Journal of Personality最新文献

Objective: The importance of diversity, inclusiveness, and social justice has been increasingly emphasized in different institutions and organizations around the world. The present research adopted an individual differences approach to understanding people's attitudes toward diversity and social justice.

Method: Across three studies (Ns ranging from 371 to 700), participants completed measures of Big Five personality traits, political ideology, and attitudes toward a range of social justice issues (diversity, LGBTQ+, racial relations, abortion).

Results: Higher Openness to Experience and Agreeableness emerged as the most consistent predictors of higher support for social justice. Higher Neuroticism and lower Conscientiousness also predicted support for social justice issues. Furthermore, consistent with the dual-process model of ideology, we found that right-wing authoritarianism and social dominance orientation tended to predict social justice support above and beyond Openness to Experience and Agreeableness.

Conclusion: This work provides important insights into the personality predictors of social justice support.

Objective: Reality perception is often altered by general dispositional factors that are associated with emotional vulnerability, both inherited and acquired, that emerge in a specific learning context. The current study will examine whether neuroticism and looming cognitive style, factors that account for emotional vulnerability, interact in a manner that influences the evaluative conditioning effect (the magnitude of valence change in a conditioned stimulus due to pairing with an unconditioned stimulus).

Method: To achieve this, we will implement an evaluative conditioning procedure that pairs positive stimuli, nonthreatening negative stimuli, and threatening negative stimuli with neutral stimuli. Participants will also provide measures of valence and threat characteristics for the unconditioned stimuli, along with assessments of neuroticism and looming cognitive style.

Results: We expect that the evaluative conditioning effect will be mediated by threat and valence evaluations of unconditioned stimuli. We also expect that neuroticism will moderate the valence and threat values of unconditioned stimuli, whereas cognitive looming will moderate the magnitude of valence transfer from unconditioned stimuli to conditioned stimuli.

Conclusions: We presume that neuroticism will explain the reactivity to valenced and threatening stimuli, while looming cognitive style will account for the negative bias in the conditioned stimuli evaluation.

Introduction: Researchers seldom consider the interplay between self-enhancement (SE) and well-being at both inter- and intraindividual levels. Previous studies have primarily focused on agentic SE and hedonic well-being, often neglecting communal SE and eudaimonic well-being. This study aims to address these gaps by examining the reciprocal relationship between both agentic and communal SE and both hedonic and eudaimonic well-being. Self-esteem is identified as a potential mediator in these relationships at both inter- and intraindividual levels.

Method: Using experience sampling, 172 participants (M_age = 24.25, 75% female) responded to smartphone prompts four times daily for 10 days, yielding 5925 observations. Data were analyzed with Dynamic Structural Equation Modeling.

Results: At the intraindividual level, stronger SE predicted increased hedonic and eudaimonic well-being within a short period (about 4 h). This enhanced well-being, in turn, was related to stronger SE, creating a positive feedback loop. At the interindividual level, higher agentic and communal SE correlated with greater well-being. Self-esteem mediated the reciprocal associations between SE and well-being at both levels.

Conclusion: These findings offer new insights into the dynamics of SE and well-being, supporting the positive link between SE and well-being in everyday life, emphasizing the mediating role of self-esteem across different analysis levels.

Objective: This research explored arousal levels as a motivating factor for solitude-seeking. We hypothesized that solitude becomes more desirable when high-arousal emotions were heightened and individual differences in extraversion and neuroticism would moderate this pattern.

Method: We tracked individuals' hourly experiences throughout a day. We assessed their high-arousal positive (e.g., excitement) and negative emotions (e.g., tension), whether they were alone or with others, and their preferred situation at the time of the signal. We gathered 4338 surveys from 362 participants, with 103 participants completing all hourly surveys.

Results: Preference for and incidence of solitude changed throughout the day. Contrary to our hypotheses, lagged analyses did not indicate high-arousal emotions predicting reports of being alone an hour later. However, individuals were more likely to express a preference for solitude while experiencing high-arousal negative emotions, and less so while experiencing positive emotions. Younger individuals display stronger preference for solitude during experiences of high-arousal negative emotions. Extraversion and neuroticism did not moderate these patterns.

Conclusions: The results highlight the distinctive appeal of solitude as a space for young adults to deal with negative emotions. We discussed how these findings are connected to existing literature and implications for future research.

Introduction: How does a student's personality development relate to the personality of their classmates? The school class builds a pertinent comparison group during adolescence that has been identified as a critical factor in students' development of abilities and self-perceptions. This study empirically tests the impact of classroom personality composition on changes in adolescents' Big Five personality traits. We hypothesized positive associations between class-level openness and conscientiousness and the individual development of these traits given their role in academic performance.

Method: To test these hypotheses and explore additional composition effects, we employed three approaches of multilevel structural equation modeling on two large longitudinal samples of German adolescents (N₁ = 5470; N₂ = 788).

Results: Our analyses yielded two principal findings: First, individual personality levels remained highly stable across different time periods. Second, contrary to our hypotheses, baseline class-level openness and conscientiousness were not positively linked to individual personality development. Instead, there were some indications that higher class-level openness was negatively linked to individual openness to experiences at the second measurement point.

Conclusions: We discuss the absence of systematic composition effects at the classroom level and consider methodological challenges in investigating these effects.