ADHD Symptoms in Childhood and Big Five Personality Traits in Adolescence: A Five-Year Longitudinal Study in Girls.

Attention-deficit/hyperactivity disorder (ADHD) is a childhood-onset neurodevelopmental condition characterized by developmentally extreme and impairing symptoms of inattention and/or hyperactivity/impulsivity. Great interest has emerged in the ways ADHD and its underlying symptom dimensions relate to the development of personality traits. Much extant research on this topic is cross-sectional, relying on self-report measures and male samples. Herein, we present data from a prospective, longitudinal study of a socioeconomically and racially diverse sample of girls, including those with ADHD and a matched neurotypical comparison sample. We examined how parent- and teacher-reported ADHD in middle childhood relate to self-reported Big Five personality traits in adolescence. As expected, childhood ADHD diagnosis prospectively predicted lower self-reported Conscientiousness, lower Agreeableness, and higher Neuroticism in adolescence. With ADHD diagnosis covaried, Inattention (IA) predicted only low Conscientiousness, Hyperactivity/Impulsivity (HI) predicted only low Agreeableness, and neither predicted adolescent Neuroticism. An exploratory moderator analysis showed that family income moderated the effects of IA and HI on the negativity of adolescent self-descriptions of their own personalities, with more pronounced negative effects for girls in families with higher (rather than lower) income. Familial pressures to achieve in higher-income families may be linked to more pronounced negative ramifications of ADHD on personality development.

Future time perspective: Factor structure, age pattern, and implications for psychological well-being and life satisfaction.

OBJECTIVE: Emerging research challenges the one-factor model of the future time perspective (FTP) scale by demonstrating two- and three-factor models of the FTP scale. METHOD: Three samples (i.e., Switzerland and the United States; N = 2022) explored the factor structure, age pattern differences, tested the link between FTP factors, psychological well-being, and life satisfaction, as well as age as a moderator. RESULTS: We distinguished FTP into opportunities, extension, and constraint factors that corroborated previous research. We did not find a replicable curvilinear age pattern difference on any of the FTP factors. The association between extension and life satisfaction was stronger among younger than older adults. Alternatively, the association between constraint and life satisfaction was stronger among younger than older adults in Samples A and C, and the pattern was reversed in Sample B. Lastly, the association between constraint and environmental mastery was stronger among older adults than younger adults in Sample B and the pattern was reversed in Sample C. CONCLUSION: This variation in the perception of the future is different for people at different periods in life and has an important consequence for living life well, especially a focus on extension and lack of constraint.

A reliable instrument for making use of an overly neglected source of information on personality: The French adaptation of the Big Five Inventory-2 (Bfi-2) informant-report form.

OBJECTIVES: The assessment of personality traits is most often based on self-report. However, a growing body of research has shown that informant-report is a valuable and too often overlooked source of unique information. The aim of this study was to validate the French version of the informant-report form of the Big Five Inventory-2 (BFI-2) which assesses 15 facet traits in addition to the five major trait domains. METHODS: We asked 699 psychology and sports science and technology students to describe a person they knew well using the BFI-2 and obtained 661 valid records with demographic information. The data were analyzed using a bi-factor exploratory structural equation model with five bifactors corresponding to the Big Five domains, and three group factors (facets) each. RESULTS: This model had an excellent overall fit. Cronbach's alpha coefficients for the five domains were very satisfactory and the McDonald's omega coefficients were even better. The scales that measured the five major factors were therefore highly reliable, although Extraversion was somewhat less so. The scales measuring facets all had high reliability as measures of the whole formed by the major factor and the group factor. In addition, ten of them were reliable measures of their specific factor, and the remaining five appeared to be pure measures of the five domains. CONCLUSIONS: The informant-report form of the BFI-2 is a reliable instrument which is easy and quick to administer. These qualities should enable clinicians and researchers to exploit the much-neglected source of original information provided by informant-reports.

When daily emotions spill into life satisfaction: Age differences in emotion globalizing.

