Personality Psychology and Economics

Parenting style and the non-cognitive development of high school student: evidence from rural China

Introduction

Understanding the relationship between parenting style and the non-cognitive development of high school students is crucial, particularly in rural China. Non-cognitive abilities, including traits such as emotional regulation, resilience, and interpersonal skills, play a significant role in students' overall development and future success. This study aims to investigate how different parenting styles impact non-cognitive abilities among high school students in rural China.

Methods

This study surveyed 6,549 high school students and their primary caregivers in rural China. The students had an average age of 17.61 years, with 48% being male, and 62% of Han ethnicity. Primary caregivers self-reported their parenting styles, while the students' non-cognitive abilities were assessed using the Big Five Inventory-Short (BFI-S). The relationship between parenting style and non-cognitive development was analyzed using two distinct methods: two dimensions (authoritative and authoritarian) and four categories of parenting styles.

Results

The study revealed that an authoritative parenting style had a positive impact on the non-cognitive abilities of students. Conversely, a negative association was observed between the authoritarian parenting style and the students' non-cognitive development. This association was more pronounced in the non-cognitive developmental scores of girls compared to boys. Additionally, parents from wealthier families or those with higher levels of education were more likely to adopt an authoritative parenting style rather than an authoritarian one.

Discussion

The results of this study highlight the significant influence of parenting styles on the non-cognitive development of high school students in rural China. Authoritative parenting, characterized by warmth and structure, appears to foster better non-cognitive outcomes, while authoritarian parenting, marked by strictness and less warmth, is associated with poorer non-cognitive development. The gender differences observed suggest that girls may be more sensitive to variations in parenting style. Furthermore, the socioeconomic and educational background of parents plays a crucial role in determining the parenting style adopted. These findings underscore the importance of developing and implementing parenting training interventions in rural China, aimed at promoting authoritative parenting practices to enhance the non-cognitive development of students.

Do Behavioral Characteristics Influence the Breast Cancer Diagnosis Delay? Evidence From French Retrospective Data

OBJECTIVES

This study aimed to analyze the behavioral determinants of breast cancer (BC) diagnosis delays in France. To do so, we investigated whether time discounting, risk tolerance, and personality traits influenced the BC diagnosis delay of patients.

METHODS

We used original retrospective data collected on 2 large online patient networks from 402 women diagnosed of BC. The BC diagnosis delay was measured by the difference between the date of diagnosis and the date of first symptoms. Time discounting and risk tolerance are measured with both self-reported questions and hypothetical lotteries. Personality traits are measured with the 10-item Big Five indicator. Ordinary least square and probit models were used to analyze whether these behavioral characteristics influenced the BC diagnosis delay.

RESULTS

Results showed that risk tolerance and time discounting were not significantly associated with the BC diagnosis delay. However, we found a longer diagnosis delay for women with a neuroticism personality trait (standardized coefficients ranged from 0.104 [P-value = .036] to 0.090 [P-value = .065]).

CONCLUSIONS

Overall, our findings underline the need for an increased consideration of cancer screening public health policy for women with mental vulnerabilities since such vulnerabilities were found to be highly correlated with a neuroticism personality trait.

Personal Income Performance Correlates with Brain Structural Network Modularity but Not Intelligence Quotient

Introduction: This study aims to use diffusion tensor imaging (DTI) in conjunction with brain graph techniques to define brain structural connectivity and investigate its association with personal income (PI) in individuals of various ages and intelligence quotients (IQ). Methods: MRI examinations were performed on 55 male subjects (mean age: 40.1 ± 9.4 years). Graph data and metrics were generated, and DTI images were analyzed using tract-based spatial statistics (TBSS). All subjects underwent the Wechsler Adult Intelligence Scale for a reliable estimation of the full-scale IQ (FSIQ), which includes verbal comprehension index, perceptual reasoning index, working memory index, and processing speed index. The performance score was defined as the monthly PI normalized by the age of the subject. Results: The analysis of global graph metrics showed that modularity correlated positively with performance score (p = 0.003) and negatively with FSIQ (p = 0.04) and processing speed index (p = 0.005). No significant correlations were found between IQ indices and performance scores. Regional analysis of graph metrics showed modularity differences between right and left networks in sub-cortical (p = 0.001) and frontal (p = 0.044) networks. TBSS analysis showed greater axial and mean diffusivities in the high-performance group in correlation with their modular brain organization. Conclusion: This study showed that PI performance is strongly correlated with a modular organization of brain structural connectivity, which implies short and rapid networks, providing automatic and unconscious brain processing. Additionally, the lack of correlation between performance and IQ suggests a reduced role of academic reasoning skills in performance to the advantage of high uncertainty decision-making networks.

A sustainable and healthy diet: Personality, motives, and sociodemographics

Background

Sustainable and healthy food choices have usually been studied by investigating either consumer choices concerning one product or product group. To investigate dietary patterns are more complex but may be more useful to promote dietary changes among consumers.

Objectives

To identify existing dietary patterns, and to investigate the importance of personality traits, food choice motives, and sociodemographic variables in adopting these patterns.

Methods

A food frequency questionnaire and principal component analysis were used to identify dietary patterns. The importance of food choice motives, sociodemographics, and personality traits were investigated by using ordinary least squares. The personality traits were measured by the Big Five model, and food choice motives were measured by a set of twelve food values.

Results

Three patterns were found and labelled as sustainable, traditional, and unsustainable. The sustainable pattern was positively associated with respondents who were younger, married, females, and having higher income and education. It was also positively associated with openness to experience, conscientiousness, and perceived environmental impact, and it was negatively associated with convenience and price.

