Psychodynamics of partner, stranger, and generally violent male college students.

Understanding the dynamics of partner violence has been complicated by the fact that "partner violence" may include both partner and generally violent men. The authors hypothesized that partner violence may involve intimacy-related threats to masculinity, violence toward strangers may relate to alcohol abuse, and both partner and stranger violence may relate to object relations pathology. College men were nonviolent or violent toward partners, strangers, or partners and strangers (n?=?10 men in each group). Partner violence was related to higher Schwartz Castration Anxiety Scale scores (B. Schwartz, 1991), from Thematic Apperception Test responses. Stranger violence was related to higher Minnesota Multiphasic Personality Inventory (MMPI-2) and MacAndrew Alcoholism Scale-Revised scores. Neither partner nor stranger violence was related to MMPI-2 anxiety or Westen's Social Cognition and Object Relations Scale (D. Westen, A. Barends, J. Leigh, M. Mendel, & D. Silbert, 1990). The authors discussed implications for understanding the dynamics of partner violence and treatment. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Cortical evoked potential, personality, and intelligence.

The averaged cortical evoked potential (CEP) was measured from 296 males (84 twins, 149 prisoners, and 63 miscellaneous Ss; mean ages 24.2, 29, and 27 yrs, respectively) in 2 studies and was then correlated with scores on intelligence and personality tests. For both studies, auditory stimuli were used with bipolar electrode placement to the Cz and T3 scalp positions. In the 1st study, stimulus intensity was 95 db. Intelligence was measured with the Mill Hill Vocabulary Scale and personality with the Psychoticism, Extraversion, and Neuroticism Questionnaire. Study 2 used additional stimuli at 75 and 55 db. Intelligence was measured with Raven's Progressive Matrices. The State-Trait Anxiety Inventory was also given. Neither study found any relation between the CEP and IQ or personality. However, more bored Ss showed larger CEP amplitudes. (23 ref) (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Emotional intelligence, personality, and task-induced stress.

Emotional intelligence (EI) may predict stress responses and coping strategies in a variety of applied settings. This study compares EI and the personality factors of the Five Factor Model (FFM) as predictors of task-induced stress responses. Participants (N = 200) were randomly assigned to 1 of 4 task conditions, 3 of which were designed to be stressful. Results confirmed that low EI was related to worry states and avoidance coping, even with the FFM statistically controlled. However, EI was not specifically related to task-induced changes in stress state. Results also confirmed that Neuroticism related to distress, worry, and emotion-focused coping, and Conscientiousness predicted use of task-focused coping. The applied utility of EI and personality measures is discussed. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Personality development in emerging adulthood: Integrating evidence from self-ratings and spouse ratings.

The authors examined self-ratings and spouse ratings in a young adult newlywed sample across a 2-year interval. Rank-order stability correlations were consistently high and did not differ across the 2 types of ratings. As expected, self-ratings showed significant increases in conscientiousness and agreeableness- and declines in neuroticism/negative affectivity- over time. Spouse ratings yielded a very different pattern, however, showing significant decreases in conscientiousness, agreeableness, extraversion, and openness across the study interval. Spouse ratings also showed evidence of a "honeymoon effect," such that they tended to be more positive than self-ratings at Time 1. This effect had dissipated by the 2nd assessment; in fact, the spouse ratings tended to be more negative at Time 2. Analyses of individual-level change revealed little convergence between self- and spouse-rated change, using both raw change scores and reliable change index scores. Finally, correlational and regression analyses indicated that changes in spouse ratings were significantly associated with changes in marital satisfaction; in contrast, changes in self-ratings essentially were unrelated to marital satisfaction. These results highlight the value of collecting multimethod data in studies of adult personality development. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Factors related to correspondence between teacher ratings of elementary student depression and student self-ratings.

Fourth through 6th graders (n?=?418) completed the Children's Depression Inventory (CDI; M. Kovacs, 1980). Each teacher (n?=?31) rated 6 students with high, low, or medium CDI scores (n?=?181) using the CDI items (teacher-CDI) and a single global rating. Remaining students received the global rating only. 16 teachers were randomly assigned to receive instruction on childhood depression. Contrary to earlier studies, moderate correspondence was found for both measures. Familiarity was related to correspondence, whereas confidence and student gender were unrelated to correspondence. Instruction improved knowledge, but not correspondence. School-related behaviors yielded the highest correspondence. The teacher-CDI displayed high test–retest reliability. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

The relationship between student personality characteristics, teacher ratings, and student achievement.

