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Accumulating research points to the importance of incremental theories of emotion. Yet, little is known about whether these beliefs change in adulthood across long time spans, and if so, whether such changes are prospectively linked to emotion regulation outcomes. In the present investigation, we tested how incremental theories of emotion change during college, and whether such changes are linked to emotion regulation practices. We followed 394 undergraduates as they entered and ultimately graduated from college. Focusing on the temporal dynamics of incremental theories of emotion, we found that they were somewhat stable, and their mean-level increased over time. Focusing on the correlates of such changes, we found that students who during college came to believe that emotions (but not intelligence) are more controllable, ended up using more cognitive reappraisal (but not expressive suppression) at the end of college. Similarly, students who during college came to use cognitive reappraisal (but not expressive suppression) more frequently, ended up believing that emotion (but not intelligence) is more controllable at the end of college. This pattern could not be explained by differences in initial levels or by differences in underlying affective experiences. We discuss potential implications of these findings for understanding the interplay between beliefs and emotion regulation. (PsycInfo Database Record (c) 2022 APA, all rights reserved).

Temporal distancing (TD) is a promising yet understudied emotion regulation strategy that involves reflecting on how one will feel much later in the future. Although limited, the available evidence suggests that TD is a beneficial way to appraise negative events. Experimental studies have demonstrated causality: Situational use of TD (e.g., when thinking about a negative event) confers short-term emotional benefits in the laboratory. In addition, correlational studies show that habitual use predicts better long-term well-being. However, several open questions remain. First, we do not fully understand associations between habitual TD and emotions in daily life. Second, we do not fully understand daily TD, either on average across days or fluctuating within person. We conducted an 8-day diary study to test associations between TD and emotional responses to daily stressful events for three distinct measures at two levels of analysis: habitual TD assessed with a survey, average daily TD across days, and within-person fluctuations in TD across days (N = 155 participants, 837 observations). TD was associated with lower negative emotion at the within-person level and with greater positive emotion at both levels. Overall, these findings suggest that TD-on average and fluctuating within person-is associated with a beneficial pattern of daily emotional experiences, which may support overall well-being. (PsycInfo Database Record (c) 2023 APA, all rights reserved).

Following the publication of the Big Five Inventory- 2 (BFI-2) and its abbreviated forms (the 30-item BFI-2-S and 15-item BFI-2-XS), two studies were conducted to develop and validate a Danish translation of these measures. Study 1 first developed a preliminary Danish BFI- 2 item pool consisting of translations of the 60 BFI-2 items, then tested and refined this item pool using two waves of data collection, and identified a set of 60-item formulations for the Danish BFI-2. Study 1 then examined the domain- and facet-level structure of the Danish BFI-2, and the construct validity and reliability of this measure. Study 2 tested the generalizability of the measurement properties of the Danish BFI-2 found in Study 1 as well as the preliminary measurement properties of its abbreviated forms (the Danish BFI-2-S and BFI-2-XS) in a new sample. The results of these studies indicate that the Danish BFI-2 is a reliable and valid personality measure with psychometric properties and construct validity corresponding to the English-language original. The preliminary results regarding measurement properties of the abbreviated forms are encouraging and should inspire further validation. 2020 Hogrefe Publishing.

People form relationships with people from their own racial groups, a phenomenon called

Daily life is full of emotional ups and downs. In contrast, the objective conditions of our lives usually remain relatively stable from day to day. The degree to which emotional ups and downs influence life satisfaction-which prima facie should be relatively stable-remains a puzzle. In the present article, we propose the Individual Differences in Evaluating Life Satisfaction (IDELS) model to address this puzzle. The IDELS model posits that people differ in the processes by which they evaluate their life satisfaction: Some people's life satisfaction is more strongly associated with their current emotions (i.e., "emotion globalizing") whereas other people maintain a filter between their life satisfaction and current emotions. These individual differences should have important implications for the degree of short-term variability in life satisfaction and, in turn, for psychological health. In 3 diverse samples of women (total N = 536), we assessed life satisfaction and emotions daily or multiple times per day for 2 weeks. We tested 4 hypotheses derived from the IDELS model. First, participants differed substantially in the degree of short-term variability in life satisfaction, and these individual differences were moderately stable. Second, participants differed substantially in emotion globalizing, and these individual differences were moderately stable. Third, higher emotion globalizing predicted greater short-term variability in life satisfaction. Fourth, greater short-term variability in life satisfaction was associated with a maladaptive profile of greater neuroticism and worse psychological health. We discuss implications for life satisfaction theory and measurement. (PsycInfo Database Record (c) 2020 APA, all rights reserved).

