Objective Environmental Properties

1. A General Framework for Personality Psychology Life Events and Broad Social Contexts Latent/Enduring Dispositions “Personality Traits” Biology Occurrent Cognitions “In the Moment” Social and Behavioral Events Perceived Environmental Properties Objective Environmental Properties Occurrent Emotions

2. Trait Approach to Personality

3. Trait Approach – Goals • Know definition of “trait” • Recognize potential problems with trait concept • Understand how traits are “used” in personality psychology • Know the fundamental “broad” traits and understand the scientific process through which they have been identified • Evaluate whether traits are, in fact, related to important events, outcomes, etc.

4. What is a “Personality Trait”? • A relatively stable tendency to think, feel, and act in certain ways. • Issues with the “trait” concept • Traits vs “types”? • Causal entities or Summary labels? (circular?) • Individual Differences in general tendencies (what about variability?) • Behavioral prediction and behavioral consistency?

5. Are “Traits” Useful, Valid Scientific Concepts? • Walter Mischel (1968) “Person-situation Debate”: • “Global traits” do not predict behavior withinspecific situations very well. (r < .30) • 2) Individual differences in behavior are not consistent across specific situations • Implications for “trait” as useful for understanding behavior? • So, are “Traits” useful concepts?

6. Person-situation debate - implications • During the Nuremberg trials after World War II, some participants in wartime atrocities defended themselves by saying they were “only following orders.” Is this the same thing as saying that the situation was so strong that their behavior was not determined by their own personal characteristics, so they should not be blamed? What do you think of this defense?

7. Person-situation debate - implications Sociologists point out that criminal behavior is much more likely from people who come from crime-prone neighborhoods, low economic levels, and unstable family backgrounds. These are all situational factors. Does this fact imply that crime comes from the situation and not from the person? If so, how can we hold a person responsible for criminal actions?

8. Trait Approach – Goals • Know definition of “trait” • Recognize potential problems with trait concept • Understand how traits are “used” in personality psychology • Know the fundamental “broad” traits and understand the scientific process through which they have been identified • Evaluate whether traits are, in fact, related to important events, outcomes, etc.

9. How are “traits” used Personality Psychology? • Some uses of “traits”: • Understand an individual • Understand a group (prototypical group member) • Understand the personality implications of an important psychological quality or behavior • Predict behavior, feelings • Predict important events in life (death)

10. Using Traits to Understand an Individual: 18-yr old male college student, referred for treatment after being arrested for making harassing phone calls to a young woman he had known for years

11. MMPI Scales • Hypochondriasis (Hs) - neurotic concern over bodily functioning.  • Depression (D) - poor morale, lack of hope in the future, and a general dissatisfaction with one's own life situation.  • Hysteria (Hy) - This scale was developed to identify patients who demonstrated hysterical reactions to stress situations. When under stress, they develop conversion-type symptoms as a means of resolving conflict and avoiding responsibility • Psychopathic Deviate (Pd) - This scale was originally developed to identify patients diagnosed as psychopathic personality, asocial or amoral type.  • Masculinity-Femininity (Mf) - Scale 5 was originally developed by Hathaway and McKinley to identify homosexual invert males. Scores that are markedly higher than expected for males, based on the persons' intelligence, education, and social class should suggest the possibility of sexual concerns and problems.

12. MMPI Scales • Paranoia (Pa) - feelings of persecution, grandiose self-concepts, suspiciousness, excessive sensitivity, and rigid opinions and attitudes. • Psychasthenia (Pt) anxiety, obsessive-compulsive disorder, abnormal fears, self-criticism, difficulties in concentration, and guilt feelings. . • Schizophrenia (Sc) - bizarre thought processes and peculiar perceptions, social alienation, poor familial relationships, difficulties in concentration and impulse control, lack of deep interests, disturbing questions of self-worth and self-identity, and sexual difficulties.  • Hypomania (Ma) - Elevated mood, accelerated speech and motor activity, irritability, flight of ideas, and brief periods of depression.  • Social Introversion (Si) - insecure and uncomfortable in social situations.  They tend to be shy, reserved, timid, and retiring, while low scorers tend to be outgoing, gregarious, friendly, and talkative.

13. Using Traits to Understand an Individual Duckworth, J. C., & Anderson, W. P. (1995). Clinical Interpretation This configuration indicates an angry, hostile, antisocial individual who is overall sensitive to perceived insults. It is unlikely that he will have any deep social relationships This will be partly the result of his suspiciousness and distrust of others, but also reflects the fact that he is likely to be unfriendly to others and to have unusual thoughts that when shared with others cause them to back away from him. Other people who know him are likely to report that they seem him as creepy There is the potential for aggressive acting out. The therapist should listen carefully for any indications that action is planned against the client's victim.

