Relevant bibliographies by topics / 170109 Personality, Abilities and Assessment

Academic literature on the topic '170109 Personality, Abilities and Assessment'

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Published: 10 December 2022
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Journal articles on the topic "170109 Personality, Abilities and Assessment"

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Carless, Sally A. "Career Assessment: Holland's Vocational Interests, Personality Characteristics, and Abilities." Journal of Career Assessment 7, no. 2 (April 1999): 125–44. http://dx.doi.org/10.1177/106907279900700203.

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Fournier, Alicia, Olivier Luminet, Michael Dambrun, Frédéric Dutheil, Sonia Pellissier, and Laurie Mondillon. "Importance of considering interoceptive abilities in alexithymia assessment." PeerJ 7 (November 20, 2019): e7615. http://dx.doi.org/10.7717/peerj.7615.

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Background Recent studies have shown that people with high alexithymia scores have decreased interoceptive abilities, which can be associated with psychological and physical disorders. Early assessments of the alexithymia trait included the evaluation of these abilities through the dimension measuring the difficulty in identifying and distinguishing between feelings and bodily sensations (the 26-item Toronto Alexithymia Scale; TAS-26). The revised version of the TAS, the TAS-20, contains a three-factor solution that does not involve a dimension assessing interoceptive abilities. However, the three items allowing the evaluation of these abilities are still present in the TAS-20. In this context, we hypothesized that the 3 items which assess interoceptive abilities in the TAS-20 should constitute an independent factor. In addition to exploring the internal structure of the TAS-20, we examined its external validity by assessing the relationships between the new factors and self-reported measures of personality trait and psychological and physical health. Method Two online studies (N = 253 and N = 287) were performed. The participants completed the TAS-20 and a set of psychological questionnaires (e.g., anxiety, depression) and health questions (e.g., “Do you suffer from a somatic disorder?”). The structure of the TAS-20 was examined using exploratory factor analysis (EFA), followed by an investigation of the relationships between the resulting new factors and other psychological and health data using regressions. In both studies, EFA revealed a new structure of the questionnaire consisting of four dimensions: (1) difficulty in the awareness of feelings, (2) externally oriented thinking, (3) difficulty in interoceptive abilities, and (4) poor affective sharing. The first factor was positively associated with all self-reported psychological and personality trait measures while the third factor was associated more with somatic disorders and medication intake. Results Our results suggest the presence of a new latent factor in the assessment of alexithymia that reflects interoceptive abilities specifically related to health and personality trait outcomes. In accordance with the results and the literature, it seems important to include an assessment of interoceptive abilities when considering the evaluation of alexithymia. The next step would be to develop a valid measure of these abilities.
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Zaverbnyj, Andrij, Yevheniia Redina, and Yurii Matseliukh. "Role differentiation of leadership knowledge and its assessment tools." Economics ecology socium 3, no. 2 (June 21, 2019): 62–70. http://dx.doi.org/10.31520/2616-7107/2019.3.2-7.

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Introduction. The development of liberal forms of management is accompanied by a rapid increase in the number of leaders. Therefore, the selection among the number of ordinary individuals is exactly those that meet the criteria of the leader, is an important problem. The most relevant in the situation of permanent elections is the search for such approaches to the differentiation of the role of leader, which would contribute to the development of society and the formation of those values that have deep civilizational influences. This led to the need for research and analysis of the role differentiation of leadership abilities that from ordinary people turn them into prominent personalities that change the present. Aim and tasks. The aim of the study is to study the existing experience of highlighting the qualities of leaders among a number of personality abilities, to study the approaches to their evaluation, use of acquired knowledge to assess the role differentiation of leadership abilities of senior and middle managers of IT market companies, testing the proposed approach to the example and unification of the proposed approach for assessing the role differentiation of leadership abilities of the first hundred richest people in the world. Results. The article analyzes foreign and domestic experience of highlighting the qualities of leaders among a number of personality abilities. Among the investigated approaches to assessing leadership qualities, an expert method for determining weight ratios was chosen that is best suited for companies in the gaming industry and digital distribution, to which Valve Corporation belongs. The results of the role differentiation of leadership qualities showed that in the figure of the most important are professional abilities, a little less have features related to interaction with subordinates, and the least - personal attributes. The petal diagram indicates a shift to professional abilities that plays a key role in the IT business. The proposed approach to the role-based differentiation of leadership abilities in the context of organizational changes in IT market companies can also be used in assessing the leadership abilities of the first hundred richest people in the world. Conclusions. The article examines foreign and domestic experience of highlighting the qualities of leaders among a number of personality abilities. The study of approaches to assessing leadership qualities and the possibilities of their use for companies in the field of gaming industry and digital distribution, which belongs to Valve Corporation. The offered approach of role differentiation of leadership abilities can be used both in the assessment of leadership abilities of the first hundred richest people in the world, and for the role differentiation of leadership abilities in the context of organizational changes in IT market companies.
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Roloff, Janina, Uta Klusmann, Oliver Lüdtke, and Ulrich Trautwein. "The Predictive Validity of Teachers’ Personality, Cognitive and Academic Abilities at the End of High School on Instructional Quality in Germany: A Longitudinal Study." AERA Open 6, no. 1 (January 2020): 233285841989788. http://dx.doi.org/10.1177/2332858419897884.