Value

The results may be used to target consumer groups for information and marketing activities.

The Gray Nine and Parallel Personality Patterns: Big Five, Dark Tetrad, and a "Well-Rounded Personality"

The vast literature on personality psychology generally focuses on neutral or socially beneficial personality traits such as the Five-Factor model (e.g., agreeableness, conscientiousness) or "dark" traits such as Machiavellianism, narcissism, psychopathy, and everyday sadism. However, the current synthesis of the literature indicates that the distinction between benign, malign, and neutral personality traits and facets is partly misguided. In fact, there are many objective and subjective measures that indicate that high agreeableness is not beneficial, while moderate grandiose narcissism is. Many, if not all of the traits are rather gray and socially and personally desired outcomes indicate that people who aim for a well-rounded personality should typically be clustered in the middle of the various personality spectrums. In addition, many of the personality traits are characterized by parallel patterns of good/bad relations to social and personal outcomes.

A Turing test of whether AI chatbots are behaviorally similar to humans

We administer a Turing test to AI chatbots. We examine how chatbots behave in a suite of classic behavioral games that are designed to elicit characteristics such as trust, fairness, risk-aversion, cooperation, etc., as well as how they respond to a traditional Big-5 psychological survey that measures personality traits. ChatGPT-4 exhibits behavioral and personality traits that are statistically indistinguishable from a random human from tens of thousands of human subjects from more than 50 countries. Chatbots also modify their behavior based on previous experience and contexts "as if" they were learning from the interactions and change their behavior in response to different framings of the same strategic situation. Their behaviors are often distinct from average and modal human behaviors, in which case they tend to behave on the more altruistic and cooperative end of the distribution. We estimate that they act as if they are maximizing an average of their own and partner's payoffs.

Using artificial intelligence to assess personal qualities in college admissions

Personal qualities like prosocial purpose and leadership predict important life outcomes, including college success. Unfortunately, the holistic assessment of personal qualities in college admissions is opaque and resource intensive. Can artificial intelligence (AI) advance the goals of holistic admissions? While cost-effective, AI has been criticized as a "black box" that may inadvertently penalize already disadvantaged subgroups when used in high-stakes settings. Here, we consider an AI approach to assessing personal qualities that aims to overcome these limitations. Research assistants and admissions officers first identified the presence/absence of seven personal qualities in n = 3131 applicant essays describing extracurricular and work experiences. Next, we fine-tuned pretrained language models with these ratings, which successfully reproduced human codes across demographic subgroups. Last, in a national sample (N = 309,594), computer-generated scores collectively demonstrated incremental validity for predicting 6-year college graduation. We discuss challenges and opportunities of AI for assessing personal qualities.

Neurophysiological markers of emotion regulation predict efficacy of entrepreneurship education

Recent evidence shows that programs targeting the socio-emotional dimensions of entrepreneurship-e.g., resilience, personal initiative, and empathy-are more highly correlated with success along with key business metrics, such as sales and survival, than programs with a narrow, technical bent-e.g., accounting and finance. We argue that programs designed to foster socio-emotional skills are effective in improving entrepreneurship outcomes because they improve the students' ability to regulate their emotions. They enhance the individuals' disposition to make more measured, rational decisions. We test this hypothesis studying a randomized controlled trial (RCT, RCT ID: AEARCTR-0000916) of an entrepreneurship program in Chile. We combine administrative data, surveys, and neuro-psychological data from lab-in-the-field measurements. A key methodological contribution of this study is the use of the electroencephalogram (EEG) to quantify the impact of emotional responses. We find that the program has a positive and significant impact on educational outcomes and, in line with the findings of other studies in the literature, we find no impact on self-reported measures of socio-emotional skills (e.g., grit and locus of control) and creativity. Our novel insight comes from the finding that the program has a significant impact on neurophysiological markers, decreasing arousal (a proxy of alertness), valence (a proxy for withdrawal from or approachability to an event or stimuli), and neuro-psychological changes to negative stimuli.

The face of debt: Facial width-to-height ratios and regional debt in China

Facial width-to-height ratio (fWHr) has been widely proven to exert a lasting influence on shaping behavior. In this paper, we provide empirical evidence on the relationship between the fWHr level of bureaucrats and local government debt performance and attempt to discuss the demographic differences in explaining the fWHr-behavior link. We manually collected the fWHr data of local bureaucrats and used prefecture-level panel data of China from 2006 to 2015. The results show that the fWHr levels of bureaucrats are highly correlated with local government debt-bureaucrats with higher fWHr tend to issue more debt and expand the local debt substantially. Results of heterogeneity analysis suggest that the level of fWHr is gender-related-male bureaucrats tend to issue more debt. In addition, bureaucrats who have higher fWHr and who also hold higher education degrees are more inclined to issue debt. In this paper, we concentrate on the Chinese bureaucrat group and provide new micro-evidence on fWHr-related behavior from the perspective of local debt.

Childhood adversity and educational attainment: Evidence from Zambia on the role of personality

Introduction

We examine whether personality traits mediate the association between childhood adversity and educational attainment using longitudinal data from a cohort in Zambia.

Methods

We fit a structural equation model using data on three forms of childhood adversity-household poverty, stunting as a measure of chronic malnutrition, and death of a parent-and data on the "Big Five" personality traits and educational attainment assessed at 15 years of age.

Results

We find that childhood poverty and death of a parent are associated with lower openness to experience. Furthermore, openness to experience mediates 93% of the negative association between death of a parent and school enrollment and 19% of the negative association between childhood poverty and enrollment.

