51
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Hur J, Stockbridge MD, Fox AS, Shackman AJ. Dispositional negativity, cognition, and anxiety disorders: An integrative translational neuroscience framework. PROGRESS IN BRAIN RESEARCH 2019; 247:375-436. [PMID: 31196442 PMCID: PMC6578598 DOI: 10.1016/bs.pbr.2019.03.012] [Citation(s) in RCA: 48] [Impact Index Per Article: 9.6] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 12/13/2022]
Abstract
When extreme, anxiety can become debilitating. Anxiety disorders, which often first emerge early in development, are common and challenging to treat, yet the underlying mechanisms have only recently begun to come into focus. Here, we review new insights into the nature and biological bases of dispositional negativity, a fundamental dimension of childhood temperament and adult personality and a prominent risk factor for the development of pediatric and adult anxiety disorders. Converging lines of epidemiological, neurobiological, and mechanistic evidence suggest that dispositional negativity increases the likelihood of psychopathology via specific neurocognitive mechanisms, including attentional biases to threat and deficits in executive control. Collectively, these observations provide an integrative translational framework for understanding the development and maintenance of anxiety disorders in adults and youth and set the stage for developing improved intervention strategies.
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Affiliation(s)
- Juyoen Hur
- Department of Psychology, University of Maryland, College Park, MD, United States.
| | | | - Andrew S Fox
- Department of Psychology, University of California, Davis, CA, United States; California National Primate Research Center, University of California, Davis, CA, United States
| | - Alexander J Shackman
- Department of Psychology, University of Maryland, College Park, MD, United States; Neuroscience and Cognitive Science Program, University of Maryland, College Park, MD, United States; Maryland Neuroimaging Center, University of Maryland, College Park, MD, United States.
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52
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Anni K, Mõttus R. Intelligence as a predictor of social mobility in Estonia. Scand J Psychol 2019; 60:195-202. [PMID: 30786038 DOI: 10.1111/sjop.12528] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 08/20/2018] [Accepted: 01/07/2019] [Indexed: 11/29/2022]
Abstract
The purpose of this study was to explore how individual and environmental predictors of intergenerational social mobility intersect in rarely studied post-communist developing society of Estonia. We used a contemporary cross-sectional dataset (n = 759) to assess the influence of cognitive ability and parental socioeconomic status to the participants' educational and occupational attainment. Our results indicated that cognitive ability and one's own educational level mediated the association of parental socioeconomic status with one's own occupational success. Analysis of separate components of cognitive ability indicated that verbal ability had the highest influence on occupational status. We concluded that both individual-level and environmental factors have a predictive effect on educational and occupational attainment.
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Affiliation(s)
- Kätlin Anni
- Institute of Psychology, University of Tartu, Tartu, Estonia
| | - René Mõttus
- Institute of Psychology, University of Tartu, Tartu, Estonia.,Department of Psychology, University of Edinburgh, Edinburgh, UK
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53
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Predicting educational attainment: Does grit compensate for low levels of cognitive ability? LEARNING AND INDIVIDUAL DIFFERENCES 2019. [DOI: 10.1016/j.lindif.2019.02.002] [Citation(s) in RCA: 8] [Impact Index Per Article: 1.6] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/23/2022]
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54
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Huang JL, Shaffer JA, Li A, King RA. General mental ability, conscientiousness, and the work–family interface: A test of mediating pathways. PERSONNEL PSYCHOLOGY 2018. [DOI: 10.1111/peps.12307] [Citation(s) in RCA: 7] [Impact Index Per Article: 1.2] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/27/2022]
Affiliation(s)
- Jason L. Huang
- School of Human Resources & Labor RelationsMichigan State University East Lansing Michigan
| | - Jonathan A. Shaffer
- Department of Management, Marketing, and General BusinessWest Texas A&M University Canyon Texas
| | - Andrew Li
- Department of Management, Marketing, and General BusinessWest Texas A&M University Canyon Texas
| | - Robert A. King
- Department of Management, Marketing, and General BusinessWest Texas A&M University Canyon Texas
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55
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Leckelt M, Richter D, Schröder C, Küfner ACP, Grabka MM, Back MD. The rich
are
