Application of a 10 week coaching program designed to facilitate volitional personality change: Overall effects on personality and the impact of targeting

Allan, Jonathan A.; Leeson, Peter; Fruyt, Filip De; Martin, Sue

doi:10.24384/000470

Cited by 12 publications

(6 citation statements)

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“…First, our findings found that the GFP was an important individual factor influencing students' moral hypocrisy. Although less likely to shape students' personalities directly at this age, it is still possible for educational practitioners to use digital-coaching interventions (Allemand & Flückiger, 2022) and the face-to-face coaching program (Allan et al, 2018) to shape students' implicit theories of personality (e.g., growth mindsets training; Dweck, 2006), and thus prevent moral hypocrisy.…”

Section: Discussionmentioning

confidence: 99%

The general factor of personality and moral hypocrisy: A moderated mediation model

Yu,

Zhang

2023

Psychology in the Schools

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This study examines the relationship between the general factor of personality (GFP) and moral hypocrisy, the mediating effect of moral disengagement, and the moderating effect of system justification. Six hundred and four Chinese college students (59.9% female, Mage = 22.58, SD = 1.81) completed questionnaires assessing their personality and the levels of moral disengagement and system justification. The moral situation assessment paradigm was used to measure interpersonal moral hypocrisy (i.e., moral double standards). The task assignment paradigm was used to measure intrapersonal moral hypocrisy (i.e., misalignment between words and deeds). The results revealed that the GFP was negatively associated with moral hypocrisy, and moral disengagement mediated this relationship. In addition, this mediating effect of moral disengagement was moderated by system justification. That is, the mediation effect was stronger for students with a higher level of system justification. These findings provide educational suggestions for preventing and intervening in moral hypocrisy among college students.

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Section: Discussionmentioning

confidence: 99%

The general factor of personality and moral hypocrisy: A moderated mediation model

Yu,

Zhang

2023

Psychology in the Schools

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“…More recent studies have also shown effects of interventions in nonclinical populations (e.g., Allemand et al, 2022; Hudson et al, 2019; Hudson & Fraley, 2015; Stieger et al, 2021; Stieger, Wepfer, et al, 2020; see Jackson et al, 2021, for a review). For instance, generating specific implementation intentions (i.e., “if-then” plans) for personality change goals (Hudson & Fraley, 2015), completing behavioral challenges (Hudson et al, 2019; Massey-Abernathy & Robinson, 2021), or following a coaching program aimed at learning strategies to behave in trait-consistent manners (Allan et al, 2018; Martin et al, 2014; Massey-Abernathy & Robinson, 2021) resulted in significant trait change over the course of a few months.…”

Section: Personality Trait Change Through Psychological Interventionsmentioning

confidence: 99%

The effects of a personality intervention on satisfaction in 10 domains of life: Evidence for increases and correlated change with personality traits.

Olaru¹,

Scheppingen²,

Stieger³

et al. 2023

Journal of Personality and Social Psychology

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The desire to change one’s personality traits has been shown to be stronger if people are dissatisfied with associated aspects of their life. While evidence for the effects of interventions on personality trait change is increasing, it is unclear whether these lead to subsequent improvements in the satisfaction with various domains of life. In this study, we examined the effects of a 3-month digital-coaching personality change intervention study on 10 domains of satisfaction. We focused on the three largest intervention groups of the study (N = 418), which included participants who wanted to increase their Emotional Stability, Conscientiousness, or Extraversion. Bivariate latent change score models were used to examine correlated change between the targeted personality traits and satisfaction domains. We found that global life satisfaction and satisfaction with oneself as a person increased in all three intervention groups. In addition, increases in specific satisfaction domains were reported for the Conscientiousness (e.g., work/school, health, friendships) and Emotional Stability (e.g., family, sexual relationships, emotions) group. Increases were stable up to the 3-month follow-up. In contrast, the waitlist control group did not report any changes in global or domain-specific life satisfaction. Changes in the satisfaction domains were positively correlated with self-reported personality trait change to a similar degree as the cross-sectional associations, but not to observer-reported personality trait change. The personality intervention thus seemed to have a positive effect on satisfaction with various domains of life, which was associated with the degree of self-reported personality trait change.

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“…Third, the taxonomy has to group constructs that are malleable, i.e., represent skills that show developmental patterns. This development could be normative (e.g., teachers getting on average more emotionally stable with increasing age), or through intentional or volitional change Fraley, 2015, 2016;Allan et al, 2018) [element c], either individually (e.g., individual learning and coaching) or group-based (in the context of pre-and in-service training programs [element d]). Skills in our taxonomy are assumed to be malleable and to improve over time, training sessions, and experience/tenure which is consistent with evidence from SEMS training programs in teachers (Dignath et al, 2008;Payton et al, 2008).…”

Section: Towards a Unifying Teacher Sems Taxonomy Taxonomic Prerequis...mentioning

confidence: 99%

Social–emotional skills of teachers: Mapping the content space and defining taxonomy requirements

et al. 2023

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Many studies acknowledge the importance of social–emotional skills1 (SEMS) to function in contemporary society. Understanding these skills and how these develop presents several conceptual and methodological challenges, with emerging consensus on what kind of skills should be fostered in education. Less work, however, has considered SEMS specifically for teachers, despite the fact that they are presumed to be the primary agents to affect SEMS of students. The current article examines different conceptualizations of teacher SEMS and provides a first attempt at defining and structuring this broad conceptual space. We further propose a conceptual teacher SEMS framework that may serve as a basis of an empirical one to guide future educational research and policy-making.

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Application of a 10 week coaching program designed to facilitate volitional personality change: Overall effects on personality and the impact of targeting

Cited by 12 publications

References 0 publications

The general factor of personality and moral hypocrisy: A moderated mediation model

The general factor of personality and moral hypocrisy: A moderated mediation model

The effects of a personality intervention on satisfaction in 10 domains of life: Evidence for increases and correlated change with personality traits.

Social–emotional skills of teachers: Mapping the content space and defining taxonomy requirements

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