Personality in a pandemic: Social norms moderate associations between personality and social distancing behaviors.

To limit the transmission of the coronavirus disease 2019 (COVID-19), it is important to understand the sources of social behavior for members of the general public. However, there is limited research on how basic psychological dispositions interact with social contexts to shape behaviors that help mitigate contagion risk, such as social distancing. Using a sample of 89,305 individuals from 39 countries, we show that Big Five personality traits and the social context jointly shape citizens' social distancing during the pandemic. Specifically, we observed that the association between personality traits and social distancing behaviors were attenuated as the perceived societal consensus for social distancing increased. This held even after controlling for objective features of the environment such as the level of government restrictions in place, demonstrating the importance of subjective perceptions of local norms.

Does parental education influence child educational outcomes? A developmental analysis in a full-population sample and adoptee design.

Children's educational outcomes are strongly correlated with their parents' educational attainment. This finding is often attributed to the family environment-assuming, for instance, that parents' behavior and resources affect their children's educational outcomes. However, such inferences of a causal role of the family environment depend on the largely untested assumption that such relationships do not simply reflect genes shared between parent and child. We examine this assumption with an adoptee design in full-population cohorts from Danish administrative data. We test whether parental education predicts children's educational outcomes in both biological and adopted children, looking at four components of the child's educational development: (I) the child's conscientiousness during compulsory schooling, (II) academic performance in those same years, (III) enrollment in academically challenging high schools, and (IV) graduation success. Parental education was a substantial predictor of each of these child outcomes in the full population. However, little intergenerational correlation in education was observed in the absence of genetic similarity between parent and child-that is, among adoptees. Further analysis showed that what links adoptive parents' education did have with later-occurring components such as educational attainment (IV) and enrollment (III) appeared to be largely attributable to effects identifiable earlier in development, namely early academic performance (II). The primary nongenetic mechanisms by which education is transmitted across generations may thus have their effects on children early in their educational development, even as the consequences of those early effects persist throughout the child's educational development. (PsycInfo Database Record (c) 2021 APA, all rights reserved).

A stable relationship between personality and academic performance from childhood through adolescence. An original study and replication in hundred-thousand-person samples.

OBJECTIVE: Many studies have demonstrated that personality traits predict academic performance for students in high school and college. Much less evidence exists on whether the relationship between personality traits and academic performance changes from childhood to adolescence, and existing studies show very mixed findings. This study tests one hypothesis-that the importance of Agreeableness, Emotional Stability, and Conscientiousness for academic performance changes fundamentally during school-against an alternative hypothesis suggesting that the changing relationships found in previous research are largely measurement artifacts. METHOD: We used a nationwide sample of 135,389 primary and lower secondary students from Grade 4 to Grade 8. We replicated all results in a separate sample of another 127,375 students. RESULTS: We found that academic performance was equally strongly related to our measure of Conscientiousness at all these grade levels, and the significance of Agreeableness and Emotional Stability predominantly reflected their connections with Conscientiousness. However, age also appeared to shape the relationship between Emotional Stability and performance. CONCLUSION: Amidst the replication crisis in psychology these findings demonstrate a very stable and predictable relationship between personality traits and academic performance, which may have important implications for the education of children already in primary school.

Childhood health shocks, comparative advantage, and long-term outcomes: Evidence from the last Danish polio epidemic.

This paper examines the long-term effects of childhood disability on individuals' educational and occupational choices, late-career labor market participation, and mortality. We merge medical records on children hospitalized with poliomyelitis during the 1952 Danish epidemic to census and administrative data, and exploit quasi-random variation in paralysis incidence in this population. While childhood disability increases the likelihood of early retirement and disability pension receipt at age 50, paralytic polio survivors are more likely to obtain a university degree and to go on to work in white-collar and computer-demanding jobs than their non-paralytic counterparts. Our results are consistent with individuals making educational and occupational choices that reflect a shift in the comparative advantage of cognitive versus physical skills. We also find that paralytic polio patients from low socioeconomic status backgrounds are more likely to die prematurely than their non-paralytic counterparts, whereas there is no effect on mortality among polio survivors from more advantaged backgrounds.