Although the objective conditions of people's lives are fairly stable from day to day, daily life can feel like an emotional rollercoaster. For some people, life satisfaction hitches a ride on the emotional rollercoaster (i.e., momentary emotions spill over into broader evaluations of life). The extent to which positive and negative emotions spill over into life satisfaction is referred to as positive and negative emotion globalizing. Initial evidence suggests that emotion globalizing varies between individuals and is linked to a maladaptive psychological profile. Integrating a lifespan perspective, this is the first study to identify and describe age differences in emotion globalizing using data from two adult community samples (Study 1: N = 133 women, age range = 23-78; Study 2: N = 137, age range = 18-95). Further, we tested key boundary conditions of emotion globalizing by examining two types of emotions (i.e., current or after most stressful event of the day) and two types of satisfaction (i.e., overall life satisfaction [life satisfaction] or current day satisfaction [day satisfaction]). Specifically, we investigated how younger and older adults differed in the associations of current emotions with life satisfaction (i.e., emotion globalizing; Study 1), stressor-related emotions with life satisfaction (i.e., stressor-related emotion globalizing; Study 1), and stressor-related emotions with day satisfaction (Study 2). Results revealed that older (compared to younger) adults exhibited less negative (but not positive) emotion globalizing and stressor-related emotion globalizing. We found no age differences in the association between stressor-related emotions and day satisfaction. These findings extend insights into emotion globalizing and inform theories of emotional aging. (PsycInfo Database Record (c) 2023 APA, all rights reserved).

Short-term implications of long-term thinking: Temporal distancing and emotional responses to daily stressors.

Temporal distancing (TD) is a promising yet understudied emotion regulation strategy that involves reflecting on how one will feel much later in the future. Although limited, the available evidence suggests that TD is a beneficial way to appraise negative events. Experimental studies have demonstrated causality: Situational use of TD (e.g., when thinking about a negative event) confers short-term emotional benefits in the laboratory. In addition, correlational studies show that habitual use predicts better long-term well-being. However, several open questions remain. First, we do not fully understand associations between habitual TD and emotions in daily life. Second, we do not fully understand daily TD, either on average across days or fluctuating within person. We conducted an 8-day diary study to test associations between TD and emotional responses to daily stressful events for three distinct measures at two levels of analysis: habitual TD assessed with a survey, average daily TD across days, and within-person fluctuations in TD across days (N = 155 participants, 837 observations). TD was associated with lower negative emotion at the within-person level and with greater positive emotion at both levels. Overall, these findings suggest that TD-on average and fluctuating within person-is associated with a beneficial pattern of daily emotional experiences, which may support overall well-being. (PsycInfo Database Record (c) 2023 APA, all rights reserved).

A validation of the Japanese adaptation of the Big Five Inventory-2.

The purpose of this study was to adapt a Japanese version of the Big Five Inventory-2 (BFI-2-J) to examine its factor structure, reliability, validity, and measurement invariance. The BFI-2-J assesses five domains and 15 facets of the Big Five personality traits. We analyzed two datasets: 487 Japanese undergraduates and 500 Japanese adults. The results of the principal component analysis and confirmatory factor analysis revealed that the domain-facet structure of the BFI-2-J was similar to that of other language versions. The reliability of the BFI-2-J is sufficient. The correlation coefficients between the BFI-2-J and the other Big Five and self-esteem measures supported convergent and discriminant validity. Moreover, we confirmed measurement invariance across age and sex groups in domain-level and facet-level models. The results suggest that the BFI-2-J is a good instrument for measuring the Big Five personality traits and their facets in Japan. The BFI-2-J is expected to be useful in Japanese personality research and international comparative research.

Who has different-race friends, and does it depend on context? Openness (to other), but not agreeableness, predicts lower racial homophily in friendship networks.

