125 research outputs found
Positive Relational Management for Sustainable Development: Beyond Personality Traits—The Contribution of Emotional Intelligence
Positive relationships are of major importance in our personal and working lives for promoting well-being, and fostering healthy and sustainable organizations. The research literature suggests that emotional intelligence is a key factor in promoting and maintaining positive relationships. We examined the association between trait emotional intelligence and positive relational management in Italian workers, controlling for the effects of personality traits. Participants were administered the Big Five Questionnaire (BFQ), the Trait Emotional Intelligence Questionnaire Short Form (TEIQue-SF) and the Positive Relational Management Scale (PRMS). Hierarchical regression analyses showed that trait emotional intelligence explained an additional 14–16% of the variance beyond personality traits in relation to positive relational management in workers. These results underscore the relationship between trait emotional intelligence and positive relational management, offering new opportunities for promoting both personal well-being and healthy and sustainable organizations
Who Is the Successful University Student? An Analysis of Personal Resources
A number of factors have been identified in the research literature as being important for student success in university. However, the rather large body of literature contains few studies that have given students the opportunity to directly report what they believe contributes to their success as an undergraduate student. The primary purpose of this study is to explore studentsâ descriptions of the personal resources that they use to succeed while attempting to reach their goals as well as those personal characteristics or obstacles that keep them from reaching their goals. Prominent themes supportive of student success included having a future orientation, persistence, and executive functioning skills such as time management and organization. Results also demonstrate that stress, inadequate academic skills, and distractions are detrimental to student success in university. This study is unique in that it gathers the content data directly from the population of interest; it is one of the few qualitative studies of undergraduate studentsâ self-generated perceptions. Implications for university administrators and academic counsellors and directions for future research are discussed.
Des travaux de recherche ont dĂ©jĂ relevĂ© certains facteurs comme Ă©tant importants pour la rĂ©ussite des Ă©tudiants de niveau universitaire. Mais bien quâabondante, la recherche nâa cependant pas donnĂ© aux Ă©tudiants de premier cycle la possibilitĂ© de communiquer directement leur avis quant aux raisons de leur rĂ©ussite. Le but principal de cette Ă©tude est dâexplorer les descriptions que les Ă©tudiants font des ressources personnelles quâils utilisent pour atteindre leurs objectifs et, subsidiairement, les caractĂ©ristiques personnelles ou les obstacles qui les empĂȘchent dâatteindre leurs objectifs. Parmi les thĂšmes importants menant Ă la rĂ©ussite des Ă©lĂšves on trouve lâorientation vers lâavenir, la persĂ©vĂ©rance et des compĂ©tences exĂ©cutives telles que la gestion du temps et lâorganisation. Les rĂ©sultats dĂ©montrent Ă©galement que le stress, des compĂ©tences acadĂ©miques inadĂ©quates et les distractions reprĂ©sentent des obstacles Ă la rĂ©ussite des Ă©tudes universitaires. Cette Ă©tude est unique car elle collige les donnĂ©es directement de la population concernĂ©e. Elle est aussi lâune des rares Ă©tudes qualitatives portant sur la perception des Ă©tudiants de premier cycle. On y examine les consĂ©quences pour les administrateurs universitaires et les conseillers scolaires, de mĂȘme que les orientations possibles de futures recherches
Systematizing dark personality traits within broader models of personality
Previous research has attempted to derive arguments for the categorization of traits as âdarkâ without theoretical justification or rationalizations. We begin with a description of current conceptualizations of the darkness of traits followed by a new perspective on the catalogue of dark personality traits and the theoretical boundaries of different shades of darkness within the broader personality structure. Finally, we address the redundancy problem observed within the field on dark personality traits. Our analyses are offered as a guide to future research towards a more parsimonious and useful set of criteria (a âcompassâ of sorts) for inclusion within the âdarkâ cluster
Dark triads, tetrads, tents, and cores: Why navigate (research) the jungle of dark personality models without a compass (criterion)?
This comprehensive review summarizes and evaluates the present state of the Dark Triad research literature (or more broadly, the dark personality trait literature), and as such serves both a pedagogical purpose, by providing an introduction or primer on the dark personality literature and a scientific purpose by directing future research on key issues that still have not been sufficiently addressed. In this review, we discuss and critique current operational conceptualizations of what it means for a personality trait to be classified as âdarkâ. Also discussed is the Dark Core, as well as quantitative issues such as limitations of commonly used statistical treatments, such as multivariate analyses, bifactor modeling, and composite measures, and proposed solutions to some of these issues. Based on a comprehensive and critical appraisal of the literature, future directions are suggested to drive the dark trait field towards a more organized, parsimonious, and productive future
Perfectionism and personality
This chapter provides a synopsis of research on where multidimensional perfectionism âfitsâ within the broader framework of contemporary personality theory. Focusing on Hewitt and Flettâs (1991) model of perfectionism--differentiating self-oriented, other-oriented, and socially prescribed perfectionism--the chapter presents a summary and critical discussion of how multidimensional perfectionism relates to the dimensions and facets of two major structural models of personality (the five-factor model and the HEXACO model) and one neuropsychological model of personality (reinforcement sensitivity theory). Implications of the findings for multidimensional theories and models of perfectionism, as well as future perfectionism research, are discussed
- âŠ