Objective:Many studies have demonstrated that personality traits predict academic performance for students in high school and college. Much less evidence exists on whether the relationship between personality traits and academic performance changes from childhood to adolescence, and existing studies show very mixed findings. This study tests one hypothesis—that the importance of Agreeableness, Emotional Stability and Conscientiousness for academic performance changes fundamentally during school—against an alternative hypothesis suggesting that the changing relationships found in previous research are largely measurement artifacts.Method:We used a nationwide sample of 135,389 primary and lower‐secondary students from grade 4 to grade 8. We replicated all results in a separate sample of another 127,375 students.Results:We found that academic performance was equally strongly related to our measure of Conscientiousness at all these grade levels, and the significance of Agreeableness and Emotional Stability predominantly reflected their connections with Conscientiousness. However, age also appeared to shape the relationship between Emotional Stability and performance.Conclusion:Amidst the replication crisis in psychology these findings demonstrate a very stable and predictable relationship between personality traits and academic performance, which may have important implications for the education of children already in primary school.

The purpose of this study was to adapt a Japanese version of the Big Five Inventory-2 (BFI-2-J) to examine its factor structure, reliability, validity, and measurement invariance. The BFI-2-J assesses five domains and 15 facets of the Big Five personality traits. We analyzed two datasets: 487 Japanese undergraduates and 500 Japanese adults. The results of the principal component analysis and confirmatory factor analysis revealed that the domain-facet structure of the BFI-2-J was similar to that of other language versions. The reliability of the BFI-2-J is sufficient. The correlation coefficients between the BFI-2-J and the other Big Five and self-esteem measures supported convergent and discriminant validity. Moreover, we confirmed measurement invariance across age and sex groups in domain-level and facet-level models. The results suggest that the BFI-2-J is a good instrument for measuring the Big Five personality traits and their facets in Japan. The BFI-2-J is expected to be useful in Japanese personality research and international comparative research.

After the publication of the Big Five Inventory-2 (BFI-2) and its short versions, many validations in other languages have been published. Three studies (total N=1,673) were conducted to validate a Spanish version of the BFI-2, BFI-2-S and BFI-2-XS). Study 1 first tested the structural validity both at the domain- and facet-levels of 60 BFI-2 item translations, and tested measurement invariance across gender. Study 2 established the temporal stability of the BFI-2 using two data collection waves. Study 3 evaluated in a new sample the generalizability of the measurement properties of the Spanish BFI-2 obtained in Study 1 and the measurement properties of its abbreviated versions. The findings of these studies show that the Spanish BFI-2 is a valid and reliable measure of personality with psychometric properties corresponding to the original in English. The preliminary results of the short forms' measurement properties are promising and should encourage further replication.

Responding to the need for school-based, broadly applicable, low-cost, and brief assessments of socio-emotional skills, we describe the conceptual background and empirical development of the SENNA inventory and provide psychometric information on validity, reliability and norms.

We present two studies testing the validity and nomological properties of the Turkish adaptation of the Big Five Inventory–2 (BFI-2) using a university student sample and a nationally representative community sample of young adults aged 18–35. Findings from the university student sample replicate the psychometric properties of the BFI-2. Findings from the community sample replicate the factor structure and majority of the trait-outcome associations obtained from non-community samples in WEIRD populations. However, there were notable differences in terms of the internal consistency reliabilities of the personality domains, and some trait-outcome associations, specifically with outcomes that are germane to the Turkish culture.

Political action (volunteering, protesting) is central to functioning democracies, and action is often motivated by negative emotion. However, theories of emotion regulation suggest that people often strive to decrease such negative emotions. Thus, effective emotion regulation (e.g., reappraisal)-while helping people feel better-could have the unintended consequence of hindering political action. We tested this hypothesis in Clinton voters after the 2016 U.S. election (Ntotal = 1552). Studies 1a (conducted November 2016) and 1b (conducted November 2016, with a follow-up in January 2017) assessed individuals' recent use of reappraisal in managing emotions evoked by the election. Studies 2a and 2b (conducted March 2017) exposed individuals to Trump-focused news footage and assessed individuals' reappraisal during the clip and subsequent emotional responses. Studies 3a and 3b (conducted June 2017) experimentally manipulated reappraisal and measured subsequent emotional responses to Trump-focused news footage. Each study assessed recent or intended political action. In Studies 1a and 1b, we found that reappraisal predicted lower political action; in Studies 2a and 2b we observed an indirect effect such that reappraisal predicted lower negative emotion which in turn accounted for lower intentions to engage in political action; and Studies 3a and 3b provided experimental evidence for this indirect effect. These results suggest that effective emotion regulation like reappraisal may be beneficial in the short-run by helping restore emotional well-being after upsetting political events but may also be costly in the long-run by reducing the potential for productive political action. (PsycINFO Database Record (c) 2019 APA, all rights reserved).

