Purpose-The purpose of this paper is to clarify whether the dark side of personality adds information beyond the bright side when predicting career success. Design/methodology/approach-In total, 287 participants (150♀, M age ¼ 37.74 and SD age ¼ 10.38) completed questionnaires on the Dark Triad (narcissism, Machiavellianism and psychopathy) and the Big Five (emotional stability, extraversion, openness, agreeableness and conscientiousness). They also provided information on their objective (salary and leadership position) and subjective (job satisfaction and satisfaction with income) career success. Regression analyses were used to estimate the Dark Triad's incremental predictive value. Findings-The results show that the Dark Triad only provides incremental information beyond the Big Five when predicting salary (ΔR 2 ¼ 0.02*) and leadership position (ΔR 2 ¼ 0.04*). In contrast, the Dark Triad does not explain unique variance when predicting job satisfaction or satisfaction with income. Research limitations/implications-The exclusive use of self-rated success criteria may increase the risk of same-source biases. Thus, future studies should include ratings derived from multiple perspectives. Practical implications-Considering the Dark Triad in employee selection and development seems particularly promising in the context of competitive behaviour. Social implications-The results are discussed in light of the socioanalytic theory. This may help to better understand behaviour in organisational contexts. Originality/value-This study is the first that simultaneously investigates all three traits of the Dark Triad and the Big Five in combination with objective and subjective career success. In addition, it extends previous findings by answering the question of whether the Dark Triad offers incremental or redundant information to the Big Five when predicting success.

Opportunity-recognition, risk-taking and personality traits are central person-oriented characteristics for entrepreneurial intention. Despite the fact that various explanations have been proposed on how they affect entrepreneurial intention, it is still unclear which explanation is the most forceful one. This study compares three explanatory mechanisms and reveals that a newly derived trait−opportunity−risk nexus explains best why individuals intend to become entrepreneurs. The nexus was tested with 412 employees who provided information on their Big Five traits, opportunity-recognition skills, risk-taking, and entrepreneurial intention. Findings of a serial mediation model indicate that the interdependencies between traits, opportunity-recognition skills, and risk-taking have to be considered sequentially to understand how these person-oriented characteristics affect entrepreneurial intention. In essence, more open, conscientious, extraverted and stable individuals recognize business opportunities more easily. The regret of missing out on profitable opportunities most likely pushes them to take risks, which then enhances their entrepreneurial intention.

One of the most urgent matters in current medicine is the preservation of antibiotic treatment options due to an increasing threat of antibiotic resistance in pathogenic microorganisms. Therefore, increasing awareness by adapted science education and communication regarding this topic is of the utmost importance. This article shows that an out-ofschool laboratory course using active learning techniques is a valuable contribution to traditional teaching inciting personal and social responsibility. Attitude toward science (BRAINS), value of science to society (MATS), situational interest and emotions were tested. The participants' conception of antibiotics was evaluated by analysing follow-up mind maps. Generally, the laboratory course created positive feelings and situational interest. Compared to an instructor-directed frame, communication within an individually adapting discoursedirected frame conveyed more widespread perception of the topic, including societal and personal implications. The outcome of the study provides evidence that an out-of-school laboratory course can be a valuable tool for interest development in socio-scientific issues. Discourse-directed framing, in this environment, improves the individual ability to alter social and personal responsibility regarding science topics.