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The current study examined the direct and indirect contributions of children's temperament (reactivity, persistence, and rhythmicity), parenting stress, and bedtime routines to Turkish children's sleep behaviours during the COVID-19 pandemic. The sample was 313 mothers of children between 16 and 84 months (M = 52.42, SD = 12.36). Mothers reported their children's sleep behaviours, children's bedtime routines, parenting stress, and children's temperament. Multivariate path analyses were run to test the direct and indirect effects. Results indicated that parenting stress was negatively related to children's sleep behaviours. Further, it was found that consistency of bedtime routine environments was positively associated with children's sleep behaviours. For the indirect associations, children's temperament (rhythmicity and reactivity) was indirectly associated with children's sleep behaviours via the consistency of bedtime routines. Findings underline the importance of child temperament, parenting stress, and bedtime routines for children's sleep behaviours. The implications of the findings are discussed in light of previous research and the Bioecological model of human development in considering their functioning during the COVID-19 pandemic.

This study investigates the effects of the five-factor personality traits (FFPTs) of school administrators on decision-making processes. The research was conducted using one of the quantitative research approaches, the relational survey model. The research sample comprised 363 managers working in Istanbul during the academic year of 2020-2021, of which 133 were female, and 230 were male. Five-Factor Personality Traits Scale and Melbourne Decision-making Scale were used as data collection tools. Neuroticism, one of the subdimensions of the Big Five Inventory, was found to negatively influence self-esteem in decision-making, whereas extroversion, conscientiousness, openness, and agreeableness positively influenced self-esteem in giving. Neuroticism, one of the sub-dimensions of the Big Five Inventory, positively influenced attentive, avoidant, delaying, and frightened decision-making styles. In contrast, extroversion, conscientiousness, openness, and agreeableness negatively influenced these decision-making styles.

Personality priorities are important concepts in Adlerian theory, contributing to understanding and conceptualizing clients' lifestyles. Even though Adlerian psychology promises multicultural applications and has been interested in Turkey, no instrument measuring personality priorities has been developed or adapted into Turkish. Therefore, the purpose of this study was to adapt the Adlerian Personality Priority Assessment (APPA) into Turkish and examine its psychometric properties with a sample of Turkish undergraduate students. This study was conducted in three steps. In the first step, a linguistic equivalence test was performed with a sample of 73 students enrolled at the Department of English Language Education. In the second step, the structure of the APPA was examined using exploratory and confirmatory factor analyses with a sample of 1,279 undergraduate students. In the final step, test-retest reliability was tested with a sample of 93 undergraduate students within 4-week interval. The results of the linguistic equivalency study revealed that translations were linguistically and culturally proper. According to the exploratory and confirmatory factor analyses, the Turkish form of the APPA consisted of 24 items loaded with four factors consistent with the original form. The results also revealed good levels of internal and test-retest reliabilities. The findings of this study showed that the Turkish form of the APPA is a valid and reliable instrument, and it can be used in research and practice with Turkish populations. The results and limitations were discussed, along with implications for future research and practice.

The Alternative DSM-5 Model for Personality Disorders (AMPD) consists of level of personality functioning (Criterion A) and maladaptive personality traits (Criterion B). The brief scale versions of these are understudied, while often being used by clinicians and researchers. In this study, we wanted to investigate the overlap and predictive validity of Criterion A and B. Participants (N = 253) were measured on level of personality functioning (LPFS-BF) and maladaptive personality traits (PID-5-BF), as well as internalizing outcomes such existential meaninglessness (EMS) and externalizing outcomes such as substance and behavioral addictions (SSAB). Data analysis was conducted with principal component analysis (PCA) and regression analyses. The results showed over 50% overlap between the brief versions of Criterion A and B, while Criterion B slightly outperformed Criterion A in outcomes of EMS and SSAB. We discuss the potential redundancy and usefulness of personality functioning and maladaptive personality traits.