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The present study investigated to what degree teachers’ personality traits, cognitive abilities, and academic abilities (high school GPA), which were assessed at the end of high school as well as grades from the first and second state examinations of teacher education, predict later instructional quality. The study combined ratings of instructional quality from 3,768 German secondary school students and their 113 teachers with up to 10 years between assessment of teachers’ personality traits, cognitive abilities, as well as academic abilities at the end of high school and student ratings of instructional quality. Multilevel regression analyses revealed that agreeableness, high school GPA, and the second state examination grade predicted teachers’ instructional quality.
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Thompson, Charles L. "Book Review: The clinical practice of career assessment: Interests, abilities, and personality." Journal of Psychoeducational Assessment 15, no. 1 (March 1997): 70–75. http://dx.doi.org/10.1177/073428299701500107.

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López Gómez, María José, Teresa Bajo Molina, Presentación Padilla Benítez, and Julio Santiago de Torres. "Predicting proficiency in signed language interpreting." Interpreting. International Journal of Research and Practice in Interpreting 9, no. 1 (June 1, 2007): 71–93. http://dx.doi.org/10.1075/intp.9.1.05lop.

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An empirical study was designed to identify which perceptual-motor, cognitive and personality factors may underlie both acquisition of a signed language as a B language and development of signed language interpreting skills. If abilities that are potentially needed are found, a previous assessment of candidates’ potential for developing signed-language interpreting skills could be useful in identifying which students are likely to obtain good results during training. Perceptual-motor and cognitive skills, personality factors and academic background were hypothesized as possible predictors of success. Results showed that perceptual-motor and cognitive abilities are more important than personality traits in predicting proficiency in learning a signed language and developing signed-language interpreting abilities. Perceptual-motor coordination is the most reliable factor for predicting signed language proficiency, followed by other cognitive and personal factors.
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Colle, L., I. Gabbatore, E. Riberi, E. Borroz, F. M. Bosco, and R. Keller. "Mindreading abilities and borderline personality disorder: A comprehensive assessment using the Theory of Mind Assessment Scale." Psychiatry Research 272 (February 2019): 609–17. http://dx.doi.org/10.1016/j.psychres.2018.12.102.

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Shull, Ronald N., and Daniel L. Dolgin. "Personality and Flight Training Performance." Proceedings of the Human Factors Society Annual Meeting 33, no. 14 (October 1989): 891–95. http://dx.doi.org/10.1177/154193128903301406.

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Current naval aircrew selection research typically focuses on psychomotor and cognitive abilities, but evidence from flight training attrition studies suggests that many failures may be due to personality/motivational factors. This study concerns the relationships found between elements of primary flight training performance and the results of two automated personality assessment instruments: a risk test and a pilot personality questionnaire. Both risk test measures correlated significantly with a simple pass/fail index but not with actual flight grades for either student pilots or flight officers. Several of the pilot personality scales correlated significantly with various flight training criteria but many of these were also not orthogonal to measures of the current Navy/Marine Corps aviation selection test battery, while both risk test measures were.
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Alksne, Antra. "THE PROBLEM OF WILL: PSYCHOLOGICAL, PEDAGOGICAL AND CARITATIVE SOCIAL ASSESSMENT." SOCIETY. INTEGRATION. EDUCATION. Proceedings of the International Scientific Conference 1 (May 26, 2016): 28. http://dx.doi.org/10.17770/sie2016vol1.1495.

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Modern science proves that new psychological patterns that come to existence in early childhood, have an unchanging significance in developing abilities and shaping personality. Learning of social, moral norms relates to family which is influenced by historical, ethno-cultural, socio-cultural and socio-economic environment. Other persons play an important role in setting goals by their personal example. Action reveals the personality of man guided by certain motivation and striving towards defined, true goals. The purpose of the article is to further understanding of the role of will in shaping human personality. The reference literature researches the mechanism and reasons of formation of individual’s will. The basis of this paper consists of conclusions from the works of A.Augustins, A.Rubenis, A.Dannenfelde (anthropological aspect), V.Renge, J.Piaget, A.Abele and other authors (psychological aspect), D.Albrecht, A.Kuznetsova, R.Jansone and other known authors (pedagogical aspect). It is important for the person to be willing to establish his/her fundamental guidelines. Personality possesses its own vitality, creative character that is able to make a conscious choice and act responsibly in order to strengthen the ties with itself, social environment and God. Neither mind of soul, nor will are positioned in the spiritual world.
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Liepa, Diana, Aija Dudkina, and Maruta Sile. "SELF-ASSESSMENT CRITERIA OF TEACHER’S WELL-BEING." Problems of Education in the 21st Century 48, no. 1 (November 20, 2012): 81–90. http://dx.doi.org/10.33225/pec/12.48.81.

