Relevant bibliographies by topics / Personality, Abilities and Assessment

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

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Published: 4 June 2021
Last updated: 19 February 2023

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Contents

  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
  5. Conference papers
  6. Reports

Journal articles on the topic "Personality, Abilities and Assessment":

1

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.
3

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.
4

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.
5

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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Murri, Martino Belvederi, Federica Folesani, Silvia Costa, Bruno Biancosino, Luigi Zerbinati, Heifa Ounalli, Agnese Rossetto, Rosangela Caruso, Maria Giulia Nanni, and Luigi Grassi. "The Relationship Between Cognitive Abilities and Trait Clinical Features in Patients With Borderline Personality Disorder." Journal of Personality Disorders 35, no. 5 (October 2021): 730–49. http://dx.doi.org/10.1521/pedi.2021.35.5.730.

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Very few studies have focused on the relationship between cognitive functions and clinical features in borderline personality disorder (BPD). Subjects with BPD and healthy controls were administered the Repeatable Battery for the Assessment of Neuropsychological Status, Trail Making Test A and B, and the Wisconsin Card Sorting Test. The Brief Symptom Inventory (BSI-53) was used to assess the severity of current symptoms. Attachment style was assessed with the Experiences in Close Relationship Questionnaire, identity integration with the Personality Structure Questionnaire, and other domains of personality dysfunction with the RUDE Scale for Personality Dysfunction. Patients with BPD performed significantly worse than healthy controls in all cognitive domains. Cognitive functions, particularly delayed memory and visuospatial abilities, displayed meaningful associations with trait-like clinical features, above the effect of global cognition and state psychopathology. These findings highlight the need to evaluate effects of cognitive rehabilitation on trait features among individuals with BPD.
9

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.
10

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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Journal articles Dissertations / Theses Books

Dissertations / Theses on the topic "Personality, Abilities and Assessment":

1

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.
2

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.
3

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.
4

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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Balazic, Josef. "Dynamic assessment of reading abilities." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1997. http://www.collectionscanada.ca/obj/s4/f2/dsk2/ftp01/MQ28697.pdf.

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Swing, Edward Lee. "Attention abilities, media exposure, school performance, personality, and aggression." [Ames, Iowa : Iowa State University], 2008.

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Rayner, Andrew. "The assessment of planning abilities in children." Thesis, University of Sheffield, 2005. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.421124.

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Ramsey, Alvin L. (Alvin Lee). "Assessment of the modeling abilities of neural networks." Thesis, Massachusetts Institute of Technology, 1994. http://hdl.handle.net/1721.1/34051.

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Major, Jason Timothy. "Cognitive abilities, personality and interests : their interrelations and impact on occupation." Thesis, University of Edinburgh, 2014. http://hdl.handle.net/1842/9877.

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Cognitive ability, personality and interests are three distinct topics of investigation for psychology. In the past two decades, however, there have been growing appeals for research and theories that address the overlap among these domains (Ackerman & Heggestad, 1997; Armstrong, Day, McVay, & Rounds, 2008). One example of such a theory is PPIK theory (intelligence-as-process, personality, interests, and intelligence-as-knowledge) by Ackerman (1996). Integrative theories have the potential of not only increasing our theoretical understanding of the development of these individual differences, but of and improving vocational guidance through better prediction of future occupation (Armstrong, Su, & Rounds, 2011; Johnson & Bouchard, 2009). The research of this thesis was centered on examining the links among cognitive ability, personality and interests. The data came from Project TALENT (PT), a nationally-representative sample of approximately 400,000 American high school students from 1960 (Flanagan et al., 1962). A secondary topic was whether an integrated view could improve the prediction of attained occupation. This was tested with occupational data from follow-up PT surveys, conducted 11 years after high school. The first study addressed the structure of the PT intelligence tests. Three popular models of intelligence were compared through factor analysis: the Extended Fluid-Crystallized (Gf-Gc), Cattell-Horn-Carroll (CHC) and Verbal- Perceptual-Image Rotation (VPR) models. The VPR model provided the best fit to the data. The second study was an investigation of linear and nonlinear intelligence-personality associations in Project TALENT. The ten PT personality scales were related to the Big Five personality factors through content examination, consistent with previous research (Reeve, Meyer, & Bonaccio, 2006). Through literature review of studies on intelligence and the Big Five, 17 hypotheses were made about linear associations and quadratic associations of personality traits with general intelligence (g). The majority of the hypotheses were supported in all four grade samples: 53% in male samples, and 58% in female samples. The most notable finding, contrary to previous research, was that quadratic associations explained substantive variance above and beyond linear effects for Sociability, Maturity, Vigor and Leadership in males, and Sociability, Maturity and Tidiness in females. The third study examined associations between cognitive ability and interests, and their capacity to predict occupational type. Specifically, Ackerman’s PPIK theory suggests that there are two “trait complexes” that are combinations of cognitive abilities and interests (termed science/math and intellectual/cultural). Trait complexes were derived from PT data separately by latent class analysis and factor analysis. It was hypothesized that they should have validity equal to or greater than individual intelligence and interests scores in predicting attained occupation. Instead, trait complexes derived through latent class analysis predicted substantially less variance in occupation than individual scales. The factor-analytic trait complexes performed more like the scales, but one trait complex (which involved g centrally) was inconsistent with PPIK theory. Overall, the trait complexes of PPIK theory were not supported. The results of the three studies are discussed in the context of existing integrative theories, and suggestions for future research are provided.
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Wilson, Ronald Graham. "Gender differences in intelligence, personality and primary mental abilities among Irish children." Thesis, University of Ulster, 1990. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.292806.