The study aims to investigate the effect of homogenous and heterogeneous grouping on students' achievement and experiences of learning in a collaborative environment. A collaborative learning environment has been used as a pedagogical tool for a long time now. However, there is no clarity on which grouping strategy to use. In this paper, we study the impact of grouping on students' performances. We aim to examine how different grouping arrangements, leading to different learning environments, affect students' academic achievement. Also, in most cases homogeneity or heterogeneity is decided on the basis of students' ability. For group learning, students were grouped into two different settings on the basis of their learning perspectives derived from class notes and their personality types. In the present study, we used a novel algorithm based on k modes clustering. Grouping indeed improved students' performance, particularly, the heterogeneous groups performed better than the homogenous groups. Students' experience with learning in the two different environments indicates that they were more satisfied with homogeneous group settings.

Previous research has investigated the nature of imagination as a construct related to multiple forms of higher-order cognition. Despite the emergence of various conceptualizations of imagination, few attempts have been made to explore the structure of imagination as a trait in the context of existing hierarchically-nested personality dimensions. We present the Dual Facet Imagination Scale (DFIS) for measuring trait imagination that distinguishes between "experiential simulation" and "conceptual innovation," aligned with the two major subfactors (aspects) of the Big Five dimension Openness/Intellect. In two samples (N = 210 & 5771), we provide evidence of a consistent factor structure distinguishing experiential and conceptual descriptions of imagination, as well as validity as measures of facets of Openness and Intellect. The DFIS provides a trait measure of two major forms of imagination in line with mainstream models of the hierarchical structure of personality.

The differentiation of personality by intelligence hypothesis suggests that there will be greater individual differences in personality traits for those individuals who are more intelligent. Conversely, less intelligent individuals will be more similar to each other in their personality traits. The hypothesis was tested with a large sample of managerial job candidates who completed an omnibus personality measure with 16 scales and five intelligence measures (used to generate an intelligence "g"-factor). Based on the "g"-factor composite, the sample was split using the median to conduct factor analyses within each half. A five-factor model was tested for both the lower and higher intelligence halves and were found to have configural invariance but not metric or scalar invariance. In general, the results provide little support for the differentiation hypothesis as there was no clear and consistent pattern of lower inter-scale correlations for the more intelligent individuals.

The purpose of this study is to assess the impact of aberrant responses on the estimation accuracy in forced-choice format assessments. To that end, a wide range of aberrant response behaviors (e.g., fake, random, or mechanical responses) affecting upward of 20%--30% of the responses was manipulated under the multi-unidimensional pairwise preference (MUPP) model with forced-choice format. Under each aberrance condition, we also computed the lz statistic (a common person-fit index) to determine how well this index can accurately detect aberrant responses without erroneously misidentifying honest examinees. Some aberrant behaviors (e.g., limited responses) were more problematic than others (e.g., omitting) in terms of true trait level recovery. The lz statistic associated with each dimension of the MUPP form led to higher detection rates than did the overall lz statistic. When the dimensional lz approach was used, however, many honest examinees were misclassified as outliers. The detection rates of lz differed as a function of aberrant response types.

The purpose of the present study was to determine if individuals with autism spectrum disorder (ASD) display a unique pattern of responses on the Personality Assessment Inventory-Adolescent (PAI-A). Twenty adolescents between ages 12 and 18 completed the PAI-A, and their scores were compared to matched community and clinical samples from the standardization sample of the PAI-A. Results of a profile analysis indicated the ASD group displayed unique scale elevations, which may help clarify the interpretive quality of the PAI-A with individuals with autism. Clinicians and school psychologists should be aware of this research when selecting tools to evaluate adolescents with ASD.

While the vast majority of assessments designed to measure noncognitive skills rely heavily on self-report, concerns surrounding faking and response bias have led to an increased demand for the development of new and innovative methods by which to measure such traits, particularly in high stakes contexts.The focus of this report is to address one such method--the inference of noncognitive skills, namely personality, through nonverbal behavior--and the role contextual factors may play in influencing the validity of conclusions drawn from its application. Specifically, this report discusses the various ways in which characteristics of the task (e.g., level of cooperation, physical effort) may facilitate or hinder the assessment of personality when personality is being inferred through observable behavior. This discussion is dovetailed by a review of research from the nonverbal assessment and interpersonal task literatures, as well as a synthesis of these literatures to highlight the degree to which situational factors (as manifested through different tasks) influence the assessment of personality via nonverbal behavior. Additionally, the potential value of using noninvasive tools, such as the sociometer, to collect nonverbal behavioral data during these tasks is discussed. The report concludes with a brief commentary on the feasibility of using nonverbal methods to assess noncognitive skills, with a specific focus on the extent to which structuring the context to elicit certain behaviors may influence the validity and robustness of nonverbal responses as a measurement source.

