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This study assessed the co-development of adversity and effortful control based on a sample of Mexican-origin youth (N = 674) and their parents. We used a four-wave longitudinal design and followed target participants from age 10 to 16. At each time point, we measured adversity experienced by the children and their parents and children’s effortful control (self- and parent-reported). We also assessed children’s shift-and-persist coping strategies at ages 14 and 16. Across time, we found slight decreases in child-adversity and slight increases in parent-adversity. Based on bivariate LGC analyses, we found that the strongest effects surfaced for child- (vs. parent-) adversity. Specifically, we found that greater increases in child-adversity were associated with greater decreases in effortful control from ages 10 to 16. Moreover, we found a positive association between initial levels of child-adversity and the slope of effortful control, as well as a cross-sectional negative association between child- and parent-adversity and effortful control (at age 10). We found no evidence of moderation by shift-and-persist coping strategies. In sum, our results suggest that, on average, Mexican-origin youth exposed to more adversity might experience more maladaptive change with respect to effortful control.

The present research examined: (a) the co-development of chores and effortful control, and (b) the prospective impact of effortful control development (i.e., initial levels and the trajectory of effortful control from late childhood through adolescence) on work outcomes in young adulthood. We used data from a longitudinal study of 674 Mexican-origin youth assessed at ages 10, 12, 14, 16, and 19. We found no evidence of co-developmental associations between chores and effortful control, but we found that higher initial levels of effortful control (age 10) predicted working-student status, less job stress, and better job fit, and steeper increases in effortful control from age 10 to 16 predicted higher job satisfaction and job autonomy in young adulthood (age 19).

Which life experiences, personality and social factors enable people to succeed in life and make important creative contributions to society? And why do only some people show resilience or even thrive in the face of adversity? My research program is dedicated to understanding the precursors of career success and creativity, as well as the underlying developmental processes. I review two theoretical models that my colleagues and I have proposed: (a) Diversifying Experience Model and (b) Neo-Socioanalytic Model Applied to Creativity. I present some empirical evidence we have accumulated for each model, as well as efforts to integrate diversifying experiences and personality factors in predicting career success and creativity, and I discuss future directions. [ABSTRACT FROM AUTHOR]

Conscious and unconscious thought have been previously found to differentially impact decision-making quality. However, little research has directly measured the processes underlying these modes of thinking. We propose that both thinking modes are characterized by rule-based and intuitive processing. In two experiments, we used the Process Dissociation Procedure to independently measure these cognitive processes. We tested three competing hypotheses: (a) conscious thinking evokes both increased rule-based and decreased intuitive processing compared to unconscious thinking; (b) conscious and unconscious thinking evoke similar levels of intuitive processing but conscious thinking enhances rule-based processing; and (c) conscious and unconscious thinking evoke similar levels of rule-based processing but unconscious thinking enhances intuitive processing. Experiment 1 used base-rate and law-of-large-numbers decision-making problems, whereas Experiment 2 used decision-making problems similar to the "apartment" problem that is often used in unconscious thought studies. In both experiments we found support for hypothesis (b). © 2012 Elsevier Inc.

The persistent gender gap in STEM (Science, Technology, Engineering, and Math) career choice represents a perplexing problem for researchers and policy makers alike. We contribute to the body of research on the gender gap in STEM careers by testing a "surplus model" of vocational interests as a predictor of STEM career choice. The model suggests that, controlling for ability, female adolescents with strong STEM-related interest should be less likely to pursue STEM careers when they also have strong interests in other areas, due to wider career options. We tested the surplus model in a large national longitudinal data set and translated the results into differences in annual wages. Our findings illuminate the predictive validity of a surplus model of interests on STEM career choice across gender, provide insight into the gender gap in STEM, and suggest opportunities for future research. [ABSTRACT FROM AUTHOR]

