Facilitating the Understanding of Personality: The Usefulness of Unifying Two Existing Approaches

Economists and educational researchers discovered that noncognitive factors such as in-terests, self-concepts, and conscientiousness are both interesting and relevant because of the evidence that these types of constructs can be used to predict important human-capital out-comes (e.g., school functioning; see Kautz, Heckman, Diris, ter Weel, & Borghans, 2014). Given the importance of these factors, the discussion quickly turned to how these factors can be enhanced and fostered. It was recently claimed that a construct’s malleability is one pre-condition for changing or enhancing it (e.g., through an intervention; Bailey, Duncan, Odgers, & Yu, 2017). However, the group of noncognitive factors reflects an inclusive conglomerate of variables, including personality traits and motivational resources. The inclusive grouping of concepts belies the often stark theoretical and conceptual distinctions that divide these constructs when they are used in research. For instance, the Big Five personality traits origi-nate from trait theories, whereas constructs such as self-concepts and interests come from theoretical models that take a social cognitive perspective. Whereas traits are often defined as stable and cross-situationally consistent (McCrae & Costa, 2008b), social cognitive con-structs are conceptualized as less stable, relevant to very specific contexts, and derived almost exclusively from experience (Bandura, 2001b; Eccles & Wigfield, 2002). In addition, be-cause of their different origins, it is uncommon to find both types of constructs included in the same study (Roberts, 2009). This has created an asymmetry in the understanding of how changeable and malleable (e.g., stable or context-sensitive) the two classes of constructs are and has also impeded the ability to explore synergies when considering them together. The current dissertation has two superordinate aims. The first aim was to test two basic assumptions about the malleability (i.e., time-consistency and context-sensitivity) of traits and social cognitive constructs. For this purpose, the Big Five personality traits (consci-entiousness, neuroticism, extraversion, openness, and agreeableness) were contrasted against several social cognitive variables (i.e., interest, self-concept, and effort) with regard to their temporal stability (Study 1) and their context-sensitivity (Study 2). The second aim of the dissertation was to examine potential synergies when considering variables from both per-spectives (conscientiousness as a trait and interest as a social cognitive construct) in predicting an achievement-related outcome, namely academic effort (Study 3). This dissertation benefited from a large-scale longitudinal study called “Tradition and Innovation in Educational Systems” (TRAIN; Jonkmann, Rose, & Trautwein, 2013), which is hosted at the Hector Research Institute of Education Sciences and Psychology at the Univer-sity of Tübingen, Germany. TRAIN is a school achievement study that encompasses four time points (from Grades 5 to 8). The study comprises N = 3,876 students in 136 classes in 99 schools from two federal states (Baden-Württemberg and Saxony) of Germany. Among other variables, the TRAIN study includes the Big Five personality traits and a variety of so-cial cognitive variables (e.g., interest, self-concept), which provided the opportunity to test assumptions about the malleability of the different classes of constructs in the same study and moreover, it meant that potential synergies between the classes of constructs could be ex-plored in a longitudinal setting. In the first study (Social Cognitive Constructs are Just as Stable as the Big Five Be-tween Grades 5 and 8), several social cognitive variables (i.e., self-concept, interest, and aca-demic effort) and personality traits (i.e., the Big Five personality traits) were contrasted with respect to their temporal continuity and change over time. Three research questions were of particular interest. First, how stable are the constructs over time? Second, to what degree can the stability of each class of constructs be attributed to unchanging components, and how much of the instability can be attributed to state components? Third, to get a better idea of whether individuals change more or less on each class of variables, the average level of indi-vidual differences in change (i.e., to what extent students show increases or decreases in the constructs) were compared between the classes of constructs. The results indicated that there were no marked differences between personality traits and social cognitive constructs across multiple indicators of stability or changeability. The second study (The Effects of Getting a New Teacher on the Consistency of Per-sonality) focused on examining the effect of getting a new teacher on consistency in students’ psychological functioning (i.e., personality traits and social cognitive variables) in two longi-tudinal studies (TRAIN and PISA-E; for the description of the PISA-E study, see Study 2 in Chapter 4). By using quasi-experimental designs, two indices of consistency (i.e., test-retest