A case study analyzed how supervisors at one university selected competencies, or trait-based skills, for non-faculty employees. This case study provides a valuable contribution by focusing on employees at one institution type--a large, public research university. While it has been documented that non-faculty employees provide important contributions to higher education, there is more to be discovered about this population of university employee, noted as more than 2 million U.S. employees in 2011. The research question guiding this study was: Within a university setting, how are employee competencies valued by job title within colleges and divisions? Multiple correspondence analysis evaluated supervisor competency selection for 1,836 non-supervisory and 565 supervisory employees using data from this university's 2012 performance appraisal. For non-supervisory employees, the first dimension accounted for 65.11% of adjusted inertia, or explained variance. The second dimension accounted for 23.89% of adjusted inertia. For supervisory employees, the first dimension accounted for 86.57% of adjusted inertia. The second dimension accounted for 8.26% of adjusted inertia. The key study finding was that, despite the availability of other higher-education specific competency alternatives and best practices for competency use in the appraisal, this institution's implementation of competencies was found to be mechanical. This study proposed best practices for this and similarly situated institutions as to how competencies can be used to develop employees and improve their performance.

The purpose of this article is to study the personality dominant values in Graphic Design students from the Autonomous University of the State of Mexico. A scale developed by Allport, Vernon and Lindsey called: "Study of values. A scale for the measuring of personality dominant interests" was used. The sample was applied to 124 students, men and women, from the different semesters in the current term 2015 A. It was proven that the prevailing dominant values are the economical and the aesthetic. An outstanding finding is the fact that less importance is paid to values associated with the religious, the social and the political.

Differential diagnosis of autism spectrum disorder (ASD) among intellectually-able adults often presents a clinical challenge, particularly when individuals present in crisis without diagnostic history. The Personality Assessment Inventory (PAI) is a multiscale personality and psychopathology instrument utilized across clinical settings, but to date there are no published normative data for use of the PAI with adults with ASD. This study provides normative PAI data for adults diagnosed with ASD, with effect size comparisons to the PAI clinical standardization sample and an inpatient sample. Additionally, a discriminant function was developed and cross-validated for identification of ASD-like symptomatology in a clinical population, which demonstrates promise as a screening tool to aid in the identification of individuals in need of specialized ASD assessment.

One of the most important processes in which professors can engage is to explore different techniques to improve the learning environment. Zull (2002, 2011) has stated that people adopt new learning by "idea testing." Was the test beneficial? The authors, who were interested in testing ideas to improve the teaching and learning process, collaborated to investigate the Emergenetics Profile (EP) as a college teaching and learning support tool. The study reveals student and instructor perceptions and beliefs about the EP to draw conclusions, recognize limitations, and plan for additional investigation of this process.

Test-retest studies for assessing stability and change are widely used in different domains and allow improved or additional individual estimates of interest to be obtained. However, if these estimates are to be validly interpreted the responses given at Time-2 must be free of retest effects, and the fulfilment of this assumption must be empirically checked. This article proposes a comprehensive item response theory-based approach for assessing retest effects at the individual level and test the assumption of local independence under repetition. The approach can be used with a wide array of unidimensional and multidimensional models, and is based on correlation-type and mean-square-type indices. Procedures for (a) establishing critical values for detection purposes and (b) interpreting the magnitude of the retest effects for the detected respondents are also proposed. Furthermore, the article discusses the consequences of not addressing retest effects in stability and change studies. The procedures were assessed with simulation and used in three empirical studies. In all cases they worked well and provided meaningful information.