Objective: We evaluated the role of natural disaster adversity on personality development in the wake of a hurricane, and the moderating role of previous hurricane exposure. Method: We used a two‐wave longitudinal design and a diverse sample of emerging adults (n = 691; mean age = 22 years; 72% females, 27% European American, 29% Latino, 23% Asian American, 15% African American, 6% Multiracial/Other) who were exposed to one of the most damaging hurricanes on record, though to differing degrees. Immediately after the hurricane, we assessed objective individual‐level hurricane exposure, previous exposure to hurricanes, demographics, socioeconomic status, and Big Five personality traits. One year later, we re‐assessed Big Five personality traits. Results: Using latent change models, we found significant individual differences both in participants' initial levels of personality traits at baseline, as well as in their developmental patterns of change in the year following the hurricane. However, there was no evidence of mean‐level change. Moreover, neither hurricane exposure level, nor its interaction with previous exposure showed statistically significant associations with the rates of change in any personality trait. Conclusions: The present findings support a stability account, whereby individuals largely maintain their personality dispositions following an adverse life event, in this case a hurricane. [ABSTRACT FROM AUTHOR]

Personality is not the most popular subfield of psychology. But, in one way or another, personality psychologists have played an outsized role in the ongoing “credibility revolution” in psychology. Not only have individual personality psychologists taken on visible roles in the movement, but our field’s practices and norms have now become models for other fields to emulate (or, for those who share Baumeister’s (2016, https://doi.org/10.1016/j.jesp.2016.02.003) skeptical view of the consequences of increasing rigor, a model for what to avoid). In this article we discuss some unique features of our field that may have placed us in an ideal position to be leaders in this movement. We do so from a subjective perspective, describing our impressions and opinions about possible explanations for personality psychology’s disproportionate role in the credibility revolution. We also discuss some ways in which personality psychology remains less-than-optimal, and how we can address these flaws. [ABSTRACT FROM AUTHOR]

How much do people’s personalities change or remain stable from high school to retirement? To address these questions, we used a large U.S. sample (N = 1,795) that assessed people’s personality traits in adolescence and 50 years later. We also used 2 independent samples, 1 cross-sectional and 1 short-term longitudinal (N = 3,934 and N = 38, respectively), to validate the personality scales and estimate measurement error. This was the first study to test personality stability/change over a 50-year time span in which the same data source was tapped (i.e., self-report). This allowed us to use 4 different methods (rank-order stability, mean-level change, individual-level change, and profile stability) answering different developmental questions. We also systematically tested gender differences. We found that the average rank-order stability was .31 (corrected for measurement error) and .23 (uncorrected). The average mean-level change was half of a standard deviation across personality traits, and the pattern of change showed maturation. Individual-level change also supported maturation, with 20% to 60% of the people showing reliable change within each trait. We tested 3 aspects of personality profile stability, and found that overall personality profile stability was .37, distinctive profile stability was.17, and profile normativeness was .51 at baseline and .62 at the follow-up. Gender played little role in personality development across the life span. Our findings suggest that personality has a stable component across the life span, both at the trait level and at the profile level, and that personality is also malleable and people mature as they age. [ABSTRACT FROM AUTHOR]

Does deviancy or adjustment predict creativity? To address this question, we tested the association between personality profile normativeness (similarity between one's personality profile and the average profile—a proxy for the deviancy–adjustment continuum) and creativity across four different samples (total N = 348 768). We used a wide range of creativity measures, including self‐reported, informant‐reported, behavioural, and occupational creativity, as well as several essential statistical controls (i.e., demographics, socio‐economic background, intelligence, and life satisfaction). Furthermore, we employed both cross‐sectional and longitudinal designs, including samples of college students and representative adult populations. We found that people who had more normative personality profiles were more creative. However, this association only held within modality (i.e. when both personality and creativity were either self‐reported or informant‐reported). We did not find robust associations between personality profile normativeness and laboratory‐based behavioural measures of creativity, occupational creativity, or creative achievements. We discuss alternative explanations for the observed adjustment–creativity link, specifically, implicit theories of creativity and person perception biases (halo effects). Notably, the findings did not support the idea that deviancy breeds creativity, suggesting that the famed 'mad genius' hypothesis might not hold among the general population. © 2019 European Association of Personality Psychology [ABSTRACT FROM AUTHOR]