Discussion

Our findings reinforce a diverse and growing body of evidence linking childhood adversity to educational attainment while also placing it in a new light. Future work should continue to examine the biological and psychosocial pathways that determine openness to experience and other personality traits, as well as their role in shaping important life outcomes.

Digital delivery of behavioural activation therapy to overcome depression and facilitate social and economic transitions of adolescents in South Africa (the DoBAt study): protocol for a pilot randomised controlled trial

INTRODUCTION

Scalable psychological treatments to address depression among adolescents are urgently needed. This is particularly relevant to low-income and middle-income countries where 90% of the world's adolescents live. While digital delivery of behavioural activation (BA) presents a promising solution, its feasibility, acceptability and effectiveness among adolescents in an African context remain to be shown.

METHODS AND ANALYSIS

This study is a two-arm single-blind individual-level randomised controlled pilot trial to assess the feasibility, acceptability and initial efficacy of digitally delivered BA therapy among adolescents with depression. The intervention has been coproduced with adolescents at the study site. The study is based in the rural northeast of South Africa in the Bushbuckridge subdistrict of Mpumalanga province. A total of 200 adolescents with symptoms of mild to moderately severe depression on the Patient Health Questionnaire Adolescent Version will be recruited (1:1 allocation ratio). The treatment group will receive BA therapy via a smartphone application (the Kuamsha app) supported by trained peer mentors. The control group will receive an enhanced standard of care. The feasibility and acceptability of the intervention will be evaluated using a mixed methods design, and signals of the initial efficacy of the intervention in reducing symptoms of depression will be determined on an intention-to-treat basis. Secondary objectives are to pilot a range of cognitive, mental health, risky behaviour and socioeconomic measures; and to collect descriptive data on the feasibility of trial procedures to inform the development of a further larger trial.

ETHICS AND DISSEMINATION

This study has been approved by the University of the Witwatersrand Human Research Ethics Committee (MED20-05-011) and the Oxford Tropical Research Ethics Committee (OxTREC 34-20). Study findings will be published in scientific open access peer-reviewed journals, presented at scientific conferences and communicated to participants, their caregivers, public sector officials and other relevant stakeholders.

TRIAL REGISTRATION NUMBERS

This trial was registered on 19 November 2020 with the South African National Clinical Trials Registry (DOH-27-112020-5741) and the Pan African Clinical Trials Registry (PACTR202206574814636).

Farmers’ personality traits and credit exclusion: Evidence from rural China

Unlike existing research from the perspective of financiers or farmers’ financial literacy, this Manuscript investigates the impact of personality traits on Chinese farmers’ credit exclusion using data from 2018 to 2019 of China Agricultural University’s Rural Inclusive Finance Survey. The empirical findings show that farmers’ personality traits significantly affect their credit exclusion. Specifically, conscientiousness and extroversion alleviate the credit exclusion, while agreeableness significantly intensifies the credit exclusion. In addition, the Blinder–Oaxaca decomposition method is used to analyze the contribution of personality traits to each dimension of credit exclusion, and the results of the study show that personality traits mainly affected farmers’ self-exclusion. Therefore, to develop inclusive finance in China, training and improving farmers’ positive personality traits must be fostered.

Can Physical Exercise Promote the Development of Teenagers' Non-Cognitive Ability?-Evidence from China Education Panel Survey (2014-2015)

Background: With the development of educational philosophy, physical exercise is considered to be an important factor in the development of individual cognitive abilities in adolescents. However, the effects of physical exercise on non-cognitive abilities in adolescents remain inadequate. Objective: This study examined the effect of physical exercise on non-cognitive ability and further examined the differences in this effect in different groups. Methods: Survey data on non-cognitive ability, physical exercise and covariates were collected in the China Education Panel Survey (2014−2015) from a nationally representative sample of adolescents (n = 7904) in the eighth (follow-up) grade. Results: The results show that, after controlling for the influence of other factors, physical exercise has a promoting effect on six non-cognitive abilities—social behavior (p < 0.001), communication ability (p < 0.01), perseverance (p < 0.05), school adaptation (p < 0.001), educational expectation (p < 0.01) and creative thinking (p < 0.01)—and there is no significant effect on emotional control (p > 0.05). Furthermore, the development of non-cognitive ability in physical exercise shows certain group differences. Conclusions: There are gender differences in the performance of non-cognitive ability. Girls perform better than boys in non-cognitive ability. Physical exercise is an important means to develop non-cognitive ability, which indicates that non-cognitive ability has plasticity in adolescence. Future intervention may improve the non-cognitive ability of Chinese adolescents by increasing physical exercise.

No Evidence That Siblings' Gender Affects Personality Across Nine Countries

Does growing up with a sister rather than a brother affect personality? In this article, we provide a comprehensive analysis of the effects of siblings' gender on adults' personality, using data from 85,887 people from 12 large representative surveys covering nine countries (United States, United Kingdom, The Netherlands, Germany, Switzerland, Australia, Mexico, China, and Indonesia). We investigated the personality traits of risk tolerance, trust, patience, locus of control, and the Big Five. We found no meaningful causal effects of the gender of the next younger sibling and no associations with the gender of the next older sibling. Given the high statistical power and consistent results in the overall sample and relevant subsamples, our results suggest that siblings' gender does not systematically affect personality.

