The big five

Personality and motivation as predictors of the second language proficiency: the role of the big five model and L2 motivational self system

by Hasan Khajavi

Canadian social science journal.

RELATIONS BETWEEN SELF-LEADERSHIP AND SCORES ON THE BIG FIVE 1

by John Rauthmann

Eyes as windows to the soul: Gazing behavior is related to personality

by John Rauthmann

On the Cross Relationship between Self/Peer-assessment Rating Accuracy and Personality Traits, and the Contribution to Writing Performance

by Masood Siyyari

PhD Dissertation, Allameh Tabatabaei University, 2011

Advisor: Professor Parviz Birjandi
Readers: Dr. Mohammad Khatib & Dr. Zia Tajeddin
Internal Examiner: Dr. Fahimeh Marefat
External Examiner: Dr. Seyyedeh Susan Marandi

Final score: 19.5

Abstract
This dissertation was an attempt to investigate the reliability, validity, and pedagogical benefits of... more Abstract
This dissertation was an attempt to investigate the reliability, validity, and pedagogical benefits of self- and peer-assessment in language learning. The main problems investigated in this study were concerned with the relationship between the Big Five (i.e., Neuroticism, Extraversion, Openness to Experience, Agreeableness, and Conscientiousness) and (a) rating error in self- and peer-assessment of writing performance, (b) the degree of improvement in writing performance through practicing self- and peer-assessment, and (c) the degree of improvement in self- and peer-rating accuracy through practicing self- and peer-assessment. Furthermore, the relationship between language proficiency level and (a) rating error in self- and peer-assessment of writing performance, and (b) the degree of improvement in self- and peer-rating accuracy through practicing self- and peer-assessment were investigated. Next, this study examined the effect of self- and peer-assessment of writing performance over time on (a) the writing performance, and (b) rating error. In the last part of this study, which involved studying the scoring method in self- and peer-assessment, the relationship between holistic and analytic scoring was investigated, and then the effect of practicing self- and peer-assessment over time on improving the holistic and analytic rating accuracy was pursued. Finally, a comparison was made between the rating error in holistic and analytic self- and peer-assessment. The needed data for this study were collected from 196 Iranian male and female, adult undergraduate students studying different English majors. After administering a language proficiency test and the NEO-FFI personality traits inventory to determine the participants’ language proficiency level and personality traits respectively, the participants were randomly assigned to two treatment groups, undergoing self-assessment or peer-assessment of writing performance for 11 sessions, and one control group. The data analysis, done via correlation analysis and mean-comparison measures, revealed that the Big Five had a very weak and insignificant relationship with (a) rating error in self-assessment, (b) writing performance improvement as a result of practicing self- and peer-assessment, and (c) the degree of improvement in self- and peer-rating accuracy, but it had a relatively significant negative correlation with rating error in peer-assessment. Language proficiency was also found to have a weak relationship with (a) rating error in self- and peer-assessment, and (b) the extent to which the learners improved in their rating accuracy as a result of practicing self- and peer-assessment. In addition, peer-assessment was found as the most effective practice in improving the writing performance of the participants, and practicing self- and peer-assessment improved the rating accuracy of the participants equally and significantly. Finally, the data analysis revealed that there was a significantly high positive correlation between holistic and analytic scoring in self- and peer-assessment. Neither of the assessment methods increased the holistic-analytic correlation significantly in comparison to the other method, and the practice of self-assessment and peer-assessment equally and significantly decreased both holistic and analytic rating error of the participants. The implications of the above findings are for language teaching and testing, teacher training, syllabus design and materials development, as well as educational policy-making and administration, which all call for more support and inclusion of self- and peer-assessment in language teaching for all the benefits that self- and peer-assessment can offer.

The Big Five Personality Traits: A New Horizon of Research in Language Teaching

by Masood Siyyari

Published in Iranian EFL Journal, 7(6), 283-295, 2011

Original Paper presented at TELLSI 8 annual conference, held at Al-Zahra University, Iran, October 2010