We examined life-course effects of attending selective schools using a longitudinal study of U.S. high school students begun in 1960 (Ns ranging from 1,952 to 377,015). The effects, measured 11 and 50 years after the initial assessment, differed significantly across the two indicators of school selectivity that were used. School average socioeconomic background was positively related to students’ educational expectations, educational attainment, income, and occupational prestige at the 11-year follow-up (0.15 ≤ β ≤ 0.39; all ps < .001). Conversely, schools’ average achievement at the 11-year follow-up was negatively related to students’ expectations, attainment, income, and occupational prestige (−0.42 ≤ β ≤ −0.05; all ps < .05) when schools’ socioeconomic background was controlled for. All associations were mediated by students’ educational expectations. With the exception of income, these effects were consistent 50 years after high school, pointing to the long reach of beneficial learning resources and negative social comparison processes when attending selective schools. [ABSTRACT FROM AUTHOR]

In this study, we investigated the role of student characteristics and behaviors in a longitudinal study over a 50-year timespan (using a large U.S. representative sample of high school students). We addressed the question of whether behaviors in school have any long-lasting effects for one's later life. Specifically, we investigated the role of being a responsible student, interest in school, writing skills and reading skills in predicting educational attainment, occupational prestige, and income 11 years (TV = 81,912) and 50 years (N = 1,952) after high school. We controlled for parental socioeconomic status, IQ and broad personality traits in all analyses. We found that student characteristics and behaviors in adolescence predicted later educational and occupational success above and beyond parental socioeconomic status, IQ and broad personality traits. Having higher interest in school was related to higher educational attainment at years 11 and 50, higher occupational prestige at year 11 and higher income at year 50. Higher levels of being a responsible student were related to higher educational attainment and higher occupational prestige at years 11 and 50. This was the first longitudinal study to test the role of student characteristics and behaviors over and above broad personality traits. It highlights the potential importance of what students do in school and how they react to their experiences during that time. It also highlights the possibility that things that happen in specific periods of one's life may play out in ways far more significant than we expect. [ABSTRACT FROM AUTHOR]

We examine the multiculturalism–creativity link from the perspective of diversifying experiences research. Multicultural experiences can be construed as diversifying experiences—highly unusual and unexpected events or situations (e.g., unusual educational experiences, early life adversity) that push individuals outside the frameworks of their ordinary everyday lives, forcing them to embrace new and uncommon ideas. Our review identifies a range of diversifying experiences (e.g., multicultural exposure, unexpected adversity, violations of expectations) that have been found to influence creativity. We introduce the Diversifying Experience Model (DEM), where we argue for a curvilinear relationship between diversifying experiences and creativity, whereby creativity improves as a result of moderate (but not low or high) levels of diversifying experiences. We also propose adaptive personal resources as the key moderator, and threat and challenge appraisals as the key mediators of the diversifying experience–creativity relation. When adaptive resources are high, moderate diversifying experiences are appraised primarily as a challenge, facilitating creativity, whereas when adaptive resources are low, moderate diversifying experiences are appraised primarily as a threat, derailing creativity. This broad and parsimonious theoretical framework can help clarify and expand research on when and why various diversifying experiences (including multicultural experiences) facilitate creativity. [ABSTRACT FROM AUTHOR]

Economists estimate that 47% of US jobs will be computerized in the future. This paper tests the prospective role of a comprehensive range personality factors on selection into more (or less) computerizable jobs. We used a US representative high school sample ( N = 346 660) and a longitudinal design. At baseline, we measured social background, intelligence, personality traits and vocational interests. In two follow-ups (11 and 50 years later), we recorded occupations and coded their probability of being computerized based on the skills required and technological developments. Multiple regressions showed that, regardless of social background, people who were more intelligent, mature, interested in arts, and sciences at baseline, and selected into jobs that had a lower probability of computerization. On average, a one standard deviation increase in each of these traits predicted an average of 4 percentage points drop in the probability of one's job of being computerized. At the US population level, this is equivalent with saving 5.8 million people from losing their future careers to computerization. Most effects replicated across time. Path analyses showed that educational attainment mediated these effects and some direct effects remained. This highlights the importance of personality on occupational selection and in shaping the labour market. Copyright © 2017 European Association of Personality Psychology [ABSTRACT FROM AUTHOR]

