Viewing the personality traits through a cerebellar lens. A focus on the constructs of novelty seeking, harm avoidance, and alexithymia

The variance in the range of personality trait expression appears to be linked to structural variance in specific brain regions. In evidencing associations between personality factors and neurobiological measures, it seems evident that the cerebellum has not been up to now thought as having a key role in personality. This paper will review the most recent structural and functional neuroimaging literature that engages the cerebellum in personality traits, as novelty seeking and harm avoidance, and it will discuss the findings in the context of contemporary theories of affective and cognitive cerebellar function. By using region of interest (ROI)- and voxel-based approaches, we recently evidenced that the cerebellar volumes correlate positively with novelty seeking scores and negatively with harm avoidance scores. Subjects who search for new situations as a novelty seeker does (and a harm avoiding does not do) show a different engagement of their cerebellar circuitries in order to rapidly adapt to changing environments. The emerging model of cerebellar functionality may explain how the cerebellar abilities in planning, controlling, and putting into action the behavior are associated to normal or abnormal personality constructs. In this framework, it is worth reporting that increased cerebellar volumes are even associated with high scores in alexithymia, construct of personality characterized by impairment in cognitive, emotional, and affective processing. On such a basis, it seems necessary to go over the traditional cortico-centric view of personality constructs and to address the function of the cerebellar system in sustaining aspects of motivational network that characterizes the different temperamental trait

Languages for Different Health Information Readers: Multitrait-Multimethod Content Analysis of Cochrane Systematic Reviews Textual Summary Formats

Background: Although subjective expressions and linguistic fluency have been shown as important factors in processing and interpreting textual facts, analyses of these traits in textual health information for different audiences are lacking. We analyzed the readability and linguistic psychological and emotional characteristics of different textual summary formats of Cochrane systematic reviews. Methods: We performed a multitrait-multimethod cross-sectional study of Press releases available at Cochrane web site (n= 162) and corresponding Scientific abstracts (n= 158), Cochrane Clinical Answers (n= 35) and Plain language summaries in English (n= 156), French (n= 101), German (n= 41) and Croatian (n=156). We used SMOG index to assess text readability of all text formats, and natural language processing tools (IBM Watson Tone Analyzer, Stanford NLP Sentiment Analysis and Linguistic Inquiry and Word Count) to examine the affective states and subjective information in texts of Scientific abstracts, Plain language summaries and Press releases. Results: All text formats had low readability, with SMOG index ranging from a median of 15.6 (95% confidence interval (CI) 15.3–15.9) for Scientific abstracts to 14.7 (95% CI 14.4–15.0) for Plain language summaries. In all text formats, “Sadness” was the most dominantly perceived emotional tone and the style of writing was perceived as “Analytical”and “Tentative”. At the psychological level, all text formats exhibited the predominant “Openness”tone, and Press releases scored higher on the scales of “Conscientiousness”,“Agreeableness”and “Emotional range”. Press releases had significantly higher scores than Scientific abstracts and Plain languagesummariesonthedimensionsof“Clout”,and“Emotional ton

Navigating Conflict During Periods of Change in Higher Education: Deconstructing Academic Leaders’ Construction of Meaning

Navigating departmental and organizational conflict is an essential function and responsibility of an academic unit leader (dean, associate dean, director, or chair) in higher education institutions (HEIs). During periods of organizational change, conflict tends to increase in complexity and difficulty—in part due to resistance to change—making it more difficult to manage in a constructive manner (Marcus, 2014). Much of the literature that looks at the academic unit leader and conflict focuses on personal conflict styles (or modes), types of conflicts encountered, and training on techniques and skills for conflict resolution and management. Missing from the literature is research that examines academic leaders’ constructive-developmental mindsets (i.e., meaning-making structures) when dealing with and navigating conflict within their division (or institution) and the relationship between one’s developmental mindset and their approach to engaging and navigating complex conflict. This study examines how nine academic unit leaders construct meaning when experiencing and navigating conflict situations amid organizational change (which HEIs experienced at an unprecedented level in 2020 and 2021). Additionally, it examines the relationship between how one constructs meaning and their capacity for constructive engagement and navigation of conflict. The primary finding from this study supports the hypothesis that academic leaders who demonstrate complex developmental mindsets hold a greater capacity to engage and navigate complex conflict situations in more deliberate and potentially constructive ways. Additionally, data from the research supports the notion that as an individual develops an increasingly more complex developmental mindset, their capacity for cognitive empathy (i.e., perspective-taking) increases. The study employed a multimethod approach, incorporating multiple case studies and a modified critical incident technique. Data were collected through the Subject-Object Interview (Lahey et al., 2011), a modified critical incident interview, and a loosely-structured closing interview. Each of the nine leaders participated fully in all three interviews in this order. This exploratory study contributes to the continued scholarly discussion on leaders navigating conflict and change in HEIs. This dissertation is available in open access at AURA (https://aura.antioch.edu) and OhioLINK ETD Center (https://etd.ohiolink.edu)

An Exploration of the Relationship between Academic Emotions and Goal Orientations in College Students before and after Academic Outcomes

In this dissertation, the intersection between emotion and motivation was explored. Participants in this study were given a survey at two time points during the semester. Using this data, the factor structure for the motivation construct as described by Elliot and colleagues were explored using a MTMM model. Leading from the measurement model from the CFA, results indicated that emotion and motivation are highly related, but in different ways depending on if the students have had academic feedback. The academic feedback also may change some students’ motivational orientations, based on their emotional reaction

Self-Regulation, Emotion Regulation, & Social Problem-Solving: Common & Distinct Pathways to Depression

The present study examined the relationships among three psychological constructs: self-regulation (SR), emotion regulation (ER), and social problem-solving (SPS), and their connection to depressive symptomology. SR, ER, and SPS arose from independent, well-established literature bases and each has demonstrated links to psychopathology. The theories underlying these constructs, however, suggest overlap in their operationalization and measurement. Despite these concerns, no empirical investigations to date have examined the measurement and predictive validity of measures of SR, ER, and SPS in the context of one another. Undergraduate students aged 18-29 (N = 592) completed three self-report measures each of the constructs interest, as well as a measure of depressive symptoms. First, a confirmatory factor analysis (CFA) was conducted, and four rival CFAs reflecting differing levels of convergence and divergence were tested against one another. Then, the best fitting measurement model was used to test a latent variable structural equation model (SEM). Findings from the first-order CFA model indicated that seven out of nine measures loaded on to their intended factors. Contrary to prediction, the bifactor model was identified as the best-fitting CFA model. This suggests that each construct is comprised of distinct variance, as well as common variance that is shared among all nine measures. Interestingly, only the common factor variance and distinct variance of ER significantly predicted depressive symptoms in the final SEM model. This study was the first to demonstrate and explore the high levels of convergence among SR, ER, and SPS as commonly measured in practice. Overall, the results indicated a substantial amount of shared variance and offered a complicated picture of construct validity. It appears that measures often used to assess these constructs are capturing more common features than investigators may be aware of, which has notable implications for the interpretation of findings. Future investigations that include a multitrait-multimethod examination of common and distinct pathways from SR, ER, and SPS to depressive symptoms would serve to further clarify these relationships