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Our dynamic life brings changes not only into our daily life, but in thinking and the way to work and to learn as well. We have to be faster and more flexible in order to develop our professional, social and civic competencies. Education helps to develop the attitudes, skills and knowledge necessary to make informed decisions for the benefit of themselves and others, now and in the future, and to act upon these decisions. That is why teachers have to find the best ways in acquiring professional competencies and in developing their individual qualities. The teacher’s role in the educational process has always been vital. Especial significance is being attached to the teacher’s personality and professional growth, the teacher’s satisfaction with the life in general and their abilities’ conformity to the demands of the profession. The teacher’s satisfaction serves as a motivation factor in order to advance the educator’s professional competence (high mastery). The teacher’s as a professional’s advancement is closely connected with his personality development. The human’s personality in general influences positively the professional adaptation, promotes professional creativity, safeguards from professional obsoleteness. The teacher’s personality maintains the professional expertise, promotes professional competences’ advancement. There are relationships between aspects of teacher’s well-being and student’s learning, job performance or other aspects of teaching effectiveness. The teacher’s well-being influences the effectiveness of student’s learning. Key words: compensation, dissatisfaction, professional development, satisfaction with work.
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Dissertations / Theses on the topic "170109 Personality, Abilities and Assessment"

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Sanderson, James Edward. "A cross-cultural examination of personality factors associated with text bullying in 13 - 14-year-old girls : a thesis presented in partial fulfilment of the requirements for the degree of Master of Arts in Psychology at Massey University, Wellington, New Zealand." Massey University, 2009. http://hdl.handle.net/10179/988.

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This research set out to determine factors associated with text bullying. It examined the relationship between personality traits and the level of hostility expressed by students in reaction to sample text messages. One hundred and ninety eight girls aged 13 and 14 in Canada and New Zealand volunteered to complete a questionnaire consisting of four personality measures - the impulsivity subscale of the PRF-E, cynical distrust scale (revised), needs for power scale (revised), and the rejection sensitivity scale (adult, short). The survey also rated their proposed likely response to eight sample text messages that covered four themes and to two levels of intensity. Results using Pearson’s r correlation of .01 demonstrated a significant relationship between hostility and impulsivity. There was no significant difference in either the results of the personality measures or their level of hostility between the results of the Canadian and New Zealand participants. How these findings contribute to the current theoretical knowledge of adolescent bullying and the practical application of these findings for schools are also discussed.
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Manson, Jennifer Margaret. "Person-job fit and its relationship with work attitudes: a study of Christian missionaries from Australasia : a thesis presented in partial fulfillment of the requirements for the degree of Master of Science in Psychology at Massey University, Albany, New Zealand." Massey University, 2007. http://hdl.handle.net/10179/998.

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Do Christian missionaries who exhibit good person-job fit, (‘aligned’ with host nation colleagues and ‘in harmony’ with expatriate colleagues), experience more positive work attitudes? Personjob fit was conceptualized in terms of competencies. Perspectives on what competencies the role of missionary requires were obtained from 3 groups of subject matter experts: host nation colleagues, missionaries, and mission agency leaders. In Study I, subject matter experts (host nation colleagues, n=22, missionaries, n=25, and agency leaders, n=23) rated the ‘Universal Competency Framework’ (SHL) 20-level competencies. Host nation colleagues differed significantly on 3 of the competencies, suggesting that in this sample, the perspective of expatriates on the role of a missionary was not fully aligned with that of host nation colleagues. In Study 2, a sample of 130 current overseas missionaries self-assessed their performance and provided their own ratings of the importance of the competencies used in Study 1. Measures of Person-Job fit (Demands-Abilities fit, Supplies-Values fit and Perceived Performance) were regressed against outcome variables (job satisfaction, work engagement and satisfaction with life). Results indicated that a person’s fit with the job as described by both host nation colleagues (Alignment) and other expatriates (Harmonization) is positively associated with job satisfaction, work engagement and satisfaction with life. These results offer support for competencies as an effective method of describing missionary roles. Possible implications for enhancing the effectiveness and well-being of missionaries, and other aid and development workers, are discussed.
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Williams, Tania Marie. "Cultural competency in New Zealand industrial and organisational psychology and human resource management professionals and students: is personality or experience a better predictor? : a thesis presented in partial fulfilment of the requirements for the degree of Master of Arts in Psychology at Massey University, Auckland, New Zealand." Massey University, 2009. http://hdl.handle.net/10179/1091.

