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Consideration of how interrelated social structures relate with personality has been limited. In this paper, we discuss how researchers might apply an intersectional framework–which uses a social justice lens to examine how social structures are interconnected and impact individuals—at three distinct levels of personality including traits, characteristic adaptations, and integrative life narratives. We begin by providing conceptualizations of personality and intersectionality and describe considerations for their integration, including the need to widen the methodological and epistemological scope of personality science. Key areas of research that demonstrate the promise of an intersectional framework for unpacking structures of power and oppression in relation to the person are then described for each level of personality. Specifically, recommendations for how an intersectional framework may be used to examine structural identity domains in relation to trait levels, values and goals, as well as the content and process of narrated lives are offered. We conclude with discussion of how application of an intersectional framework is crucial for promoting inclusion and generalizability in personality science. [ABSTRACT FROM AUTHOR]

This paper aims to advance a theoretical and clinical perspective on the developmental origin and role of omnipotence in early object relations, and a differentiation of the adult sequelae of these maturational dynamics. The focus is on negative omnipotence as inherent in the constitution and impact of the psychotic part of the personality. The case history of the psychoanalytic psychotherapy of a man with a psychiatric diagnosis of obsessive–compulsive disorder illustrates the self and treatment defeating impact of negative omnipotence. Diplomatic therapeutic engagement, based on the understanding that these negative therapeutic dynamics represent unfinished maturational processes, is presented as enabling treatment to progress and facilitate gradual beneficial modification in the use of omnipotence intra‐psychically and inter‐personally. [ABSTRACT FROM AUTHOR]

People vary in the effectiveness with which they can change the way that others feel, yet we know surprisingly little about what drives these individual differences in interpersonal emotion regulation success. This paper provides a framework for describing 'success' in interpersonal emotion regulation and synthesizes extant theory and research regarding how personality and cognitive ability relate to interpersonal emotion regulation success. In doing so, our review brings together work from several related fields to offer an integrative framework to generate and guide future research that aims to understand why some people are proficient at influencing the emotions of others and why some are not, often suffering additional unintended consequences, such as diminished work or relationship success. [ABSTRACT FROM AUTHOR]

Background: Computational thinking (CT) has been broadly considered one of the 21st‐century competencies, and an emerging trend has been seen in integrating CT into primary education. Cumulative research was conducted to investigate the influencing factors of CT learning performance, and an ample range of factors has been identified, involving both cognitive and non‐cognitive facets. However, limited has been done in exploring the non‐cognitive factors, and even less at the primary education level. Objective: To address this gap, this study bridged CT with personality in the primary school context, and more importantly, it proposed a mediator in the personality‐CT relationship that is, attitudinal beliefs, which are amenable to change, thereby allowing further support for nurturing the traits. Method: Based on the Big Five model of personality, standard tests were administered to a sample of 434 primary school students (ages 8–11), and data were analysed using structural equation modelling via Mplus. To improve the robustness of the results, control variables (i.e., demographic features, coding experience) were added to the research model, and a bootstrap approach with 5000 resamples was used to examine the mediating effect. Result and Conclusion: Findings demonstrated that Conscientiousness had a positive effect on CT, and attitudinal beliefs mediated the effect of Open‐mindedness (positive) and Negative Emotionality (negative) on CT. The study contributes to the literature by enriching the CT network with non‐intellectual components and unravelling the mechanism of CT regarding how disposition traits turn into learning performance. The results implicate practitioners on the importance of encouraging conscientious behaviours and nurturing positive attitudinal beliefs in CT primary education. Lay Description: What is already known about this topic: Personality traits can play a role in students' learning performance.The relationship between personality and computational thinking (CT) has been verified in teenage cohorts.Simply studying personalities may have limited practical implications, as these traits tend to be stable features that practitioners have little control over. What this paper adds: This is the first study investigating the effect of personalities on CT performance at the primary education level.The study examined the association between conscientiousness and CT performance.This is the first study revealing the underlying mechanism of the personality‐CT relationship.The study identified the mediating role of attitudinal beliefs in the personality‐CT relationship. The implications of study findings for practitioners: The study enriched the nomological network of CT in the primary context with essential non‐cognitive components.The study unravelled the underlying mechanism of the personality‐CT relationship, helping explain how personality traits turn into learning performance.The study indicated the importance of encouraging conscientious behaviours and nurturing positive attitudinal beliefs in CT primary education. [ABSTRACT FROM AUTHOR]