This article provides an overview of theory and research on the self from a naturalist perspective. That is, we conceptualize the human self in the same way as any other natural phenomenon, seeking to understand its structure, ontogeny, evolutionary origins, and underlying neural, cognitive, and affective mechanisms. Each section addresses a fundamental question about the nature and functioning of the human self: What is the self? How many selves do humans have? When does the self emerge? Do humans have accurate self-representations? Where is the self in the brain? How does emotion shape the self? And what are the adaptive functions of the self? For each question, we review relevant theory and research, with an emphasis on individual-differences in self-related processes. [ABSTRACT FROM AUTHOR]

Across two preregistered studies, we addressed the following questions: (1) Does the Big Five personality trait openness to experience predict humor production ability above and beyond intelligence and demographics? (2) Which aspect of openness to experience (intellect vs. openness) predicts humor production ability? In Study 1 (N = 489), participants self-reported on demographics, socioeconomic status (SES), and personality, and were tested on intelligence and humor production. Structural equation modeling showed that openness to experience (β = .28, 95% CI [.14, .42]) predicted humor production ability above and beyond intelligence, demographics, SES, and other personality traits. Study 2 (N = 414) replicated and extended Study 1. Specifically, we found that openness to experience predicted humor production ability above and beyond the other predictors (β = .21, 95% CI [.03, .28]), and that, of the two aspects of openness to experience, openness (but not intellect) drove the association between personality and humor production ability. [ABSTRACT FROM AUTHOR]

Life goals play a major role in shaping people's lives and careers. Although life goals have prior documented associations with occupational and other life outcomes, no prior studies have investigated associations between life goal development and occupational outcomes. Using two representative samples of Icelandic youth (Sample 1: n = 485, Sample 2: n = 1,339), followed across 12 years from adolescence to young adulthood, we examined life goal development and associations with educational attainment and a wide range of occupational outcomes. We found that life goals had relatively high rank-order and profile stability across the 12 years. Most life goals decreased in importance during the transition from adolescence to young adulthood, except for family- and community-related goals, pointing to a continued focus on building social relationships in young adulthood. We also found meaningful variation in change at the item level within certain goal domains. Furthermore, adolescent levels of life goals, as well as changes in certain goals, predicted educational attainment and occupational outcomes in young adulthood. This suggests that life goals motivate career behaviors beginning at an early age and that subsequent changes in certain life goals also matter for educational and occupational outcomes. Dominance analyses revealed that education and prestige life goals were generally the strongest predictors of future outcomes. Overall, these results highlight the importance of life goal development in predicting later educational attainment and occupational outcomes. [ABSTRACT FROM AUTHOR]

Personality traits, such as Neuroticism and Conscientiousness, are associated with cognitive outcomes across the life span, including cognitive function in young adulthood and risk of cognitive impairment and dementia in old age. Research on personality and age-related cognition has focused primarily on memory-related tasks and outcomes. The purpose of this research is to address the relation between Five Factor Model personality traits and another critical marker of cognitive function that has received less attention-verbal fluency. We examine this relation across adulthood in 10 cohorts (11 samples) that totaled more than 90,000 participants (age range 16-101). Participants in all samples reported on their personality traits and completed at least one fluency task (semantic and/or letter). A meta-analysis of semantic fluency (N = 86,044) indicated that participants who scored lower in Neuroticism, and higher in Extraversion, Openness, and Conscientiousness, retrieved more words, independent of age, gender, and education. These associations generally replicated for the letter fluency task (3 samples; N = 11,551). Moderation analysis indicated that the associations between personality and semantic fluency were stronger in older samples (except for Openness) and among individuals with lower education. This pattern suggests that these associations are stronger in groups vulnerable to severe cognitive impairment. Personality traits have pervasive associations with fluency tasks that are replicable across samples and age groups. (PsycINFO Database Record (c) 2019 APA, all rights reserved). [ABSTRACT FROM AUTHOR]