different: Unravelling the perceived and self‐reported personality profiles of high‐net‐worth individuals. Br J Psychol 2018; 110:769-789. [DOI: 10.1111/bjop.12360] [Citation(s) in RCA: 11] [Impact Index Per Article: 1.8] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 10/30/2017] [Revised: 10/16/2018] [Indexed: 11/30/2022]
Affiliation(s)
- Marius Leckelt
- Department of Psychology University of Münster Germany
- Department of Psychology University of Mainz Germany
| | - David Richter
- German Institute for Economic Research/SOEP Berlin Germany
| | - Carsten Schröder
- German Institute for Economic Research/SOEP Berlin Germany
- Department of Economics Free University of Berlin Germany
| | | | | | - Mitja D. Back
- Department of Psychology University of Münster Germany
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56
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Chapman BP, Huang A, Horner E, Peters K, Sempeles E, Roberts B, Lapham S. High school personality traits and 48-year all-cause mortality risk: results from a national sample of 26 845 baby boomers. J Epidemiol Community Health 2018; 73:106-110. [PMID: 30459261 PMCID: PMC6352396 DOI: 10.1136/jech-2018-211076] [Citation(s) in RCA: 6] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 05/23/2018] [Revised: 09/26/2018] [Accepted: 10/08/2018] [Indexed: 11/05/2022]
Abstract
Background It is unclear if adolescent personality predicts mortality into late life, independent of adolescent socioeconomic status (SES). Methods Over 26 000 members of Project Talent, a US population cohort of high school students, completed a survey including 10 personality scales and SES in 1960. Multi-source mortality follow-up obtained vital status data through an average 48-year period ending in 2009. Cox proportional hazard models examined the relative risk associated with personality traits, as well as confounding by both a measure of SES and by race/ethnicity. Results Adjusted for sex and grade, higher levels of vigour, calm, culture, maturity and social sensitivity in high school were associated with reduced mortality risk (HRs=0.92 to. 96), while higher levels of impulsivity were associated with greater mortality risk. Further adjustment for SES and school racial/ethnic composition mildly attenuated (eg, 12%), but did not eliminate these associations. Final HRs for a 1 SD change in personality traits were similar to that for a 1 SD change in SES. Conclusions Adaptive personality traits in high school are associated with all-cause mortality in the USA as far into the future as the seventh decade, and to a degree similar to high school socioeconomic disadvantage.
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Affiliation(s)
- Benjamin P Chapman
- Department of Psychiatry, University of Rochester Medical Center, Rochester, New York, USA.,Department of Public Health Sciences, University of Rochester Medical Center, Rochester, New York, USA
| | - Alison Huang
- American Institute for Research, Washington DC, District of Columbia, USA
| | - Elizabeth Horner
- American Institute for Research, Washington DC, District of Columbia, USA
| | - Kelly Peters
- American Institute for Research, Washington DC, District of Columbia, USA
| | - Ellena Sempeles
- American Institute for Research, Washington DC, District of Columbia, USA
| | - Brent Roberts
- Department of Psychology, University of Illinois, Champaign-Urbana, Illinois, USA
| | - Susan Lapham
- American Institute for Research, Washington DC, District of Columbia, USA
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57
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Göllner R, Damian RI, Nagengast B, Roberts BW, Trautwein U. It's Not Only Who You Are but Who You Are With: High School Composition and Individuals' Attainment Over the Life Course. Psychol Sci 2018; 29:1785-1796. [PMID: 30215575 DOI: 10.1177/0956797618794454] [Citation(s) in RCA: 17] [Impact Index Per Article: 2.8] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/17/2022] Open
Abstract
We examined life-course effects of attending selective schools using a longitudinal study of U.S. high school students begun in 1960 ( Ns ranging from 1,952 to 377,015). The effects, measured 11 and 50 years after the initial assessment, differed significantly across the two indicators of school selectivity that were used. School average socioeconomic background was positively related to students' educational expectations, educational attainment, income, and occupational prestige at the 11-year follow-up (0.15 ≤ β ≤ 0.39; all ps < .001). Conversely, schools' average achievement at the 11-year follow-up was negatively related to students' expectations, attainment, income, and occupational prestige (-0.42 ≤ β ≤ -0.05; all ps < .05) when schools' socioeconomic background was controlled for. All associations were mediated by students' educational expectations. With the exception of income, these effects were consistent 50 years after high school, pointing to the long reach of beneficial learning resources and negative social comparison processes when attending selective schools.
