Professional excellence: the necessary convergence of psychological variables

O estudo da excelência humana assume essencialmente dois enfoques, um deles acentuando as variáveis psicológicas dos indivíduos e outro enfatizando as aquisições decorrentes da prática ou treino deliberado. Neste artigo procurou-se integrar tais estudos, propondo que o surgimento e a manutenção da excelência pressupõem uma constelação de variáveis psicológicas que vão para além da alta capacidade intelectual. Mais concretamente, descreveu-se um conjunto de variáveis cognitivas, motivacionais e de personalidade, assumidas como relevantes na excelência profissional em diferentes áreas de desempenho e de conhecimento. No seio das variáveis cognitivas e, fazendo uma ponte com as variáveis de personalidade, destaca-se o papel da criatividade para a excelência, reconhecendo a sua particular relevância em algumas áreas de realização profissional.The study of human excellence can be described based on two main approaches focusing either on individuals' psychological variables or on acquisitions by training or deliberate practice. The purpose of this study is to integrate these models based on the assumption that the emergence and maintenance of excellence requires a constellation of fundamental psychological variables that transcend intellectual capacity. More specifically, a set of cognitive, motivational, and personality variables that are considered important for professional excellence in different levels of performance and areas of knowledge were described. Among the cognitive variables and their association with personality variables, it is worth mentioning the significant role of creativity in the pursuit of excellence, recognizing its relevance to specific areas of professional performance.(undefined

As cold as a fish? Relationships between the Dark Triad personality traits and affective experience during the day: A day reconstruction study

The Dark Triad of personality is a cluster of three socially aversive personality traits: Machiavellianism, narcissism and psychopathy. These traits are associated with a selfish, aggressive and exploitative interpersonal strategy. The objective of the current study was to establish relationships between the Dark Triad traits (and their dimensions) and momentary affect. Machiavellianism, grandiose narcissism, vulnerable narcissism and the dimensions of the Triarchic model of psychopathy (namely, boldness, meanness and disinhibition) were examined. We used the Day Reconstruction Method, which is based on reconstructing affective states experienced during the previous day. The final sample consisted of 270 university students providing affective ratings of 3047 diary episodes. Analyses using multilevel modelling showed that only boldness had a positive association with positive affective states and affect balance, and a negative association with negative affective states. Grandiose narcissism and its sub-dimensions had no relationship with momentary affect. The other dark traits were related to negative momentary affect and/or inversely related to positive momentary affect and affect balance. As a whole, our results empirically demonstrated distinctiveness of the Dark Triad traits in their relationship to everyday affective states. These findings are not congruent with the notion that people with the Dark Triad traits, who have a dispositional tendency to manipulate and exploit others, are generally cold and invulnerable to negative feelings. The associations between the Dark Triad and momentary affect were discussed in the contexts of evolutionary and positive psychology, in relation to the role and adaptive value of positive and negative emotions experienced by individuals higher in Machiavellianism, narcissism and psychopathy

The antecedents and outcomes of creative cognition

This chapter summarises the antecedents and outcomes that are associated with creative potential and creative achievement, as well as the outcomes of creative practice and engagement with the arts. It provides a concise overview of the relationships between creativity and individual or dispositional factors such as intelligence, personality and executive functions, while also exploring the effects of environmental or situational factors, such as reward and evaluation, on creativity and motivation with an especial focus on two important outcomes of creative cognition, academic achievement and wellbeing. The consequences associated with engagement in creative practice and arts-integrated teaching are also discussed