21,951 research outputs found

    Life events, depression and gender: Their relation with school adaptation

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    Are we what others see? Parental perspective on offspring’s personality

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    Parental perceptions of their offspring with regard to children’s and adolescents’ Big Five have, thus far, rarely been investigated. The current dissertation aims at enhancing empirical knowledge in that respect by combining notions from personality and developmental psychology as well as educational sciences into a framework and examining three overarching research questions. Three empirical studies were conducted to explore a) the agreement of parental reports on personality of youth with self- and teacher-reports, b) the interplay of familial socioeconomic background and the unique parental perspective on offspring’s personality, as well as c) the role of that parental perspective in their children’s academic achievement. Study 1 employed a CT-C(M-1) model (Eid, 2000; Eid, Lischetzke, Nussbeck, & Trierweiler, 2003) on data from the German National Educational Panel Study (NEPS) examining the lower bound of agreement of parent-reports and adolescents’ self-reports on the Big Five. The parental perspective was, moreover, used as a predictor of adolescents’ school grades and competences. Results showed differences in congruence of reports in line with theoretical expectations. Parents’ unique perspective incrementally predicted the level of as well as change in academic achievement over and above trait illustrating the validity of parental personality reports. Study 2 focused on parent- and teacher-reports on elementary school students’ personality drawing on NEPS data in Sample 1 and the TIMMS-Transition study in Sample 2. Method effects within the CT-C(M-1) model (Eid, 2000; Eid et al., 2003) were investigated in order to gauge associations between familial socioeconomic background and parents’ unique perspective. The results revealed that parents with a higher SES described their offspring less favorably than class teachers, but that increased highbrow culture participation was associated with a more positive parental perspective on children’s personality. Study 3 examined latent interactions between parental personality reports and familial socioeconomic background in the prediction of adolescents’ school grades. To do so, the Latent Moderated Structural Equations (LMS) method (Klein & Moosbrugger, 2000) was applied to NEPS data revealing some evidence for positive interactions of parental reports on Openness and Conscientiousness as well as socioeconomic status (SES) with cultural capital in line with the Matthew effect. Results also demonstrated strong main effects of these parent-rated Big Five dimensions over and above fluid intelligence, school track, gender, migration status, as well as socioeconomic background. Taken together, the current dissertation provided evidence for the accuracy of the parental perspective on offspring’s personality as parental reports showed agreement with self- as well as teacher-reports in accordance with theoretical predictions. The relatively strong agreement of teacher- and parent ratings on school-relevant personality facets suggests, in particular, that parents possess a high level of expertise with regard to their children’s characteristics. The prediction of different measures of academic achievement by the unique parental perspective, furthermore, illustrates its relevance for educational trajectories. This dissertation, additionally, revealed that parents’ perspective is not independent of socioeconomic background highlighting the importance of context variables for understanding interindividual differences. The interplay of the parental perspective with socioeconomic background in the prediction of academic achievement, lastly, demonstrates the interconnectedness of identity, reputation, and context. One possible implication might be that the parental perspective could constitute a psychological resource in the development of children’s personality. Overall, the present dissertation exemplifies a comprehensive approach to the study of youth personality.Die elterliche Wahrnehmung der Big Five-Persönlichkeit von Kindern und Jugendlichen ist bisher kaum untersucht worden. Die