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Books on the topic "Personality, Abilities and Assessment":

1

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

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Lanyon, Richard Ian. Personality assessment. 2nd ed. Lanham, Maryland: University Press of America, 1992.

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Lanyon, Richard I. Personality assessment. 2nd ed. Lanham, Md: University Press of America, 1992.

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Lanyon, Richard I. Personality assessment. 3rd ed. New York: Wiley, 1997.

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Archer, Robert P. Personality assessment. New York: Routledge, 2008.

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Aiken, Lewis R. Assessment of personality. Boston: Allyn and Bacon, 1989.

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Jong, John H. A. L. de, 1947-, Stevenson Douglas K. 1944-, and International Congress of Applied Linguistics (8th : 1987 : Sydney, N.S.W.), eds. Individualizing the assessment of language abilities. Clevedon, Avon, England: Multilingual Matters, 1990.

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Book chapters on the topic "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. "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. "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. "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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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. "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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Conference papers on the topic "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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Payoux, Mélany, Lara Abdel Halim, Alexandra Didry, and Arnaud Trenvouez. "PRACTICAL AND SCIENTIFIC CHALLENGES IN ADAPTING DIGITAL COGNITIVE TESTS IN PROFESSIONAL ENVIRONMENT." In International Psychological Applications Conference and Trends. inScience Press, 2021. http://dx.doi.org/10.36315/2021inpact038.

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"Recruiting today is no longer what it used to be. Digital transformation has deeply changed the company, and particularly the recruitment process. The challenges linked to this transformation are two-fold: practical and scientific. Indeed, the world of human resources needs new tools to detect potentials. Research must meet this need by adapting, modernizing and scientifically validating the tools. To predict job performance, cognitive and soft skills, often referred to as ""21st century skills"", are now central to recruitment, talent development and career management. The objective of our study was to create digital versions of cognitive tests, based on reliable and well-known theoretical foundations. We want to present in detail the conception and construct validity of two of our online tests: the first one inspired by the Stroop effect (Stroop, 1935), the second one based on corsi blocks (Corsi, 1972). We hypothesise that the tests we created are positively correlated to the original ones. 91 participants were interviewed, aged between 18 and 58 (average = 34.57 years old, SD = 10.91). The proportion of women was 76.6% (n = 69), compared to 24.4% of men (n = 22). They all answered the original tests first, face-to-face, and a few months later, the digital ones we had created. We observed positive correlations between the two series of results. These very encouraging results will be clarified and discussed. These two new versions shed light on the candidates' attention and memory abilities that should be enriched during an interview focused on soft skills. In fact, the highest predictability is guaranteed by a method which necessarily combines cognitive evaluations and with other types of assessments, such as personality tests (Güler, Bayrak & Ocaks, 2019). This is why it is important to continue research efforts on the adaptation of digital cognitive tests in a professional environment."
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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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Sudeendra Thirtha Koushik, K. S. "Innovation abilities." In 2013 IEEE International Conference on Teaching, Assessment and Learning for Engineering (TALE). IEEE, 2013. http://dx.doi.org/10.1109/tale.2013.6654518.

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"FACE FEATURES-BASED PERSONALITY ASSESSMENT." In 15th International Conference on Computer Graphics, Visualization, Computer Vision and Image Processing (CGVCVIP 2021), the 7th International Conference on Connected Smart Cities (CSC 2021) and 6th International Conference on Big Data Analytics, Data Mining and Computational Intelligence (BigDaCI’21). IADIS Press, 2021. http://dx.doi.org/10.33965/mccsis2021_202107l006.

