) 745 754 www.elsevier.com/locate/paid The extraverted and the neurotic glasses are of different colors Liad Uziel * School of Business Administration, The
More informationDisease-Prone Personalities
Dikran J. Martin Psychology 111 Name:. Date:. Lecture Series: Chapter 12 Stress, Adjustment, and Pages: 22 Health Differences TEXT: Friedman, Howard S. and Schustack, Miriam W. (2003). Personality: Classic
More informationFACTORS AFFECTING ENGLISH READING COMPREHENSION ABILITY: INVESTIGATING THE ROLE OF EI, GENDER, AND MAJOR
FACTORS AFFECTING ENGLISH READING COMPREHENSION ABILITY: INVESTIGATING THE ROLE OF EI, GENDER, AND MAJOR TAYEBEH FANI Sama Technical and Vocational Training College, Islamic Azad University, Tehran branch,
More informationFACTORS OF PERSONALITY INVOLVED IN ADOLESCENTS ACADEMIC ACHIEVEMENT
FACTORS OF PERSONALITY INVOLVED IN ADOLESCENTS ACADEMIC ACHIEVEMENT Cristina TULBURE Transilvania University of Braşov, Romania tulburecristina@gmail.com Abstract: The study aims at identifying the personality
More informationTHE IMPACT OF EMOTIONAL INTELLIGENCE IN THE CONTEXT OF LANGUAGE LEARNING AND TEACHING
THE IMPACT OF EMOTIONAL INTELLIGENCE IN THE CONTEXT OF LANGUAGE LEARNING AND TEACHING ElenaSpirovska Tevdovska South East European University, e.spirovska@seeu.edu.mk DOI: 10.1515/seeur-2017-0009 Abstract
More informationIMPACT OF PERSONALITY TYPE ON REASONING ABILITY OF ADOLESCENTS. Archana Ratkanthiwar
IMPACT OF PERSONALITY TYPE ON REASONING ABILITY OF ADOLESCENTS Archana Ratkanthiwar Asst. Professor, Human Development Department, Sevadal Mahila Mahavidyalaya, Nagpur ABSTRACT The personality pattern
More informationCraft Personality Questionnaire
Craft Personality Questionnaire Evidence of Reliability and Validity 888-298-6227 TalentLens.com Copyright 2008 Pearson Education, Inc., or its affiliates. All rights reserved. Copyright 2008 by Pearson
More informationThe Role of Modeling and Feedback in. Task Performance and the Development of Self-Efficacy. Skidmore College
Self-Efficacy 1 Running Head: THE DEVELOPMENT OF SELF-EFFICACY The Role of Modeling and Feedback in Task Performance and the Development of Self-Efficacy Skidmore College Self-Efficacy 2 Abstract Participants
More informationTRAITS APPROACH. Haslinda Sutan Ahmad Nawi. Faculty of Computer Science and Information Technology Universiti Selangor, Selangor, Malaysia
TRAITS APPROACH Haslinda Sutan Ahmad Nawi Faculty of Computer Science and Information Technology Universiti Selangor, Selangor, Malaysia Scenario You ve just been assigned a new roommate whom you don t
More informationPrior Dispositions and Actual Behavior in Dictator and Ultimatum Games. Abstract
Prior Dispositions and Actual Behavior in Dictator and Ultimatum Games Hermann Brandstätter, University of Linz Werner Güth, Humboldt-University, Berlin Judith Himmelbauer, University of Linz Willy Kriz,
More informationAwokiyesi, Frances O., Makinde, Bose & Solademi, Makinwa. Adeoye,Ayodele, O.(Ph.D) & Okonkwo, E.N. ABSTRACT
Research article SOCIAL ADJUSTMENT AND EMOTIONAL STABILITY AS CORRELATES TO THE ACADEMIC PERFORMANCE OF 200L STUDENTS IN THE SCHOOL OF PUBLIC AND ALLIED HEALTH IN BABCOCK UNIVERSITY, NIGERIA. Awokiyesi,
More informationPersonality. Announcements. Psychodynamic Approach 10/31/2012. Psychodynamic: Structure of Personality Ego
Announcements Extra Credit due November 8 Personality Enduring patterns of how people adapt to the world Characteristic style of behaving, thinking, and feeling Consistent over time and across situations
More informationLISREL analyses of the RIASEC model: Confirmatory and congeneric factor analyses of Holland's self-directed search
Bond University From the SelectedWorks of Gregory J. Boyle 1992 LISREL analyses of the RIASEC model: Confirmatory and congeneric factor analyses of Holland's self-directed search Gregory J. Boyle Sergio
More informationIndividual Differences. Why are they important? Outline PSY 395. People react differently in the same situation
Individual Differences PSY 395 Why are they important? People react differently in the same situation To understand differences in behavior, must understand individual differences People react differently
More informationVariables Research involves trying to determine the relationship between two or more variables.