Abstract
Personality traits are evidently an important factor in language learning since any cognitive operation... more Abstract
Personality traits are evidently an important factor in language learning since any cognitive operation is by nature integrated with emotions and personalities. Among several approaches to the study of personality, the dispositional approach assumes relatively enduring personality characteristics called traits leading to consistent behavior across situations. Based on this approach, several personality inventories have been designed including Costa and McCrae’s NEO-PR-I and NEO-FFI based on the five-factor personality theory aka the Big Five. Neuroticism, Extraversion, Openness, Agreeableness, and Conscientiousness are the personality traits in the Big Five whose roles have rarely been investigated in language learning; therefore, this paper aims at introducing the Big Five and attempts to enumerate the reasons why the Big Five should be more often employed in language learning/teaching research. Moreover, a synopsis of the extensive use of the Big Five in different fields is provided, and some research potentials to study the Big Five in language learning/teaching are recommended. This paper closes with a mention of the need for validating the Big Five in different languages and cultures, and some guidelines for doing so are cited from the originators of the Big Five inventories.
Keywords: NEO-FFI, NEO-PR-I, Personality traits, The dispositional approach, The Big Five, Validation.

The ideal romantic partner personality

by Daniel Nelson Jones

ISDP Big Five Sex Differences

by David Schmitt

Previous research suggested that sex differences in personality traits are larger in prosperous, healthy, and more Previous research suggested that sex differences in personality traits are larger in prosperous, healthy, and
egalitarian cultures in which women have more opportunities equal with those of men. In this article, the authors report cross-cultural findings in which this unintuitive result was replicated across samples from 55 nations (N = 17,637). On responses to the Big Five Inventory, women reported higher levels of neuroticism, extraversion, agreeableness, and conscientiousness than did men across most nations. These
findings converge with previous studies in which different Big Five measures and more limited samples of nations were used. Overall, higher levels of human development—including long and healthy life, equal access to knowledge and education, and economic wealth—were the main nation-level predictors of larger sex differences in personality. Changes in men’s personality traits appeared to be the primary cause of sex difference variation across cultures. It is proposed that heightened levels of sexual dimorphism result from personality traits of men and women being less constrained and more able to naturally diverge in developed nations. In less fortunate social and economic conditions, innate personality
differences between men and women may be attenuated.

Özellikler Bağlamında Girişimcinin Beş Faktör Kişilik Örüntüsü

by fatih çetin

RELATIONSHIP BETWEEN THE BIG-FIVE PERSONALITY DIMENSIONS AND SPEED OF INFORMATION PROCESSING AMONG ADOLESCENTS

by Diana Kopacevic

Bes-faktor-kisilik-ozelliklerinin-kisilerarasi-catisma-cozme-yaklasimlariyla-iliskisi

by fatih çetin

Izlenim Yonetimi Taktiklerinde Bes Faktor Kisilik Ozelliklerinin Rolu: Savunma Sanayiinde Bir Arastirma

by fatih çetin

The Effect of Stress on Selective (Focused) Visual Attention According to Openness to experience

by Amir Mohammad Shahsavarani

2009. Research in Psychological Health, 3(1), 15-27.

This research was devoted to study the effects of stress on visual selective (focused) attention according to openness... more This research was devoted to study the effects of stress on visual selective (focused) attention according to openness to experience. 60 unmarried male students that live in Tehran (age range: 21-36; mean: 26 years & 7 months) were selected after administrating neuropsychological control variables by using random multi-stage sampling and placed in 3 groups (Original, O & Control). The Original and O groups first administered the cognitive stressor tasks and then their selective (focused) visual attention was measured. The selective (focused) visual attention of control group was assessed, but the subjects of this group didn’t administer the cognitive stressor tasks. The dependent variables were errors in counting and errors in classification. All subjects filled out written subscription. The results showed that the Original group subjects got more scores in both counting and classification errors significantly (p<0.0001) and the O group significantly got more scores in both errors than the Original (p<0.01). The results partially have differences in some points with other researches results. These incongruencies in results are probably because of considerations of neuropsychological control variables and different populations of research. The research results reveal that stress has negative effects on selective (focused) visual attention and high scores in openness to experience amplitude these effects.

ISDP Big Five

by David Schmitt

JCCP 2007

The Big Five Inventory (BFI) is a self-report measure designed to assess the high-order personality traits of... more The Big Five Inventory (BFI) is a self-report measure designed to assess the high-order personality traits of Extraversion, Agreeableness, Conscientiousness, Neuroticism, and Openness. As part of the International Sexuality Description Project, the BFI was translated from English into 28 languages and administered to 17,837 individuals from 56 nations. The resulting cross-cultural data set was used to
address three main questions: Does the factor structure of the English BFI fully replicate across cultures? How valid are the BFI trait profiles of individual nations? And how are personality traits distributed throughout the world? The five-dimensional structure was robust across major regions of the world. Trait
levels were related in predictable ways to self-esteem, sociosexuality, and national personality profiles. And people from the geographic regions of South America and East Asia were significantly different in openness from those inhabiting other world regions. The discussion focuses on limitations of the current data set and important directions for future research.

