The Five-Factor Personality Inventory (FFPI)

Hendriks, A. A. Jolijn; Hofstee, Willem; Raad, Boele De

doi:10.1016/s0191-8869(98)00245-1

Cited by 267 publications

(249 citation statements)

References 20 publications

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“…This discredits the idea that the big-five taxonomy is a perspective on personality unique to western culture, to the United States, or to the majority racial/ethnic group within the United States. A Big 5 measure is available in numerous languages, including, in addition to those mentioned above, Brazilian, Chinese, Croatian, Hebrew, Hungarian, Italian, Japanese, Polish, Slovak, and Swedish (Hendriks, Hofstee, & de Raad, 1999).…”

Section: Predictors Of Thementioning

confidence: 99%

The Role of Noncognitive Constructs and Other Background Variables in Graduate Education

Kyllonen

Walters²,

Kaufman

2011

ETS Research Report Series

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This report reviews the literature on noncognitive and other background predictors (e.g., personality, attitudes, and interests) as it pertains to graduate education. The first section reviews measures typically used in studies of graduate school outcomes, such as attrition and time to degree. A review of qualities faculty members and administrators say they desire and cultivate in graduate programs is conducted. There appears to be a divergence between the qualities faculty members say are important and the measures researchers typically use in validity studies.The second section reviews three categories of noncognitive variables that might predict outcomes (general personality factors, quasi-cognitive factors, and attitudinal factors) and the definitions, measures, correlates, and the validity of those measures. The role of background factors, both environmental and group, is part of this review.Key words: noncognitive, personality, admissions, GRE ® , selection, assessment, new constructs ii Executive SummaryMany GRE ® studies conducted in the past several years have asked faculty members about the qualities that are important to success in graduate school. A consistent finding is that graduate faculty members believe that noncognitive factors, such as motivation, creativity, personality, interests, and attitude, ought to be considered in graduate admissions (e.g., Briel et al., 2000). Many faculty members believe that including such factors would increase both fairness and the validity of the current admissions process. At the same time there is a lack of knowledge about what the scientific literature says on what the noncognitive factors are, how important they are, how they could best be measured, and on whether it might be practical to use them in admissions decisions. The purpose of this review is to address these questions. This report reviews various noncognitive factors and definitions, measures, correlates, and the validity of those measures. Graduate School Outcomes and Their DeterminantsA notional path model illustrates the relationships between noncognitive predictor factors and graduate school outcome factors. Graduate school outcome factors are divided into traditional measures of convenience and performance factors. Traditional measures are attrition, time-to-degree, and grade point average. Performance factors are domain proficiency, general proficiency, communication, effort, discipline, teamwork, leadership, and management. The noncognitive predictor factors are divided into three main categories: personality (e.g., extroversion), quasi-cognitive (e.g., metacognition), and motivation factors (e.g., self-efficacy).In addition, there are two background categories assumed to affect the noncognitive factors:environmental (e.g., mentor support) and group factors (gender and ethnicity). The review is organized according to this model. Personality FactorsA consensus has emerged within the field that there are five major personality factors: extroversion, emotional stability, agreeableness, ...

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Section: Predictors Of Thementioning

confidence: 99%

The Role of Noncognitive Constructs and Other Background Variables in Graduate Education

Kyllonen

Walters²,

Kaufman

2011

ETS Research Report Series

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“…19 Emotional Stability (ES) Emotional Stability (ES) was assessed with a subscale of the Five-Factor Personality Inventory (FFPI). [27][28][29] The ES scale consists of 20 items, with 10 items representing the positive pole and 10 items representing the negative pole of this personality trait. Negative/positive items are reversed, such that higher scores indicate a higher level of emotional instability and lower scores, stability.…”

Section: Type D Personalitymentioning

confidence: 99%

“…An emotionally stable person can take his or her mind off his or her problems, readily overcomes setbacks, tends always to be in the same mood, does not invent problems for himself/herself, and is not frequently overwhelmed by emotions. 28 To avoid response bias that may have arisen from experiencing tinnitus, the general instruction was preceded by a situationspecific instruction: "Please do not let your answers be influenced by your current condition resulting from your illness or by any other reasons for having been referred to the hospital." The reliability and construct validity of this instrument has been well established.…”

Section: Type D Personalitymentioning

confidence: 99%

“…29 -31 In previous studies, the FFPI Emotional Stability (ES) scale showed satisfactory levels of internal consistency, with Cronbach ␣ ranging from 0.81 to 0.85. 28,29,32 Statistical Analysis Discrete variables were compared with the chi-square test (Fisher's exact test when appropriate, difference of proportions test 33 ) and are presented as frequencies and percentages. Continuous variables were normally distributed (Shapiro-Wilk, p Ͼ0.05), and were therefore compared with the Student t-test and are presented as mean (standard deviation [SD]).…”

Section: Type D Personalitymentioning

confidence: 99%

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The Distressed (Type D) Personality Is Independently Associated With Tinnitus: A Case–Control Study

et al. 2010

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“…Subjects were first-year students (95%) and staff members of psychology. The data were collected in the context of the construction of the FFPI (Hendriks, unpublished doctoral dissertation;Hendriks et al, 1999a). United States of America (USA) N ¼ 97, 38 males and 49 females.…”

Section: Czechmentioning

confidence: 99%

The five‐factor personality inventory: cross‐cultural generalizability across 13 countries

et al. 2003

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In the present study, we investigated the structural invariance of the Five-Factor Personality Inventory (FFPI) across a variety of cultures. Self-report data sets from ten European and three non-European countries were available, representing the Germanic (Belgium, England, Germany, the Netherlands, USA), Romance (Italy, Spain), and Slavic branches (Croatia, Czech Republic, Slovakia) of the Indo-European languages, as well as

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The Five-Factor Personality Inventory (FFPI)

Cited by 267 publications

References 20 publications

The Role of Noncognitive Constructs and Other Background Variables in Graduate Education

The Role of Noncognitive Constructs and Other Background Variables in Graduate Education

The Distressed (Type D) Personality Is Independently Associated With Tinnitus: A Case–Control Study

The five‐factor personality inventory: cross‐cultural generalizability across 13 countries

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