Die deutsche Version des Big Five Inventars 2 (BFI-2) erfasst die 5 Persönlichkeitsdomänen Extraversion, Verträglichkeit, Gewissenhaftigkeit, Negative Emotionalität (Neurotizismus) und Offenheit sowie insgesamt 15 Persönlichkeitsfacetten mit 60 Items. Das Inventar wurde im Rahmen eines mehrstufigen Übersetzungsprozesses vom Englischen ins Deutsche übertragen. Anhand einer nach Alter, Geschlecht und Bildungsabschluss quotieren Bevölkerungsstichprobe (N = 1 224) wurden Reliabilität, Validität und Messinvarianz über Geschlechter und Altersgruppen untersucht. Die Ergebnisse der Studien deuten auf gute Reliabilitäten der Domänenwerte und ausreichende Reliabilitäten der Facettenwerte hin. Einzelitems und die Facettenwerte zeigen erwartungskonforme Ladungsmuster. Die Domänen- und Facettenwerte korrelieren erwartungsgemäß mit anderen Persönlichkeitsinventaren und sind mit Kriterien wie Bildungsabschluss, Einkommen, Gesundheit und Lebenszufriedenheit assoziiert. Strukturgleichungsmodelle belegen die residuale Invarianz über Geschlechter. Die durchschnittliche Bearbeitungszeit beträgt 8 Minuten. Normwerte für die deutsche Allgemeinbevölkerung werden berichtet. The German version of the 60-item Big Five Inventory 2 (BFI-2) captures the five personality domains Extraversion, Agreeableness, Conscientiousness, Negative Emotionality (Neuroticism), and Open-Mindedness (Openness) and15 facets of personality. The inventory was translated from English into German in multiple steps. On the basis of a population survey (N = 1,224) quoted for age, sex, and education, we examined the reliability, validity, and measurement invariance for gender and age groups. The results suggested good reliability at the domain level and sufficient reliability at the facet level. Overall, items and facets showed the expected loadings on the five personality domains. Also, domain and facet scores correlated with other personality inventories and were associated with external criteria such as educational attainment, income, health, and life satisfaction. Structural equation modeling confirmed residual measurement invariance across gender. Completing the BFI-2 takes 8 min on average. Statistics for the general population in Germany are reported for future reference.

Research on students’ understandings of their academic performance often faces limits with respect to sample diversity, statistical power, breadth of participant information, and ability to continuously track the development of participants. Government registry data do not face such limitations. We validate a brief measure of academic self-perceptions contained within the Danish Well-Being Survey, a self-report measure administered annually to all Danish public-school students (grades 4 through 9) and linked with rich registry data regarding these students, their families, schools, and communities. We then perform exceptionally well-powered analyses of the influence of academic self-perceptions on the pursuit of further academically-intensive education (N = 35,227) and of the development of academic self-perceptions during late childhood and adolescence (N = 284,024).

Personality can be described at different levels of abstraction. Whereas the Big Five domains are the dominant level of analysis, several researchers have called for more fine-grained approaches, such as facet-level analysis. Personality facets allow more comprehensive descriptions, more accurate predictions of outcomes, and a better understanding of the mechanisms underlying trait–outcome relationships. However, several methodological issues plague existing evidence on the added value of facet-level descriptions: Manifest facet scale scores differ with respect to their reliability, domain-level variance (variance that is due to the domain factor) and incremental facet-level variance (variance that is specific to a facet and not shared with the other facets). Moreover, manifest scale scores overlap substantially, which affects associations with criterion variables. We suggest a structural equation modelling approach that allows domain-level variance to be separated from incremental facet-level variance. We analysed data from a heterogeneous sample of adults in the USA (N = 1193) who completed the 60-item Big Five Inventory-2. The results illustrate how the variance of manifest personality items and scale scores can be decomposed into domain-level and incremental facet-level variance. The association with criterion variables (educational attainment, income, health, and life satisfaction) further demonstrates the incremental predictive power of personality facets.

How do people come to know others' feelings? One idea is that affective processes (e.g., physiological responses) play an important role, leading to the prediction that linkage between one's physiological responses and others' emotions relates to one's ability to know how others feel (i.e., empathic accuracy). Participants (N = 96, 48 female friend pairs) completed a stressful speech task and then provided continuous ratings of their own (as "targets") and their friend's (as "perceivers") emotional experience for the video-taped speeches. We measured physiology-physiology linkage (linkage between perceivers' and targets' physiology), physiology-experience linkage (linkage between perceivers' physiology and targets' experience), and empathic accuracy (linkage between perceivers' ratings of targets' experience and targets' ratings of their experience). Physiology-experience (but not physiology-physiology) linkage was associated with greater empathic accuracy even when controlling for key potential confounds (random linkage, targets' and perceivers' emotional reactivity, and relationship closeness). Results suggest that physiological responses play a role in empathic accuracy.