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Affiliation(s)
- Richard Göllner
- 1 Hector Research Institute of Education Sciences and Psychology, University of Tübingen
| | | | - Benjamin Nagengast
- 1 Hector Research Institute of Education Sciences and Psychology, University of Tübingen
| | - Brent W Roberts
- 1 Hector Research Institute of Education Sciences and Psychology, University of Tübingen.,3 Department of Psychology, University of Illinois at Urbana-Champaign
| | - Ulrich Trautwein
- 1 Hector Research Institute of Education Sciences and Psychology, University of Tübingen
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58
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Shackman AJ, Weinstein JS, Hudja SN, Bloomer CD, Barstead MG, Fox AS, Lemay EP. Dispositional negativity in the wild: Social environment governs momentary emotional experience. Emotion 2018; 18:707-724. [PMID: 28604044 PMCID: PMC5726948 DOI: 10.1037/emo0000339] [Citation(s) in RCA: 19] [Impact Index Per Article: 3.2] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 01/10/2023]
Abstract
Dispositional negativity-the tendency to experience more frequent or intense negative emotions-is a fundamental dimension of temperament and personality. Elevated levels of dispositional negativity have profound consequences for public health and wealth, drawing the attention of researchers, clinicians, and policymakers. Yet, relatively little is known about the factors that govern the momentary expression of dispositional negativity in the real world. Here, we used smart phone-based experience-sampling to demonstrate that the social environment plays a central role in shaping the moment-by-moment emotional experience of 127 young adults selectively recruited to represent a broad spectrum of dispositional negativity. Results indicate that individuals with a more negative disposition derive much larger emotional benefits from the company of close companions-friends, romantic partners, and family members-and that these benefits reflect heightened feelings of social connection and acceptance. These results set the stage for developing improved interventions and provide new insights into the interaction of emotional traits and situations in the real world, close to clinically and practically important end-points. (PsycINFO Database Record
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Affiliation(s)
- Alexander J. Shackman
- Department of Psychology, University of Maryland, College Park, MD 20742 USA
- Neuroscience and Cognitive Science Program, University of Maryland, College Park, MD 20742 USA
- Maryland Neuroimaging Center, University of Maryland, College Park, MD 20742 USA
| | | | - Stanton N. Hudja
- Krannert School of Management, Purdue University, West Lafayette, IN 47907 USA
| | - Conor D. Bloomer
- Department of Psychology, University of Maryland, College Park, MD 20742 USA
| | - Matthew G. Barstead
- Department of Human Development and Quantitative Methodology, University of Maryland, College Park, MD 20742 USA
| | - Andrew S. Fox
- Department of Psychology and California National Primate Research Center, University of California, Davis, CA 95616 USA
| | - Edward P. Lemay
- Department of Psychology, University of Maryland, College Park, MD 20742 USA
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59
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Kuppens T, Spears R, Manstead AS, Spruyt B, Easterbrook MJ. Educationism and the irony of meritocracy: Negative attitudes of higher educated people towards the less educated. JOURNAL OF EXPERIMENTAL SOCIAL PSYCHOLOGY 2018. [DOI: 10.1016/j.jesp.2017.11.001] [Citation(s) in RCA: 44] [Impact Index Per Article: 7.3] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/29/2022]
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61
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Xu Y, Briley DA, Brown JR, Roberts BW. Genetic and environmental influences on household financial distress. JOURNAL OF ECONOMIC BEHAVIOR & ORGANIZATION 2017; 142:404-424. [PMID: 32863485 PMCID: PMC7450728 DOI: 10.1016/j.jebo.2017.08.001] [Citation(s) in RCA: 5] [Impact Index Per Article: 0.7] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 05/09/2023]
Abstract
Heterogeneity of household financial outcomes emerges from various individual and environmental factors, including personality, cognitive ability, and socioeconomic status (SES), among others. Using a genetically informative data set, we decompose the variation in financial management behavior into genetic, shared environmental and non-shared environmental factors. We find that about half of the variation in financial distress is genetically influenced, and personality and cognitive ability are associated with financial distress through genetic and within-family pathways. Moreover, genetic influences of financial distress are highest at the extremes of SES, which in part can be explained by neuroticism and cognitive ability being more important predictors of financial distress at low and high levels of SES, respectively.