14. Using Traits to Understand Groups Cumella, E. J., Wall, A. D., & Kerr-Almeida, N. (2000).

15. Using Traits to Understand a Psychological Quality or Behavior • How is non-clinical depression (NCD) related to self-perceptions, interpersonal behavior, and social reputation? • --Creation of one’s social world-- Partner’s perception of “target” person Social Behavior Partner’s Behavior NCD

16. Using Traits to Understand a Psychological Quality or Behavior • (Furr & Funder, 1998) • Example: Depressive emotions • How do people who tend to experience depressive symptoms see themselves? • 140 Participants completed two measures (S data): • Depression Inventory • California Q-set (100 personality trait items) • Look at correlations between Dep score and EACH CQ item.

17. Using Traits to Understand a Psychological Quality or Behavior • How do students with relatively high levels of non-clinical depression (NCD) see themselves? • CAQ Item Correlation CAQ Item Correlation • Feels a lack of personal meaning in life .53 Feels satisfied with self -.52 • Feels cheated and victimized by life .52 High aspiration level for self -.45 • Concerned with adequacy as a person .43 Is cheerful -.42 • Ego-brittle – disorganized under stress .36 Physically attractive -.36 • Is basically anxious . .34 Regards self as physically attractive -.34 • Is self-defeating .30 Has a high degree of intellect -.33 • Tends to ruminate .29 Is verbally fluent; express ideas well -.31 • Interprets simple events as complicated .29 Internally consistent personality -.31 • Tends to be self-defensive .29 Is straightforward, forthright, candid -.31 • Tends to undermine, obstruct, sabotage .29 • How do students with high levels of NCD act with opposite sex strangers? • (Behavioral Prediction)

18. Using Traits to Understand a Psychological Quality or Behavior • Behavioral Correlates of NCD – Females • Correlations Between Female’s Depression Scores and their behavior • Behavior Correlation Behavior Correlation • Expresses insecurity .38 Speaks fluently & expresses ideas well -.43 • Self pity or feelings of victimization .35 Appears to be relaxed & comfortable -.35 • Acts irritated .31 Exhibits social skills -.29 • Gives up when faced with obstacles .31 Engages in constant eye contact -.23 • Expresses criticism .30 • Behaves in a fearful or timid manner .29 • Expresses guilt. (About anything) .27 • Says negative things about self .27 • Compares self to others) .26 • Blames others (For anything) .24 • Shows signs of tension or anxiety .24 • How do strangers react to students with high levels of NCD?

19. Using Traits to Understand a Psychological Quality or Behavior • How do strangers react to students with relatively high levels of NCD? • Correlations Between Female’s Depression Scores and Male Stranger’s behavior • Male’s Behavior Correlation Male’s Behavior Correlation • Acts stereotypically male .35 Behaves cheerfully -.29 • Talks at rather than with female .31 Seems to like the female -.28 • Exhibits condescending behavior .30 Initiates humor -.25 • Acts irritated .28 Interested in partner says -.23 • Tries to control the interaction .27 Acts playful -.20 • Dominates the interaction .25 Laughs frequently -.20 • Seems detached .20 Enjoys the interaction -.20 • NEXT: How are students with relatively high levels of NCD seen by their close acquaintances? Creation of long-term social environment

20. Using Traits to Understand….Correlations between self-reported Dep score and Informant-reported CAQ items. • CQ Item CorrelationCQ Item Correlation • Feels a lack of personal meaning in life .38 Is cheerful -.40 • Feels cheated and victimized by life .38 Has high aspiration level for self -.33 • Is self-defeating .35 Feels satisfied with self -.31 • Has hostility towards others .34 Dependable and responsible -.30 • Generally fearful .33 Is skilled in social techniques -.29 • Distrustful of people in general .31 Responds to humor -.26 • Tends to delay or avoid action .29 Has social poise and presence -.26 • Is critical, skeptical, not easily impressed .27 Gregarious -.24 • Gives up in the face of frustration .27 Is protective of those close to him or her -.23 • Tends to transfer or project blame .25 Is productive, gets things done -.21 • Tends to undermine and obstruct .24 Is an interesting, arresting person -.20 • Keeps people at a distance; .24 Has a wide range of interests -.20 • Has fluctuating moods .21 Has warmth; and compassion -.20 • Tends to be self-defensive .21 Has insight into motives & behavior -.19 • Is basically anxious .20 Is turned to for advice and reassurance -.18 • Is unpredictable and changeable .20 Is verbally fluent; can express ideas well -.18 • Over-reactive to minor frustrations .20 Regards self as physically attractive -.18 • Is guileful and deceitful; manipulative, .18 Straightforward, forthright, candid -.17