Does being disagreeable-that is, behaving in aggressive, selfish, and manipulative ways-help people attain power? This question has long captivated philosophers, scholars, and laypeople alike, and yet prior empirical findings have been inconclusive. In the current research, we conducted two preregistered prospective longitudinal studies in which we measured participants' disagreeableness prior to entering the labor market and then assessed the power they attained in the context of their work organization ∼14 y later when their professional careers had unfolded. Both studies found disagreeable individuals did not attain higher power as opposed to extraverted individuals who did gain higher power in their organizations. Furthermore, the null relationship between disagreeableness and power was not moderated by individual differences, such as gender or ethnicity, or by contextual variables, such as organizational culture. What can account for this null relationship? A close examination of behavior patterns in the workplace found that disagreeable individuals engaged in two distinct patterns of behavior that offset each other's effects on power attainment: They engaged in more dominant-aggressive behavior, which positively predicted attaining higher power, but also engaged in less communal and generous behavior, which predicted attaining less power. These two effects, when combined, appeared to cancel each other out and led to a null correlation between disagreeableness and power.

Children's educational outcomes are strongly correlated with their parents' educational attainment. This finding is often attributed to the family environment-assuming, for instance, that parents' behavior and resources affect their children's educational outcomes. However, such inferences of a causal role of the family environment depend on the largely untested assumption that such relationships do not simply reflect genes shared between parent and child. We examine this assumption with an adoptee design in full-population cohorts from Danish administrative data. We test whether parental education predicts children's educational outcomes in both biological and adopted children, looking at four components of the child's educational development: (I) the child's conscientiousness during compulsory schooling, (II) academic performance in those same years, (III) enrollment in academically challenging high schools, and (IV) graduation success. Parental education was a substantial predictor of each of these child outcomes in the full population. However, little intergenerational correlation in education was observed in the absence of genetic similarity between parent and child-that is, among adoptees. Further analysis showed that what links adoptive parents' education did have with later-occurring components such as educational attainment (IV) and enrollment (III) appeared to be largely attributable to effects identifiable earlier in development, namely early academic performance (II). The primary nongenetic mechanisms by which education is transmitted across generations may thus have their effects on children early in their educational development, even as the consequences of those early effects persist throughout the child's educational development. (PsycInfo Database Record (c) 2021 APA, all rights reserved).

International audience; ObjectiveOur primary objective was to validate the French version of the BFI-10, an ultra-short ten-item version of the Big Five Inventory (BFI; John et al., 1991), which allows for a reasonably accurate assessment of personality in circumstances in which more in-depth assessment is not possible. In order to reach a thorough evaluation of the external validity, we also aimed to examine the bandwidth of the BFI-10 scales with reference to the study by De Young, Quilty and Peterson (2007) who distinguished between two aspects in each of the Big Five: Assertiveness and Enthusiasm for Extraversion; Compassion and Politeness for Agreeability; Orderliness and Productiveness for Conscientiousness; Withdrawal and Volatility for Negative Emotionality, and finally Openness to Aesthetics and Openness to Ideas for Open-Mindedness. Our concern with regard to bandwidth was to examine whether the BFI-10 scales have strong enough correlations with both aspects of each domain.MethodsParticipants. Data from four samples were analysed: Sample 1 comprised 2499 undergraduate students (1654 women) who completed the full BFI in university classes; Sample 2 comprised 13,306 participants (8471 women) who filled out the BFI-10 ten items online via Internet; Sample 3 comprised 143 undergraduate students (115 women) who completed the full BFI twice with a two-week interval; Sample 4 comprised 360 undergraduate students (183 women) who filled out the BFI and NEO PI-R. Instruments. The French version of the Big Five Inventory is a 45-item inventory, which measures the five broader domains of personality. The ultrashort Ten-item Big Five Inventory (BFI-10) was developed simultaneously in German and English by Rammstedt and John (2007); it comprises five two-item scales measuring the big five domains. The Neuroticism-Extraversion-Openness Personality Inventory Revised (NEO PI-R; Costa et McCrae, 1992) is a 240-item questionnaire which assesses the big five domains and 30 lower-order facets, i.e. six facets per domain. Statistical analyses. Factor structure and reliability of the five two-item scales were first investigated on samples 1 and 3. Confirmatory factor analyses (CFAs) were conducted on samples 1 and 2, and discriminant validity was assessed via comparison with the NEO PI-R (sample 4). In order to examine the bandwidth of the BFI-10 two-item scales, we studied their correlation not only with the NEO PI-R domains but also with the 30 facets.ResultsThe CFAs showed the good fit of the five-factor structure, with RMSEA = .077 (.072), CFI = .974 (.956), and SRMR = .029 (.027) in samples 1 and 2 respectively. Multigroup CFA conducted in groups 1 and 2 showed invariance across gender of factor loadings and item intercepts. Test-retest reliability was satisfactory with rs ranging from .68 (Open-Mindedness) to .86 (Extraversion and Negative Emotionality). The comparison of the two-item scales with the NEO PI-R scales showed high correlations not only with the NEO domain scales, but also with several facets: Four BFI-10 two-item scales (Extraversion, Conscientiousness, Negative Emotionality, and Open-Mindedness) were highly correlated with at least three of the six NEO facet scales in each domain. For Agreeableness, the magnitude of correlations was smaller, but the pattern of correlations was the same. All BFI-10 scales had at least moderate correlations with both aspects of each domain, with the exception of Negative Emotionality, which measured the NEO Withdrawal aspect better than Volatility.ConclusionThe French version of the BFI-10 demonstrated the expected five-factor structure, satisfactory reliability, and broad bandwidth. It could be a valuable tool for the assessment of personality in circumstances in which it is not possible to use a longer and more in-depth instrument, especially when personality is not the main focus of research but one of the variables to be controlled.; L’objectif de cette étude est de valider une adaptation française de la forme très courte du Big Five Inventory (BFI) qui comporte 10 items (BFI-10). Notre but était d’examiner en profondeur, en plus de la structure factorielle et de la fiabilité, la validité de cet instrument, afin de déterminer s’il mesure de manière adéquate les domaines de la personnalité ou seulement certains de leurs aspects. Nous avons recruté 4 échantillons différents (respectivement n = 2499, 13 306, 143 et 360 participants) pour étudier la structure factorielle, la fidélité test-retest et la validité externe du BFI-10. Les instruments utilisés étaient le BFI (échantillons 1, 3 et 4), le BFI-10 (échantillon 2) et le NEO PI-R (échantillon 4). Nous avons étudié la structure factorielle du BFI-10, la fidélité test-retest et la validité externe avec les échelles du NEO PI-R. Les analyses factorielles confirmatoires ont confirmé la pertinence de la structure en cinq facteurs, avec des indices d’ajustement satisfaisants, ainsi que l’invariance selon le sexe des coefficients de saturation et des intercepts, ce qui rend valide la comparaison des scores des femmes et des hommes. La comparaison avec le NEO PI-R montre que les échelles du BFI-10 fournissent une estimation suffisamment large des domaines. Les femmes ont des scores de Névrosisme plus élevés que les hommes (d = 0,55), alors que les différences aux autres échelles sont négligeables. Le BFI-10 présente des qualités psychométriques intéressantes qui permettent une évaluation raisonnablement fiable et valide de la personnalité dans des circonstances où l’emploi d’instruments plus longs n’est pas envisageable.

