The Effects of Personality Type on Decision Making

A person’s personality encompasses many aspects of their life including how they act and how they think. It is common for people to fail to recognize that their personality is at work, or even that it could have an effect on their cognitive decision-making. Particularly, moral decision-making and the effects of personality on their collectivist or individualist mindset. Previous research has shown that certain aspects of a person’s Big Five personality (openness, conscientiousness, extraversion, agreeableness, and neuroticism) have the ability to impact the way that people make decisions that benefit themselves or others (Saha, 2018). The goal of the current study is to explore how the Big Five personality traits may affect individualist/collectivist decision-making. The current study asked participants to listen to an eight-item scenario storyline and choose between one of two options that reflected either collectivism or individualism. Participants were then asked to complete the Truity Big-Five personality assessment (The Big Five Personality Test, 2023). The anticipated results are that participants with high scores in agreeableness, extraversion, and openness will yield more collectivist decisions; while those with high scores in neuroticism and conscientiousness will yield more individualist decisions. This study strongly supports the literature that personality traits can have effects on the way people make decisions. In life it is important to consider the decisions we make and reflect on what aspects may be influencing those choices on a cognitive level, beneath the surface

Factors affecting faculty use of learning technologies: Implications for models of technology adoption

This study examines factors associated with the use of learning technologies by higher education faculty. In an online survey in a UK university, 114 faculty respondents completed a measure of Internet self-efficacy, and reported on their use of learning technologies along with barriers to their adoption. Principal components analysis suggested two main barriers to adoption: structural constraints within the University and perceived usefulness of the tools. Regression analyses indicated both these variables, along with Internet self-efficacy, were associated with use of online learning technology. These findings are more consistent with models of technology engagement that recognize facilitating or inhibiting conditions (unified theory of acceptance and use of technology; decomposed theory of planned behavior) than the classic technology acceptance model (TAM). Practical implications for higher education institutions are that while faculty training and digital literacy initiatives may have roles to play, structural factors (e.g., provision of resources and technical support) must also be addressed for optimal uptake of learning technologies

The Psychological Benefits of Being Authentic on Facebook

Having others acknowledge and validate one's true self is associated with better psychological health. Existing research indicates that an individual's true self may be more readily expressed on Facebook than in person. This study brought together these two premises by investigating for the first time the psychosocial outcomes associated with communicating one's true self on Facebook. Participants (n = 164) completed a personality assessment once as their true self and once as the self they present on Facebook (Facebook self), as well as measures of social connectedness, subjective well-being, depression, anxiety, and stress. Euclidean distances quantified the difference between one's true self and the Facebook self. Hypotheses received partial support. Better coherence between the true self and the Facebook self was associated with better social connectedness and less stress. Two models provided evidence of mediation effects. Findings highlight that authentic self-presentation on Facebook can be associated with positive psychological outcomes