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Affiliation(s)
- Yilan Xu
- Department of Agricultural and Consumer Economics, University of Illinois at Urbana-Champaign, United States
| | - Daniel A. Briley
- Department of Psychology, University of Illinois at Urbana-Champaign, United States
| | - Jeffrey R. Brown
- School of Business, University of Illinois at Urbana-Champaign, United States
| | - Brent W. Roberts
- Department of Psychology, University of Illinois at Urbana-Champaign, United States
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62
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Mõttus R, Realo A, Vainik U, Allik J, Esko T. Educational Attainment and Personality Are Genetically Intertwined. Psychol Sci 2017; 28:1631-1639. [PMID: 28910230 DOI: 10.1177/0956797617719083] [Citation(s) in RCA: 34] [Impact Index Per Article: 4.9] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 01/23/2023] Open
Abstract
Heritable variance in psychological traits may reflect genetic and biological processes that are not necessarily specific to these particular traits but pertain to a broader range of phenotypes. We tested the possibility that the personality domains of the five-factor model and their 30 facets, as rated by people themselves and their knowledgeable informants, reflect polygenic influences that have been previously associated with educational attainment. In a sample of more than 3,000 adult Estonians, education polygenic scores (EPSs), which are interpretable as estimates of molecular-genetic propensity for education, were correlated with various personality traits, particularly from the neuroticism and openness domains. The correlations of personality traits with phenotypic educational attainment closely mirrored their correlations with EPS. Moreover, EPS predicted an aggregate personality trait tailored to capture the maximum amount of variance in educational attainment almost as strongly as it predicted the attainment itself. We discuss possible interpretations and implications of these findings.
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Affiliation(s)
- René Mõttus
- 1 Department of Psychology, University of Edinburgh.,2 Institute of Psychology, University of Tartu
| | - Anu Realo
- 2 Institute of Psychology, University of Tartu.,3 Department of Psychology, University of Warwick
| | - Uku Vainik
- 2 Institute of Psychology, University of Tartu.,4 Montreal Neurological Institute, McGill University
| | - Jüri Allik
- 2 Institute of Psychology, University of Tartu.,5 Estonian Academy of Sciences, Tallinn, Estonia
| | - Tõnu Esko
- 6 Estonian Genome Centre, University of Tartu.,7 Broad Institute, Cambridge, Massachusetts
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63
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Ng-Knight T, Schoon I. Can Locus of Control Compensate for Socioeconomic Adversity in the Transition from School to Work? J Youth Adolesc 2017; 46:2114-2128. [PMID: 28755249 PMCID: PMC5614905 DOI: 10.1007/s10964-017-0720-6] [Citation(s) in RCA: 31] [Impact Index Per Article: 4.4] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Journal Information] [Subscribe] [Scholar Register] [Received: 01/16/2017] [Accepted: 07/03/2017] [Indexed: 12/22/2022]
Abstract
Internal locus of control is associated with academic success and indicators of wellbeing in youth. There is however less understanding regarding the role of locus of control in shaping the transition from school to work beyond the more widely studied predictors of socioeconomic background and academic attainment. Guided by a socio-ecological model of agency, the current study examines to which extent internal locus of control, understood as an indicator of individual agency, can compensate for a lack of socioeconomic resources by moderating the association between parental disadvantage and difficulties in the transition from school to work. We draw on data collected from a longitudinal nationally representative cohort of 15,770 English youth (48% female) born in 1989/90, following their lives from age 14 to 20. The results suggest that the influence of agency is limited to situations where socioeconomic risk is not overpowering. While internal locus of control may help to compensate for background disadvantage regarding avoidance of economic inactivity and unemployment to some extent, it does not provide protection against long-term inactivity, i.e. more than 6 months spent not in education, employment or training.