The article describes the process of adaptation of the Big Five Inventory – 2 into the Slovak language and cultural context. The translation process of the Slovak BFI-2 was based on three data samples using item analysis and basic psychometric properties. The present study estimates the psychometric properties of the Slovak BFI-2 and its hierarchical structure using exploratory and confirmatory factor analysis in an independent sample of 526 participants recruited through an online research panel. It also provides data on convergent-discriminant validity in relation to alternative Big Five measures (NEO-FFI, TIPI) and to standard well-being measures. The results showed good internal consistency on the domain level, and somewhat lower on the facet level. Both exploratory and confirmatory factor analyses successfully recovered the conceptual structure of the Slovak BFI-2. The BFI-2 domains and facets showed adequate convergent-discriminant validity, based on the meaningful pattern of correlations with the other Big Five measures and well-being scales. These findings suggest that the Slovak version of the BFI-2 is a reliable and valid measure of the Big Five personality traits, and is appropriate for use in Slovak and cross-cultural research.

What type of items, keyed positively or negatively, makes social-emotional skill or personality scales more valid? The present study examines the different criterion validities of true- and false-k...

Despite the increasing attention to social-emotional skills' development, few attempts have been made to develop rubrics to formatively assess these skills in classrooms and evaluate their psychometric properties. This research aimed to develop rubrics for the social-emotional skill domains of Self-management and Open-mindedness and assess their psychometric properties using Item Response Theory modeling. Two samples of students (Pilot study: N = 947 middle-school students; 54 % female; mean age = 13.8 years; Main study: N = 7404 middle-school students; 48 % female; mean age = 13.0 years) provided self-descriptions on social-emotional rubrics. Results showed that changes in rubrics' instructions, rating scale characteristics, and descriptors' content improved validity and reliability properties from the pilot to the main study, though there is still room for improvement. Overall, our research supports the use of rubrics for the assessment of Self-management and Open-mindedness skills and provides recommendations for designing social-emotional rubrics in the school context.

The development and promotion of social-emotional skills in childhood and adolescence contributes to subsequent well-being and positive life outcomes. However, the assessment of these skills is associated with conceptual and methodological challenges. This review discusses how social-emotional skill measurement in youth could be improved in terms of skills' conceptualization and classification, and in terms of assessment techniques and methodologies. The first part of the review discusses various conceptualizations of social-emotional skills, demonstrates their overlap with related constructs such as emotional intelligence and the Big Five personality dimensions, and proposes an integrative set of social-emotional skill domains that has been developed recently. Next, methodological approaches that are innovative and may improve social-emotional assessments are presented, illustrated by concrete examples. We discuss how these innovations could advance social-emotional assessments, and demonstrate links to similar issues in related fields. We conclude the review by providing several concrete assessment recommendations that follow from this discussion. (PsycINFO Database Record (c) 2019 APA, all rights reserved).