Emotional Intelligence and Personality Traits Based on Academic Performance

The purpose of this study was to examine the role of personality traits on academic performance. Furthermore, this study also aims at exploring the effects of virtual experience (mediator) and emotional intelligence (moderator) between personality traits and academic performance of the students. The findings imply that personality traits are the strong predictors of better academic performance. However, several personality traits do not have a positive impact on the academic performance. The study further suggests that students who have emotional abilities and virtual experience are more likely to perform well in their academics. The population of this research consists of students in various colleges and universities in developing regions. Thus, the sample consists of bachelor's and master's students. Existing scales are adopted with minor changes to make it more suitable and understandable within the study context. A total of 319 questionnaires were distributed. Among these 365 questionnaires, 234 questionnaires were received and further used for the purpose of data analysis. This shows an encouraging response from the targeted sample. Education and productivity of the students are influenced by their personality as well as their emotional intelligence abilities. The findings imply that being extrovert is a strong predictor of student achievement and should be prioritized in intervention strategies. This personality feature is responsible for performance in addition to virtual learning experience. Despite its low overall relative value, agreeableness is a significant driver of student achievement. Along with ability and aptitude assessments, personality evaluations might be utilized as a secondary screening tool to identify adolescents at risk of underperformance and academic performance failure. Therefore, learning emotional skills would be beneficial to cope the modern challenges of the competitive educational environment. Virtual experience and being emotionally sound can help students to learn quickly and to be more adaptive into the new world of digitalization. The conclusions of the current study have significant consequences for educators and policymakers. They must accept that boosting emotional intelligence levels through teaching or training is a significant objective of contemporary education. The emotional intelligence abilities of the students related to culture may be shown in a variety of ways, from expectations toward students to interpersonal interactions with students, and from teaching techniques to evaluation methods.

Social skills and sports: Pupils of an elite school of sports are more competitive and cooperative

It is frequently observed that individuals who actively practice sports also do well in other domains of life, e.g., the labor market. While the underlying mechanisms are not yet fully understood, it is often argued that sports participation is embedded in a setting which fosters qualities which prove advantageous beyond sports. In the present paper, we examine competitive and cooperative behavior in children aged 10–13 years. Rather than on individual levels of sports participation, the focus is on the institutional setting of an elite school of sports (ESS) as compared to regular upper secondary schools. To obtain measures for competitiveness and cooperativeness, we utilize experimental methods which are established in economics. Our results show that ESS students are both more competitive and more cooperative than their counterparts at regular schools.

Early-life exposure to hardship increased risk tolerance and entrepreneurship in adulthood with gender differences

We investigate the effect of hardship on entrepreneurship using China’s Great Famine as a quasinatural experiment. This yielded robust evidence that individuals who experienced more hardship were subsequently more likely to become entrepreneurs. Importantly, the increase in entrepreneurship was at least partly due to conditioning rather than selection. Regarding the behavioral mechanism, hardship was associated with greater risk tolerance among men and women but conditioned business ownership only among men. The gender differences were possibly due to a Chinese social norm that men focus on market work and women focus on domestic work combined with interspousal risk pooling in occupational choice.

Many entrepreneurs credit their success to early hardship. Here, we exploit geographical differences in the intensity of China's Great Famine to investigate the effect of hardship during formative years on individual personality and engagement in business entrepreneurship. To exclude factors that might confound the relation between famine intensity and entrepreneurship, we model famine intensity by random weather shocks. We find robust evidence that individuals who experienced more hardship were subsequently more likely to become entrepreneurs (defined broadly as self-employed or business owners). Importantly, the increase in entrepreneurship was at least partly due to conditioning rather than selection. Regarding the behavioral mechanism, hardship was associated with greater risk tolerance among men and women but increased business ownership only among men. The gender differences were possibly due to the intricate relationship between a Chinese social norm—men focus more on market work, while women focus more on domestic work—and interspousal risk pooling associated with occupational choices. Scientifically, these findings contribute to a long-standing debate on whether entrepreneurship is due to nature or nurture, particularly how hardship conditions people to be entrepreneurial. The findings also highlight the importance of gender differences in shaping the effect of early-life experience on life cycle outcomes.

Grit increases strongly in early childhood and is related to parental background

Grit has been identified as a very important non-cognitive skill that is positively related to educational achievements and labor market success. Recently, it has also been found to be malleable through interventions in primary schools. Yet, little is still known about its development in early childhood and the influence of family background. We present an experiment with 429 children, aged 3–6 years. We measure the level of grit as children’s perseverance in a real effort task and their willingness to challenge themselves successfully with another, more difficult task. Based on a principal component analysis, we find that grit increases strongly with age. Parents’ assessment of their child’s grit is correlated with the actual behavior of their child. Education of parents plays a role for perseverance. Yet, children’s level of patience is unrelated to their level of grit.

Higher educational attainment is associated with longer telomeres in midlife: Evidence from sibling comparisons in the UK Biobank

Prior studies have established that higher educational attainment is associated with a longer telomere length (TL), a marker of cellular aging. However, it is unclear whether extant associations are causal, since they are likely confounded by unobserved genetic, early-life and family background factors that are correlated with education and TL. We leverage sibling differences in TL, education and measured genetics (polygenic scores for educational attainment and TL) to estimate associations between educational attainment and TL in midlife for European ancestry individuals in the UK Biobank, while controlling for unobserved confounders shared by siblings. After controlling for genetics and shared background between siblings, we find suggestive evidence that high school graduates have longer telomeres than high school dropouts, but we find no differences in TL between high school dropouts and college graduates.

