Contextualizing Personality Psychology

Roberts, Brent W.

doi:10.1111/j.1467-6494.2007.00467.x

Cited by 139 publications

(83 citation statements)

References 43 publications

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“…As the above example shows, the conceptualization and assessment of personality traits are explicitly contextualized within situations (Roberts, 2007). Personality traits reflect the emergent qualities that arise in the combination of behaviors, thoughts, and feelings occurring and varying across specific situations.…”

Section: What Are Personality Traits?mentioning

confidence: 99%

Misconceptions of Traits Continue to Persist

Jackson

Hill

Roberts

2012

Journal of Management

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In his defense of self-efficacy, Bandura (Journal of Management, vol. 38, no. 1) does the field a disservice by misconstruing what constitutes a trait. The authors of this response discuss current definitions of a trait and contrast these conceptions with the definition put forth by Bandura. Integral to this disagreement is the level of specificity across different psychological constructs. The authors suggest that if levels of specificity are acknowledged, traits may be meaningfully integrated into social cognitive models of personality. They contend that integrating traits and social cognitive units can benefit both fields and meaningfully impact applied research.

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Section: What Are Personality Traits?mentioning

confidence: 99%

Misconceptions of Traits Continue to Persist

Jackson

Hill

Roberts

2012

Journal of Management

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“…With the emergence of borderless jobs across work and family domains and the increasing need to adapt to continuous organisational change, employees are now left with lesser time for additional tasks [18]. The result is work intensification which involves rising levels of work demands during working hours.…”

Section: Work Intensificationmentioning

confidence: 99%

Work Intensification and Turnover Intention in Academia: The Mediating Role of Work-Life Balance

Chuan-Chiew

Hwa

Teh

2018

Journal of Asian Scientific Research

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Article HistoryNumerous reforms in the Malaysian academia in recent years have resulted in academic work intensification which produces work-life balance and turnover intention in the higher education sector. This effect, however, has received limited research. This study aims to examine the relationships between work intensification, work-life balance and turnover intention among academics in Malaysian universities using the theory of Job Demand-Resources. The mediating effect of work-life balance on the relationship between work intensification and turnover intention was also explored. Data were collected through a survey from 190 respondents in public and private universities in Malaysia. As hypothesized, the PLS-SEM results revealed that the path relationships among the constructs were in the expected directions. Work intensification and turnover intention were found to be positively related, whereas work intensification and work-life balance were negatively related. In addition, work-life balance was negatively associated with turnover intention and it partially mediated the relationship between work intensification and turnover intention. Several important implications of the study findings for future research and practice were also discussed Contribution/ Originality: Malaysian academics have experienced work intensification due to various work reforms. Using the JDR framework, this study examines the effects of work intensification on the academics' worklife balance perceptions and turnover intention. The findings confirm the JDR theory that achieving work-life balance is instrumental in decreasing academics' turnover intention.

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“…Individuals often seek out, create, evoke, respond to, or are selected into experiences that are compatible and correlated with their personality (Caspi & Bem, 1990;Roberts, 2007;Scarr & McCartney, 1983;Snyders & Ickes, 1985). This pattern, generally referred to as selection effects, is consistent with a life-course perspective that suggests early emerging personality traits influence the experiences that people encounter in adolescence and young adulthood (Baltes, 1997).…”

Section: Selection Effects In Educational Experiencesmentioning

confidence: 99%

“…Personality traits are thought to influence the selection of educational experiences because personality traits lead individuals to seek out experiences in a manner that is compatible with their personality (Caspi & Bem, 1990;Roberts, 2007). Experiences that come about through these person-environment transactions are likely to result in feelings of familiarity, satisfaction, and/or validation (Caspi & Bem, 1990;Roberts, 2007). In essence, it is more comfortable and enjoyable to be in trait affording situations than not.…”

Section: Personality Guides the Selection Into Educational Experiencesmentioning

confidence: 99%

The Effects of Educational Experiences on Personality Trait Development

Jackson¹

2013

PsycEXTRA Dataset

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Recent research suggests that educational experiences lead to positive outcomes for reasons other than gains in cognitive abilities. Specifically, non-cognitive skills (i.e. personality traits) may change as a result of educational experiences (Heckman et al., 2010). To date, the idea that educational experiences contribute to changes in personality traits has received very little empirical support. The current study examines the relationship between educational experiences and personality trait development in a large German sample across four waves beginning in high school and throughout college. Findings suggest that personality traits in high school predict the type of educational experiences students have in college. Secondly, a number of educational experiences are associated with changes in personality traits. For example, going to class and spending more time on one's homework is associated with increases in conscientiousness while having fewer stressful experiences are associated with decreases in neuroticism. Similarly, changes in educational experiences are associated with changes in personality traits, suggesting a reciprocal relationship between educational experiences and personality traits. Finally, a series of auto-regressive and auto-regressive latent trajectory (ALT) models found evidence that educational experiences can lead to changes in personality traits and vice-versa. Overall, this study suggests that educational contexts are important for the development of personality traits. Viewed in this light, one learns more in school than just class material.iii ACKNOWLEDGMENTS

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Contextualizing Personality Psychology

Cited by 139 publications

References 43 publications

Misconceptions of Traits Continue to Persist

Misconceptions of Traits Continue to Persist

Work Intensification and Turnover Intention in Academia: The Mediating Role of Work-Life Balance

The Effects of Educational Experiences on Personality Trait Development

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