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This thesis explores the relevance of Bio Data verses Personality for predicting Cultural Competence among Industrial and Organisational Psychology and Human Resource Management professionals and students in New Zealand. It also explores the relevance of the model (D.W. Sue, 2001) of Cultural Competence currently in use by the New Zealand Psychologists board and also the relevance of a four factor model of Cultural Intelligence (Early & Ang, 2003). The sample consisted of 113 participants drawn from a population of Industrial and Organisational Psychology, and Human Resource Management professionals and students. A questionnaire which measures the predictors of the Big Five Personality Factors (Goldberg, 1999), and Bio Data, and the criterion variables of Cultural Intelligence (Earley & Ang, 2003) and questions constructed specifically for this thesis was distributed online. The criterion variables were based on an existing three part (Awareness, Knowledge and Skills) Multidimensional Model for Developing Cultural Competence by D.W. Sue (2001). The results of this research were obtained through exploratory factor analysis and subsequent multiple regression analysis. A new model was constructed to represent the tested predictor and criterion relationship. Results suggest that overall Personality is a better predictor of Cultural Competence, with the Personality Factor of Agreeableness being the highest weighted Personality Factor. D.W Sue’s (2001) Multidimensional Model for Developing Cultural Competence maintained its three part structure in the analysis and consequently seems relevant to the unique socio-cultural, organisational and professional setting of the tested group. Ang and colleagues (Ang, Van Dyne, Koh, Ng, Templer, Tay & Chandraseker, 2007) Cultural Intelligence Scale maintained its four part factor structure and was reliable for this thesis.
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Yamaguchi, Tomoko. "Fairness, forgiveness and grudge-holding: experimental studies with primary school children in New Zealand : thesis presented in partial fulfilment of the requirements for the degree of Doctor of Philosophy in Psychology at Massey University, Palmerston North, New Zealand." Massey University, 2009. http://hdl.handle.net/10179/1147.

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Fairness, forgiveness and grudge-holding are concepts which underlie many aspects of our interpersonal relationships. Fairness is the foundation of our day-to-day communication with others and forgiveness is concerned with a positive strategy used to manage negative emotional experiences of underserved [i.e. undeserved] unfair treatment. Grudge-holding results as an accumulation of negative feelings, which are associated with the original experience of unfairness. Two experimental studies investigated children’s perceptions of, feelings about, and reactions towards the unfair behaviour of a mother and a friend, by individually inviting the children to scenario-based interview sessions, which included three imaginary tasks. The children were asked to judge the fairness of a mother and a best friend’s treatment towards a child protagonist and to report their associated feelings, after listening to a scenario that described an interaction between a child and a mother and an interaction between a child and a friend. They further responded to three scenario-based experimental tasks, regarding their willingness to grant forgiveness, as opposed to expressions of hostility. In the first study, the children’s willingness to forgive, as a result of unfairness, was explored with 82 local primary school children in Palmerston North, New Zealand, whose ages ranged from 8- to 11-years-old, in addition to 50 parents of these participating children. The parents also completed a questionnaire about their approaches to their children’s common misbehaviours. The study found that the children were typically willing to grant forgiveness to a mother, even though she had been unfair. Their forgiveness tendencies were not related to aspects of parental disciplinary behaviour. However, an examination of the children’s verbatim responses through the use of thematic analysis revealed the complex nature of the relationship between parent and child concerning tolerance for mistakes. In the second study, I explored on whether the children’s repeated exposure to unfairness would contribute to their display of grudge-holding against a mother or a best friend in the scenarios and this investigation involved 55 local primary children, whose ages ranged from 8- to 12-years-old, in Wellington, New Zealand. The children participated in individual scenario-based interview sessions, which included three imaginary tasks over the two time periods, one week apart from each other. The children’s levels of grudge-holding was measured by analysing the possible increase in hostility, which the children expressed from Time 1 to Time 2. The study showed that a repeated experience of unfairness had a noticeable effect on the children’s level of hostility towards the person who was unfair and especially towards the best friend. The children’s verbatim comments also suggested some evidence of accumulated negativity in their responses to an unfairness experience. Thus, this study proved to be a suitable paradigm for operationalising grudge-holding in children.
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(7027604), Rachel M. Saef. "The Role of Personality in Construing and Reacting to Work Situations." Thesis, 2019.

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An understanding of how objective situational features are construed by individuals is essential to uncovering the dynamic process through which the “situation” (e.g., specific work events) interacts with personality in shaping behavior in the workplace. The current study aims to illuminate 1) how personality influences the way employees typically perceive work contexts (i.e., being at work), in general; 2) the role of personality in shaping employee’s unique construal of specific work situations; and 3) the effect of personality-driven situation perception on extra-role behaviors. I used the recently developed CAPTION framework of psychological situational characteristics that define 7 dimensions of situation perception to examine how personality traits influence the perception of being at work, in general. Then, to address Research Question 2, I mapped frequently occurring types of work situations (coded for objective descriptors; e.g., “who,” “when,” “what,” “where”) onto the CAPTION dimensions to investigate whether and how personality traits explain systematic differences in the psychological situational characteristics ascribed to specific types of commonly occurring situations. Finally, to address Research Question 3, I examined how personality-driven situation perception predicted individual differences in work behaviors, specifically personality-relevant behaviors, organizational citizenship behavior, and counterproductive behavior. I then discuss implications for theoretical perspectives that discuss the person-situation effect, as well as insights for how organizations may improve work outcomes through organizational context.
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Mashau, Eric Muthundinne. "The predictive validity of learning potential and personality for work performance in a public sector department." Diss., 2015. http://hdl.handle.net/10500/19983.