Comparing the reliability and predictive power of child, teacher, and guardian reports of noncognitive skills

Children’s noncognitive or socioemotional skills (e.g., persistence and self-control) are typically measured using surveys in which either children rate their own skills or adults rate the skills of children. For many purposes—including program evaluation and monitoring school systems—ratings are often collected from multiple perspectives about a single child (e.g., from both the child and an adult). Collecting data from multiple perspectives is costly, and there is limited evidence on the benefits of this approach. Using a longitudinal survey, this study compares children’s noncognitive skills as reported by themselves, their guardians, and their teachers. Although reports from all three types of respondents are correlated with each other, teacher reports have the highest internal consistency and are the most predictive of children’s later cognitive outcomes and behavior in school. The teacher reports add predictive power beyond baseline measures of Intelligence Quotient (IQ) for most outcomes in schools. Measures collected from children and guardians add minimal predictive power beyond the teacher reports.

Do high aspirations lead to better outcomes? Evidence from a longitudinal survey of adolescents in Peru

Using a novel panel survey of relatively poor urban Peruvian adolescents, we explore the link between educational aspirations and propensity to invest in the future. Aspirations comprise hope and agency. We find remarkably high educational aspirations, even among relatively poor individuals and adolescents who were exposed to negative shocks, suggesting high levels of resilience. We also find high occupational aspirations and aspirations to migrate. High-aspiration respondents were also more likely to invest in their education and avoid risky behaviors. These are associations as we do not have enough data to establish causality, although we were able to control for within-person traits. Aspirations are stable over time and positively associated with personality traits such as self-efficacy and life satisfaction, which help explain their persistence over time. Our findings complement those of other recent studies that highlight the role of personality traits in addition to cognitive skills in long-term educational, health, and socioeconomic outcomes.

On the Relative Importance of Different Factors Explaining Health Plan Choices: Evidence From Mandatory Health Insurance in Switzerland

Many factors influence health plan choices. Classical individual-level determinants include socioeconomic and health-related characteristics, and risk attitudes. However, little is known to what extent personality traits can determine insurance choices. Using representative survey data from Switzerland, we investigate the associations between choices of health plans and traditional individual factors as well as personality traits. We employ dominance analysis to explore the relative importance of the different predictors. We find that personality traits play an at least equally important role in predicting health plan choices as common factors like age, health status, and income. Our results have implications regarding recent efforts to empower people in making better health plan choices and support theoretical models that integrate insights from behavioral sciences.

Toward a Model of Personality Competencies Underlying Social and Emotional Skills: Insight From the Circumplex of Personality Metatraits

In recent years, there has been a growing interest in social and emotional skills (SES) both in the scientific literature and in social practice. The paper presents an overview of the ways of understanding what SES are and the catalogs thereof. There are some attempts in the literature to organize these catalogs within the Big Five traits that for a long time was claimed to be the most sound model of basic orthogonal dimensions of personality. However, further research on personality structure revealed that two metatraits can be found above the Big Five traits. These two metatraits form the basis of the Two Factor Model of personality, which was later developed into the Circumplex of Personality Metatraits. It turned out that in certain aspects models based on metatraits have a greater theoretical potential than those based on the Big Five traits. The paper presents a proposal for describing SES from the perspective of the Circumplex of Personality Metatraits rather than the Big Five. In this framework, we distinguish the concept of personality competences that underlie and organize many specific SES and identify the core personality competencies on the basis of the Circumplex of Personality Metatraits model.

Adaptation Implications of Climate-Smart Agriculture in Rural Pakistan

In this paper, we analyze the drivers of the adoption of climate-smart agricultural (CSA) practices and the impact of their adoption on farm net returns and exposure to risks. We use recent farm-level data from three agroecological zones of Pakistan to estimate a multinomial endogenous switching regression for different CSA practices used to reduce the adverse impact of climate change. These strategies include changing input mix, changing cropping calendar, diversifying seed variety, and soil and water conservation measures. The empirical results show that the adoption of different CSA practices is influenced by average rainfall, previous experience of climate-related shocks, and access to climate change information. The findings further reveal that adoption of CSA practices positively and significantly improves farm net returns and reduces farmers’ exposure to downside risks and crop failure. The results also reveal significant differences in the impacts of CSA practice adoption on farm net returns in different agroecological zones. Thus, policies aimed at achieving sustainability in agricultural production should consider agroecological, specific, climate-smart solutions.

Project Managers’ Personality and Project Success: Moderating Role of External Environmental Factors

Successful project completion is a challenging phenomenon for project managers. Various factors play an indispensable role in the success of a project. The objective of this study is to examine the role of project managers’ personalities in project success with the moderating role of external environmental factors i.e., political, economic, social. The study includes 145 project managers from 36 large-scale construction projects, from both the public and private sectors. The big five personality model was used to evaluate the personality traits of project managers and triple constraint criteria (cost, time, and quality) was used to gauge project success. Data has been collected through a well-structured questionnaire. The analysis of data indicated that personality traits like extraversion and openness are positive predictors of project success, whereas conscientiousness, agreeableness, and neuroticism did not have any direct relationship with project success. Importantly, the findings of this study concluded that external environmental factors—like political, economic, and social—moderately influence the link of specific project managers’ personality traits to project success. The role of external environmental factors as moderators has been discussed. The findings indicate the essential personality traits, as well as the role of external factors for achieving project success. The research contributions have relevance to both theory and practice and provide a deeper insight that is useful for individuals, organizations, researchers, practitioners, and decision-makers.

