Intelligence and Personality in School and Educational Psychology

Little more than personality: Dispositional determinants of test anxiety (the Big Five, core self-evaluations, and self-assessed intelligence)

“…However, psychologists use different labels to refer to what are arguably overlapping constructs, for instance: Self-regulation (Carver & Scheier, 1984), self-efficacy (Bandura, 1986, Smith, Arnkoff, & Wright, 1990Zohar, 1998), locus of control (Braden, 1995;Feather & Volkmer, 1988), attribution for failure and success (Bandalos, Yates, & Thorndike-Christ, 1995), self-worth (Covington, 1992), emotional self-efficacy (Petrides & Furnham, 2000), self-concept (Bandalos et al, 1995), self-awareness (Fletcher & Baldry, 2000), meta-cognition (Stankov, 1999), self-handicap (Rhodewalt, 1990), self-evaluation (Morris & Liebert, 1969), self-motivation (Zeidner, 1995), self-concept (Rindermann & Neubauer, 2001), and self-confidence (Koivula, Hassmen & Fallby, 2002).…”

An Investigation of Big Five Personality Traits and Career Decidedness Among Early and Middle Adolescents

“…Identifying relationships between career decidedness and the Big Five traits could be useful in a variety of ways to practitioners. By way of illustration, as noted by Braden (1995), knowledge of a student's personality can help counselors and teachers accommodate personality differences in three areas: designing and administering interventions, altering curricula, and remedying individual student deficiencies. As one specific example, group discussions of career topics might be more useful for more extroverted students, whereas read-ing and writing assignments on career topics might be more appropriate for more introverted students.…”

Effect of Proactive Personality on Career Decidedness: The Mediating Role of Career Exploration and the Moderating Role of Anticipated Regret

“…Firstly, based on our findings, we can identify students who may have difficulty making career decisions. As noted by Braden (1995) , career counselors can design and implement differentiated interventions on the basis of understanding students’ personalities. By measuring individuals’ proactive personality, counselors may be able to predict which types of students are less likely to have high levels of career decidedness and tailor their career plans to their personality traits.…”