correlations and changes in variance components over time) were compared between students who got a new teacher and those who did not on a variety of social cognitive and personality constructs. The results showed no differences in the test-retest correlations for the math-related social cognitive constructs of interest, effort, self-concept, anxiety, and the Big Five personality traits (except extraversion). Significantly lower test-retest correlations were found for some of the German- and English-related social cognitive constructs and for self-regulation in math for the group of students who got a new teacher. Finally, regarding the changes in variance (over time), there were found no systematic differences between groups in the TRAIN and PISA-E study. The third study (The Development of Students’ Academic Effort: The Unique and Combined Effects of Conscientiousness and Individual Interest) tested the unique and com-bined effects of conscientiousness and individual interest (as representatives of each perspec-tive) on the development of academic effort in the school subjects of math, German, and English in the TRAIN study. Three research questions were of particular interest. First, the development of academic effort across three school subjects was examined. In a second step, the unique effects of conscientiousness and individual interest in predicting changes in aca-demic effort over time were tested. Third, to test the interactive relation between conscien-tiousness and individual interest in a longitudinal setting, the proposed interaction between conscientiousness and individual interest was included in the analyses. Results showed that academic effort significantly decreased over time across the three school subjects. However, both conscientiousness and individual interest significantly and positively predicted change in academic effort such that when conscientiousness and individual interest were higher, the decrease in academic effort was smaller. In addition, conscientiousness and individual inter-est interacted in a compensatory manner such that individual interest was less important for the academic effort of students who were high on conscientiousness. The results held for most prospective paths across three waves of longitudinal data. The findings of the three studies are summarized and discussed in light of a broader research context. Implications for practice and future research are derived.Nicht-kognitive Merkmale wie beispielsweise Gewissenhaftigkeit, Interessen, und Selbstkonzepte haben sich als wichtige Determinanten für humankapital-bezogene Variablen wie beispielsweise den Schulerfolg erwiesen (Kautz, Heckman, Diris, ter Weel, & Borghans, 2014). Aufgrund dieser Befunde ist es naheliegend diese Merkmale und Eigenschaften zu fördern. Um jedoch zur Förderung in Betracht gezogen zu werden, sollten Konstrukte beeinflussbar und veränderbar sein (Bailey, Duncan, Odgers, & Yu, 2017). Unter dem Begriff „nicht-kognitive Merkmale“ sind eine Vielzahl an unterschiedlichen Konstrukten wie beispielsweise Persönlichkeitseigenschaften und motivationale Faktoren zusammengefasst. Diese Konstrukte stammen aus verschiedenen Forschungsbereichen und die gemeinsame Betrachtung dieser Konstrukte ignoriert, dass einhergehend mit der Herkunft der Variablen, unterschiedlich Annahmen über die jeweiligen Konstrukte postuliert werden. Die Big Five Persönlichkeitseigenschaften haben ihre Wurzeln in den sogenannten Traittheorien und werden häufig als stabil, transsituativ und nicht veränderbar definiert (McCrae & Costa, 2008b). Konstrukte wie Selbstkonzept, Interesse und Anstrengungsbereitschaft hingegen sind in Modellen, die eine sozial kognitive Perspektive einnehmen, eingebettet und werden als weniger stabil, kontext-spezifisch und leicht veränderbar konzipiert (Bandura, 2001b; Eccles & Wigfield, 2002). Des Weiteren wurden Persönlichkeitseigenschaften und sozial kognitive Konstrukte aufgrund ihrer unterschiedlichen Herkunft und Forschungsfelder bisher eher getrennt voneinander untersucht (Roberts, 2009). Die separate Untersuchung dieser Variablen führte zu einer zunehmenden Asymmetrie über das Verständnis der Veränderbarkeit der jeweiligen Konstrukt-Klassen und verhinderte darüber hinaus das Erforschen potentieller Synergien zwischen diesen. Die vorliegende Dissertation hat zwei übergeordnete Ziele. Das erste Ziel war es zwei grundlegende Annahmen über die Veränderbarkeit (zeitliche Stabilität und Kontext-Sensitivität) von Persönlichkeitseigenschaften und sozial kognitiven Variablen zu untersuchen. Hierfür wurden die Big Five Persönlichkeitseigenschaften (Gewissenhaftigkeit, Neurotizismus, Extraversion, Offenheit und Verträglichkeit) mit mehreren sozial kognitiven Variablen (z.B. Interesse, Selbstkonzept und Anstrengungsbereitschaft) hinsichtlich der zeitlichen Stabilität (Studie 1) und ihrer Kontext-Sensitivität (Studie 2) verglichen. Das zweite Ziel war es potentielle Synergien zwischen zwei, für den Schulkontext besonders relevante, Variablen aus den unterschiedlichen Forschungstraditionen (Gewissenhaftigkeit als Persönlichkeitseigenschaft und Interesse als sozial kognitive Variable) in der Prädiktion eines leistungsrelevanten Merkmals (die schulischen Anstrengungsbereitschaft) zu untersuchen (Studie 3). Die Daten für die vorliegende Dissertation stammen aus der Studie „Tradition und Innovation: Entwicklungsverläufe an Haupt- und Realschulen in Baden-Württemberg und Mittelschulen in Sachsen“ (TRAIN; Jonkmann, Rose, & Trautwein, 2013), welche am Hector-Institut für Empirische Bildungsforschung an der Universität Tübingen durchgeführt wurde. Die TRAIN Studie ist eine längsschnittlich angelegte Schulleistungsstudie mit vier Messzeitpunkten (Klassenstufe 5 bis 8). Die Studie umfasst Angaben von insgesamt N = 3 876 Schülerinnen und Schülern in 136 Klassen in 99 Schulen aus zwei Bundesländern in Deutschland (Baden-Württemberg und Sachsen). Neben einer Vielzahl an Variablen, wurden in der TRAIN Studie die Big Five Persönlichkeitseigenschaften als auch mehrere sozial kognitive Variablen (z.B. Interesse, Selbstkonzept) erfasst. Dies eröffnete die Möglichkeit Annahmen der unterschiedlichen Konstrukt-Klassen hinsichtlich ihrer Veränderbarkeit (zeitliche Stabilität und Kontext-Sensitivität) zu testen und miteinander zu vergleichen. Des Weiteren konnten potentielle Synergien zwischen Konstrukten aus den unterschiedlichen Forschungstraditionen untersucht werden. In Studie 1 (Social Cognitive Constructs are Just as Stable as the Big Five Between Grades 5 and 8) wurden die sozial kognitiven Variablen Selbstkonzept, Interesse und Anstrengungsbereitschaft mit den Big Five Persönlichkeitseigenschaften hinsichtlich mehrerer Indikatoren der zeitlichen Stabilität verglichen. Konkret wurden drei Forschungsfragen adressiert: Erstens, wie stabil sind die Konstrukte über die Zeit? Zweitens, wie viel Prozent der Varianz kann auf eher stabile Anteile (trait-Anteil) und wie viel Varianz kann auf messzeitpunkt-spezifischen Faktoren (state-Anteil) zurückgeführt werden? Drittens, unterscheiden sich die zwei Konstrukt-Klassen hinsichtlich der Varianz der durchschnittlichen Veränderung über eine Zeitspanne von 3 Jahren? Es konnten keine bedeutenden Unterschiede zwischen den zwei Konstrukt-Klassen hinsichtlich mehrerer Indikatoren der zeitlichen Stabilität festgestellt werden. Studie 2 (The Effects of Getting a New Teacher on the Consistency of Personality) untersuchte den Einfluss eines Lehrkraftwechsels auf die Konsistenz mehrerer Persönlichkeitsvariablen in zwei längsschnittlich angelegten quasi-experimentellen Studien (TRAIN und PISA-E; für die Studienbeschreibung der PISA-E Studie, siehe Studie 2 in Kapitel 4). Hierfür wurden Schülerinnen und Schüler, die eine neue Lehrkraft bekamen, mit Schülerinnen und Schülern, die dieselbe Lehrkraft über zwei Schuljahre hatten, auf den Big Five Persönlichkeitseigenschaften und mehreren sozial kognitiven Variablen hinsichtlich zweier Indikatoren der Konsistenz der Variablen (Test-Retest Korrelationen und Veränderung in den Varianzen über die Zeit) miteinander verglichen. Für die mathematik-bezogenen sozial kognitiven Variablen (Interesse, Anstrengungsbereitschaft, Selbstkonzept und Angst) und für die Big Five Persönlichkeitseigenschaften (mit Ausnahme von Extraversion) wurden keine Unterschiede hinsichtlich der Test-Retest Korrelationen zwischen den beiden Gruppen gefunden. Schülerinnen und Schüler, die eine neue Lehrkraft bekamen, zeigten signifikant niedrigere Test-Retest Korrelationen sowohl für mehrere Deutsch- und Englisch-bezogene sozial kognitiven Variablen als auch für die Selbstregulation hinsichtlich des Fachs Mathematik. Hinsichtlich der Veränderung in den Varianzen über die Zeit konnten sowohl in der TRAIN als auch in der PISA-E Studie keine systematischen Unterschiede zwischen den Gruppen festgestellt werden. In Studie 3 (The Development of Students’ Academic Effort: The Unique and Combined Effects of Conscientiousness and Individual Interest) wurden die prospektiven Effekte der Gewissenhaftigkeit und des Interesses auf die Entwicklung der Anstrengungsbereitschaft in der Schulfächern Mathematik, Deutsch und Englisch anhand der TRAIN Daten untersucht. Konkret wurden drei Forschungsfragen adressiert: Erstens, wie verändert sich die Anstrengungsbereitschaft in den Schulfächern Mathematik, English und Deutsch über die Zeit (Klasse 5 bis 8)? Zweitens, wird die Veränderung von Anstrengungsbereitschaft positiv durch Gewissenhaftigkeit und Interesse vorhergesagt? Drittens, interagieren Gewissenhaftigkeit und Interesse bei der Vorhersage der Veränderung von Anstrengungsbereitschaft miteinander? Die Ergebnisse zeigten, dass die Anstrengungsbereitschaft in den Fächern Mathematik, Deutsch und Englisch kontinuierlich über die Zeit abnimmt. Die negativen Veränderungskoeffizienten von Anstrengungsbereitschaft wurden, unter Kontrolle des Ausgangsniveaus der Anstrengungsbereitschaft, signifikant positiv von Interesse und Gewissenhaftigkeit vorhergesagt. Die negative Interaktion findet sich in zwei von drei Fällen. Konkret bedeutet dies, dass die Vorhersagekraft von Gewissenhaftigkeit auf die Anstrengungsbereitschaft stärker wird, wenn das Interesse niedrig ausgeprägt ist. Die Ergebnisse der drei Studien werden zusammengefasst und im Hinblick auf einen breiteren Forschungskontext diskutiert. Implikationen für die Praxis und zukünftige Forschung werden abgeleitet