vorliegende Dissertation zielt darauf ab, die emiprische Evidenz in diesem Bereich zu erweitern und hat hierfür Konzepte aus der Persönlichkeitsund Entwicklungspsychologie sowie Bildungsforschung in einem Framework kombiniert, um damit drei übergreifende Forschungsfragen zu untersuchen. Hierfür wurden drei empirische Studien durchgeführt, die sich mit a) der Übereinstimmung von elterlichen Berichten zur Persönlichkeit Heranwachsender mit Selbst- und Lehrer-Berichten, b) dem Zusammenspiel zwischen familiärem sozioökonomischem Hintergrund und der elterlichen Perspektive auf die Persönlichkeit ihres Nachwuchses, sowie c) der Bedeutung dieser elterlichen Perspektive bei der Vorhersage des akademischen Erfolgs Heranwachsender befassten. Studie 1 wendete das CT-C(M-1) Modell (Eid, 2000; Eid et al., 2003) auf Daten des deutschen Nationalen Bildungspanels (NEPS) an, um die untere Grenze der Übereinstimmung zwischen Eltern- und Selbstberichten zu den Big Five von Jugendlichen zu untersuchen. Die elterliche Perspektive wurde darüber hinaus zur Vorhersage von Schulnoten und Kompetenzen der Jugendlichen herangezogen. Die Ergebnisse zeigten, dass die Kongruenz beider Berichte übereinstimmend mit theoretischen Vorhersagen variierte. Außerdem sagte die elterliche Perspektive das Niveau von sowie die Änderung im akademischen Erfolg der Heranwachsenden über den Trait hinaus vorher, wodurch die Validität der elterlichen Persönlichkeitsberichte verdeutlicht wird. Studie 2 befasste sich mit Eltern- und Lehrkraftberichten zu der Persönlichkeit von Grundschüler:innen. Hierfür wurden in Stichprobe 1 NEPS-Daten eingesetzt und in Stichprobe 2 Daten aus der TIMMS-Übergangsstudie herangezogen. Anhand von Methodeneffekten innerhalb des CT-C(M-1) Modells (Eid, 2000; Eid et al., 2003) wurden mögliche Zusammenhänge zwischen familiärem sozioökonomischem Hintergrund und der elterlichen Perspektive untersucht. Es zeigte sich, dass Eltern mit einem höheren SES ihr Kind weniger vorteilhaft beschrieben als Klassenlehrer:innen, aber eine häufigere Partizipation an Hochkultur mit einer positiveren elterlichen Perspektive auf die kindliche Persönlichkeit verknüpft war. Studie 3 untersuchte latente Interaktionen zwischen Persönlichkeitsberichten der Eltern und dem familiären sozioökonomischen Hintergrund bei der Vorhersage von Schulnoten von Jugendlichen. Hierfür wurde die Latent Moderated Structural Equations (LMS) Methode (Klein & Moosbrugger, 2000) auf NEPS-Daten angewendet. Dabei wurden Hinweise auf eine positive Interaktion zwischen Elternberichten zu Offenheit und Gewissenhaftigkeit und sozioökonomischem Status (SES) sowie Kulturkapital gefunden, die für den Matthäus-Effekt sprechen. Die Ergebnisse zeigten aber auch starke Haupteffekte dieser beiden Persönlichkeitsdimensionen über fluide Intelligenz, Schulform, Geschlecht, Migrationsstatus sowie sozioökonomischen Hintergrund hinaus. Zusammengefasst lieferte die vorliegende Dissertation empirische Evidenz für die Genauigkeit der elterlichen Perspektive auf die Persönlichkeit ihrer Kinder, da Elternberichte Übereinstimmung sowohl mit Selbst- als auch mit Lehrkraftberichten zeigten, die theoretischen Vorhersagen entsprach. Die vergleichsweise starke Übereinstimmung zwischen Lehrkraft- und Elternberichten zu schulbezogenen Persönlichkeitsfacetten spricht für die hohe Expertise, die Eltern im Bezug auf die Charakteristika ihres Kindes innehaben. Die Vorhersagekraft der elterlichen Perspektive bei verschiedenen Maßen akademischen Erfolgs veranschaulicht weiterhin ihre Relevanz für Bildungsverläufe. Diese Dissertation zeigte zusätzlich, dass die elterliche Perspektive nicht unabhängig vom sozioökonomischen Hintergrund ist, wodurch die Bedeutsamkeit kontextueller Variablen für das bessere Verständnis interinidividueller Unterschiede herausgestellt wird. Das Zusammenspiel zwischen elterlicher Perspektive und sozioökonomischem Hintergrund bei der Vorhersage akademischen Erfolgs illutriert schließlich auch die Verwebung von Identität, Reputation sowie dem Kontext. Mögliche Implikationen könnten sich dadurch ergeben, dass die elterliche Perspektive eine psychologische Ressource bei der Persönlichkeitsentwicklung Heranwachsender darstellen könnte. Ingesamt exemplifiziert die vorliegende Dissertation eine umfangreiche Herangehensweise für die Erforschung der Persönlichkeit von Kindern und Jugendlichen

