Relationships between behaviour, psychological properties of situations, and personality traits

The current study examines relationships between the three components of the personality triad: behaviours, situations and personality traits. For that cause, the Riverside Situational QSort (RSQ v 3.15; Wagerman & Funder, 2009) and the Riverside Behavioural Q-Sort (RBQ v 3.11; Funder, Colvin & Furr; 2000; Furr, Wagerman & Funder; 2010) were translated into Estonian and applied to the Estonian student sample (n = 197) together with the Estonian version of NEO Personality Inventory-3 (NEO-PI-3; McCrae, Costa, & Martin, 2005) that was used to measure personality traits. The results firstly indicated, that the RBQ is a valuable measurement tool that is applicable in the Estonian context. Moreover, significant relationships between behavioural evaluations, psychological properties of different situations and the Big Five personality traits, were found. Also, situational properties more strongly associated with behavioural evaluations than did the personality properties of the participants.http://www.ester.ee/record=b4427527~S1*es

Psychological properties of situations: the applicability of the Riverside Situational QSort in the Estonian context

The current study uses the Riverside Situational Q-Sort (RSQ v 3.15; Wagerman & Funder, 2009) in the Estonian student sample (n = 317), to investigate the applicability of the measurement tool in Estonia; the overall situational variability among the sample; and how the situational evaluations differ across the categories of situations. The results indicate that the tool can be used to measure subjective situational construals in a meaningful way on the Estonian student sample and that the situational evaluations can be meaningfully reflected on the basis of both subjective and objective situational categorizations.http://www.ester.ee/record=b4430305~S1*es

Immersive virtual reality in STEM: is IVR an effective learning medium and does adding self-explanation after a lesson improve learning outcomes?

The goal of the current study was to investigate the effects of an immersive virtual reality (IVR) science simulation on learning in a higher educational setting, and to assess whether using self-explanation has benefits for knowledge gain. A sample of 79 undergraduate biology students (40 females, 37 males, 2 non-binary) learned about next-generation sequencing using an IVR simulation that lasted approximately 45 min. Students were randomly assigned to one of two instructional conditions: self-explanation (n = 41) or control (n = 38). The self-explanation group engaged in a 10 min written self-explanation task after the IVR biology lesson, while the control group rested. The results revealed that the IVR simulation led to a significant increase in knowledge from the pre- to post-test (ß(Posterior) = 3.29). There were no differences between the self-explanation and control groups on knowledge gain, procedural, or conceptual transfer. Finally, the results indicate that the self-explanation group reported significantly higher intrinsic cognitive load (ß(Posterior) = .35), and extraneous cognitive load (ß(Posterior) = .37), and significantly lower germane load (ß(Posterior) =  − .38) than the control group. The results suggest that the IVR lesson was effective for learning, but adding a written self-explanation task did not increase learning after a long IVR lesson

The World at 7:00: Comparing the Experience of Situations Across 20 Countries.

The purpose of this research is to quantitatively compare everyday situational experience around the world. Local collaborators recruited 5,447 members of college communities in 20 countries, who provided data via a Web site in 14 languages. Using the 89 items of the Riverside Situational Q-sort (RSQ), participants described the situation they experienced the previous evening at 7:00 p.m. Correlations among the average situational profiles of each country ranged from r = .73 to r = .95; the typical situation was described as largely pleasant. Most similar were the United States/Canada; least similar were South Korea/Denmark. Japan had the most homogenous situational experience; South Korea, the least. The 15 RSQ items varying the most across countries described relatively negative aspects of situational experience; the 15 least varying items were more positive. Further analyses correlated RSQ items with national scores on six value dimensions, the Big Five traits, economic output, and population. Individualism, Neuroticism, Openness, and Gross Domestic Product yielded more significant correlations than expected by chance. Psychological research traditionally has paid more attention to the assessment of persons than of situations, a discrepancy that extends to cross-cultural psychology. The present study demonstrates how cultures vary in situational experience in psychologically meaningful ways

Comparisons of Daily Behavior Across 21 Countries

While a large body of research has investigated cultural differences in behavior, this typical study assesses a single behavioral outcome, in a single context, compared across two countries. The current study compared a broad array of behaviors across 21 countries (N ¼ 5,522). Participants described their behavior at 7:00 p.m. the previous evening using the 68 items of the Riverside Behavioral Q-sort (RBQ). Correlations between average patterns of behavior in each country ranged from r ¼ .69 to r ¼ .97 and, in general, described a positive and relaxed activity. The most similar patterns were United States/Canada and least similar were Japan/United Arab Emirates (UAE). Similarities in behavior within countries were largest in Spain and smallest in the UAE. Further analyses correlated average RBQ item placements in each country with, among others, country-level value dimensions, personality traits, self-esteem levels, economic output, and population. Extroversion, openness, neuroticism, conscientiousness, selfesteem, happiness, and tolerant attitudes yielded more significant correlations than expected by chance