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The first objective of this research was to investigate the predictive validity of the learning potential as measured by Ability, Processing of Information and Learning Potential Short Version (APIL SV) in predicting work performance. The second objective was to investigate the predictive validity of personality as measured by the Occupational Personality Questionnaire Ipsative (OPQ32i) in predicting work performance. The sample consisted of 104 employees of a public sector department. Learning potential and personality were the predictor/independent variables; work performance as measured by supervisory rating was the only criterion/dependent variable of the study. The results revealed that both the APIL SV and the OPQ 32i dimensions did not correlate significantly with work performance as measured by supervisor rating.
Industrial and Organisational Psychology
M. Com. (Industrial and Organisational Psychology)
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(11166732), Meredith A. Bucher. "The longitudinal trajectory and client-therapist agreement of personality traits over the course of therapy." Thesis, 2021.

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Personality traits are important factors of psychotherapy for many reasons, as they relate to a variety of clinical outcomes, can complicate treatment, and can also be targets of treatment interventions. Because of its clinical prevalence and impact, it is imperative that therapists are able to effectively assess and treat personality pathology. Previous research has indicated that both client and therapist ratings of personality can provide meaningful information, and this varies across different sessions, but no study to date has examined both client and therapist ratings across the entire therapeutic intervention. There is also limited information on the agreement of client and therapist ratings of personality, as the majority of studies only examine the outset, the end, or a random time point of treatment. Examining only one point in time – or just the beginning and end – misses valuable information regarding possible changes in personality occurring throughout treatment. Using a naturalistic dataset of 128 client-therapist dyads (3,440 observations), the present study examined the longitudinal trajectory of client and therapist ratings of personality change throughout intervention while also accounting for state-level distress. Additionally, the agreement between clients and therapists were examined throughout treatment for any potential patterns of change using rank-order, mean-level, and absolute agreement. Significant patterns of trait change and change in absolute agreement across treatment were assessed using multilevel modeling. Last but not least, the agreement among clients and therapists were examined as potential predictors of therapeutic outcomes, such as engagement and improvement. The results provided evidence for significant decreases in neuroticism that were reported by the client but not therapist that suggest clients might be report decreases in state-level distress rather than true trait change. There were meaningful fluctuations in agreement across treatment, particularly for openness to experience and neuroticism, but the overall agreement – or lack thereof – did not significantly predict client engagement or improvement. Results highlight several clinical implications that are discussed.

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Watson, Susan Jane. "The congruency hypothesis : a closer look at its components : interpersonal and achievement-oriented personality and life events : a dissertation presented in partial fulfilment of the requirements of the degree of Doctor of Philosophy in Psychology at Massey University." 2005. http://hdl.handle.net/10179/1560.

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This research involved an examination of Beck's congruency hypothesis (1983). There were three studies, each examining an assumption that underpins the congruency hypothesis. There were two groups of participants: 61 remitted depressives and 61 university student controls, who were followed for a 1-year period. The first study stemmed from Blatt's theory that interpersonal and achievement-oriented personality styles are independent and enduring, arising from different early childhood experiences. It investigated individuals' perceptions of the parenting style they had experienced in the first 16 years of their life and how these related to their current personality style. Overall, an achievement-oriented personality style (self-criticism) was predicted by maternal protectiveness in the university student sample and by a lack of maternal warmth in the clinical sample. No relationship between perceptions of early parenting and an interpersonal personality (dependency) was found. The second study comprised two parts. The first examined the stability of personality over the 1-year examination period. This was seen as an important test. For personality to be a vulnerability factor or diathesis in terms of the congruency hypothesis, it must be stable over time. The second part of this study investigated whether any significant changes in personality over time were predicted by recent negative life events that had been experienced. The results showed that all of the personality constructs investigated (sociotropy, autonomy (solitude, independence), dependency, self-criticism) were stable over the 6-month period. However, during the 12-month period, there was a significant decrease in mean scores on sociotropy for the university students group and a significant decrease in mean scores on sociotropy and dependency for the remitted depressives group. For the remitted depressives group, change in dependency was predicted by stress resulting from negative life events as rated by an independent research team (objective stress) but not by participants' own ratings of the stressfulness of these events (subjective stress). In research testing the congruency hypothesis, life events are routinely classified as being either sociotropic or autonomous. The third study investigated the validity of this practice. The results of this study demonstrated only partial support for the a priori procedure for classifying events in this way. Across samples (university students and remitted depressives) and measures (self-reported and interview measures of life events), participants did not consistently rate events as sociotropic or autonomous in line with their own personality styles. Throughout the research, many of the methodological shortfalls that were identified as being present in prior research on the congruency hypothesis were addressed. Notably, comparisons were made between the different samples (student versus clinical) and measures (self-report versus interview) used. The results of the current research differed depending on the choice of sample and the type of measures used. For example, in some instances, significant results were found only when the stressfulness of an event was rated by the research team (objective stress) rather than by the participants themselves (subjective stress). However, it is subjective stress that is most commonly used in previous research on the congruency hypothesis. This choice could well contribute to the many non-significant results found in this area of study. These and other methodological issues are taken into account, examined, discussed, and recommendations for future research are made.
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Birbeck, David. "A qualitative investigation into body image perceptions of boys and girls aged between five and six years in South Australian schools." 2007. http://arrow.unisa.edu.au:8081/1959.8/28294.

