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Oakes, David W.; Ferris, Gerald R.; Martocchio, Joseph J.; Buckley, M. Ronald; Broach, Dana

doi:10.1023/a:1007805132107

Cited by 46 publications

(17 citation statements)

References 35 publications

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“…Previous studies have acknowledged that both personality and general cognitive ability influence learners' performance (Ree et al, 1994;Barrick et al, 2001;Barrick, 2005). It has been suggested that there is a convincing relation between personality and other factors, such as attitude and behavior (Ones et al, 2007), skill acquisition (Oakes et al, 2001), and productivity (Judge et al, 1999;Bozionelos, 2004). Personality can be defined as the individual differences in people's emotional, interpersonal, experiential, attitudinal and motivational styles (John and Srivastava, 1999).…”

Section: Personalitymentioning

confidence: 99%

“…Previous studies show that adaptive activity selection impacts factors, such as attitude and behavior (Ones et al, 2007), skills acquisition (Oakes et al, 2001), and productivity (Judge et al, 1999;Bozionelos, 2004). Considering individual differences among learners will improve learning achievement (Shute and Towle, 2003;Tseng et al, 2008).…”

Section: Introductionmentioning

confidence: 99%

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Adapting Learning Activity Selection to Emotional Stability and Competence

Alhathli¹,

Masthoff²,

Beacham³

2020

Front. Artif. Intell.

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This paper investigates how humans adapt next learning activity selection (in particular the knowledge it assumes and the knowledge it teaches) to learner personality and competence to inspire an adaptive learning activity selection algorithm. First, the paper describes the investigation to produce validated materials for the main study, namely the creation and validation of learner competence statements. Next, through an empirical study, we investigate the impact on learning activity selection of learners' emotional stability and competence. Participants considered a fictional learner with a certain competence, emotional stability, recent and prior learning activities engaged in, and selected the next learning activity in terms of the knowledge it used and the knowledge it taught. Three algorithms were created to adapt the selection of learning activities' knowledge complexity to learners' personality and competence. Finally, we evaluated the algorithms through a study with teachers, resulting in an algorithm that selects learning activities with varying assumed and taught knowledge adapted to learner characteristics.

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Section: Personalitymentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Adapting Learning Activity Selection to Emotional Stability and Competence

Alhathli¹,

Masthoff²,

Beacham³

2020

Front. Artif. Intell.

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“…After examining 85 years of research in personnel selection, Schmidt and Hunter concluded in a 1998 study that cognitive ability was the most valid predictor of job learning and performance (Oakes, Ferris, Martocchio, Buckley, & Broach, 2001). Scores on tests of g have been shown to predict outcomes such as school performance, professional accomplishments, and socio-economic status (Sternberg, 1999).…”

Section: Predictors Of Ra Performancementioning

confidence: 99%

Resident Advisor General Intelligence, Emotional Intelligence, Personality Dimensions, and Internal Belief Characteristics as Predictors of Rated Performance

Wu¹,

Stemler²

2009

NASPA Journal

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Resident Advisors (RAs) have a significant hand in helping students adjust and thrive in college life. Given the importance of selecting high-performing RAs, this study sought to examine how well various measures of intelligence (e.g., general, emotional) in addition to personality and additional internal belief characteristics predict performance in the RA position, using hierarchical regression analyses. General intelligence, emotional intelligence, personality dimensions, and internal beliefs survey data were obtained from 36 university RAs. Performance data were obtained from self-reports by the RAs and also from 190 resident students rating their RAs. RA emotional stability, conscientiousness, and confidence in ability as an RA were found to be predictive of rated performance. Scores of emotional intelligence, but not general intelligence, were found to be significantly positively correlated with RA performance. However, emotional intelligence did not have incremental validity above the contribution of other measures. Implications for improving the current process of RA selection at colleges and directions for future research are discussed.

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“…To solve this problem, the researcher proposes the role of a mediator in the relationship between the openness to experience personality trait and job satisfaction. The role of a mediator is based on the opinions of several researchers (Barrick & Mount, 1991;Bing & Lounsbury, 2000;Oakes, Ferris, Martocchio, Buckley, & Broach, 2001) that openness to experience will have a positive implication in work aspects or results if it exists in certain conditions or criteria (such as in skills acquisition). Therefore, cultural intelligence can play a mediating role in the relationship.…”

Section: Introductionmentioning

confidence: 99%

“…Apart from the opinions of Barrick & Mount (1991), Bing & Lousbury (2000), and Oakes et al (2001), the idea of cultural intelligence as a mediator is based on three lines of reasoning that (i) openness to experience predicts cultural intelligence (Ang, Dyne, & Koh, 2006); (ii) cultural intelligence can predict job satisfaction (Bucker, Furrer, Poutsma, & Buyens, 2014;Livermore, 2011;Sims, 2011); and (iii) cultural intelligence has previously been researched as a mediator (Oolders, Chernyshenko, & Stark, 2008). The following further explains the three lines of reasoning:…”

Section: Introductionmentioning

confidence: 99%

The Mediating Role of Cultural Intelligence in the Relationship between the Openness to Experience Personality Trait and Job Satisfaction among Expatriates

Lie¹,

Suyasa²,

Wijaya³

2016

Makara Hubs-Asia

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This study has explored the role of cultural intelligence as a mediator in the relationship between the openness to experience personality trait and job satisfaction among expatriates. Expatriates were required to fill up online questionnaires to measure all the three variables. This study used a regression and bootstrapping analysis to test the hypothesis in a sample of 265 expatriates. The result indicates that the variance in job satisfaction accountable to the openness to experience personality trait is fully mediated through cultural intelligence. This finding provides evidence that possessing cultural intelligence acts as a mechanism in which an open expatriate could feel satisfied with his or her job. Moreover, this study discusses the practical implications especially for multinational companies and suggests some future research directions.

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Untitled

Cited by 46 publications

References 35 publications

Adapting Learning Activity Selection to Emotional Stability and Competence

Adapting Learning Activity Selection to Emotional Stability and Competence

Resident Advisor General Intelligence, Emotional Intelligence, Personality Dimensions, and Internal Belief Characteristics as Predictors of Rated Performance

The Mediating Role of Cultural Intelligence in the Relationship between the Openness to Experience Personality Trait and Job Satisfaction among Expatriates

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