Changing personality traits with the help of a digital personality change intervention

Personality traits predict important life outcomes, such as success in love and work life, well-being, health, and longevity. Given these positive relations to important outcomes, economists, policy makers, and scientists have proposed intervening to change personality traits to promote positive life outcomes. However, nonclinical interventions to change personality traits are lacking so far in large-scale naturalistic populations. This study (n = 1,523) examined the effects of a 3-mo digital personality change intervention using a randomized controlled trial and the smartphone application PEACH (PErsonality coACH). Participants who received the intervention showed greater self-reported changes compared to participants in the waitlist control group who had to wait 1 mo before receiving the intervention. Self-reported changes aligned with intended goals for change and were significant for those desiring to increase on a trait (d = 0.52) and for those desiring to decrease on a trait (d = -0.58). Observers such as friends, family members, or intimate partners also detected significant personality changes in the desired direction for those desiring to increase on a trait (d = 0.35). Observer-reported changes for those desiring to decrease on a trait were not significant (d = -0.22). Moreover, self- and observer-reported changes persisted until 3 mo after the end of the intervention. This work provides the strongest evidence to date that normal personality traits can be changed through intervention in nonclinical samples.

Personality Change Through Arts Education: A Review and Call for Further Research

Education involving active engagement in the arts, herein called arts education, is often believed to foster the development of desirable personality traits and skills in children and adolescents. Yet the impact of arts education on personality development has rarely been systematically investigated. In the current article, we reviewed the literature on personality change through arts education. We identified 36 suitable experimental and quasi-experimental studies. Evidence from these studies tentatively suggests that arts-education programs can foster personality traits such as extraversion and conscientiousness but not self-esteem. In addition, the effects of arts education appeared to be stronger in early and middle childhood than in preadolescence and early adolescence. However, the evidence for the effectiveness of arts education was very limited among the few included true experiments. Furthermore, the reviewed studies were heterogenous and subject to content-related, methodological, and statistical limitations. Thus, the current evidence base is inconclusive as to the effects of arts education on personality development. By identifying potential effects of arts education and limitations of past research, our review serves as a call for more research and guidepost for future studies on arts education and personality change.

On the Comparability of Basic Personality Models: Meta-Analytic Correspondence, Scope, and Orthogonality of the Big Five and HEXACO Dimensions

Models of basic personality structure are among the most widely used frameworks in psychology and beyond, and they have considerably advanced the understanding of individual differences in a plethora of consequential outcomes. Over the past decades, two such models have become most widely used: the Five Factor Model (FFM) or Big Five, respectively, and the HEXACO Model of Personality. However, there is no large-scale empirical evidence on the general comparability of these models. Here, we provide the first comprehensive meta-analysis on (a) the correspondence of the FFM/Big Five and HEXACO dimensions, (b) the scope of trait content the models cover, and (c) the orthogonality (i.e., degree of independence) of dimensions within the models. Results based on 152 (published and unpublished) samples and 6,828 unique effects showed that the HEXACO dimensions incorporate notable conceptual differences compared to the FFM/Big Five dimensions, resulting in a broader coverage of the personality space and less redundancy between dimensions. Moreover, moderator analyses revealed substantial differences between operationalizations of the FFM/Big Five. Taken together, these findings have important theoretical and practical implications for the understanding of basic personality dimensions and their assessment.

A teacher like me? Different approaches to examining personality similarity between teachers and students

Research suggests that people tend to like others more if they are similar rather than dissimilar to themselves. Likewise, students may tend to prefer teachers with whom they share similar personality characteristics. To test this hypothesis, we examined the role of personality similarity between students and teachers in predicting how much students liked their teachers. Secondary school students ( N = 634) provided self-reports and reported on their teachers’ personality using a Big Five personality scale. Their teachers ( N = 31) also provided self-reports. These reports were then used to compute three indices of similarity; i.e. perceptual similarity, actual similarity, and perceptual accuracy which were used to explain teacher liking. Multilevel linear models showed that perceptual similarity (computed as the profile agreement across student self- and teacher-ascribed Big Five traits) had the largest effect on teacher liking. Teachers described as more agreeable and conscientious were liked by their students more. Findings highlight the importance of considering students’ perceptions of personality similarity with their teachers for understanding how students feel “connected” to their teachers and positively interact with them.

Monetary Valuation of Children's Cognitive Outcomes in Economic Evaluations from a Societal Perspective: A Review

Cognitive ability in childhood is positively associated with economic productivity in adulthood. Expected gains in economic output from interventions that protect cognitive function can be incorporated in benefit-cost and cost-effectiveness analyses conducted from a societal perspective. This review summarizes estimates from high-income countries of the association of general cognitive ability, standardized as intelligence quotient (IQ), with annual and lifetime earnings among adults. Estimates of the association of adult earnings with cognitive ability assessed in childhood or adolescence vary from 0.5% to 2.5% per IQ point. That range reflects differences in data sources and analytic methods. We take a conservative published estimate of a 1.4% difference in market productivity per IQ point in the United States from a recent study that controlled for confounding by family background and behavioral attributes. Using that estimate and the present value of lifetime earnings calculated using a 3% discount rate, the implied lifetime monetary valuation of an IQ point in the United States is USD 10,600-13,100. Despite uncertainty and the exclusion of non-market productivity, incorporation of such estimates could lead to a fuller assessment of the benefits of public health and clinical interventions that protect the developing brains of fetuses, infants, and young children.

Adjectives vs. Statements in Forced Choice and Likert Item Types: Which Is More Resistant to Impression Management in Personality Assessment?

Our objective was to compare individuals' ability to intentionally make a positive impression when responding to a Five-Factor Model personality measure under adjective vs. statement and forced choice vs. Likert conditions. Participants were 1,798 high school students who were randomly assigned to either a condition receiving normal instructions or instructions to make a positive impression. We compared the groups' scores and validity estimates under the various conditions. Although impression management occurred on all item types, participants could more easily manipulate their responses to Likert items vs. forced choice items, and statements vs. adjectives. Item type made little difference in terms of convergent and discriminant validity and criterion-related validity for all outcomes but one, ACT scores, which suggests cognitive ability plays a role in impression management ability.