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In recent years research has recognised that notions of body image, body image ideals and body dissatisfaction develop much earlier than was once thought. However, the growing body of evidence in this area of research is predominantly quantitative. This study was designed to engage children in the five to six year age group using qualitative methods and present their notions of body image through the looking glass of the children's own eyes. Children's voices have not often found their way into research. Concerns about their powers of communication, cognitive abilities and the ethical difficulties inherent when working with children have restricted their participation. Objective, empirical evidence suggests that if one engages children in research appropriately they are able to make a significant contribution. Forty-seven children (25=m; 22=f) aged between five and six years were interviewed on three occasions over 12 months regarding their perceptions of body image. Seven schools from the Independent school system were involved. Interviews were conducted on school sites in public, easily observable locations. The study focused on three aspects. That is, how these children perceived their own body, the bodies of other people and their notions of health in respect to body image. These interviews revealed that the girls in this age group had developed an understanding of body image that valued thinness. However, their preference for a thinner body did not negatively impact on their sense of identity or self-worth. Boys preferred larger bodies and correlated increased body size with competence and physical aptitude. The concept of 'large' was linked to height for some or to a mesomorphic body for other boys. By the final interview all the children revealed strong negative perceptions of fatness. These perceptions were more apparent at each successive interview. An obese or extremely thin body was not always correlated with being unhealthy. Depending on the perspective of the child, even the largest of images was nominated the 'healthiest body' by some children. Health was overwhelmingly linked to food intake with few children associating health with exercise. The playground and the home, where most notably mothers, were important in the development of body image conceptions. Children were acutely aware of the dietary practices of their parents and associated diets with losing weight.
PhD Doctorate
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Gerace, Adam. "Effects of perspective taking on anger experience and expression." 2005. http://arrow.unisa.edu.au:8081/1959.8/48665.

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The way in which we perceive and interpret the causes of situations is likely to have a profound influence on our subsequent behaviour. It has been well established that the experience of anger is likely to systematically influence the cognitive processing style and cognitive skills that the individual will use in understanding, and responding to, interpersonal situations. One important process that may be affected by the regular experience of intense anger (trait anger), is the dispositional propensity to attempt to understand the thoughts, feelings, and point of view of another person in an interpersonal interaction (i.e., perspective taking). A study was conducted to test this theoretical hypothesis. In addition, the study attempted to examine the influence of perspective taking on anger experience, control, and expression.
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Books on the topic "170109 Personality, Abilities and Assessment"

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Lowman, Rodney L. Career assessment: Integrating interests, abilities, and personality. Washington: American Psychological Association, 2022. http://dx.doi.org/10.1037/0000254-000.

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Lowman, Rodney L. The clinical practice of career assessment: Interests, abilities, and personality. Washington, DC: American Psychological Association, 1991.

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Lowman, Rodney L. The clinical practice of career assessment: Interests, abilities, and personality. Washington: American Psychological Association, 1991. http://dx.doi.org/10.1037/10091-000.

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The clinical practice of career assessment: Interests, abilities, and personality. Washington, DC: American Psychological Association, 1991.

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Career Assessment: Integrating Interests, Abilities, and Personality. American Psychological Association, 2021.

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Self Assessment Library: Insights into Your Skills, Interests and Abilities. Pearson Education, Limited, 2008.

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Di Nuovo, Santo, and Maria Sinatra, eds. How to Measure Mind. Hogrefe Publishing, 2022. http://dx.doi.org/10.1027/00587-000.

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Get to grips with the debate around the historical epistemological origins of psychometric assessment Written by leading experts Explores modern and historical aspects Full of illustrations A thoughtful look at the history of psychological assessment While there have been significant developments in the technical aspects of assessing mental functioning, there is still much to be debated about the motivations and meanings of measuring the mind. How can mental faculties be objectified and what influence does subjectivity have on the object being measured and the mind measuring it? What are the consequences of quantifying complex and interdependent functions and scaling these measurements for psychometric instruments? The contributors of this edited volume explore these questions by adopting a historical and epistemological approach to consider how psychometric assessment was born and developed within the affirmation of psychology as an empirical science. Chapters explore the birth of the scientific approach, as well as different assessment methods of cognitive abilities and personality traits, and the development of new technologies that support psychological evaluation and its applications in educational and rehabilitative fields. This book is of interest to researchers of human behavior as well as practicing psychologists and psychiatrists who want to deepen their understanding of the historical and epistemological roots of psychological assessment.
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Book chapters on the topic "170109 Personality, Abilities and Assessment"

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Lowman, Rodney L. "Spatial abilities." In Career assessment: Integrating interests, abilities, and personality., 155–67. Washington: American Psychological Association, 2022. http://dx.doi.org/10.1037/0000254-008.