Solution-based Innovation : A Method for Emerging Technology Use Case Development

Interest in blockchain is growing rapidly and at a global scale. The potential to disrupt various industries is attributed to the emerging blockchain technology. Organizations and institutions have thus begun to examine the emerging the technology and its impact on their businesses. However, researchers and practitioners still lack a systematic approach to understand the po-tential of blockchain and to develop convincing use cases. We addressed this research gap by applying an action design research approach and situational method engineering to propose a method for the development of blockchain technology use cases. Following this approach, we iteratively evaluate and further develop the proposed method through application in four distinct industries. In a next research step, we now focus on a broader context and evaluate if our existing use case development method is applicable for other emerging technologies than blockchain. By doing so, we seek to broaden our evaluation, generalize our method, and support practitioners and researchers in better leveraging the opportunities of continuous digital transformation

Dietary Enterococcus faecium NCIMB 10415 and Zinc Oxide Stimulate Immune Reactions to Trivalent Influenza Vaccination in Pigs but Do Not Affect Virological Response upon Challenge Infection

Swine influenza viruses (SIV) regularly cause significant disease in pigs worldwide. Since there is no causative treatment of SIV, we tested if probiotic Enterococcus (E.) faecium NCIMB 10415 or zinc (Zn) oxide as feed supplements provide beneficial effects upon SIV infection in piglets. Seventy- two weaned piglets were fed three different diets containing either E. faecium or different levels of Zn (2500 ppm, Zn(high); 50 ppm, Zn(low)). Half of the piglets were vaccinated intramuscularly (VAC) twice with an inactivated trivalent SIV vaccine, while all piglets were then infected intranasally with H3N2 SIV. Significantly higher weekly weight gains were observed in the E. faecium group before virus infection, and piglets in Zn(high) and E. faecium groups gained weight after infection while those in the control group (Zn(low)) lost weight. Using ELISA, we found significantly higher H3N2-specific antibody levels in the E. faecium+VAC group 2 days before and at the day of challenge infection as well as at 4 and 6 days after challenge infection. Higher hemagglutination inhibition (HI) titers were also observed in the Zn(high)+VAC and E. faecium+VAC groups at 0, 1 and 4 days after infection. However, there were no significant differences in virus shedding and lung lesions between the dietary groups. Using flow cytometry analysis significantly higher activated T helper cells and cytotoxic T lymphocyte percentages in the PBMCs were detected in the Zn(high) and E. faecium groups at single time points after infection compared to the Zn(low) control group, but no prolonged effect was found. In the BAL cells no influence of dietary supplementation on immune cell percentages could be detected. Our results suggest that feeding high doses of zinc oxide and particularly E. faecium could beneficially influence humoral immune responses after vaccination and recovery from SIV infection, but not affect virus shedding and lung pathology