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Affiliation(s)
- Terry Ng-Knight
- Department of Social Sciences, UCL Institute of Education, 20 Bedford Way, London, WC1H 0AL, UK.
| | - Ingrid Schoon
- Department of Social Sciences, UCL Institute of Education, 20 Bedford Way, London, WC1H 0AL, UK
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64
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Ryberg R, Bauldry S, Schultz MA, Steinhoff A, Shanahan M. Personality and the Intergenerational Transmission of Educational Attainment: Evidence from Germany. J Youth Adolesc 2017; 46:2181-2193. [PMID: 28707154 DOI: 10.1007/s10964-017-0704-6] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 01/24/2017] [Accepted: 06/06/2017] [Indexed: 10/19/2022]
Abstract
Research based in the United States, with its relatively open educational system, has found that personality mediates the relationship between parents' and child's educational attainment and this mediational pattern is especially beneficial to students from less-educated households. Yet in highly structured, competitive educational systems, personality characteristics may not predict attainment or may be more or less consequential at different points in the educational career. We examine the salience of personality in the educational attainment process in the German educational system. Data come from a longitudinal sample of 682 17 to 25 year-olds (54% female) from the 2005 and 2015 German Socio-Economic Panel (SOEP). Results show that adolescent personality traits-openness, neuroticism, and conscientiousness-are associated with educational attainment, but personality plays a negligible role in the intergenerational transmission of education. Personality is influential before the decision about the type of secondary degree that a student will pursue (during adolescence). After that turning point, when students have entered different pathways through the system, personality is less salient. Cross-national comparisons in a life course framework broaden the scope of current research on non-cognitive skills and processes of socioeconomic attainment, alerting the analyst to the importance of both institutional structures and the changing importance of these skills at different points in the life course.
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Affiliation(s)
- Renee Ryberg
- Department of Sociology, University of North Carolina at Chapel Hill, 155 Hamilton Hall, CB # 3210, Chapel Hill, NC, 27599-3210, USA.
| | - Shawn Bauldry
- Department of Sociology, Purdue University, 700 W. State Street, West Lafayette, IN, 47907-2059, USA
| | - Michael A Schultz
- Department of Sociology, University of North Carolina at Chapel Hill, 155 Hamilton Hall, CB # 3210, Chapel Hill, NC, 27599-3210, USA
| | - Annekatrin Steinhoff
- Jacobs Center for Productive Youth Development, Universität Zürich, Andreasstrasse 15, CH-8050, Zürich, Switzerland
| | - Michael Shanahan
- Jacobs Center for Productive Youth Development, Universität Zürich, Andreasstrasse 15, CH-8050, Zürich, Switzerland.,Soziologisches Institut, Universität Zürich, Andreasstrasse 15, CH-8050, Zürich, Switzerland
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65
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Sutin AR, Luchetti M, Stephan Y, Robins RW, Terracciano A. Parental educational attainment and adult offspring personality: An intergenerational life span approach to the origin of adult personality traits. J Pers Soc Psychol 2017; 113:144-166. [PMID: 28287753 PMCID: PMC5472504 DOI: 10.1037/pspp0000137] [Citation(s) in RCA: 72] [Impact Index Per Article: 10.3] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 01/09/2023]
Abstract
Why do some individuals have more self-control or are more vulnerable to stress than others? Where do these basic personality traits come from? Although a fundamental question in personality, more is known about how traits are related to important life outcomes than their developmental origins. The present research took an intergenerational life span approach to address whether a significant aspect of the childhood environment-parental educational attainment-was associated with offspring personality traits in adulthood. We tested the association between parents' educational levels and adult offspring personality traits in 7 samples (overall age range 14-95) and meta-analytically combined the results (total N > 60,000). Parents with more years of education had children who were more open, extraverted, and emotionally stable as adults. These associations were small but consistent, of similar modest magnitude to the association between life events and change in personality in adulthood, and were also supported by longitudinal analyses. Contrary to expectations, parental educational attainment was unrelated to offspring Conscientiousness, except for a surprisingly negative association in the younger cohorts. The results were similar in a subsample of participants who were adopted, which suggested that environmental mechanisms were as relevant as shared genetic variants. Participant levels of education were associated with greater conscientiousness, emotional stability, extraversion, and openness and partially mediated the relation between parent education and personality. Child IQ and family income were also partial mediators. The results of this research suggest that parental educational attainment is 1 intergenerational factor associated with offspring personality development in adulthood. (PsycINFO Database Record
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Affiliation(s)
- Angelina R Sutin
- Department of Behavioral Sciences and Social Medicine, Florida State University College of Medicine
| | - Martina Luchetti
- Department of Behavioral Sciences and Social Medicine, Florida State University College of Medicine
| | - Yannick Stephan
- EA 4556 Dynamic of Human Abilities and Health Behaviors, Department of Sport Sciences, Psychology, and Medicine, University of Montpellier
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66
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Ayoub M, Gosling SD, Potter J, Shanahan M, Roberts BW. The Relations Between Parental Socioeconomic Status, Personality, and Life Outcomes. SOCIAL PSYCHOLOGICAL AND PERSONALITY SCIENCE 2017. [DOI: 10.1177/1948550617707018] [Citation(s) in RCA: 22] [Impact Index Per Article: 3.1] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/16/2022]
Abstract
Studies have shown that cognitive ability is correlated with parental socioeconomic status (pSES). However, little is known about the correlation between personality and pSES. To better understand this relation, we conducted a meta-analysis of the correlations between pSES and personality traits and temperament dimensions. The correlations were generally very small with the exception of the correlation between pSES and openness to experience. Our results were replicated in a large ( N = 2,183,377) data set of self-reported personality scores collected online. Using this data set, we also examined the interaction between pSES and personality on attained education and socioeconomic status. We found evidence for the resource substitution hypothesis, which proposes that personality compensates for background disadvantage.