A parent has immense control over the experiences of their offspring. Given that personality is associated with important life outcomes—mediated through decision‐making processes—it is likely that parental personality impacts their child's life outcomes. While "compensatory" influences from another person have been identified in romantic partners, the impact of parent's personality on their child's outcomes has not been thoroughly examined. Using a response surface analysis approach, we will look at the associations of adolescent personality with the personality of their parents for the prediction of adolescent outcomes (Ndyads = 9395). Parent personality predicted outcomes for their child above and beyond their child's traits. There were few instances of child–parent personality interactions, suggesting the mechanisms linking child and parent traits to child outcomes are largely independent. Findings suggest parents' personalities offer a unique influence on the outcomes for children while they develop and navigate through adolescence. Highlights: This paper investigated if parental Big Five personality traits predicted outcomes for their child in adolescence, above and beyond the child's own traits.Response surface analyses indicated that parent personality does predict outcomes for their adolescent child, with few interaction or similarity effects emerging.These findings suggest the Big Five traits of parents are impactful in the child and parent relationship and can uniquely influence outcomes for the child above and beyond their own traits. [ABSTRACT FROM AUTHOR]

Developmental science benefits from a rich tradition of conceptual frameworks, such as Relational Developmental Systems metatheory, that seek to understand the individual ⇔ context relations that promote thriving across the lifespan. However, there are substantive methodological challenges associated with capturing individual‐level and contextual variables, let alone the dynamics between them. These challenges have encouraged the perpetuation of simple models that focus on either individuals or their contexts alone, or as parallel processes with little attention to the dynamics of the relations. In this paper, we engage in cross‐disciplinary dialogue between developmental and personality science (adding to recent work being done by those in personality development) and highlight the benefits that developmental science can reap by adopting several recent advancements in dynamic personality theory and the methods used to test them. In addition, we discuss what personality science might gain from applying a developmental lens to their research questions. Such integration may also help personality scientists better understand how developmental theory can complement their methods for understanding the development of individual differences over time. Ultimately, the two fields can use their similar missions of understanding the development of individual differences in order to support one another in pursuing good science. [ABSTRACT FROM AUTHOR]

Background and Objectives: Revised NEO Personality Inventory (NEO PI‐R) domains are associated with substance use disorders (SUD), including potential for relapse. However, individual facets of the NEO PI‐R domains have not been rigorously analyzed. This paper assesses NEO PI‐R individual facets among participants with SUD and their value in predicting relapse. Methods: Between 2015 and 2018, all patients admitted to a single private rehabilitation center (n = 642) were offered participation in this study. Participants who completed NEO PI‐R questionnaires at the start of treatment and with known relapse outcomes up to 1‐year posttreatment were included (n = 441). Statistical analysis included a series of unadjusted univariate logistic regressions and additional adjusted multivariate regression controlling for employment status in healthcare. Results: Neuroticism, Agreeableness, and Conscientiousness domains had significant impacts on relapse. Three individual facets of Neuroticism were significant predictors of relapse, and seven individual facets within the Conscientiousness and Agreeableness domains were inversely related to relapse. When controlling for employment, Conscientiousness and three of its individual facets (Dutifulness, Competence, and Self‐Discipline) continued to be significant in predicting relapse. The individual facets Impulsiveness and Straightforwardness also continued to be significant in predicting relapse. Conclusions and Scientific Significance: Several personality domains and facets were significantly related to relapse, confirming and expanding on prior literature. This study focuses on the risk of relapse as it relates to NEO PI‐R individual facets, which have not been previously explored with a sample size of this magnitude. These findings can guide clinical care of patients with SUD, allowing for more targeted treatment. [ABSTRACT FROM AUTHOR]