The main thrust of this study was to investigate sports participation and social personality variable of students in secondary schools in Central Senatorial District of Cross River State, Nigeria. To achieve the purpose of this study, one hypothesis was formulated to guide the study. Literature review was carried out according to the variable of the study. Survey research design was adopted for the study. A sample of five hundred (500) respondents was randomly selected for the study. The selection was done through the simple random sampling technique. The questionnaire was the instrument used for data collection. The reliability estimate of the instrument was established through the Cronbach Alpha reliability method. Independent t-test analysis was employed to test the hypothesis under study. The hypothesis was tested at 0.05 level of significance. The result of the analysis revealed that, there is a significant difference in the physical variables of secondary school students who participate and those who do not participate in sports. Based on the findings of the study, it was recommended that students should endeavour to take home the crusade of sports participation to further foster their interpersonal relationship with others around their neighbourhood and community and again, the physical education teachers who are the custodians of sports in these schools, should make sure that every student takes active part in sports during training sessions.

Background and objectives: Personality disorders are enduring, persistent and pervasive disorders of inner experience and behavior that cause distress or significant impairment in social functioning. They have strong relationship to offending and violence; our aim in the study was to determine the prevalence rate of each specific types of personality disorder among male sentenced prisoners and correlation with crime typologies of the studied population. Methods: 100 male sentenced prisoners in Erbil adult reformatory prison were assessed by the use of a semi structured psychiatric interview schedule based on DSM-IV criteria for diagnosing personality disorders. In addition, information were collected regarding socio demographic and crime characteristics by specifically designed questionnaire, the data were analyzed by specific statistical method. Results: The study shows that the prevalence of personality disorder in general was 80%; the most prevalent one was antisocial 32%. The most represented crime was murder 35%, the majority of the crimes were done alone 74%, and most of them had no previous crime record 86%. Conclusion: This study comes to conclude that there is a high rate of personality disorders in the prison community and there is a correlation between personality disorders and offences.

This report introduces the "WorkFORCE"™ Assessment for Job Fit, a personality assessment utilizing the "FACETS"™ core capability, which is based on innovations in forced-choice assessment and computer adaptive testing. The instrument is derived from the fivefactor model (FFM) of personality and encompasses a broad spectrum of personality assessment. This document provides an overview of the assessment, beginning with detailing evidence-based practices for personality measurement and modeling its relationship to workplace outcomes.We address the validity and fairness of this assessment, the creation of composite scores, and the generalizability of the assessment across languages and job types. We conclude with recommendations on the use of this capability for workforce applications and guidelines for future research.

The major aim of this study was to examine the relationship between teachers' emotional intelligence and their personality traits in an Iranian context. To this end, 85 Iranian EFL teachers were asked to fill out The Big Five Inventory Personality Test (John & Srivastava, 1999) and The Bar-On Emotional Intelligences test (1997). The results showed both negative and positive correlations among different subscales of the variables under study. It was found that among the 15 components of EI, problem solving has the highest positive correlation with personality types (i.e., agreeableness). Also, problem solving was found to have the highest negative significant correlation with personality types (i.e., neuroticism). Pedagogical implications are discussed.

There has always been dissatisfaction by language teachers who observe different levels of achievement with students attending the same language class and taking the same instruction. This variation in attaining the desired level of proficiency can be caused by the learners' personality types. The present study was an attempt to explore the degree to which one's temperament and personality type can influence one's language achievement. To this end, Longman TOEFL Test (2005) was administered to a group of 127 intermediate English learners at Marefat English Institute in Shiraz. At the same time, Black Dog Institutes' temperament and personality questionnaire was administered. After the instruction, which took about nine months, the remaining 76 students who passed three successive terms at the institute, took the same TOEFL test. The comparison between the students' achievement and their personality types revealed that there is a relationship between the learners' temperament and their language attainment. This implies that taking the same instruction, learners who are more irritable, anxious, personally reserved, and socially avoiding achieve less. On the other hand, learners who are more self-focused, interpersonally sensitive, perfectionist and self-criticizing enjoy a higher level of language proficiency.

Teacher Education is an integral part of any educational system. It should provide a platform in developing the holistic personality of a student teacher. This paper reports on personality of student teachers and the role of Teacher Educational institutions in developing it. The sample consists of 1,080 student teachers of Madurai revenue district. A Multi dimensional Personality Inventory constructed by Manju Rani Agarwal was used to get the data from the student teachers. Percentage analysis, Mean, Standard deviation and "t" tests were used for analyzing the data. The results showed that there is significant difference in personality of Government Aided and Self Finance College student teachers.