An Analysis of a Cross-Cultural Personality Inventory: The IPIP Big-Five Factor Markers In Croatia

by Boris Mlacic

Evaluación de la confiabilidad del Sistema Cualitativo de Calificación para la versión modificada del Test Gestáltico de Bender

by Cesar Merino

This study is looking for evidences of reliability, for the Qualification Qualitative System (Brannigan y Brunner,... more This study is looking for evidences of reliability, for the Qualification Qualitative System (Brannigan y Brunner, 2002) applied to the Bender Gestalt Test – Modified. The participants were 86 children, divided in two groups: pre- school and school; and three students who scored the designs in both groups. The analysis was done in the final grade and the item. The results pointed to the good levels of results of external reliability and internal consistence in the pre- school group, while these levels were scored in the school group. These differences establish the relation between these two aspects of measurement error and the emphasis in an appropriate training of measurements that require the examiner’s judgments. We discussed our results considering the potential utility of this relative version of the Bender Gestalt Test for the clinical practice and investigation as well.

More on RIASEC and the Five-Factor Model of Personality: Direct Assessment of Prediger's (1982) and Hogan's (1983) Dimensions

by Ann R. Fischer

Tokar, D. M., & Fischer, A. R. (1998). More on RIASEC and the five-factor model of personality: Direct assessment of Prediger’s (1982) and Hogan’s (1983) dimensions. Journal of Vocational Behavior, 52, 246-259.

The purpose of the current study was to respond to researchers’ calls to further illuminate the relations of the... more The purpose of the current study was to respond to researchers’ calls to further illuminate the relations of the domains of vocational interests and personality (e.g., Lowman, 1991; Spokane, 1991; Waller, Lykken, & Tellegen, 1995). Specifically, we extended the empirical literature in this area by directly relating the RIASEC dimensions hypothesized by Prediger (1982; i.e., data/ideas and things/people) and by Hogan (1983; i.e., sociability and conformity) to the five-factor model of personality in a sample of 490 employed adults (mean age = 37). Results indicated strong links between personality and both sets of RIASEC dimensions, as well as somewhat different links for men and women in terms of both magnitude and pattern. Consistent with theory and related research, RIASEC dimensions were associated particularly strongly with the Big-Five dimensions of extraversion and openness, especially for men.

Personality Traits and Social Attitudes: Predicting Social Attitudes using Big Five Personality Model

by Maja Tadic

Mikloušić, Igor; Tadić, Maja; Zorec, Lea.
16. Dani Psihologije ; Sažetci radova / Vulić-Prtorić, Anita ; Ćubela-Adorić, Vera, Proroković, Ana ; Sorić, Izabela ; Valerjev, Pavle (ur.). - Zadar : Sveučilište u Zadru, Odjel za Psihologiju , 2008.

U ovom radu ispitivali smo mogućnost predviđanja temeljnih dimenzija društvenih stavova na temelju Velepetorog modela... more U ovom radu ispitivali smo mogućnost predviđanja temeljnih dimenzija društvenih stavova na temelju Velepetorog modela ličnosti. Istraživanje je provedeno kroz dva nezavisna mjerenja, na većem uzorku studenata (N≈ 500). Kao mjera ličnosti korištena je Goldbergova (1999) IPIP 100 skala, validirana u Hrvatskoj (Mlačić i Goldberg, 2007). Kao mjere društvenih stavova korištene su dvije skale, proizašle iz različtih teorijskih i metodoloških pristupa: LDS skala (Milas, 2004), izvedena iz Wilson-Patterson (1968) skale, koja se sastoji od dimenzija Religioznosti, Kozmopolitizma, Modernizma, Seksualnih sloboda i Radničkih prava ; te Saucierova ISMS skala, razvijena po uzoru na leksička istraživanja u ličnosti, koja se sastoji od dimenzija označenih kao α , β , γ i δ . U prvom dijelu rada bavili smo se ispitivanjem strukture korištenih mjera, pri čemu su IPIP i LDS replicirali očekivanu peterofaktorsku strukturu, a analiza ISMS skale pokazala je trofaktorska i četverofaktorska rješenja, što je u skladu s dosadašnjim istraživanjima Sauciera (2000). U drugom dijelu rada razmatrali smo dimenzije ličnosti kao prediktore društvenih stavova. Dobiveni nalazi potvrđuju dosadašnje rezultate istraživanja s LDS skalom, no s ISMS skalom dobiveni su ponešto različiti rezultati od prijašnjih Saucirovih rezultata sa sličnim mjerama.