People form relationships with people from their own racial groups, a phenomenon called racial homophily, which reduces interracial contact and exacerbates inequality and prejudice. Although viewed as arising from environmental factors, we argue that racial homophily also involves individual choice and, thus, personality factors. We address three major issues. First, are interpersonal concerns (Agreeableness) and intergroup concerns (Openness) differentially relevant to cross-race friendships? Second, are current conceptions of Openness sufficient, or do we need lower-level facets more attuned to intergroup concerns? Third, can we specify the interplay between personality and contextual factors in different settings? Across four studies (total N = 1,820), Agreeableness failed to predict more cross-race friendships, in both self- and peer reports, suggesting that interpersonal kindness was not sufficient to overcome racial homophily. In contrast, Openness and Openness to Other (O2, a new social facet of Openness) consistently predicted cross-race friendship. However, the O2 facet had the stronger and only unique effect, suggesting it is the "active ingredient." High-O2 individuals had an almost equal 1:1 ratio of same-to-different-race network members, whereas low-O2 individuals had 4:1 same-race. These results held for both college students and middle-aged adults, both friends and new acquaintances in the network, and both networks established before and at a diverse university. Finally, when moving to a more diverse environment, high-O2 individuals seemed to take advantage of the new environmental affordances, adding more different-race members to their networks. Overall, these studies advance understanding of person-environment transactions, showing how personality traits matter to the structure of people's social networks. (PsycInfo Database Record (c) 2022 APA, all rights reserved).

Incremental theories of emotion across time: Temporal dynamics and correlates of change.

Accumulating research points to the importance of incremental theories of emotion. Yet, little is known about whether these beliefs change in adulthood across long time spans, and if so, whether such changes are prospectively linked to emotion regulation outcomes. In the present investigation, we tested how incremental theories of emotion change during college, and whether such changes are linked to emotion regulation practices. We followed 394 undergraduates as they entered and ultimately graduated from college. Focusing on the temporal dynamics of incremental theories of emotion, we found that they were somewhat stable, and their mean-level increased over time. Focusing on the correlates of such changes, we found that students who during college came to believe that emotions (but not intelligence) are more controllable, ended up using more cognitive reappraisal (but not expressive suppression) at the end of college. Similarly, students who during college came to use cognitive reappraisal (but not expressive suppression) more frequently, ended up believing that emotion (but not intelligence) is more controllable at the end of college. This pattern could not be explained by differences in initial levels or by differences in underlying affective experiences. We discuss potential implications of these findings for understanding the interplay between beliefs and emotion regulation. (PsycInfo Database Record (c) 2022 APA, all rights reserved).

The Big Five Inventory-2 in China: A Comprehensive Psychometric Evaluation in Four Diverse Samples.

The Big Five Inventory-2 (BFI-2) has received wide recognition since its publication because it strikes a good balance between content coverage and brevity. The current study translated the BFI-2 into Chinese, evaluated its psychometric properties in four diverse Chinese samples (college students, adult employees, adults treated for substance use, and adolescents), and compared its factor structure with those obtained from two U.S. samples. Across two studies, the Chinese BFI-2 demonstrated good reliability (Cronbach's α and test-retest reliability), structural validity, convergent/discriminant validity, and criterion-related validity at the domain level. At lower levels of analyses, some facets and negatively worded items functioned better among participants with higher than those with lower education levels. Implications, limitations, and future directions are discussed.

SENNA Inventory for the Assessment of Social and Emotional Skills in Public School Students in Brazil: Measuring Both Identity and Self-Efficacy.

Responding to the need for school-based, broadly applicable, low-cost, and brief assessments of socio-emotional skills, we describe the conceptual background and empirical development of the SENNA inventory and provide new psychometric information on its internal structure. Data were obtained through a computerized survey from 50,000 Brazilian students enrolled in public school grades 6 to 12, spread across the entire State of São Paulo. The SENNA inventory was designed to assess 18 particular skills (e.g., empathy, responsibility, tolerance of frustration, and social initiative), each operationalized by nine items that represent three types of items: three positively keyed trait-identity items, three negatively keyed identity items, and three (always positively keyed) self-efficacy items, totaling a set of 162 items. Results show that the 18 skill constructs empirically defined a higher-order structure that we interpret as the social-emotional Big Five, labeled as Engaging with Others, Amity, Self-Management, Emotional Regulation, and Open-Mindedness. The same five factors emerged whether we assessed the 18 skills with items representing (a) a trait-identity approach that emphasizes lived skills (what do I typically do?) or (b) a self-efficacy approach that emphasizes capability (how well can I do that?). Given that its target youth group is as young as 11 years old (grade 6), a population particularly prone to the response bias of acquiescence, SENNA is also equipped to correct for individual differences in acquiescence, which are shown to systematically bias results when not corrected.

"I feel you": Greater linkage between friends' physiological responses and emotional experience is associated with greater empathic accuracy.