While an individual's personality is related to his or her well-being, little research has examined kindergarten teachers' personality. This research was the first to investigate Hong Kong kindergarten teachers' personality types using the Myers-Briggs Type Indicator (MBTI). Three hundred and seventy-one kindergarten teachers voluntarily responded to the MBTI. Findings showed that Hong Kong kindergarten teachers were predominantly of the sensing-feeling-judging personality types, characterized by being realistic, conventional, and considerate to others' feelings. In addition, principals and head teachers in kindergartens tended to be extraverted. Results also suggested a very low percentage of intuitive kindergarten teachers, indicating that teachers' personality types might be field-bound. Implications of these findings in relation to teacher education are discussed. (Contains 3 tables.)

The central dimension of human personality is extroversion and introversion, the present study is therefore focussed on the relationship between creativity and extraversion and introversion personality traits. A teacher can identify extrovertism and introvertism among the students easily on the basis of their behaviour and habits. Teacher can also identify the relationship between creativity and these personality traits. This is the basic reason behind the present study undertaken by the investigator. In the present study, the data is collected randomly from ten schools; the total number of the students taken for the investigation are 100. The researcher selected Baqar Mehdi's Creativity Test and Dr. Jai Prakash's Diagnostic Test for Introversion and Extraversion in the present investigation. The data is analyzed by way of mean, standard deviation, critical ratio and Co-efficient of co-relation. The results are discussed and the conclusions are drawn. On overall observation of the study of some educational implications are also given. This research denies any relationship between creativity of extroverts and introverts, which will help all the person related to the student's personality development.

The objective of the study is to explore the psychosocial characteristics of recruits for mental health education during the basic military training. A total of 1,366 male recruits were assessed during the basic military training. The psychosocial characteristics, such as effects of LE (life events), mental symptoms, personality trait coping style and social support of the recruits were assessed with LEI-CSLA (LE Inventory for Compulsory Servicemen of Land Army), SCL-90-R, EPQ (Eysenck Personality Questionnaire), SCSQ (Simple Coping Style Questionnaire) and social support scale respectively. Statistical analyses, such as multiple stepwise analyses, interaction analyses and path analysis, were used. Neuroticism trait, negative coping style, objective social support and LE were significant factors in determining the score of mental symptoms, accounted for 64% of the total variance, the absolute value of Beta of each variable was 0.09-0.48. LE and neuroticism had direct effect on SCL-90 symptom index. LE, mental symptoms, personality trait, coping style as well as social support should be taken into consideration when psychological intervention and mental health education are needed in service for recruits in the basic military training. [This study was supported by the Project of Mental Health Research of the People's Liberation Army (PLA), the Project of Science and Technology Research in Medicine of PLA, the Natural Science Foundation of Guangxi, and the Guangxi Health Department Project.]

This study aimed at showing how the value preferences of young adults could predict the narcissistic characteristics of young adults according to structural equation modeling. 133 female (59.6%) and 90 male (40.4%), total 223 young adults participated the study (average age: 25.66, ranging from 20 to 38). Ratio group sampling method was used while choosing the participants. In order to collect data "Narcissistic Personality Inventory" and "Schwartz's Value Scale" were used. The theoretical model was tested in terms of structural equation modeling by using AMOS 16 program. The study revealed that power, success, hedonism, excitation, self-control and universality have positive effects on narcissism, while benevolence, safety have a negative effect on narcissism. Although being quite weak and powerless, narcissistic personalities are always in need of power towards outer world. This enforces them to exist despite "the other". On the other hand the need of benevolence and safety enforce people to take notice of others and exist together with the other. (Contains 3 tables, 1 figure, and 1 footnote.)