School or Work? The Choice May Change Your Personality

According to the social-investment principle, entering new environments is associated with new social roles that influence people's behaviors. In this study, we examined whether young adults' personality development is differentially related to their choice of either an academic or a vocational pathway (i.e., entering an academic-track school or beginning vocational training). The personality constructs of interest were Big Five personality traits and vocational-interest orientations. We used a longitudinal study design and propensity-score matching to create comparable groups before they entered one of the pathways and then tested the differences between these groups 6 years later. We expected the vocational pathway to reinforce more mature behavior and curtail investigative interest. Results indicated that choosing the vocational compared with the academic pathway was associated with higher conscientiousness and less interest in investigative, social, and enterprising activities

AMP-Activated Protein Kinase alpha 2 in Neutrophils Regulates Vascular Repair via Hypoxia-Inducible Factor-1 alpha and a Network of Proteins Affecting Metabolism and Apoptosis

Rationale: The AMP-activated protein kinase (AMPK) is stimulated by hypoxia, and although the AMPK alpha 1 catalytic subunit has been implicated in angiogenesis, little is known about the role played by the AMPK alpha 2 subunit in vascular repair. Objective: To determine the role of the AMPK alpha 2 subunit in vascular repair. Methods and Results: Recovery of blood flow after femoral artery ligation was impaired (>80%) in AMPK alpha 2(-/-) versus wild-type mice, a phenotype reproduced in mice lacking AMPK alpha 2 in myeloid cells (AMPK alpha 2(Delta MC)). Three days after ligation, neutrophil infiltration into ischemic limbs of AMPK alpha 2(Delta MC) mice was lower than that in wild-type mice despite being higher after 24 hours. Neutrophil survival in ischemic tissue is required to attract monocytes that contribute to the angiogenic response. Indeed, apoptosis was increased in hypoxic neutrophils from AMPK alpha 2(Delta MC) mice, fewer monocytes were recruited, and gene array analysis revealed attenuated expression of proangiogenic proteins in ischemic AMPK alpha 2(Delta MC) hindlimbs. Many angiogenic growth factors are regulated by hypoxia-inducible factor, and hypoxia-inducible factor-1 alpha induction was attenuated in AMPK alpha 2-deficient cells and accompanied by its enhanced hydroxylation. Also, fewer proteins were regulated by hypoxia in neutrophils from AMPK alpha 2(Delta MC) mice. Mechanistically, isocitrate dehydrogenase expression and the production of alpha-ketoglutarate, which negatively regulate hypoxia-inducible factor-1 alpha stability, were attenuated in neutrophils from wild-type mice but remained elevated in cells from AMPK alpha 2(Delta MC) mice. Conclusions: AMPK alpha 2 regulates alpha-ketoglutarate generation, hypoxia-inducible factor-1 alpha stability, and neutrophil survival, which in turn determine further myeloid cell recruitment and repair potential. The activation of AMPK alpha 2 in neutrophils is a decisive event in the initiation of vascular repair after ischemia

Universal scaling behavior of non-equilibrium phase transitions

One of the most impressive features of continuous phase transitions is the concept of universality, that allows to group the great variety of different critical phenomena into a small number of universality classes. All systems belonging to a given universality class have the same critical exponents, and certain scaling functions become identical near the critical point. It is the aim of this work to demonstrate the usefulness of universal scaling functions for the analysis of non-equilibrium phase transitions. In order to limit the coverage of this article, we focus on a particular class of non-equilibrium critical phenomena, the so-called absorbing phase transitions. These phase transitions arise from a competition of opposing processes, usually creation and annihilation processes. The transition point separates an active phase and an absorbing phase in which the dynamics is frozen. A systematic analysis of universal scaling functions of absorbing phase transitions is presented, including static, dynamical, and finite-size scaling measurements. As a result a picture gallery of universal scaling functions is presented which allows to identify and to distinguish universality classes.Comment: review article, 160 pages, 60 figures include

Optimasi Portofolio Resiko Menggunakan Model Markowitz MVO Dikaitkan dengan Keterbatasan Manusia dalam Memprediksi Masa Depan dalam Perspektif Al-Qur`an