In Study 1, 388 undergraduates (a) rated themselves on the Adjective Check List (ACL), (b) viewed a videotape that varied in instructor expressiveness and lecture content, (c) evaluated the videotaped instructor and a test on the lecture, and (d) completed the ACL for the instructor. In Study 2, 87 Ss were also exposed to 2 videotaped lectures given 1 wk apart. In Study 3, 108 Ss completed the ACL for themselves and their instructors, evaluated their instructor's teaching, and completed a test on common course material. No meaningful or consistent relationship between ratings and student personality characteristics appeared to exist. Personality characteristics of instructors were related to teacher effectiveness ratings. Ratings predicted teacher-produced achievement equally well for classes that differed in the personality characteristics of the students enrolled. Teacher effects on ratings appeared significantly greater than teacher effects on achievement. (41 ref) (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

A comparison between ipsative and normative ratings of personality.

This is a report of results of 2 studies in which ipsative ratings, treated normatively, were correlated with corresponding normative ratings in a test of the functional equivalence of the 2 forms of measurement. "Both analyses showed an almost complete equivalence between the 2 methods. A possible reason for this relationship was discussed and some of the advantages of the ipsative approach presented." The opinion that a number of current rating and assessment procedures bear revision in light of these findings was offered. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Effects of comparative performance information on the accuracy of self-ratings and agreement between self- and supervisor ratings.

The manner in which social comparison performance information affects the accuracy of self-ratings and the agreement between self- and supervisor ratings was investigated in a laboratory experiment using 163 undergraduates. Ss proofread a series of articles for 30 min and then made self-ratings of work performance. Half of the subjects received social comparison information prior to making self-ratings. Correlations between self- and supervisor evaluations and between self-evaluations and objective performance indicators were significantly larger when self-raters were presented with the same comparative performance information that was available to supervisors. Implications of the findings for future research on self- and supervisor evaluations are discussed. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Consensual validation of personality traits: Evidence from self-reports and ratings.

Self-reports from 281 21–89 yr olds were correlated with their spouses' ratings of them on a set of 18 traits in the domains of neuroticism, extraversion, and openness to experience. Correlations ranged from .30 to .58 for the individual scales and from .51 to .60 for the 3 global domain scores. A multitrait, multimethod analysis, including the Eysenck Personality Inventory as a 2nd self-report instrument, showed evidence of convergent and divergent validity in both men and women. The use of a personality inventory format for ratings and the choice of spouse as rater contributed to the relatively high agreement, and agreement was probably moderated by the observability of the trait as well as S's gender. (29 ref) (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Stability of personality self-ratings over 30 years: Evidence for an age/cohort interaction.

Investigated the hypothesis of B. S. Bloom (1964) and others that the stability of personality is greater among older than younger adults. In a longitudinal study, 459 men in 2 cohorts were followed from 1947 to 1977. Self-ratings were obtained over the 30-yr period on 15 item-factor scales from the Minnesota Multiphasic Personality Inventory (MMPI) and on 2 higher order factors. There was substantial evidence of greater stability on many traits in the older than in the younger age/cohort group. Furthermore, in late adulthood, traits related to the higher order factor Constraint were more stable than were traits related to Positive vs Negative Affectivity. (16 ref) (PsycINFO Database Record (c) 2011 APA, all rights reserved)     

The letter of recommendation effect in informant ratings of personality.

In most studies using informant reports of personality, the informants are recruited by the targets. Such informants may tend to like the targets and thus portray them in specific ways (e.g., too positively). Study 1 (N = 403) demonstrated the necessity to distinguish between “liking” and “knowing” in studying the relationships between informants and targets. Informants who liked their targets better described them more positively (i.e., as being more extraverted, agreeable, open, conscientious, and less neurotic). The association between personality ratings and liking was moderated by item evaluativeness. Liked targets were also described as being more similar to each other (range restriction), which would lower correlations of informant ratings of personality with external variables. Study 2 (N = 90) used a within-subjects design to disentangle actual personality differences between targets (substance) from the informants’ specific views on the targets (style). Ninety informants were asked to nominate targets they did not like. These targets then nominated informants of their own choice. Target-nominated informants liked the targets very much and described the targets’ personalities very positively and in ways that were highly redundant with the average target’s self-rating. There was evidence that lower liking may be associated with better accuracy. Higher subjective levels of knowing were not associated with better interrater agreement but with a greater willingness to describe targets negatively. Implications for the field of recruiting are discussed. Where possible, the choice of informants and referees should be made independent of the targets’ preferences. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Validity of observer ratings of the big five personality factors.