In this paper, a model for assessment and intervention is presented. This model explains how to perform theory- and evidence- based as well as practice-based assessment and intervention. The assessment model applies a holistic approach to treatment planning, which includes recognition of the influence of community, school, peers, family and the functional and structural domains of personality at the behavioural, phenomenological, intra-psychic and biophysical level in a dialectical developmental process. One important aspect of the theoretical basis for preparation of this model is that the child's personality must be understood in terms of the historical development. This assessment and intervention model focuses equally on strength and virtues as well as obstacles against development within the individual and its relations. Finally, guidelines for how to measure outcome are provided. (Contains 6 figures and 35 footnotes.)

Globally, teacher dispositions along with knowledge and skills continue to be the focal point of teacher education programs. Teachers influence children's development and therefore dispositions are a universal concern. For the past 20 years in the United States, teacher education programs have assessed dispositions. We, however, must now also use these assessment results to ensure that teacher candidates are graduating with the knowledge, skills and dispositions to be effective teachers. In this paper, the authors use case study examples to discuss teacher candidates with problematic dispositions and the resulting improvement plan and process using the Preparing Reflective and Effective Practitioners (PDQ-PREP), developed by the authors. The goal of this process is to ensure that all teacher candidates have the opportunity to reflect on their actions and develop or refine the dispositions necessary to be effective professionals. (Contains 2 figures.)

This study addressed the traits and characteristics that Turkish students deem most important in a long-term romantic partner. We collected quantitative and qualitative data on characteristics desired in romantic partners from students attending Bahçesehir Üniversitesi in Istanbul, Turkey. Like our previous cross-cultural studies conducted in Japan, Russia and the United States, results supported dependability and love as the most important traits. Overall, positive internal attributes were rated as highly important and we recommend the traits associated with the positive psychology movement be more fully considered in future studies on mate preferences.

Faculty involved in pre-service teacher education often debate whether individual characteristics can predict effective teachers. Research is inconclusive with respect to the factors being capable of predicting effective teaching. This paper reports the results of a longitudinal study that identified self-reported characteristics of pre-service teachers during their semester of student teaching and their teacher effectiveness, as rated by their building principals after becoming employed as a teacher. Teacher scores on each of the 16 primary factors measured on the 16PF (personal factor) personality scale were regressed on their principals' effectiveness ratings. Stepwise multiple regression analysis generated a model that explained 17.0% of the variance in principal ratings of effectiveness and the model included four factors from the 16PF questionnaire as significant predictors of principals' success ratings. Those factors were: (1) Factor Q3, Perfectionism; (2) Factor Q4, Tension; (3) Factor N, Privateness; and (4) Factor G, Rule-consciousness. Teacher Success Rubric is appended. (Contains 3 tables.)

The purpose of this study was to identify educational leadership programs' procedures for the identification and assessment of leadership dispositions. The findings of this cross sectional survey indicated that there is little consistency in practice in defining and assessing dispositions of leadership candidates. While findings indicated that the vast majority (72.2%) of participants rely on either NCATE or ISLLC for the definition of dispositions, there is scant agreement on which leadership dispositions are associated with effective leadership.

School superintendents and school leaders can be most effective if they understand their personality traits and the traits of those they learn and work with. A school leader can maximize their effectiveness by examining their own behaviors, thinking and habits as well as recognizing the behaviors of others. The DISC Pure Behavioral styles and the True Colors Inventory are two types of personality indicators that can be used to identify decision making behaviors, motivators and limitations.

This study reports the evaluation of four positive psychology assessments for use in clinical, education, and research settings with individuals in Ghana, Africa. The analyses attempted to identify validity evidence for internal structure and relationships with related variables for the Satisfaction with Life Scale (SLS; Diener et al. "Journal of Personality Assessment," "49," 71-75, 1985), General Mattering Scale (GMS; Marcus 1991), Short Grit Scale (GS; Duckworth and Quinn "Journal of Personality Assessment," "9," 166-174, 2009), and Brief Resilience Scale (BRS; Smith et al. "International Journal of Behavioral Medicine," "15," 194-200, 2008). The data yielded from 657 Ghanaian participants indicated factor structures ranging from a strong model fit (SLS and GMS) to an acceptable fit following modifications to factor structure (GS and BRS), while evidence based on relationships to related variables was convincing. Implications for use of these assessments and for future research are discussed.