Exposure to intimate partner violence and children's dynamic skill accumulation: evidence from a UK longitudinal study

Children are increasingly recognized as secondary victims of intimate partner violence. This paper uses a unique UK longitudinal child development survey to study the relationship between verbal and physical abuse experienced by mothers and children's development up to the age of seven. Estimating production functions for cognitive, social, and socio-emotional skills, we find that exposure during pre-school years has a quantitatively important negative effect on socio-emotional skills among toddlers and negatively affects cognitive and social skills after the age of three. The estimated impact on cognitive development is consistent with measures of cognitive skills based on school-based tests.

Investigating the genetic architecture of noncognitive skills using GWAS-by-subtraction

Little is known about the genetic architecture of traits affecting educational attainment other than cognitive ability. We used genomic structural equation modeling and prior genome-wide association studies (GWASs) of educational attainment (n = 1,131,881) and cognitive test performance (n = 257,841) to estimate SNP associations with educational attainment variation that is independent of cognitive ability. We identified 157 genome-wide-significant loci and a polygenic architecture accounting for 57% of genetic variance in educational attainment. Noncognitive genetics were enriched in the same brain tissues and cell types as cognitive performance, but showed different associations with gray-matter brain volumes. Noncognitive genetics were further distinguished by associations with personality traits, less risky behavior and increased risk for certain psychiatric disorders. For socioeconomic success and longevity, noncognitive and cognitive-performance genetics demonstrated associations of similar magnitude. By conducting a GWAS of a phenotype that was not directly measured, we offer a view of genetic architecture of noncognitive skills influencing educational success.

Students' Personality Contributes More to Academic Performance than Well-Being and Learning Approach-Implications for Sustainable Development and Education

The present study aimed to describe the predictive role of personality dimensions, learning approaches, and well-being in the academic performance of students. In total, 602 students participated in this cross-sectional study and completed a set of questionnaires assessing personality, learning approach, and well-being. Two indexes were calculated to assess affective and non-affective well-being. The results partially support the hypotheses formulated. Results revealed that personality temperament and character dimensions, deep learning approach, and affective well-being were significant predictors of academic performance. A deep approach to learning was a full and partial mediator of the relationship between personality and academic performance. The results improve the understanding of the differential contribution of personality, type of learning approach, and type of well-being to academic performance. Comprehending that personality is the strongest predictor of academic performance, after controlling the type of learning approach and the type of well-being, informs school policies and decision-makers that it is essential to encourage personality development in adolescents to improve academic performance. These results also have implications for educational policies and practices at various levels, including an emphasis on the role of well-being as an educational asset. Understanding the links between personality, well-being, and education is essential to conceptualize education as a vital societal resource for facing current and future challenges, such as sustainable development.

Personality Traits and Further Training

The notion of lifelong learning is gaining importance, not only in the labor market but also in other areas of modern societies. Previous research finds variation in occupation-related training participation by worker and workplace characteristics, gender, and education. However, evidence on the individual's socio-emotional skills creating favorable conditions for overall further training is scarce. To close this research gap, we analyze the role of personality for further training participation. First, we compare how the Big Five Personality Dimensions relate to different training types by differentiating between non-formal and informal training measures. Second, we investigate how personality traits affect further training chosen for occupational and private reasons separately. Drawing on a sample of 10,559 individuals from the Adult Stage of the German National Educational Panel Study (NEPS), we find that throughout our estimations, openness to experience positively relates to further training participation and is the most important determinant among the Big Five Personality Dimensions. However, the relationship between personality traits and training participation varies according to the training type and the reason for participating in further training. Moreover, we find gender-specific differences in the association between personality traits and lifelong learning. We conclude that personality is an important predictor of lifelong learning decisions.

Inequality in socio-emotional skills: A cross-cohort comparison

We examine changes in inequality in socio-emotional skills very early in life in two British cohorts born 30 years apart. We construct comparable scales using two validated instruments for the measurement of child behaviour and identify two dimensions of socio-emotional skills: 'internalising' and 'externalising'. Using recent methodological advances in factor analysis, we establish comparability in the inequality of these early skills across cohorts, but not in their average level. We document for the first time that inequality in socio-emotional skills has increased across cohorts, especially for boys and at the bottom of the distribution. We also formally decompose the sources of the increase in inequality and find that compositional changes explain half of the rise in inequality in externalising skills. On the other hand, the increase in inequality in internalising skills seems entirely driven by changes in returns to background characteristics. Lastly, we document that socio-emotional skills measured at an earlier age than in most of the existing literature are significant predictors of health and health behaviours. Our results show the importance of formally testing comparability of measurements to study skills differences across groups, and in general point to the role of inequalities in the early years for the accumulation of health and human capital across the life course.

The interaction between personality and health policy: Empirical evidence from the UK smoking bans

We investigate whether responses to the UK public places smoking ban depend on personality. Drawing on individual level panel data from the British Household Panel Survey (BHPS) we exploit variation in the timing and location of these bans to establish their overall effect on smoking outcomes, and how this differs by personality. We measure personality using the Big Five personality traits. We are particularly interested in conscientiousness, given the evidence that it is a good proxy for self-control. Overall, we find that a one standard deviation increase in conscientiousness leads to a 1.4 percentage point reduction in the probability of smoking after the ban. Notably, this is the only Big Five personality trait that interacts with the smoking ban. This finding is very robust to different specifications.

