Personality Consistency and Situational Influences on Behavior

Green, Jennifer P.; Dalal, Reeshad S.; Swigart, Kristen L.; Bleiberg, Melissa A.; Wallace, David; Hargrove, Amber K.

doi:10.1177/0149206318781950

Cited by 24 publications

(25 citation statements)

References 70 publications

(161 reference statements)

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“…Research on dynamic person-situation transactions and their consequences is slowly making its entrance into applied psychology (e.g., Green et al, 2018;Huang & Ryan, 2011;Judge & Zapata, 2015;Wood et al, 2019). Although researchers have started to recognize the problems associated with "searching for the effect of personality traits while disregarding or minimizing the influence of the contexts that these traits operate within" (Huang & Ryan, 2011, p. 451), empirical findings in applied contexts remain sparse.…”

Section: Person-situation Dynamics In An Education Settingmentioning

confidence: 99%

“…However, if teachers perceive situations as adverse but they are in fact not adverse (according to others), this could be relevant to know with regard to how to coach and support teachers in order to feel better at work and be more productive. Research on dynamic person-situation transactions and their consequences is slowly making its entrance into applied psychology (e.g., Green et al., 2018; Huang & Ryan, 2011; Judge & Zapata, 2015; Wood et al., 2019). Although researchers have started to recognize the problems associated with “searching for the effect of personality traits while disregarding or minimizing the influence of the contexts that these traits operate within” (Huang & Ryan, 2011, p. 451), empirical findings in applied contexts remain sparse.…”

Section: Introductionmentioning

confidence: 99%

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Person-situation dynamics in educational contexts: A self- and other-rated experience sampling study of teachers’ states, traits, and situations

2021

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The situations people find themselves in and how they experience them is fundamental to a host of life and work outcomes. However, most research has so far only relied on self-reports and is thus not able to disentangle different situation components. The present study therefore examined the dynamics between self- and other-rated situation characteristics, personality traits, and personality states in an educational setting. One hundred and seventy-three student teachers ( n = 2244–2261 observations) and 94 supervisors ( n = 1110–1122 observations) participated in a 13- or 14-day experience sampling study during student teachers’ internships and rated situations and teachers’ personality states twice daily. Answering three research questions yielded that (1) self-rated traits were mostly not associated with self- or supervisor-rated situation characteristics; (2) self- and supervisor-rated situation characteristics predicted self- and supervisor-rated personality state expressions (although effects were largest for same-rater associations); and (3) there were no interaction effects of traits and situation characteristics on personality state expressions. These results have important theoretical and applied implications as they advance our understanding of person-situation dynamics in an applied setting and suggest that associations between situations and personality states are not solely attributable to common rater effects.

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Section: Person-situation Dynamics In An Education Settingmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Person-situation dynamics in educational contexts: A self- and other-rated experience sampling study of teachers’ states, traits, and situations

2021

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“…Relative stability means that traits are shown to a similar degree across situations, but there is also variability between different contexts. Variability in the enactment of personality traits across situations has many sources (e.g., Green et al, 2019), yet it can be argued that life domains account for a relatively large part of this variability, in part because they vary in goals and social roles to be fulfilled (see, e.g., Bleidorn and Denissen, 2015). Character strengths are thus expected to be displayed across all life domains of an individual, yet to also show variation across life domains.…”

Section: Character Strengthsmentioning

confidence: 99%

Character Strengths in the Life Domains of Work, Education, Leisure, and Relationships and Their Associations With Flourishing

2021

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A growing body of research demonstrates the relevance of character strengths for flourishing in general, but also for important outcomes across different life domains (e.g., work performance and relationship satisfaction). Studies have also shown that there are differences in the extent to which character strengths are applied, that is, perceived as relevant and shown in behavior in a given context, between work and private life, but they have not considered other life domains. This study aims to close this gap by examining the life domains of work, education, leisure, close personal relationships, and romantic relationships. The present study investigates whether (a) strengths-related behavior across different life domains explains additional variance in flourishing beyond the trait level of each respective character strength and studies (b) differences in the relevance of character strengths and strengths-related behavior across different life domains, and examines (c) their relationships with flourishing. A sample of 203 German-speaking adults (78.8% females; mean age = 29.4 years) completed self-reports assessing flourishing and character strengths. They also indicated which of the five life domains were personally relevant to them (i.e., on average 4.23 life domains) and reported the character strengths' perceived relevance and the frequency of displaying strengths-related behavior for each of these life domains separately. The results demonstrate that (a) strengths-related behavior averaged across all relevant life domains explained unique variance in flourishing above the trait-level of character strengths in some cases (e.g., creativity, kindness, and fairness), (b) different life domains were characterized by specific profiles of character strength—regarding both their relevance and strength-related behavior. Moreover, (c) character strengths and strengths-related behavior in different life domains both showed substantial correlations with flourishing. In some cases, these associations were domain-specific (e.g., displaying love of learning in the context of education was related to higher levels of flourishing). In conclusion, we suggest that examining strengths-related behavior across different life domains represents a worthwhile addition to research on character strengths.

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Section: Person-situation Dynamics In An Education Settingmentioning

confidence: 99%

Person-Situation Dynamics in Educational Contexts: A Self- and Other-Rated Experience Sampling Study of Teachers’ States, Traits, and Situations

Abrahams¹,

Rauthmann²,

Fruyt³

2021

Preprint

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The situations people find themselves in and how they experience them is fundamental to a host of life and work outcomes. However, most research has so far only relied on self-reports and is thus not able to disentangle different situation components. The present study therefore examined the dynamics between self- and other-rated situation characteristics, personality traits, and personality states in an educational setting. One hundred and seventy-three student teachers (n = 2,244–2,261 observations) and 94 supervisors (n = 1,110–1,122 observations) participated in a 13- or 14-day experience sampling study during student teachers’ internships and rated situations and teachers’ personality states twice daily. Answering three research questions yielded that 1) self-rated traits were mostly not associated with self- or supervisor-rated situation characteristics; 2) self- and supervisor-rated situation characteristics predicted self- and supervisor-rated personality state expressions (although effects were largest for same-rater associations); and 3) there were no interaction effects of traits and situation characteristics on personality state expressions. These results have important theoretical and applied implications as they advance our understanding of person-situation dynamics in an applied setting and suggest that associations between situations and personality states are not solely attributable to common rater effects.

show abstract

Personality Consistency and Situational Influences on Behavior

Cited by 24 publications

References 70 publications

Person-situation dynamics in educational contexts: A self- and other-rated experience sampling study of teachers’ states, traits, and situations

Person-situation dynamics in educational contexts: A self- and other-rated experience sampling study of teachers’ states, traits, and situations

Character Strengths in the Life Domains of Work, Education, Leisure, and Relationships and Their Associations With Flourishing

Person-Situation Dynamics in Educational Contexts: A Self- and Other-Rated Experience Sampling Study of Teachers’ States, Traits, and Situations

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