Examined the validity of observer (supervisor, coworker, and customer) ratings and self-ratings of personality measures. Results based on a sample of 105 sales representatives supported the 2 hypotheses tested. First, supervisor, coworker, and customer ratings of the 2 job-relevant personality dimensions—conscientiousness and extraversion—were valid predictors of performance ratings, and the magnitude of the validities was at least as large as for self-ratings. Second, supervisor, coworker, and customer ratings accounted for significant variance in the criterion measure beyond self-ratings alone for the relevant dimensions. Overall, the results suggest that validities of personality measures based on self-assessments alone may underestimate the true validity of personality constructs. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Development of personality disorder symptoms and the risk for partner violence.

In a community sample (N = 543) followed over 20 years, the authors studied associations among childhood family violence exposure, personality disorder (PD) symptoms, and adult partner violence. PD symptoms (DSM-III-R Clusters A, B, and C) in early adulthood partially mediated the effect of earlier childhood risks on the odds of perpetrating partner violence. The authors tested whether stability of PD symptoms from adolescence to the early 20s differs for individuals who later perpetrated partner violence. Cluster A ("Odd/Eccentric") symptoms declined less with age among partner violent versus nonviolent men and women. Cluster B ("Dramatic/Erratic") symptoms were more stable through late adolescence in partner violent men, compared with nonviolent men and violent women. Cluster C ("Anxious") symptoms were most stable among partner violent men. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Race–ethnicity and measured intelligence: Educational implications.

In this article, issues pertaining to racial–ethnic differences in intelligence are addressed with regard to group-discrepancy misconceptions, profiles of abilities, historical context, factors associated with racial–ethnic differences, educational implications, and alternative methods of assessment. It appears that although numerous studies have been conducted to address this area, the focus on group differences has provided inconclusive data given that within-group differences exceed between-group differences. Variables associated with intelligence include measures of genetic influences, socioeconomic status, home intellectual climate, and educational attainment. Educational implications of racial–ethnic differences are noted, including concerns regarding cultural bias and percentages of minority group members in special-services categories. The development of new alternative methods of assessment and theory-driven measures is supported. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Evidence for genetic influences on personality from self-reports and informant ratings.

Self-report data on Extraversion (E) and Neuroticism (N), together with ratings by the co-twin, were obtained from a sample of 826 adult female twin pairs ascertained through a population-based twin register. Data were analyzed using a model that allowed for the contributions to personality ratings of the rater's personality (rater bias) as well as of the personality of the person being rated. For E, but not for N, significant rater bias was found, with extraverted respondents tending to underestimate, and introverted respondents tending to overestimate, the E of their co-twins. Good agreement between self-reports and ratings by the respondent's co-twin was found for both E and N. Substantial genetic influences were found for both personality traits, confirming findings from genetic studies of personality that have relied only on self-reports of respondents. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Social desirability ratings of personality variables by Norwegian and American college students.

The statements in Edwards Personal Preference Schedule were used to determine the degree of relationship between social desirability judgments made by Norwegian and American college students. 86 Norwegian Ss averaging 17 years of age and 152 college students of somewhat higher age rate the statements on a 9-point scale ranging from extremely socially desirable to extremely socially undesirable. The correlation between the scale values of the 2 ethnic groups was .78 which indicates a high agreement with 61% of the variance being common. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Self-concept and the stability of personality: Cross-sectional comparisons of self-reports and ratings.

Examined the hypothesis that in normal individuals the self-concept is crystallized in early adulthood. If so, then self-report assessments would show great stability despite radical changes in personality or characteristic behavior. The use of spouse ratings is proposed as an alternative method that should be capable of demonstrating personality changes. Data on 139 male and 142 female 21–89 yr olds were collected. Correlations between age and spouse ratings of 18 personality traits showed only small associations, which may be attributable to sampling bias or cohort differences. When the difference between ratings and self-reports was examined, MANOVA showed no age effect for men or women. The agreement between self-reports and ratings at different ages was not lower among older Ss. Personality thus appears to be stable in groups and individuals whether or not the self-conccept is crystallized early in life. It is argued that the self-concepts of most adults are reasonably accurate representations of their pesonalities at all ages. (32 ref) (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Peer ratings and self-ratings on twelve bipolar items and practicum counselors ranked high and low in competence by their peers.

Compared practicum counselors (N = 173), judged to be high and low in competence by their peers, on peer ratings and self-ratings which were factor analyzed separately. Results show differences between the factor structures of the peer and self-ratings, though each analysis yielded 2 interpretable factors. Counselors of both sexes judged high in competence by their peers had significantly better scores on both peer factors than low-competence Ss after items falling within each factor were summed. High-competence Ss also had a significantly better total rating on the 3-item Factor 2 of the self-ratings but not on the 7-item Factor 1. (PsycINFO Database Record (c) 2010 APA, all rights reserved)