Future directions in personality, occupational and medical selection: myths, misunderstandings, measurement, and suggestions

This paper has two objectives: (1) presenting recent advances in the personality field concerning the conceptualization of personality arising from the dynamic interactions of behaviour, biology, context, and states, and (2) discussing the implications of these developments for medical selection. We start by presenting evidence that traits are not longer regarded as deterministic and stable. Instead, they are found to change across generations, the life span, and in response to environmental contingencies. Next, drawing on recent research (behavioural reaction norms and the density distribution model) we posit how the expression of trait relevant behaviour changes depending on the situation, such that personality reflects both stability and plasticity across situations. Thus there is an urgent need to explore how traits change as function of medical education. Third, we demystify that some traits are better than others showing that so-called “good” traits have a dark-side. Fourth, we show how these developments impact on how personality might be assessed, thereby presenting recent evidence on the use of contextualized personality measures, Situational Judgment Tests, other reports, and implicit measures. Throughout the paper, we outline the key implications of these developments for medical selection practices

The impact of intrinsic and extrinsic features on delay discounting

International audienceDelay discounting refers to the tendency of people to evaluate immediate rewards as being more valuable than those that are distant in time. Several models explain this phenomenon by a set of intrinsic and extrinsic features. Intrinsic features are related to the inherent traits and neurological conditions of the individual, whereas extrinsic features are related to the characteristics of the reward. In this study, we refer to extraversion and attention-deficit/hyperactivity disorder symptoms (attention and hyperactivity-impulsivity) as intrinsic features, and to fungibility, perishability, and magnitude of the reward as extrinsic features. Whereas there is a known main effect to these intrinsic and extrinsic features, the current research examines their additive and interactive contributions to delay discounting. A total of 222 participants filled out an online questionnaire measuring intrinsic features and presenting decision tasks with different types of rewards. The scores of the intrinsic variables and the delay discounting rate for each reward were calculated and analyzed. The results replicated previous findings showing main effects of hyperactivity, fungibility, perishability, and magnitude. They also provided new findings on an interaction between fungibility-perishability and hyperactivity—the effect of hyperactivity on delay discounting was larger when the rewards were fungible and nonperishable than when the rewards were perishable and nonfungible. This interaction has practical implications that can help in moderating delay discounting in clinical treatments of impulsivity as well as in constructing efficient economic models for consumers

The conflict between on-task and off-task actions in the classroom and its consequences for motivation and achievement

Kilian B, Hofer M, Fries S, Kuhnle C. The conflict between on-task and off-task actions in the classroom and its consequences for motivation and achievement. EUROPEAN JOURNAL OF PSYCHOLOGY OF EDUCATION. 2010;25(1):67-85.The relations between students' value orientations, decisions in conflicts between on-task and off-task actions in the classroom, and experiences of motivational interference following these conflicts were investigated. It was expected that well-being value orientation was positively linked and achievement value orientation was negatively linked to decision for off-task behavior in such conflicts and that the higher students' well-being value orientation, the higher their motivational impairment when deciding for the on-task behavior and the lower when deciding for the off-task behavior. For achievement orientation, the relationships were predicted to be reversed. The experience of motivational interference while performing on-task behavior was, in turn, expected to be related to worse grades. Data from 817 students (mean age 13.44) from 35 classrooms were collected using self-report questionnaires and analyzed in a series of hierarchical linear models. Analyses showed the relationships as predicted. All relationships found were comparable to the relationships found for a conflict between school and leisure actions after class. Results point out that even if students resist the off-task temptation in class, the mere possibility of off-task behavior can impair motivation and achievement