Conscientiousness and forgivingness: A meta-analysis

by Daniel Balliet

Balliet, D. (2010). Conscientiousness and forgivingness: A meta-analysis. Personality and Individual Differences, 48, 259-263.

Research examining the relationship between the Big Five traits and forgivingness has focused primarily on the traits... more Research examining the relationship between the Big Five traits and forgivingness has focused primarily on the traits agreeableness and neuroticism. To date, there are mixed findings on the relationship between conscientiousness and forgivingness. This paper presents research and theory that predicts a positive relationship between conscientiousness and forgivingness, and in order to examine this hypothesis, conducts a quantitative review of 15 studies (n = 2285) reporting this relationship. This analysis results in a small positive effect size (r = .17). Implications and directions for future research are discussed.

Hierarchical relationship between the broad traits of the Big Five Model

by Hudson Golino

To be published on Psycholgy/PRC (http://www.scielo.br/scielo.php?script=sci_serial&pid=0102-7972&lng=en&nrm=iso) in 2012.

The Big Five model sustains that human personality is composed by dozens of specific
factors. Although the... more The Big Five model sustains that human personality is composed by dozens of specific
factors. Although the diversity, these specific factors are integrated in five broad traits
that are in the same hierarchical level. This study presents an alternative hypothesis
arguing that hierarchical levels between the broad traits of the model exist. Participated in
this study 684 middle and high private school students, from 10 to 18 years old (M =
13,71 and SD= 2,11) of a Belo Horizonte, Minas Gerais, Brazil. The Big Five was
measured by the Inventário de Características de Personalidade (Inventory of Personality
Traits), initially named as Adjective’s Personality Inventory, elaborated by Pinheiro e
Gomes e Braga (2009). This instrument measure eight polarities of the ten presented in
the Big Five Model. Two models were compared through path analysis: a hierarchical
four levels model and a non-hierarchical model. The hierarchical model showed adequate
data fit, pointing to its superiority in relation to the non-hierarchical model, which didn’t
presented adequate data fit. Implications to the Big Five Model are discussed.

The Big Five personality traits and foreign language speaking confidence among Japanese EFL students

by Matthew Apple

Apple, M. (2011a). Unpublished dissertation (Open Access).

This research examined the relationships between the Big Five human personality traits, favorable social conditions,... more This research examined the relationships between the Big Five human personality traits, favorable social conditions, and foreign language classroom speaking confidence. Four research questions were investigated concerning the validity of the Big Five for a Japanese university sample, the composition of Foreign Language Classroom Speaking Confidence, the degree to which the Big Five influenced Foreign Language Classroom Speaking Confidence, and the degree to which perceptions of classroom climate affect Foreign Language Classroom Speaking Confidence.
The first stage of the research involved three pilot studies that led to the revision of the Big Five Factor Marker questionnaire and the creation of a new instrument for measuring foreign language classroom speaking confidence that included both cognitive and social factors as theorized in mainstream social anxiety research. The second stage of the research involved the collection and analysis of data from 1,081 participants studying English in 12 universities throughout Japan. Data were analyzed using a triangulation of Rasch analysis, exploratory factor analysis (EFA), and confirmatory factor analysis (CFA) in order to verify the construct validity of the eleven hypothesized constructs. Following validation of the measurement model, the latent variables were placed into a structural regression
model, which was tested by using half of the data set as a calibration sample and confirmed by using the second half of the data set as a validation sample.
The results of the study indicated the following: (a) four of the five hypothesized Big Five personality traits were valid for the Japanese sample; (b) Foreign Language Classroom Speaking Confidence comprised three measurement variables, Foreign Language Classroom Speaking Anxiety, Perceived Foreign Language Speaking Self-Competence, and Desire to Speak English; (c) Emotional Stability and Imagination directly influenced Foreign Language Classroom Speaking Confidence, and; (d) Current English Classroom Perception and Perceived Social Value of Speaking English directly influenced Foreign Language Classroom Speaking Confidence. The findings thus demonstrated a link between personality, positive classroom atmosphere, and foreign language classroom speaking confidence. The implications of the findings included the possibility that foreign language anxiety is not situation-specific as theorized, and that improved social relations within the foreign language classroom might help reduce speaking anxiety.