Validation of survey effort measures of grit and self-control in a sample of high school students

Personality traits such as grit and self-control are important determinants of success in life outcomes. However, most measures of these traits, which rely on self-reports, might be biased when used for the purpose of evaluating education policies or interventions. Recent research has shown the potential of survey effort-in particular, item non-response and careless answering-as a proxy measure of these traits. The current investigation uses a dataset of high school seniors (N = 513) to investigate survey effort measures in relationship with teacher reports, performance task measures, high school academic outcomes, and college attendance. Our results show promise for use of survey effort as proxy measures of grit and self-control.

Heterogeneous treatment effects on Children's cognitive/non-cognitive skills: A reevaluation of an influential early childhood intervention

The 1962-67 High/Scope Perry Preschool Program, a well-known experimental early childhood intervention study that provided quality preschool education to disadvantaged children, has been shown to have had positive impacts on early child development and on a variety of adulthood outcomes. However, most previous analyses have only examined average treatment effects across all program participants without exploring possible effect heterogeneity by children's background characteristics. We investigated this question by first using the 1964-65 Current Population Survey data in combination with the Perry data to construct a scale of child socioeconomic status based on the estimated propensity for inclusion in the Perry program, then analyzing effect heterogeneity within the Perry sample by strata of our socioeconomic scale. We found that the treatment effects of enrollment in the Perry preschool on cognitive and non-cognitive skills were much larger and more persistent among the most disadvantaged children than among others in the Perry program. Furthermore, among the most disadvantaged children, the treatment (i.e., preschool enrollment) affects later outcomes through a reinforcement mechanism of skill development (i.e., early cognitive gain leads to a non-cognitive gain, which in turn leads to later cognitive gain) and a sequential improvement of cognitive skills over time. These findings have important implications for the evaluation of policy interventions in early child development using experimental data.

Does Starting Universal Childcare Earlier Influence Children's Skill Development?

As many developed countries enact policies that allow children to begin universal childcare earlier, understanding how starting universal childcare earlier affects children's cognitive and noncognitive skills is an important policy question. We provide comprehensive evidence on the multidimensional short- and longer-run effects of starting universal childcare earlier using a fuzzy discontinuity in the age at starting childcare in Germany. Combining rich survey and administrative data, we follow one cohort from age 6 to 15 and examine standardized cognitive test scores, noncognitive skill measures, and school track choice in a unified framework. Children who start universal childcare four months earlier around age 3 do not perform differently in terms of standardized cognitive test scores, measures of noncognitive skills, school track choice, or school entrance examinations. We also find no evidence of skill improvements for children with low socioeconomic status, although we provide suggestive evidence that they may benefit from high-quality care. Our estimates refer to children who start childcare before they become legally entitled, for whom the literature would predict low gains to starting childcare earlier. We provide further evidence on this relationship between parental resistance to and children's potential gains from childcare. Simply allowing children to start universal childcare earlier is hence not sufficient to improve children's skill development, particularly for children with low socioeconomic status.

Sensitivity of self-reported noncognitive skills to survey administration conditions

Noncognitive skills (e.g., persistence and self-control) are typically measured using self-reported questionnaires in which respondents rate their own skills. In many applications-including program evaluation and school accountability systems-such reports are assumed to measure only the skill of interest. However, self-reports might also capture other dimensions aside from the skill, such as aspects of a respondent's situation, which could include incentives and the conditions in which they complete the questionnaire. To explore this possibility, this study conducted 2 experiments to estimate the extent to which survey administration conditions can affect student responses on noncognitive skill questionnaires. The first experiment tested whether providing information about the importance of noncognitive skills to students directly affects their responses, and the second experiment tested whether incentives tied to performance on another task indirectly affect responses. Both experiments suggest that self-reports of noncognitive skills are sensitive to survey conditions. The effects of the conditions are relatively large compared with those found in the program evaluation literature, ranging from 0.05 to 0.11 SDs. These findings suggest that the effects of interventions or other social policies on self-reported noncognitive skills should be interpreted with caution.

The Effect of Expert Feedback on Antibiotic Prescribing in Pediatrics: Experimental Evidence

Background. Inappropriate prescribing of antibiotics, which is common in pediatric care, is a key driver of antimicrobial resistance. To mitigate the development of resistance, antibiotic stewardship programs often suggest the inclusion of feedback targeted at individual providers. Empirically, however, it is not well understood how feedback affects individual physicians’ antibiotic prescribing decisions. Also, the question of how physicians’ characteristics, such as clinical experience, relate to antibiotic prescribing decisions and to responses to feedback is largely unexplored. Objective. To analyze the causal effect of descriptive expert feedback (and individual characteristics) on physicians’ antibiotic prescribing decisions in pediatrics. Design. We employed a randomized, controlled framed field experiment, in which German pediatricians (n=73) decided on the length of first-line antibiotic treatment for routine pediatric cases. In the intervention group (n=39), pediatricians received descriptive feedback in form of an expert benchmark, which allowed them to compare their own prescribing decisions with expert recommendations. The recommendations were elicited in a survey of pediatric department directors (n=20), who stated the length of antibiotic therapies they would choose for the routine cases. Pediatricians’ characteristics were elicited in a comprehensive questionnaire. Results. Providing pediatricians with expert feedback significantly reduced the length of antibiotic therapies by 10% on average. Also, the deviation of pediatricians’ decisions from experts’ recommendations significantly decreased. Antibiotic therapy decisions were significantly related to pediatricians’ clinical experience, risk attitudes, and personality traits. The effect of feedback was significantly associated with physicians’ experience. Conclusion. Our results indicate that descriptive expert feedback can be an effective means to guide pediatricians, especially those who are inexperienced, toward more appropriate antibiotic prescribing. Therefore, it seems to be suitable for inclusion in antibiotic stewardship programs.