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Lowman, Rodney L. "Mechanical and physical abilities." In Career assessment: Integrating interests, abilities, and personality., 147–54. Washington: American Psychological Association, 2022. http://dx.doi.org/10.1037/0000254-007.

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Lowman, Rodney L. "Managerial and leadership abilities." In Career assessment: Integrating interests, abilities, and personality., 207–22. Washington: American Psychological Association, 2022. http://dx.doi.org/10.1037/0000254-011.

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Lowman, Rodney L. "Artistic and creative abilities." In Career assessment: Integrating interests, abilities, and personality., 169–96. Washington: American Psychological Association, 2022. http://dx.doi.org/10.1037/0000254-009.

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Lowman, Rodney L. "Perceptual, computational, and other abilities." In Career assessment: Integrating interests, abilities, and personality., 223–34. Washington: American Psychological Association, 2022. http://dx.doi.org/10.1037/0000254-012.

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Lowman, Rodney L. "Other career-relevant personality characteristics." In Career assessment: Integrating interests, abilities, and personality., 311–38. Washington: American Psychological Association, 2022. http://dx.doi.org/10.1037/0000254-016.

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Lowman, Rodney L. "Social abilities: Social and emotional intelligence." In Career assessment: Integrating interests, abilities, and personality., 197–206. Washington: American Psychological Association, 2022. http://dx.doi.org/10.1037/0000254-010.

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Lowman, Rodney L. "Scope of career assessment work." In Career assessment: Integrating interests, abilities, and personality., 7–23. Washington: American Psychological Association, 2022. http://dx.doi.org/10.1037/0000254-002.

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Lowman, Rodney L. "Applications: Case illustrations of personality profiles." In Career assessment: Integrating interests, abilities, and personality., 339–64. Washington: American Psychological Association, 2022. http://dx.doi.org/10.1037/0000254-017.

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Lowman, Rodney L. "The five-factor model of personality." In Career assessment: Integrating interests, abilities, and personality., 279–310. Washington: American Psychological Association, 2022. http://dx.doi.org/10.1037/0000254-015.

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Conference papers on the topic "170109 Personality, Abilities and Assessment"

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Smirnov, A. A., and E. V. Solovyeva. "Expectation of internal control and parameters of empathy as determinants of university adaptation." In INTERNATIONAL SCIENTIFIC AND PRACTICAL ONLINE CONFERENCE. Знание-М, 2020. http://dx.doi.org/10.38006/907345-50-8.2020.248.261.

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There is a necessary for self-regulation of a personality during change of leading sort of activity and adaptation to new one. The article considers means which is able to contribute for increase of social adaptation at University. The interconnection between socio-psychological adaptation of students at University and parameters of empathy has been discovered by empirical way. This connection has been examined on analytical, structural and functional levels by using both methods of qualitative and statistical analysis, based on system approach to the research. It was used such methods of interrogation as `Assessment of the level of empathic abilities` by V. V. Boyko; `The methodology of diagnosis of socio-psychological adaptation` by C. Rogers and R. Diamond; `Adaptation of students to University` by M. S. Yurkina. The selection including 233 people was divided into levels by degree of manifestation of expectation for internal control for consideration of features. It includes low level (external control), medium level (optimum) and high one (internal control). It was determined that internal locus of control has an impact on increase of adaptation to University life. It was figured out that there is a manifestation of self-control in individuals who get predominance of conative parameters of empathy. Increase of adaptation is able to be achieved by using combination of the system elements such as an augmentation of facilitate empathic impacts, decrease of inhibitory ones and transformation of neutral effects of empathy on socio-psychological adaptation. Attention was also paid to the research of the structural complex both in general and in its individual manifestations. The structural analysis let to reveal basic and system-forming features of examined connection. Thus, conditions for the average manifestation of expectation of internal control have been found and it was determined that this phenomenon takes on base significance because its middle values promote for integration of system ingredients and increase of system system ability to adaptation process. In such a way it has been proved that harmonization of personality structure is possible being achieved due the increase of self-control and correction of empathic means as a mechanism of responsiveness.
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Alexander, Gregory, Sheila Matoti, and Pieter Van Zyl. "ASCERTAINING THE USE OF EXTRACURRICULAR ACTIVITIES IN PROMOTING LEARNERS’ HOLISTIC DEVELOPMENT IN MULTICULTURAL SCHOOL SETTINGS." In International Conference on Education and New Developments. inScience Press, 2021. http://dx.doi.org/10.36315/2021end039.