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Affiliation(s)
- Mona Ayoub
- University of Illinois at Urbana–Champaign, Champaign, IL, USA
| | - Samuel D. Gosling
- University of Texas at Austin, Austin, TX, USA
- University of Melbourne, Victoria, Australia
| | | | - Michael Shanahan
- University of North Carolina at Chapel Hill, Chapel Hill, NC, USA
| | - Brent W. Roberts
- University of Illinois at Urbana–Champaign, Champaign, IL, USA
- University of Tübingen, Tübingen, Germany
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67
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Environmental factors and teenagers' personalities: The role of personal and familial Socio-Cultural Level. Behav Brain Res 2017; 325:181-187. [PMID: 28238826 DOI: 10.1016/j.bbr.2017.02.038] [Citation(s) in RCA: 7] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 08/02/2016] [Revised: 02/20/2017] [Accepted: 02/22/2017] [Indexed: 01/08/2023]
Abstract
Environmental (e.g., socio-cultural context), individual (e.g., genetic makeup), and interpersonal (e.g., caregiver-children relationships) factors can play a crucial role in shaping the development of the teenagers' personality. In this study, we focused on the Socio-Cultural Level that designates the set of preferences, knowledge, and behaviors that characterize an individual's way of life and depend on his or her cultural, social, and economic resources. We studied the relationship between Socio-Cultural Level (personal, maternal, and paternal) and Big Five personality traits of 191 teenagers living in the same geographical area. Results showed that Socioeconomic Status (i.e., parental education level and occupational prestige), which is the only dimension generally measured in investigations on Socio-Cultural Level, was not related with personality. In contrast, Cultural Capital and Social Capital were associated with different personality traits. Personal Cultural Capital was related to Openness to experience of boys and girls and to Extraversion of girls; personal Social Capital was related to Extraversion of girls, Emotional stability of boys, and Agreeableness of both boys and girls; maternal Cultural Capital was associated with Openness to experience of daughters. Overall, the personality of teenagers was more related to their own Cultural and Social Capital than to the Cultural and Social Capital of their parents. Moreover, the relationship between Cultural Capital and Social Capital of boys/girls and of fathers/mothers was moderate in strength. It seems that parents influence the development of personality of their teenagers indirectly, their Socio-Cultural Level shaping the Socio-Cultural Level of their sons and daughters.