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Kaur, Amanjot. "Automatic personality assessment in the wild." In 2017 Seventh International Conference on Affective Computing and Intelligent Interaction (ACII). IEEE, 2017. http://dx.doi.org/10.1109/acii.2017.8273660.

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Ilmini, W. M. K. S., and T. G. I. Fernando. "Computational personality traits assessment: A review." In 2017 IEEE International Conference on Industrial and Information Systems (ICIIS). IEEE, 2017. http://dx.doi.org/10.1109/iciinfs.2017.8300416.

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Halász, Csenge. "Civil Law Assessment of Human Personality." In MultiScience - XXXIII. microCAD International Multidisciplinary Scientific Conference. University of Miskolc, 2019. http://dx.doi.org/10.26649/musci.2019.091.

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Kedar, S. V., and D. S. Bormane. "Automatic personality assessment: A systematic review." In 2015 International Conference on Information Processing (ICIP). IEEE, 2015. http://dx.doi.org/10.1109/infop.2015.7489402.

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Yan, Shen, Di Huang, and Mohammad Soleymani. "Mitigating Biases in Multimodal Personality Assessment." In ICMI '20: INTERNATIONAL CONFERENCE ON MULTIMODAL INTERACTION. New York, NY, USA: ACM, 2020. http://dx.doi.org/10.1145/3382507.3418889.

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Reports on the topic "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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Ackerman, Phillip L. New Approaches to Assessment and Evaluation of Perceptual Speed Abilities. Fort Belvoir, VA: Defense Technical Information Center, January 2001. http://dx.doi.org/10.21236/ada419862.

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Nye, Christopher D., Fritz Drasgow, Oleksandr S. Chernyshenko, Stephen Stark, U. C. Kubisiak, Leonard A. White, and Irwin Jose. Assessing the Tailored Adaptive Personality Assessment System (TAPAS) as an MOS Qualification Instrument. Fort Belvoir, VA: Defense Technical Information Center, August 2012. http://dx.doi.org/10.21236/ada566090.

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KHUDALOVA, M., V. FILONENKO, and E. KUDZOEVA. PSYCHOSOMATICS IN CONNECTION WITH THE AFFECTIVE DISORDERS OF PERSONALITY. Science and Innovation Center Publishing House, 2021. http://dx.doi.org/10.12731/2658-4034-2021-12-4-2-365-374.

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In recent years, we can notice a significant increase in psychosomatic disorders among borderline mental pathology, which are reasonably considered “the pathology of modern civilization”. The purpose of this study is to identify the relationship between psychosomatic disorders and the affective disorders of the personality. The study used the following methods: a diagnostic conversation and analysis of medical documents with the results of clinical examination, a scale for psychological express diagnostics of semi-structured depressive disorders (based on MMPI), a self-assessment scale by Ch.D. Spielberger - Yu.L. Hanin, Toronto Alexithymia Scale (TAS). Statistical methods of processing the empirical research results in the SPSS 22.0 program: descriptive statistics, correlation analysis (p-Spearman’s rank correlation). As a result of the study we can assert that psychosomatic disorders in respondents in the form of functional pathology of various organs and systems are connected with affective disorders in the form of moderate or severe depression of a neurotic level of various origins, alexithymia and high personal anxiety.
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Schoen, Robert C., Daniel Anderson, and Charity Bauduin. Elementary Mathematics Student Assessment: Measuring Grade 3, 4, and 5 Students’ Performace in Number (Whole Numbers and Fractions), Operations, and Algebraic Thinking in Spring 2016. Florida State University Library, May 2018. http://dx.doi.org/10.33009/fsu.1653497279.

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This report provides a description of the development process, field testing, and psychometric properties of a student mathematics test designed to assess grades 3, 4, and 5 student abilities. The test was administered to 2,754 participating grade 3, 4, and 5 students in 55 schools located in 10 public school districts in Florida during spring 2016. Focused on number (including whole number and fractions), operations, and algebraic thinking, the student assessment was designed to serve as a baseline measure of student achievement in a randomized controlled trial evaluating the impact of a teacher professional development program called Cognitively Guided Instruction (CGI) on student learning.
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Dubeck, Margaret M., Jonathan M. B. Stern, and Rehemah Nabacwa. Learning to Read in a Local Language in Uganda: Creating Learner Profiles to Track Progress and Guide Instruction Using Early Grade Reading Assessment Results. RTI Press, June 2021. http://dx.doi.org/10.3768/rtipress.2021.op.0068.2106.