    The Economics and Psychology of Personality Traits

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    This paper explores the interface between personality psychology andeconomics. We examine the predictive power of personality and the stability ofpersonality traits over the life cycle. We develop simple analytical frameworksfor interpreting the evidence in personality psychology and suggest promisingavenues for future research.education, training and the labour market;

    The Economics and Psychology of Personality Traits

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    This paper explores the interface between personality psychology and economics. We examine the predictive power of personality and the stability of personality traits over the life cycle. We develop simple analytical frameworks for interpreting the evidence in personality psychology and suggest promising avenues for future research.personality traits, lifecycle effects, psychology, economics

    Collective ethnic-racial identity and health outcomes among African American youth: Examination of promotive and protective effects

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    OBJECTIVES: Racial discrimination is associated with numerous negative health outcomes, including increased risk for depression and anxiety symptoms and substance use. Positive affect toward of one's ethnic or racial group (i.e., ethnic-racial identity affirmation) has been shown to buffer the negative effects of racial discrimination on health outcomes. The extent to which one believes his or her group is valued by others (i.e., positive collective ethnic-racial identity) has also been proposed to be protective. However, to date a limited body of research has examined the moderating effect of collective ethnic-racial identity on health, and among available studies, findings are mixed. METHOD: African American youth (N = 612; 58.2% female, M grade = 8) completed measures on experiences of discrimination, mood symptoms, substance use, ethnic-racial identity affirmation, and collective ethnic-racial identity (assessed using the Collective Self-Esteem Scale). RESULTS: Controlling for demographic variables and affirmation, a significant main effect was found for collective ethnic-racial identity, such that believing that others viewed your group positively was associated with better health outcomes among African American youth. However, collective ethnic-racial identity was not found to buffer the effects of discrimination on health outcomes. CONCLUSIONS: These findings highlight the importance of examining collective ethnic-racial identity and the promotive effect it can have on health outcomes for African Americans. More research is needed to better understand if there are health outcomes in which collective ethnic-racial identity may also mitigate risk as a consequence of racial discrimination. (PsycINFO Database Record (c) 2019 APA, all rights reserved)

    Child Externalising and Internalising Behaviour in the First Year of School: The Role of Parenting in a Low SES Population

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    Successful transition and adjustment to school life is critical for a child's future success. To ease this transition a child needs to arrive equipped with the necessary skills for school. The extent of a child’s behavioural problems is one indicator of his or her level of adjustment and school readiness. A factor which is consistently associated with such behaviours is parenting practices. This study examined the role of maternal parenting behaviours on externalising and internalising behaviours displayed by children in their first year of schooling. As children living in low socioeconomic status (SES) families are at risk of both adverse parenting behaviours and childhood behavioural difficulties, the study focuses on a low SES cohort. Mothers (n = 197) reported parenting behaviours using the Parenting Styles and Dimensions Questionnaire (PSDQ; Robinson, Mandelco, Olsen, & Hart, 2001). Teachers (n = 21) rated children on how frequently they engaged in fifteen behaviours. These behaviours were subjected to an exploratory factor analysis, eliciting two externalising behaviour factors (aggressive and defiant; hyperactive and inattentive) and one internalising behaviour factor. Bivariate analyses revealed that authoritarian parenting is associated with aggressive and defiant behaviours and that permissive parenting and maternal education is associated with hyperactive and inattentive behaviours. Only the latter result remains significant in the multivariate analysis. Finally, no relationships were found between parenting practices and child internalising behaviours. Parenting behaviours explained a small proportion of the variance in child externalising behaviours, highlighting the need to educate parents in effective parenting practices.

    The Economics and Psychology of Personality Traits

    Get PDF
    This paper explores the interface between personality psychology and economics. We examine the predictive power of personality and the stability of personality traits over the life cycle. We develop simple analytical frameworks for interpreting the evidence in personality psychology and suggest promising avenues for future research.lifecycle effects, personality traits

    STEM education and outcomes in Vietnam: Views from the social gap and gender issues

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    United Nations’ Sustainable Development Goals 4 Quality Education has highlighted major challenges for all nations to ensure inclusive and equitable quality access to education, facilities for children, and young adults. The SDG4 is even more important for developing nations as receiving proper education or vocational training, especially in science and technology, means a foundational step in improving other aspects of their citizens’ lives. However, the extant scientific literature about STEM education still lacks focus on developing countries, even more so in the rural area. Using a dataset of 4967 observations of junior high school students from a rural area in a transition economy, the article employs the Bayesian approach to identify the interaction between gender, socioeconomic status, and students’ STEM academic achievements. The results report gender has little association with STEM academic achievements; however, female students (αa_Sex[2] = 2.83) appear to have achieved better results than their male counterparts (αa_Sex[1] = 2.68). Families with better economic status, parents with a high level of education (βb(EduMot) = 0.07), or non-manual jobs (αa_SexPJ[4] = 3.25) are found to be correlated with better study results. On the contrary, students with zero (βb(OnlyChi) = -0.14) or more than two siblings (βb(NumberofChi) = -0.01) are correlated with lower study results compared to those with only one sibling. These results imply the importance of providing women with opportunities for better education. Policymakers should also consider maintaining family size so the parents can provide their resources to each child equally
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