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68
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Damian RI, Spengler M, Roberts BW. Whose Job Will be Taken Over by a Computer? The Role of Personality in Predicting Job Computerizability over the Lifespan. EUROPEAN JOURNAL OF PERSONALITY 2017. [DOI: 10.1002/per.2103] [Citation(s) in RCA: 6] [Impact Index Per Article: 0.9] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/10/2022]
Abstract
Economists estimate that 47% of US jobs will be computerized in the future. This paper tests the prospective role of a comprehensive range personality factors on selection into more (or less) computerizable jobs. We used a US representative high school sample ( N = 346 660) and a longitudinal design. At baseline, we measured social background, intelligence, personality traits and vocational interests. In two follow–ups (11 and 50 years later), we recorded occupations and coded their probability of being computerized based on the skills required and technological developments. Multiple regressions showed that, regardless of social background, people who were more intelligent, mature, interested in arts, and sciences at baseline, and selected into jobs that had a lower probability of computerization. On average, a one standard deviation increase in each of these traits predicted an average of 4 percentage points drop in the probability of one's job of being computerized. At the US population level, this is equivalent with saving 5.8 million people from losing their future careers to computerization. Most effects replicated across time. Path analyses showed that educational attainment mediated these effects and some direct effects remained. This highlights the importance of personality on occupational selection and in shaping the labour market. Copyright © 2017 European Association of Personality Psychology
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Affiliation(s)
| | | | - Brent W. Roberts
- University of Tübingen, Tübingen, Germany
- University of Illinois at Urbana-Champaign, Urbana-Champaign, IL USA
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69
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Wessels NM, Zimmermann J, Leising D. Toward a Shared Understanding of Important Consequences of Personality. REVIEW OF GENERAL PSYCHOLOGY 2016. [DOI: 10.1037/gpr0000088] [Citation(s) in RCA: 9] [Impact Index Per Article: 1.1] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/08/2022]
Abstract
The assumption that personality makes a difference in people's everyday lives is probably the main reason why investigating personality seems worthwhile at all. Although the number of empirical studies addressing the everyday consequences of personality is considerable, an overarching conceptual framework is missing. We present such a framework, using a version of the SORKC model from cognitive-behavioral therapy. Our version of the model incorporates a full account of how personality may influence the ways in which people perceive and respond to situations, which may ultimately have important consequences for them and others. However, not everything that formally qualifies as a consequence of personality is equally relevant. In choosing criterion variables for their own research, researchers interested in personality consequences seem to have strongly relied on implicit assumptions regarding a “good life.” We review a sample of recent studies from the personality literature, using our own conceptualization of important personality consequences to assess the current state of the field, and deduce recommendations for future research.
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Affiliation(s)
| | | | - Daniel Leising
- Department of Psychology, Technische Universität Dresden
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Shackman AJ, Tromp DPM, Stockbridge MD, Kaplan CM, Tillman RM, Fox AS. Dispositional negativity: An integrative psychological and neurobiological perspective. Psychol Bull 2016; 142:1275-1314. [PMID: 27732016 PMCID: PMC5118170 DOI: 10.1037/bul0000073] [Citation(s) in RCA: 109] [Impact Index Per Article: 13.6] [Reference Citation Analysis] [Abstract] [MESH Headings] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/08/2022]
Abstract
Dispositional negativity-the propensity to experience and express more frequent, intense, or enduring negative affect-is a fundamental dimension of childhood temperament and adult personality. Elevated levels of dispositional negativity can have profound consequences for health, wealth, and happiness, drawing the attention of clinicians, researchers, and policymakers. Here, we highlight recent advances in our understanding of the psychological and neurobiological processes linking stable individual differences in dispositional negativity to momentary emotional states. Self-report data suggest that 3 key pathways-increased stressor reactivity, tonic increases in negative affect, and increased stressor exposure-explain most of the heightened negative affect that characterizes individuals with a more negative disposition. Of these 3 pathways, tonically elevated, indiscriminate negative affect appears to be most central to daily life and most relevant to the development of psychopathology. New behavioral and biological data provide insights into the neural systems underlying these 3 pathways and motivate the hypothesis that seemingly "tonic" increases in negative affect may actually reflect increased reactivity to stressors that are remote, uncertain, or diffuse. Research focused on humans, monkeys, and rodents suggests that this indiscriminate negative affect reflects trait-like variation in the activity and connectivity of several key brain regions, including the central extended amygdala and parts of the prefrontal cortex. Collectively, these observations provide an integrative psychobiological framework for understanding the dynamic cascade of processes that bind emotional traits to emotional states and, ultimately, to emotional disorders and other kinds of adverse outcomes. (PsycINFO Database Record