21. Using Traits to Understand a Psychological Quality or Behavior • How is non-clinical depression (NCD) related to self-perceptions, interpersonal behavior, and social reputation? • --Creation of one’s social world-- Partner’s perception of “target” person Social Behavior Partner’s Behavior NCD

22. Trait Approach – Goals • Know definition of “trait” • Recognize potential problems with trait concept • Understand how traits are “used” in personality psychology • Know the fundamental “broad” traits and understand the scientific process through which they have been identified • Evaluate whether traits are, in fact, related to important events, outcomes, etc.

23. What are the Most Fundamental Traits? How many traits are there? How could we answer this question? One idea - look to language to understand personality. Why? Lexical Hypothesis Gordon Allport: Allport& Odbert (1936) - 17, 953 individual difference words Can these be “boiled” down to the most essential few – what are they and how could we even do this? Ray Cattell – Factor Analysis

24. What are the Most Fundamental Traits? How many “core” traits are there? Assertive Talkative Dominant Influential Creative Imaginative Thoughtful Intellectual

25. What are the Important Traits?Cattell – Factor Analysis • A five-step, crash-course in Factor Analysis: • Ask people to rate themselves on each term (How X are you on a 1 to 10 scale)? • 2) Compute correlations among the terms. – Do people who score high on one attribute score high on the other?

26. What are the Important Traits?Cattell – Factor Analysis Correlation Matrix

27. What are the Important Traits?Cattell – Factor Analysis • Step 3) Interpret the pattern of correlations – what is related to what? Are there clusters of items? If so, why? “Factors” • Step 4) Psychologize – name the factors – what are the underlying dimensions

28. What are the Important Traits?Cattell – (some of) the 16 Factors • FactorDescription • Affectia Outgoing – reserved • Intelligence More – less intelligent • Ego strength Emotionally stable – volatile • Dominance Assertive – humble • Surgency Happy-go-lucky – somber • Super-ego strength Conscientious – impulsive • Parmia Adventurous – timid • Permsia Tender-minded – tough-minded • Coasthenia Individualistic – group-oriented • Social-role concern Socially mature – socially immature • Protension Suspicious – trusting • Autia Imaginative – Practical

29. What are the Important Traits?The Five Factors of Personality Extraversion Neuroticism Agreeableness Conscientiousness Openness to Experience

30. What are the Important Traits?The Five Factors of Personality • Factor Description • Extraversion Energetic, sociable vs shy, reserved, introverted • Neuroticism High-strung, emotional vs calm, emotionally stable • Openness Imaginative, open-minded vs traditional thinking • Agreeableness Friendly, trusting vs cold, unkind • Conscientiousness Dependable, organized vs impulsive, careless

31. What are the Important Traits?The Five Factors of Personality-Plus a 6th?- • Factor Description • Honesty/Humility Genuine, Fair, Not Greedy, Modest “HEXACO” Model – Expansion of Big Five, by 1 • Honesty/Humility • Emotional Stability • eXtraversion • Agreeableness • Conscientiousness • Openness

32. What are the Important Traits?The Five Factors of Personality • Are the Big Five universal? • Where to look? • Different cultures, language systems • Different species (Primates, Canines) • What to look for? • Factor structure • Accuracy of trait judgments

33. What are the Important Traits?The Five Factors of Personality • Big 5 as: • “Primary Colors” • Longitude and Latitude • Hierarchy

34. EXTRAVERSION Venturesome Energy Ascendance Pos. Emotions Pref Change Enthusiasm Lively Joy Domin-ance Active Exct Seekng Exhib-ition What are the Important Traits?The Five Factors of Personality The Extraversion hierarchy

35. How are “traits” used Personality Psychology? • Some uses of “traits”: • Understand an individual • Understand a group (prototypical group member) • Understand the personality implications of an important psychological quality or behavior • Predict behavior, feelings • Understand & Predict important events in life (death)

36. Can we use trait info to predict important life outcomes? • Work Love Health • How might personality (ones own or someone else’s?) be related to these? • Discuss

37. Personality and Career/Business • “Person-environment fit” • Do people with particular personality traits “fit” in particular social environments? (selection) – promote well-being, competence, satisfaction, etc • Job performance • Does personality predict job performance? • Personality, Leadership, and Ethical Behavior • Does a leader’s personality affect his/her employee’s ethical behavior?