Risk portfolio on modern finance has become increasingly technical, requiring the use of sophisticated mathematical tools in both research and practice. Since companies cannot insure themselves completely against risk, as human incompetence in predicting the future precisely that written in Al-Quran surah Luqman verse 34, they have to manage it to yield an optimal portfolio. The objective here is to minimize the variance among all portfolios, or alternatively, to maximize expected return among all portfolios that has at least a certain expected return. Furthermore, this study focuses on optimizing risk portfolio so called Markowitz MVO (Mean-Variance Optimization). Some theoretical frameworks for analysis are arithmetic mean, geometric mean, variance, covariance, linear programming, and quadratic programming. Moreover, finding a minimum variance portfolio produces a convex quadratic programming, that is minimizing the objective function ðð¥with constraintsð ð 𥠥 ðandð´ð¥ = ð. The outcome of this research is the solution of optimal risk portofolio in some investments that could be finished smoothly using MATLAB R2007b software together with its graphic analysis

Search for dark matter produced in association with bottom or top quarks in √s = 13 TeV pp collisions with the ATLAS detector

A search for weakly interacting massive particle dark matter produced in association with bottom or top quarks is presented. Final states containing third-generation quarks and miss- ing transverse momentum are considered. The analysis uses 36.1 fb−1 of proton–proton collision data recorded by the ATLAS experiment at √s = 13 TeV in 2015 and 2016. No significant excess of events above the estimated backgrounds is observed. The results are in- terpreted in the framework of simplified models of spin-0 dark-matter mediators. For colour- neutral spin-0 mediators produced in association with top quarks and decaying into a pair of dark-matter particles, mediator masses below 50 GeV are excluded assuming a dark-matter candidate mass of 1 GeV and unitary couplings. For scalar and pseudoscalar mediators produced in association with bottom quarks, the search sets limits on the production cross- section of 300 times the predicted rate for mediators with masses between 10 and 50 GeV and assuming a dark-matter mass of 1 GeV and unitary coupling. Constraints on colour- charged scalar simplified models are also presented. Assuming a dark-matter particle mass of 35 GeV, mediator particles with mass below 1.1 TeV are excluded for couplings yielding a dark-matter relic density consistent with measurements

Search for heavy resonances decaying to two Higgs bosons in final states containing four b quarks

A search is presented for narrow heavy resonances X decaying into pairs of Higgs bosons (H) in proton-proton collisions collected by the CMS experiment at the LHC at root s = 8 TeV. The data correspond to an integrated luminosity of 19.7 fb(-1). The search considers HH resonances with masses between 1 and 3 TeV, having final states of two b quark pairs. Each Higgs boson is produced with large momentum, and the hadronization products of the pair of b quarks can usually be reconstructed as single large jets. The background from multijet and t (t) over bar events is significantly reduced by applying requirements related to the flavor of the jet, its mass, and its substructure. The signal would be identified as a peak on top of the dijet invariant mass spectrum of the remaining background events. No evidence is observed for such a signal. Upper limits obtained at 95 confidence level for the product of the production cross section and branching fraction sigma(gg -> X) B(X -> HH -> b (b) over barb (b) over bar) range from 10 to 1.5 fb for the mass of X from 1.15 to 2.0 TeV, significantly extending previous searches. For a warped extra dimension theory with amass scale Lambda(R) = 1 TeV, the data exclude radion scalar masses between 1.15 and 1.55 TeV

Measurement of the top quark forward-backward production asymmetry and the anomalous chromoelectric and chromomagnetic moments in pp collisions at √s = 13 TeV

Abstract The parton-level top quark (t) forward-backward asymmetry and the anomalous chromoelectric (d̂ t) and chromomagnetic (μ̂ t) moments have been measured using LHC pp collisions at a center-of-mass energy of 13 TeV, collected in the CMS detector in a data sample corresponding to an integrated luminosity of 35.9 fb−1. The linearized variable AFB(1) is used to approximate the asymmetry. Candidate t t ¯ events decaying to a muon or electron and jets in final states with low and high Lorentz boosts are selected and reconstructed using a fit of the kinematic distributions of the decay products to those expected for t t ¯ final states. The values found for the parameters are AFB(1)=0.048−0.087+0.095(stat)−0.029+0.020(syst),μ̂t=−0.024−0.009+0.013(stat)−0.011+0.016(syst), and a limit is placed on the magnitude of | d̂ t| < 0.03 at 95% confidence level. [Figure not available: see fulltext.