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Encouraging learners to participate in extracurricular activities should commence in the early phase of their growth where a basis for their personality, learning and development is laid. Extracurricular activities could further assist in improving learners’ creativity and artistic talents. Philosophers, such as Rousseau, Spencer and Dewey further reiterate the value of extracurricular activities in developing social relationships and intellectual intelligence. Learners associate with different peer groups which may satisfy their socialisation, self-assessment, self-identification and the fulfilment of their needs in becoming self-actualised. Learners can further be enabled to reach self-actualisation by participating in academic activities, such as maths, science clubs and research projects. Such activities seemingly contribute to learners’ academic development which in turn may assist them in mastering certain life tasks; developing leadership roles; increasing their involvement in the community and expressing their civil responsibility. Amidst the latter, it is noted that the lack or in some cases, the non-existence of extracurricular activities hinder learners’ growth and learning, especially in multicultural school settings, where the foundation for learners’ development has to occur in a conducive environment. Multicultural schools in the Letjweleputswa educational district, Free State province of South Africa seem not to use extracurricular activities as an effective tool in promoting learners’ holistic development. The aim of this paper is to ascertain the use of extracurricular activities in promoting learners’ holistic development in the Letjweleputswa educational district. Via a qualitative research methodology, three focus group interviews were conducted with 20 learners attached to four multicultural schools. Findings of the study revealed that learner participants are of the view that their involvement in extracurricular activities could give them a greater chance of being employed; of getting a better job; of being accepted into university and of developing certain attributes, such as creativity, innovation, problem solving and endurance. The study further recommends that multicultural schools in the Letjweleputswa educational district need to implement various extracurricular activities as a means of developing various traits and competencies such as learners’ physical-, emotional-, cognitive and social skills; moral underpinnings, life-skills, well-being, leadership qualities, analytical thinking processes and communication abilities.
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Reports on the topic "170109 Personality, Abilities and Assessment"

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Tyshchenko, Yelyzaveta Yu, and Andrii M. Striuk. Актуальність розробки моделі адаптивного навчання. [б. в.], December 2018. http://dx.doi.org/10.31812/123456789/2889.

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The learning process can be made most effective by transferring the educational process to the electronic environment. Thanks to adaptive testing, the accuracy, quality, reliability of training and student interest are enhanced, which allows him to be more motivated. This is a new approach for the student to master most of the information. The introduction of an adaptive testing system ensures the improvement of student learning performance. From the proper organization of the control of knowledge depends on the effectiveness of the educational process. Adaptive testing involves changing the sequence of tasks in the testing process itself, taking into account the answers to the tasks already received. In the process of passing the test, a personality model is built that learns for later use in selecting the following testing tasks, depending on the level of knowledge of the student and his individual characteristics. When calculating the assessment, the adaptive testing system takes into account the probability that the student can guess the answer, the number of attempts to pass the test and the average result achieved during all attempts. The complex of tasks for adaptive testing can be developed taking into account a separate type of perception of information by each student, that is, the student is offered tasks that he is able to cope with and which are interesting for him, which means he is more confident in his abilities and aims at successful completion of the course.
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SOLOVEVA, N., and V. TARAKANOVA. TECHNOLOGICAL APPROACHES TO TRAINING IN HIGHER EDUCATION INSTITUTION. Science and Innovation Center Publishing House, 2021. http://dx.doi.org/10.12731/2658-4034-2021-12-4-2-27-39.

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The article discusses technological approaches to training in Higher Education Institution. The essence of technological approach to training consists in the transformation of educational processes into process with the guaranteed result. It supplements scientific approaches of pedagogy, psychology, sociology and other directions of science and practice. Purpose. To reveal how technological approaches to training in higher education institution influence on knowledge got by students. Scientific novelty. The article reveals development of the personality, creative abilities and it is necessary to use technological approaches of training, various creative tasks, research projects at the lectures. On the first and second years of education the pedagogical technology which is based on motivation of educational cognitive activity through communication and cooperation influences on the intellectual and behavioral status of students. Training is more effective, than the better methodology and technology of educational process will be coordinated with technology of assimilation the knowledge. It is important that all students in a higher educational institution could acquire material and began to use it in practice in the work. The signs of technology, a model of pedagogical technology, the scheme of technological creation of educational process and the results of expense of time in digestion of material by students are described in the article. Technological approach modernizes training on a basis of activity of students. Thanks to it, students achieve goals in the form of assimilation the knowledge in easier and productive way. When using technological approach there is an involvement of each student in educational process, knowledge is put into practice, there is always an access to necessary information (including the Internet), there is a communication and cooperation not only with the lecturer, but also with fellow students and what is more important is a constant test of the forces for overcoming the arising problems. Features of pedagogical technologies consist in activity of the lecturers and students. The activity of the lecturers is in that he knows well psychological and personal features of students and can introduce amendments on the training process course. The lecturer, as directly, and by means of technical means carries out the organizing, operating, motivating and controlling functions in the course of training. Practical significance. The practical importance consists in the use in practice of technological approaches to training in Higher Education Institution that promotes the guaranteed achievement of the set educational objects, the organization of all course of training in compliance to the purposes and tasks, assessment of the current results and their correction in case of need and also final assessment of results.
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