1 2 Research Methodology Week 4 Characteristics of Observations 1. Most important know what is being observed. 2. Assign behaviors to categories. 3. Know how to Measure. 4. Degree of Observer inference.
More informationThe happy personality: Mediational role of trait emotional intelligence
Personality and Individual Differences 42 (2007) 1633 1639 www.elsevier.com/locate/paid Short Communication The happy personality: Mediational role of trait emotional intelligence Tomas Chamorro-Premuzic
More informationUse of the Booklet Category Test to assess abstract concept formation in schizophrenic disorders
Bond University epublications@bond Humanities & Social Sciences papers Faculty of Humanities and Social Sciences 1-1-2012 Use of the Booklet Category Test to assess abstract concept formation in schizophrenic
More informationStudy of Learning Style of male and female Students with reference to their Emotional Intelligence at Senior Secondary Level
IOSR Journal Of Humanities And Social Science (IOSR-JHSS) Volume 22, Issue 6, Ver.11 (June. 2017) PP 76-82 e-issn: 2279-0837, p-issn: 2279-0845. www.iosrjournals.org Study of Learning Style of male and
More informationAustralian governments increase awareness among schools and families of the rights and entitlements of students with disability.
Amaze Position Statement Education Key points: Every autistic student has the right to a quality education and to access and participate in school on the same basis as students without disability. Yet
More informationOptimism in child development: Conceptual issues and methodological approaches. Edwina M. Farrall
Optimism in child development: Conceptual issues and methodological approaches. Edwina M. Farrall School of Psychology University of Adelaide South Australia October, 2007 ii TABLE OF CONTENTS ABSTRACT
More informationEFFECTS OF ABACUS TRAINING ON THE INTELLIGENCE OF SUDANESE CHILDREN
EFFECTS OF ABACUS TRAINING ON THE INTELLIGENCE OF SUDANESE CHILDREN PERSONALITY AND INDIVIDUAL DIFFERENCES Contents lists available at ScienceDirect Dr. Omar Khaleefa ---UCMAS Advisor, University of Khartoum,
More informationEmotion Regulation Strategy, Emotional Contagion and Their Effects on Individual Creativity: ICT Company Case in South Korea
Emotion Regulation Strategy, Emotional Contagion and Their Effects on Individual Creativity: ICT Company Case in South Korea Dae Sung Lee 1 and Kun Chang Lee 2* 1 Researcher, SKKU Business School Creativity
More informationResearch Methodology. Characteristics of Observations. Variables 10/18/2016. Week Most important know what is being observed.
Research Methodology 1 Characteristics of Observations 1. Most important know what is being observed. 2. Assign behaviors to categories. 3. Know how to Measure. 4. Degree of Observer inference. 2 Variables
More informationIMPACT OF LENGTH OF SERVICE AND SUBJECT
IMPACT OF LENGTH OF SERVICE AND SUBJECT SPECIALIZATION ON TEACHER MOTIVATION AT SENIOR SECONDARY STAGE IN JAMMU CITY Gursangat Singh The study was conducted to assess the impact of length of service and
More informationFactors Influencing Undergraduate Students Motivation to Study Science
Factors Influencing Undergraduate Students Motivation to Study Science Ghali Hassan Faculty of Education, Queensland University of Technology, Australia Abstract The purpose of this exploratory study was
More informationRelationship between sensory processing sensitivity and hypochondriacal features and the moderating role of somatic symptoms
Relationship between sensory processing sensitivity and hypochondriacal features and the moderating role of somatic symptoms Maastricht University s.dal@student.maastrichtuniversity.nl Abstract Background.
More informationEncyclopedia of Counseling Personality Theories, Traits
Encyclopedia of Counseling Personality Theories, Traits Contributors: William Fleeson Edited by: Frederick T. L. Leong Book Title: Encyclopedia of Counseling Chapter Title: "Personality Theories, Traits"
More informationEmotional Development
Emotional Development How Children Develop Chapter 10 Emotional Intelligence A set of abilities that contribute to competent social functioning: Being able to motivate oneself and persist in the face of
More informationFacebook Therapy? Why Do People Share Self-Relevant Content Online? Eva Buechel. University of Miami. Jonah Berger. University of Pennsylvania
Facebook Therapy 1 Facebook Therapy? Why Do People Share Self-Relevant Content Online? Eva Buechel University of Miami Jonah Berger University of Pennsylvania Word Count: 1000 Contact Information: Jonah
More informationThe Relationship between Personality Dimensions and Religious Orientation
202 2nd International Conference on Social Science and Humanity IPEDR vol.3 (202) (202) IACSIT Press, Singapore The Relationship between Personality Dimensions and Religious Orientation Hadi Bahrami Ehsan
More informationUniversity of Warwick institutional repository:
University of Warwick institutional repository: http://go.warwick.ac.uk/wrap This paper is made available online in accordance with publisher policies. Please scroll down to view the document itself. Please
More information