Four studies explored developmental changes in attitudes toward boasting. Overall, 5- to 7-year-olds (N = 130) were more likely than 8- to 11-year-olds (N = 126) and adults (N = 263) to view characters who boasted about valued traits as likable. In Study 1, younger children, unlike the older participants, liked and morally valued boasters who were accurate about their boasts. Justifications suggested the 5- to 7-year-olds perceived the boaster as sharing knowledge and being potentially helpful. No age group liked boasters who misrepresented themselves. In Study 2, boasters about valued traits were less liked by all ages than those who untruthfully downplayed their own abilities to please others. Adults, however, preferred boasters when the traits were unimportant and easily verifiable. In Study 3, a boaster was contrasted with a humble character, who never spoke about possessing the positively valued trait. Younger children showed a significant preference for the boaster, while older children and adults strongly preferred the humble person. Finally, Study 4 supported the proposal that younger children like boasters because boasters provide information about a capacity to help. Indeed, younger children valued boasters as potential helpers as much as they valued those who explicitly offered to help. Older participants did not differ from chance in their expectations that boasters could help. These age-related shifts in attitudes toward boasting may arise from a convergence of developmental changes in 4 underlying related processes--social sharing, self-presenting, discerning motives, and overoptimism.

Research on college substance use and mental illness is limited and inconsistent. Measures of substance use, and anxiety and depressive symptoms, were completed by 1,316 undergraduates within a major drug transportation corridor. Hierarchical linear regressions were used to test associations between anxious and depressive symptoms and substance use (i.e., alcohol, cannabis, tobacco, cocaine, other amphetamines, sedatives, hallucinogens, and designer drugs). Depressive symptoms were associated with use of cannabis, tobacco, amphetamines, cocaine, sedatives, and hallucinogens. Anxiety symptoms were unrelated to substance use. These findings support the need for education and prevention at universities, emphasizing tobacco, cannabis, and certain "harder" drugs.

Objective: Neurocognitive evaluations are commonly integrated with clinical assessment to evaluate adult Attention Deficit Hyperactivity Disorder (ADHD). Study goal is to identify measures most strongly related to ADHD diagnosis and to determine their utility in screening processes. Participants: 230 students who were evaluated at the Vanderbilt University Psychological and Counseling Center between July 2013 and October 2015. Methods: We retrospectively examined charts, including clinical diagnosis, family history, childhood parental reported and current self-reported ADHD symptoms, psychiatric comorbidities, and continuous performance test (CPT). Result: Positive report of childhood and current ADHD symptoms, and lack of comorbid psychiatric symptoms were strongly associated with clinical diagnosis. CPT results were not associated with an ADHD diagnosis. The absence of reported childhood and current ADHD symptoms may serve as a contradictory marker for ADHD diagnosis. Conclusion: Clinical assessment of ADHD symptoms and ADHD childhood history, but not CPT, contributes to an accurate diagnosis of ADHD in college-aged adults.

This study investigates the impact of students' motivation and personality traits on their academic performance in online and blended learning environments. It was conducted with students attending a mandatory introductory information technology course given in a university in Turkey. The Big Five Inventory and Motivated Strategies for Learning Questionnaire were completed by a total of 316 students. A learning management system (LMS) was used for online collaboration and accessing course materials. At the end of the course, information on the accessibility of LMS and students' academic performance including their exam results was obtained. The Bayesian Structural Equation Modeling was used to examine academic performance in terms of its relationship with motivation and personality. In the online learning environment, the results showed that the conscientiousness trait was significantly related to LMS use whereas in blended learning, there were no significant relations between personality traits and LMS use. Self-efficacy was found to be the predictor of LMS use in the online environment while task value and test anxiety were the predictors in the blended learning environment. Conscientiousness and LMS use were significantly related to course grades in both learning environments. Finally, self-efficacy for learning performance was also associated with course grades in the online learning environment.