38. “Person-environment fit” • Do people with particular personality traits “fit” in particular social environments? (selection) – promote well-being, competence, satisfaction, etc • Choice of work/career env • How should we think about types of careers?

39. Are traits related to career preferences? • Six Job Types (John Holland) • Realistic • Work with hands, tools, outdoors. • Agriculture, Police Officer, Construction • 2. Investigative • Work on their own, observing, and solving problems • Science, Engineering

40. Are traits related to career preferences? Job Types (cont.) 3. Artistic • Work with their minds—innovating, imagining, and creating • Art, Advertising, Architecture 4. Social • Work with people--informing, helping, training • Healing professions, Psychologist (counseling), recreation & tourism

41. Are traits related to career preferences? Job Types (cont.) 5. Enterprising • Work with people--influencing, leading, or managing • Management, sales, HR 6. Conventional • Work with words & numbers, carry out detailed instructions • Accounting, Finance, Banking

42. Are traits related to career preferences? • Do some kinds of people prefer certain kinds of careers? • De Fruyt & Mervielde (1997).The five-factor model of personality and Holland’s RIASEC interest types. Personality and Individual Differences,23, 87-103 •  934 students, many majors, mean age = 23.4 • Completed measure of Big 5 & measure of “career interests” (6 dimensions of career interests)  • Predictions - Which traits would be associated with which type of career interest? Discuss

43. Are traits related to career preferences? • Corrs between Big 5 and career interests: •   Type of • Career N E O A C • Realistic -.06 -.03 -.03 -.04 .00 • Investigative -.04 .00 .25 .01 .04 • Artistic .04 .19 .55 .05 -.07 • Social -.08 .38 .28 .23 .06 • Enterprising -.26 .51 .04 -.10 .26 • Conventional -.12 .08 -.22 -.04 .31

44. Personality and Career/Business • “Person-environment fit” • Do people with particular personality traits “fit” in particular social environments? (selection) – promote well-being, competence, satisfaction, etc • Job performance • Does personality predict job performance? • Personality, Leadership, and Ethical Behavior • Does a leader’s personality affect his/her employee’s ethical behavior?

45. Job performanceDoes personality predict job performance? • Which traits (of the Big Five) would be most strongly related to job performance and why? • Discuss

46. Personality and Job performance

47. Personality and Career/Business • “Person-environment fit” • Do people with particular personality traits “fit” in particular social environments? (selection) – promote well-being, competence, satisfaction, etc • Personality, Leadership, and Ethical Behavior • Does a leader’s personality affect his/her employee’s ethical behavior?

48. Personality, Leadership, & Ethical Behavior • Example – Enron financial scandal and collapse: • Enron bankrupt and execs arrested, • Arthur Anderson (largest accting firm in world) dissolved • Employees & shareholders lost billions in retirement investments.

49. Personality, Leadership, & Ethical Behavior • From the Markkula Center for Applied Ethics • What Really Went Wrong With Enron? A Culture of Evil? • What went wrong at Enron? In ethics, explanations tend to fall into three categories: personal, organizational, and systemic. • Personal explanations look for the causes of evil in the character of the individuals who were involved. Did this happen, for example, because the people involved were vicious? Were they greedy? Were they stupid? Were they callous? Were they intemperate? Were they lacking in compassion? • Organizational explanations look for causes in group influences. They take seriously the ways that we influence each other when we do things as a group. These influences include the shared beliefs that groups develop about who is important, what is permissible, and how things are done here in this group. These include also the shared values that we call a group culture, the rules or policies groups develop to govern their interactions with each other and the rest of the world. • Systemic explanations look for causes outside the group, for example in the environmental forces that drive or direct groups or individuals to do one thing rather than another. These include laws and the regulations …., the economic and social institutions…. Etc,

50. Personality, Leadership, & Ethical Behavior • Walumbwa & Schaubroeck (2009). Leader Personality Traits and Employee Voice Behavior: Mediating Roles of Ethical Leadership and Work Group Psychological Safety. Journal of Applied Psychology, 94, 1275–1286. • Does a leader’s personality affect his/her employee’s ethical behavior? Can a leader create a culture that facilitates ethical behavior? • “ethical leaders not only inform individuals of the benefits of ethical behavior and the cost of inappropriate behavior; such leaders also set clear standards and use rewards and fair and balanced punishment to hold followers accountable for their ethical conduct.”