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The Early Grade Reading Assessment (EGRA) is used to evaluate studies and monitor projects that address reading skills in low- and middle-income countries. Results are often described solely in terms of a passage-reading subtask, thereby overlooking progress in related skills. Using archival data of cohort samples from Uganda at two time points in three languages (Ganda, Lango, and Runyankore-Rukiga), we explored a methodology that uses passage-reading results to create five learner profiles: Nonreader, Beginner, Instructional, Fluent, and Next-Level Ready. We compared learner profiles with results on other subtasks to identify the skills students would need to develop to progress from one profile to another. We then used regression models to determine whether students’ learner profiles were related to their results on the various subtasks. We found membership in four categories. We also found a shift in the distribution of learner profiles from Grade 1 to Grade 4, which is useful for establishing program effectiveness. The distribution of profiles within grades expanded as students progressed through the early elementary grades. We recommend that those who are discussing EGRA results describe students by profiles and by the numbers that shift from one profile to another over time. Doing so would help describe abilities and instructional needs and would show changes in a meaningful way.
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Moskalenko, O. L., O. V. Smirnova, E. V. Kasparov, and I. E. Kasparova. STRUCTURE OF PSYCHOLOGICAL DISORDERS IN PATIENTS WITH METABOLIC SYNDROME AND NON-ALCOHOLIC FAT LIVER DISEASE. Science and Innovation Center Publishing House, 2021. http://dx.doi.org/10.12731/2658-4034-2021-12-4-2-340-348.

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The article is devoted to the study of the psychological characteristics of the behavior of patients with non-alcoholic fatty liver disease (NAFLD). The manifestations of NAFLD are a powerful frustrating factor for patients, negatively affect the quality of life, hinder psychosocial adaptation and serve as the basis for the formation of chronic stress from the disease, which blocks the actual needs of the individual. Psychological factors are an important component in the clinical assessment of patients in connection with the individualization of the treatment process and secondary psychoprophylaxis, including methods of somato-centered and personality-centered psychotherapy.
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Kennedy, Marie, Aisha Conner-Gaten, Jamie Hazlitt, Javier Garibay, and Marisa Ramirez. Assessing the Diversity of the E-collection of the William H. Hannon Library; a Phased Project. William H. Hannon Library, 2018. http://dx.doi.org/10.15365/whhl.librarian.2018.1022.

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The American Library Association’s 1982 statement on Diversity in Collection Development reminds librarians of our professional responsibility “to select and support the access to materials on all subjects that meet, as closely as possible, the needs, interests, and abilities of all persons in the community the library serves. This includes materials that reflect political, economic, religious, social, minority, and sexual issues.” The William H. Hannon (WHH) Library’s vision statementaffirms that the library views itself as Bridge, Gateway, Agora, and Enterprise. To ensure that our materials collection aligns with our institutional vision and meets the research needs of our diverse campus population, the project team proposed an assessment of our electronic collection through the lens of diversity. The assessment was to determine if the library’s online databases (most often the first point of research consultation for our students and faculty) are adequately “bridging disciplines” (Bridge) and “representing diverse topics and perspectives” (Gateway). What the team learns will inform the library collection strategy, to ensure that it builds collections that deliberately and positively contribute to an inclusive campus climate. [1] http://library.lmu.edu/aboutthelibrary/libraryvisionmission/
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LI, Zhendong, Chengcheng Zhang, Hangjian Qiu, Xiaoqian Wang, and Yuejuan Zhang. Different Acupuncture Intervention Time-points for Rehabilitation of Post-Stroke Cognitive Impairment：Protocol For a Network Meta-analysis of Randomized Controlled Trials. INPLASY - International Platform of Registered Systematic Review and Meta-analysis Protocols, May 2022. http://dx.doi.org/10.37766/inplasy2022.5.0043.

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Review question / Objective: This study will provide evidence-based references for the efficacy of different acupuncture interventions time-point in the treatment of post-stroke cognitive impairment(PSCI). 1. Types of studies. Only randomized controlled trials (RCTs) of acupuncture for PSCI will be recruited. Additionally, Studies should be available in full papers as well as peer-reviewed and the original data should be clear and adequate. 2. Types of participants. All adults with a recent or previous history of ischaemic or hemorrhagic stroke and diagnosed according to clearly defined or internationally recognized diagnostic criteria, regardless of nationality, race, sex, age, or educational background. 3. Types of interventions and controls. The control group takes non-acupuncture treatment, including conventional rehabilitation or in combination with symptomatic support therapy. The experimental group should be treated with acupuncture on basis of the control group. 4. Types of outcomes. The primary outcomes are measured with The Mini-Mental State Examination (MMSE) and/or The Montreal Cognitive Assessment Scale (MoCA), which have been widely used to evaluate cognitive abilities.

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