Purpose: The purpose of this paper is to explore the effects of personality traits on teachers' technology acceptance. Design/methodology/approach To this end, a demographic information survey, Five-Factor inventory, and technology acceptance measure were used for data collection. The data were analyzed via structural equation modeling. Findings: According to the findings, conscientiousness has no significant effect on behavioral intention (BI) whereas openness and extraversion have positive indirect effects. On the other hand, agreeableness and neuroticism have negative indirect effects on BI. It was seen that the developed model explains 70 percent of BI, 77 percent of attitude toward use, 42 percent of perceived usefulness, 64 percent of perceived ease of use, and 15 percent of computer self-efficacy (CSE). It was revealed that CSE mediates the indirect effects of different personality traits on these variables. Practical implications: In this regard, highlighting the conveniences to be brought by using Tablet PCs and equipping teachers with competencies to use relevant technologies during teacher training and in-service training may be effective in developing BI to use Tablet PCs among teachers. Originality/value: The present study is different from previous studies in that it examines more than one technology through more than one measurement, takes personality as the predictor of technology use tendencies, and focuses on causal relationships between technology use and personality.

The purpose of this study is to review the main perspectives or issues dealt with in the research on considered to be key competences, in order to develop a fuller understanding of how human competence functions. As a result of this review, two themes considered as having important implications for the actual practices can be identified: that there exists an holistic nature with different aspects of a given competence and that influences of a contextual and cultural nature are factors which affect the operation of human competence. By incorporating four characteristics and three domains of competence with the review conducted in this study, we began to appreciate what the research on human characteristics related to key competences has achieved and what is needed for future research. (Contains 1 table.)

The purpose of this study was to determine if a relationship exists between teaching efficacy and personality type of agricultural science cooperating teachers. The target population was agricultural science teachers who served as cooperating teachers. A convenience sample of those teachers who attended an optional cooperating teacher meeting at Texas A&M University was used in this study (n = 41). Teaching efficacy was determined using the Teacher's Sense of Efficacy instrument and personality type was assessed using the Myers-Briggs Type Indicator. Participants exhibited "Quite a Bit" of efficacy in student engagement, instructional strategies, and classroom management. Accordingly, they also exhibited "Quite a Bit" of overall teaching efficacy. Teachers were equally divided between extroversion (E) and introversion (I), mostly sensing (S), equally divided between thinking (T) and feeling (F), and more judging (J). The most prevalent personality type was ISTJ, followed by ESTJ, ENFJ, and ESFJ. Extroversion was substantially related to overall teaching efficacy and, consequently, to all three subscales (student engagement, instructional strategies, and classroom management). Additionally, judging (J) was positively related to efficacy in classroom management and sensing (S) was negatively related to efficacy in student engagement. Based on the findings, recommendations and implications were given. (Contains 4 tables and 1 figure.)

Critical thinking can be explained as an effective, organized and functional cognitive process to understand our own thoughts and other people's opinions and to improve our dispositions to express ourselves. Critical thinking is a process and also dispositions about deciding what to do or believe logically. In addition it provides the possibility of using of their knowledge and talent. The aim of this study is to determine critical thinking dispositions of Turkish teacher candidates who are in the faculty of Education. When the findings regarding students' critical thinking dispositions are considered, critical thinking dimensions of Open-mindedness and Analyticity are the highest two. Low critical thinking dimensions are Inquisitiveness and Systematicity. (Contains 12 tables.)

Some principals have personalities that can drive teachers around the bend and back again. Sure, most are wonderful bosses who support teachers in any way, but woe betide teachers if they are unlucky enough to run across one of the six dreaded "problem principals" identified in this article. Teachers do not have to be held hostage by difficult leadership styles. In this article, the author offers teachers a guide on how to neutralize the negativity of their principals.

This study is an investigation into Chinese EFL teachers' knowledge and understanding of teaching English as a foreign language within the context of a time of tremendous social change in China. In a medium-sized city, biographical narrative interviews and observation were used to three Chinese secondary EFL teachers, of three successive generations. An in-depth narrative analysis interpreting their metaphors, and constructing their life stories is employed to understand the biographical narrative data. It indicates how individual teacher's knowledge is both constrained and enabled by themselves and by the wider society they live in, and how change and continuity are intertwined in the teaching and learning practices of the three generations. This paper also addresses certain key issues in biographical narrative studies, namely subjectivity, representation, and cultural bearings, and teachers' knowledge, all of which constitute a form of pedagogy in educational research.