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Affiliation(s)
- Alexander J. Shackman
- Department of Psychology, University of Maryland, College Park, MD 20742 USA
- Department of Neuroscience and Cognitive Science Program, University of Maryland, College Park, MD 20742 USA
- Maryland Neuroimaging Center, University of Maryland, College Park, MD 20742 USA
| | - Do P. M. Tromp
- Department of Psychology, University of California, Davis, CA 95616 USA
| | - Melissa D. Stockbridge
- Department of Hearing and Speech Sciences, University of Maryland, College Park, MD 20742 USA
| | - Claire M. Kaplan
- Department of Psychology, University of Maryland, College Park, MD 20742 USA
| | - Rachael M. Tillman
- Department of Psychology, University of Maryland, College Park, MD 20742 USA
| | - Andrew S. Fox
- Department of Psychology, University of California, Davis, CA 95616 USA
- California National Primate Research Center, University of California, Davis, CA 95616 USA
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Harris MA, Brett CE, Starr JM, Deary IJ, Johnson W. Personality and Other Lifelong Influences on Older-Age Health and Wellbeing: Preliminary Findings in Two Scottish Samples. EUROPEAN JOURNAL OF PERSONALITY 2016; 30:438-455. [PMID: 27867259 PMCID: PMC5111597 DOI: 10.1002/per.2068] [Citation(s) in RCA: 15] [Impact Index Per Article: 1.9] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 01/07/2016] [Revised: 07/11/2016] [Accepted: 07/17/2016] [Indexed: 12/21/2022]
Abstract
Recent observations that personality traits are related to later-life health and wellbeing have inspired considerable interest in exploring the mechanisms involved. Other factors, such as cognitive ability and education, also show longitudinal influences on health and wellbeing, but it is not yet clear how all these early-life factors together contribute to later-life health and wellbeing. In this preliminary study, we assessed hypothesised relations among these variables across the life course, using structural equation modelling in a sample assessed on dependability (a personality trait related to conscientiousness) in childhood, cognitive ability and social class in childhood and older age, education, and health and subjective wellbeing in older age. Our models indicated that both health and subjective wellbeing in older age were influenced by childhood IQ and social class, via education. Some older-age personality traits mediated the effects of early-life variables, on subjective wellbeing in particular, but childhood dependability did not show significant associations. Our results therefore did not provide evidence that childhood dependability promotes older-age health and wellbeing, but did highlight the importance of other early-life factors, particularly characteristics that contribute to educational attainment. Further, personality in later life may mediate the effects of early-life factors on health and subjective wellbeing. © 2016 The Authors. European Journal of Personality published by John Wiley & Sons Ltd on behalf of European Association of Personality Psychology.
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Affiliation(s)
- Mathew A Harris
- Centre for Cognitive Ageing and Cognitive Epidemiology University of Edinburgh Edinburgh UK; Centre for Clinical Brain Sciences University of Edinburgh Edinburgh UK
| | - Caroline E Brett
- Centre for Cognitive Ageing and Cognitive Epidemiology University of Edinburgh Edinburgh UK; School of Natural Sciences and Psychology Liverpool John Moores University Liverpool UK
| | - John M Starr
- Centre for Cognitive Ageing and Cognitive Epidemiology University of Edinburgh Edinburgh UK; Alzheimer Scotland Dementia Research Centre University of Edinburgh Edinburgh UK
| | - Ian J Deary
- Centre for Cognitive Ageing and Cognitive Epidemiology University of Edinburgh Edinburgh UK
| | - Wendy Johnson
- Centre for Cognitive Ageing and Cognitive Epidemiology University of Edinburgh Edinburgh UK
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Briley DA, Tucker-Drob EM. Comparing the Developmental Genetics of Cognition and Personality over the Life Span. J Pers 2015; 85:51-64. [PMID: 26045299 DOI: 10.1111/jopy.12186] [Citation(s) in RCA: 53] [Impact Index Per Article: 5.9] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 12/11/2022]
Abstract
Empirical studies of cognitive ability and personality have tended to operate in isolation of one another. We suggest that returning to a unified approach to considering the development of individual differences in both cognition and personality can enrich our understanding of human development. We draw on previous meta-analyses of longitudinal, behavior genetic studies of cognition and personality across the life span, focusing particular attention on age trends in heritability and differential stability. Both cognition and personality are moderately heritable and exhibit large increases in stability with age; however, marked differences are evident. First, the heritability of cognition increases substantially with child age, while the heritability of personality decreases modestly with age. Second, increasing stability of cognition with age is overwhelmingly mediated by genetic factors, whereas increasing stability of personality with age is entirely mediated by environmental factors. Third, the maturational time-course of stability differs: Stability of cognition nears its asymptote by the end of the first decade of life, whereas stability of personality takes three decades to near its asymptote. We discuss how proximal gene-environment dynamics, developmental processes, broad social contexts, and evolutionary pressures may intersect to give rise to these divergent patterns.
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