Recent studies have begun to document the diversity of ways people regulate their emotions. However, one unanswered question is why people regulate their emotions as they do in everyday life. In the present research, we examined how social context and goals influence strategy selection in daily high points and low points. As expected, suppression was particularly tied to social features of context: it was used more when others were present, especially non-close partners, and when people had instrumental goals, especially more interpersonal ones (e.g., avoid conflict). Distraction and reappraisal were used more when regulating for hedonic reasons (e.g., to feel better), but these strategies were also linked to certain instrumental goals (e.g., getting work done). When contra-hedonic regulation occurred, it primarily took the form of dampening positive emotion during high points. Suppression was more likely to be used for contra-hedonic regulation, whereas reappraisal and distraction were used more for pro-hedonic regulation. Overall, these findings highlight the social nature of emotion regulation and underscore the importance of examining regulation in both positive and negative contexts.

Abstract. Individuals differ in the way they use rating scales to describe themselves, and these differences are particularly pronounced in children and early adolescents. One promising remedy is to correct (or “anchor”) an individual’s responses according to the way they use the scale when they rate an anchoring vignette (a set of hypothetical targets differing on the attribute of interest). Studying adolescents’ self-reports of their socio-emotional attributes, we compared traditional self-report scores with vignette-corrected scores in terms of reliability (internal consistency), discriminant validity (scale intercorrelations), and criterion validity (predicting achievement test scores in language and math). A large and representative sample of 12th grade Brazilian students (N = 8,582, 62% female, mean age 18.2) were administered a Portuguese-language self-report inventory assessing social-emotional skills related to the Big Five personality dimensions. Correcting scores according to vignette ratings led to increases in the reliability of scales measuring Conscientiousness and Openness, but discriminant validity and criterion validity increased only when each scale was corrected using its own corresponding vignette set. Moreover, accuracy in rating the vignettes was correlated with language achievement test scores, suggesting that verbal factors play a role in providing both normative vignette ratings of others and self-reports that are reliable and valid.

Individuals differ in the degree to which they tend to habitually accept their emotions and thoughts without judging them-a process here referred to as habitual acceptance. Acceptance has been linked with greater psychological health, which we propose may be due to the role acceptance plays in negative emotional responses to stressors: acceptance helps keep individuals from reacting to-and thus exacerbating-their negative mental experiences. Over time, experiencing lower negative emotion should promote psychological health. To test these hypotheses, Study 1 (N = 1,003) verified that habitually accepting mental experiences broadly predicted psychological health (psychological well-being, life satisfaction, and depressive and anxiety symptoms), even when controlling for potentially related constructs (reappraisal, rumination, and other mindfulness facets including observing, describing, acting with awareness, and nonreactivity). Next, in a laboratory study (Study 2, N = 156), habitual acceptance predicted lower negative (but not positive) emotional responses to a standardized stressor. Finally, in a longitudinal design (Study 3, N = 222), acceptance predicted lower negative (but not positive) emotion experienced during daily stressors that, in turn, accounted for the link between acceptance and psychological health 6 months later. This link between acceptance and psychological health was unique to accepting mental experiences and was not observed for accepting situations. Additionally, we ruled out potential confounding effects of gender, ethnicity, socioeconomic status, and life stress severity. Overall, these results suggest that individuals who accept rather than judge their mental experiences may attain better psychological health, in part because acceptance helps them experience less negative emotion in response to stressors. (PsycINFO Database Record (c) 2018 APA, all rights reserved).

Likert-type self-report scales are frequently used in large-scale educational assessment of social-emotional skills. Self-report scales rely on the assumption that their items elicit information only about the trait they are supposed to measure. However, different response biases may threat this assumption. Specifically in children, the response style of acquiescence is an important source of systematic error. Balanced scales have been proposed as a solution to control for acquiescence, but the reasons why this design feature worked from the perspective of modern psychometric models have been underexplored. Three methods for controlling for acquiescence are compared: (a) Classical ipsatization by partialling out the mean, (b) an Item Response Theory method to measure Person Differential Functioning (DPF), and (c) random intercept item factor analysis. Comparative analyses are conducted on simulated ratings and on self-ratings provided by 40,649 students (aged 11 to 18) on a fully balanced 30-item scale assessing Conscientious Self-management. Acquiescence bias was explained as person differential item functioning and it was demonstrated that: (a) the acquiescence index is highly related to DPF, (b) balanced scales resolve DPF, and (c) that random intercept factors are highly related to DPF and the substantive factor is controlled for DPF.

