2,650 research outputs found

    Academic Engagement Moderates the Influence of Narcissism on Student Grades and Retention

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    Using two different samples, this study provides evidence that narcissists who are engaged with their environments experience several positive academic outcomes, including fewer course withdrawals and higher GPAs. The multidimensional nature of narcissistic motivation as well as implications for motivating narcissists in academic contexts are discussed

    Leaning Right or Left: The Role of Communal Narcissism in Political Orientation and Activism

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    This study explored the roles of communal narcissism and agentic narcissism in self-identified political orientation and activism. Results indicated that those scoring high in communal (but not agentic) narcissism were more likely to identify as political conservative and were not more likely to engage in political activism. Implications are discussed

    Whose Fault is It? Externalizing Academic Responsibilities is Associated With Lower GPA

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    A core tenet of Bandura’s (1986) Social Cognitive Theory is that cognitive factors motivate human behavior. For instance, believing that earning high grades will result in a desirable job will motivate one to earn higher grades. Here, we suggest that externalizing the responsibility of one’s college education are more likely to struggle academically. As part of a larger study, college students (N = 396) from three universities reported their externalized academic responsibility (Chowning & Campbell, 2009), self-esteem (Rosenberg, 1985), narcissism (Gentile et al. 2013), and GPA. It was hypothesized that externalized academic responsibility would be negatively associated with GPA. In an exploratory follow-up analysis, we examined whether narcissism or self-esteem moderated this association. There was a negative correlation between externalized academic responsibility and GPA (r = -.37,

    Differential Roles of Communal and Agentic Narcissism in Affective and Cognitive Responses to Intelligence Feedback

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    This experimental study explored the role of agentic and communal narcissism in response to positive, negative, or neutral feedback on a difficult task. Results revealed that those scoring high in communal narcissism responded differently than those scoring high in agentic narcissism, further illustrating the applied distinction between the two constructs. Implications are discussed

    Removing the own-race bias in face recognition by attentional shift using fixation crosses to diagnostic features: An eye-tracking study

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    Hills and Lewis (2011) have demonstrated that the own-race bias in face recognition can be reduced or even removed by guiding participants' attention and potentially eye movements to the most diagnostic visual features. Using the same old/new recognition paradigm as Hills and Lewis, we recorded Black and White participants' eye movements whilst viewing Black and White faces following fixation crosses that preceded the bridge of the nose (between the eyes) or the tip of the nose. White faces were more accurately recognized when following high fixation crosses (that preceded the bridge of the nose) than when following low fixation crosses. The converse was true for Black faces. These effects were independent of participant race. The fixation crosses attracted the first fixation but had less effect on other eye-tracking measures. Furthermore, the location of the first fixation was predictive of recognition accuracy. These results are consistent with an attentional allocation model of the own-race bias in face recognition and highlight the importance of the first fixation for face perception (cf. Hsiao & Cottrell, 2008)

    Personality, Parenting Style, and Academic Cognitions: The Effects of Authoritarian Parenting Style on Personality Traits and Behaviors

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    Presented is an analysis of self-esteem as a moderator of the effect authoritarian parenting on personality trait and behavior development

    You, Me, and No One Else: Degree of Social Distancing and Personality Predict Psychological Wellness and Relationship Quality During the COVID-19 Pandemic (Pre-Print)

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    While incredibly disruptive to everyday life, the COVID-19 pandemic provides a unique opportunity to study the influence of social distancing and quarantine behaviors on mental health and relationship quality. In this study, we used a snowball sample of 519 Americans to examine whether there were relationships between personality, degree of adherence to social distancing and quarantining norms and regulations, and psychological wellness and relationship quality. We discovered several interesting patterns, some more intuitive than others. Specifically, we present evidence of several interactive effects between personality and degree of social distancing predicting psychological wellness and relationship quality with cohabitants, indicating that some people may fare better in quarantine than others. Results are discussed in terms of practical applications and may provide helpful insights to policymakers and personality psychologists alike
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