Likert-type self-report scales are frequently used in large-scale educational assessment of social-emotional skills. Self-report scales rely on the assumption that their items elicit information only about the trait they are supposed to measure. However, different response biases may threaten this assumption. Specifically, in children, the response style of acquiescence is an important source of systematic error. Balanced scales, including an equal number of positively and negatively keyed items, have been proposed as a solution to control for acquiescence, but the reasons why this design feature worked from the perspective of modern psychometric models have been underexplored. Three methods for controlling for acquiescence are compared: classical method by partialling out the mean; an item response theory method to measure differential person functioning (DPF); and multidimensional item response theory (MIRT) with random intercept. Comparative analyses are conducted on simulated ratings and on self-ratings provided by 40,649 students (aged 11-18) on a fully balanced 30-item scale assessing conscientious self-management. Acquiescence bias was explained as DPF and it was demonstrated that: the acquiescence index is highly related to DPF; balanced scales produce scores controlled for DPF; and MIRT factor scores are highly related to scores controlled for DPF and the random intercept is highly related to DPF.

[Correction Notice: An Erratum for this article was reported in Vol 113(1) of Journal of Personality and Social Psychology (see record 2017-26058-001).In the article, all citations to McCrae and Costa (2008), except for the instance in which it appears in the first paragraph of the introduction, should instead appear as McCrae and Costa (2010). The complete citation should read as follows: McCrae, R. R., & Costa, P. T. (2010). NEO Inventories professional manual. Lutz, FL: Psychological Assessment Resources. The attribution to the BFI-2 items that appears in the Table 6 note should read as follows: BFI-2 items adapted from "Conceptualization, Development, and Initial Validation of the Big Five Inventory-2," by C. J. Soto and O. P. John, 2015, Paper presented at the biennial meeting of the Association for Research in Personality. Copyright 2015 by Oliver P. John and Christopher J. Soto. The complete citation in the References list should appear as follows: Soto, C. J., & John, O. P. (2015, June). Conceptualization, development, and initial validation of the Big Five Inventory-2. Paper presented at the biennial meeting of the Association for Research in Personality, St. Louis, MO. Available from http://www.colby.edu/psych/personality-lab/ All versions of this article have been corrected. All versions of this article have been corrected.] Three studies were conducted to develop and validate the Big Five Inventory-2 (BFI-2), a major revision of the Big Five Inventory (BFI). Study 1 specified a hierarchical model of personality structure with 15 facet traits nested within the Big Five domains, and developed a preliminary item pool to measure this structure. Study 2 used conceptual and empirical criteria to construct the BFI-2 domain and facet scales from the preliminary item pool. Study 3 used data from 2 validation samples to evaluate the BFI-2's measurement properties and substantive relations with self-reported and peer-reported criteria. The results of these studies indicate that the BFI-2 is a reliable and valid personality measure, and an important advance over the original BFI. Specifically, the BFI-2 introduces a robust hierarchical structure, controls for individual differences in acquiescent responding, and provides greater bandwidth, fidelity, and predictive power than the original BFI, while still retaining the original measure's conceptual focus, brevity, and ease of understanding. The BFI-2 therefore offers valuable new opportunities for research examining the structure, assessment, development, and life outcomes of personality traits. (PsycINFO Database Record (c) 2017 APA, all rights reserved).

Researchers have noted strong parallels in the symptoms of mania—including grandiosity, hostility, goal-driven behavior, and overly sexualized behavior—and dominance. Drawing on these parallels, it has been hypothesized that bipolar disorder might be related to dysregulations of the dominance system, which includes dominance motivation, power, and dominance behavior. The goal of the current study was to consider whether manic tendencies related to the dominance system as measured in an ecologically valid experimental paradigm. Participants took part in small group interactions in which they negotiated merit pay for candidates seeking promotion. They completed ratings of their own and peers' dominance behaviors during the interaction. All participants also completed the Hypomanic Personality Scale to assess risk for mania, as well as scales to assess for current (hypo)mania and history of depression. Whereas history of depression was related to lower dominance motivation, mania risk was related to dominance behavior during the task, and peers rated this dominance behavior unfavorably. Findings provide a framework for understanding some of the social problems observed in bipolar disorder, with both depression history and mania risk contributing to dysregulations in the dominance system.

In the current research we tested a comprehensive model of spirituality, religiosity, compassion, and altruism, investigating the independent effects of spirituality and religiosity on compassion and altruism. We hypothesized that, even though spirituality and religiosity are closely related, spirituality and religiosity would have different and unique associations with compassion and altruism. In Study 1 and 2 we documented that more spiritual individuals experience and show greater compassion. The link between religiosity and compassion was no longer significant after controlling for the impact of spirituality. Compassion has the capacity to motivate people to transcend selfish motives and act altruistically toward strangers. Therefore, we reasoned that spirituality (but not religiosity) would predict altruistic behavior and that compassion would help explain this link. Indeed, in Studies 3, 4, and 5 we found that more spiritual individuals behaved more altruistically in economic choice and decision-making tasks, and that the tendency of spiritual individuals to feel greater compassion mediated the spirituality-to-altruism relationship. In contrast, more religious participants did not consistently feel more compassion nor behave more altruistically. Moreover, in Studies 3 and 4 we found that the broader traits of Agreeableness, Openness, and Extraversion did not help explain why more spiritual individuals behaved more altruistically. Our findings argue that spirituality—above and beyond religiosity—is uniquely associated with greater compassion and enhanced altruism toward strangers.

Abstract. Whereas the structure of individual differences in personal attributes is well understood in adults, much less work has been done in children and adolescents. On the assessment side, numerous instruments are in use for children but they measure discordant attributes, ranging from one single factor (self-esteem; grit) to three factors (social, emotional, and academic self-efficacy) to five factors (strength and difficulties; Big Five traits). To construct a comprehensive measure for large-scale studies in Brazilian schools, we selected the eight most promising instruments and studied their structure at the item level (Study 1; N = 3,023). The resulting six-factor structure captures the major domains of child differences represented in these instruments and resembles the well-known Big Five personality dimensions plus a negative self-evaluation factor. In a large representative sample in Rio de Janeiro State (Study 2; N = 24,605), we tested a self-report inventory (SENNA1.0) assessing these six dimensions of socio-emotional skills with less than 100 items and found a robust and replicable structure and measurement invariance across grades, demonstrating feasibility for large-scale assessments across diverse student groups in Brazil. Discussion focuses on the contribution to socio-emotional research in education and its measurement as well as on limitations and suggestions for future research.

Different emotion regulation strategies have been linked to distinct social outcomes, but only concurrently or in the short-term. The present research employed a 4-year longitudinal design with peerreported measures of social functioning to examine the long-term social effects of emotion regulation. Individual differences in suppression before entering college predicted weaker social connections (e.g., less close relationships) at the end of college, whereas reappraisal predicted stronger social connections and more favorable sociometric standing (e.g., higher social status). These effects of emotion regulation remained intact even when controlling for baseline social functioning and Big Five personality traits. These findings suggest that individual differences in the use of particular emotion regulation strategies have an enduring impact, shaping the individual’s social environment over time.

Beliefs that are negatively biased, inaccurate, and rigid are thought to play a key role in the mood and anxiety disorders. Our goal in this study was to examine whether a change in maladaptive beliefs mediated the outcome of individual cognitive-behavioral therapy (CBT) for social anxiety disorder (SAD). In a sample of 47 individuals with SAD receiving CBT, we measured maladaptive interpersonal beliefs as well as emotional and behavioral components of social anxiety, both at baseline and after treatment completion. We found that (a) maladaptive interpersonal beliefs were associated with social anxiety at baseline and treatment completion; (b) maladaptive interpersonal beliefs were significantly reduced from baseline to treatment completion; and (c) treatment-related reductions in maladaptive interpersonal beliefs fully accounted for reductions in social anxiety after CBT. These results extend the literature by providing support for cognitive models of mental disorders, broadly, and SAD, specifically.

It is now clear that positive emotion leads to enhanced psychological functioning. What is less clear, however, is just why this is so. Drawing on a social-functional perspective, we argue that positive emotional behavior that accurately signals to others the individual's internal state will enhance social connectedness. Positive emotional behavior that does not accurately signal a person's experience--such as a smile that is not felt--may impede social connectedness and, in turn, psychological functioning. This perspective suggests that (a) the degree to which experience and behavior are dissociated during positive emotional episodes, over and above level of positive behavior, should predict worse psychological functioning and (b) the effect of dissociation should be mediated by social connectedness. To test these hypotheses, we conducted a short-term prospective longitudinal study, with a baseline assessment of depressive symptoms and well-being at Time 1. Six months later, at Time 2, we used a novel within-individual laboratory paradigm to measure the degree to which positive emotional behavior was dissociated from (vs. coherent with) a participant's positive emotional experience. We also assessed level of positive behavior and experience. Then, another 6 months later, we assessed social connectedness as a mediator and depressive symptoms and well-being as outcomes at Time 3. Even when controlling for baseline functioning and for level of positive emotion behavior and experience, we found that greater positive experience-behavior dissociation at Time 2 predicted higher levels of depressive symptoms and lower levels of well-being at Time 3. As predicted, these associations were mediated by social connectedness.

Hypotheses about mean-level age differences in the Big Five personality domains, as well as 10 more specific facet traits within those domains, were tested in a very large cross-sectional sample (N = 1,267,218) of children, adolescents, and adults (ages 10-65) assessed over the World Wide Web. The results supported several conclusions. First, late childhood and adolescence were key periods. Across these years, age trends for some traits (a) were especially pronounced, (b) were in a direction different from the corresponding adult trends, or (c) first indicated the presence of gender differences. Second, there were some negative trends in psychosocial maturity from late childhood into adolescence, whereas adult trends were overwhelmingly in the direction of greater maturity and adjustment. Third, the related but distinguishable facet traits within each broad Big Five domain often showed distinct age trends, highlighting the importance of facet-level research for understanding life span age differences in personality.