How do people come to know others' feelings? One idea is that affective processes (e.g., physiological responses) play an important role, leading to the prediction that linkage between one's physiological responses and others' emotions relates to one's ability to know how others feel (i.e., empathic accuracy). Participants (N = 96, 48 female friend pairs) completed a stressful speech task and then provided continuous ratings of their own (as "targets") and their friend's (as "perceivers") emotional experience for the video-taped speeches. We measured physiology-physiology linkage (linkage between perceivers' and targets' physiology), physiology-experience linkage (linkage between perceivers' physiology and targets' experience), and empathic accuracy (linkage between perceivers' ratings of targets' experience and targets' ratings of their experience). Physiology-experience (but not physiology-physiology) linkage was associated with greater empathic accuracy even when controlling for key potential confounds (random linkage, targets' and perceivers' emotional reactivity, and relationship closeness). Results suggest that physiological responses play a role in empathic accuracy.

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).

People with disagreeable personalities (selfish, combative, and manipulative) do not have an advantage in pursuing power at work.

Does being disagreeable-that is, behaving in aggressive, selfish, and manipulative ways-help people attain power? This question has long captivated philosophers, scholars, and laypeople alike, and yet prior empirical findings have been inconclusive. In the current research, we conducted two preregistered prospective longitudinal studies in which we measured participants' disagreeableness prior to entering the labor market and then assessed the power they attained in the context of their work organization ∼14 y later when their professional careers had unfolded. Both studies found disagreeable individuals did not attain higher power as opposed to extraverted individuals who did gain higher power in their organizations. Furthermore, the null relationship between disagreeableness and power was not moderated by individual differences, such as gender or ethnicity, or by contextual variables, such as organizational culture. What can account for this null relationship? A close examination of behavior patterns in the workplace found that disagreeable individuals engaged in two distinct patterns of behavior that offset each other's effects on power attainment: They engaged in more dominant-aggressive behavior, which positively predicted attaining higher power, but also engaged in less communal and generous behavior, which predicted attaining less power. These two effects, when combined, appeared to cancel each other out and led to a null correlation between disagreeableness and power.

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.

Measurement Invariance and Sex and Age Differences of the Big Five Inventory-2: Evidence From the Russian Version.

The Big Five Inventory-2 (BFI-2) is a recently published 60-item questionnaire that measures personality traits within the five-factor model framework. An important aspect of the BFI-2 is that it measures the traits at both the domain and facet levels and also controls acquiescence bias via the balanced number of true- and false-keyed items across the domains and facets. The current research evaluates factorial measurement invariance of a Russian version of the BFI-2 across sex and age within samples of 1,024 university students (Study 1) and 1,029 Internet users (Study 2). Across these samples, men scored lower on the domains of negative emotionality and agreeableness and slightly higher on extraversion. Sex differences were also obtained on various facets. In the Internet sample, age correlated modestly with several Big Five domains in accordance with the well-documented maturity principle. The newly developed Russian version of BFI-2 showed good reliability and validity across both samples. Moreover, random intercept exploratory factor analyses showed that the BFI-2 displayed a hierarchical five-domain-15-facet structure that demonstrated strict measurement invariance across sex and age.

The Big Five Inventory-2: Replication of Psychometric Properties in a Dutch Adaptation and First Evidence for the Discriminant Predictive Validity of the Facet Scales [Formula: see text] [Formula: see text] [Formula: see text].

This series of studies investigated whether the good psychometric properties of the English version of the Big Five Inventory-2 (BFI-2) could be replicated using its Dutch adaptation. Second, it aimed to further examine the predictive validity of both the Big Five domain and the more specific facet scales of the BFI-2 in a large and representative sample. Results indicated that the structure found in the English version was replicated in the Dutch adaptation. The 60-item BFI-2 was reliable at the level of both domains and facets, as were the abbreviated versions. In terms of validity, the domain scales predicted a broad range of criteria. Examination of preregistered hypotheses regarding the discriminant validity of the facets indicated that experts were able to predict which facets would be most strongly associated with specific criteria. Overall, results confirm the strong psychometric properties of the BFI-2 Big Five domain scales and indicate that theoretically identified facets can be more valid predictors of criteria than other facets of the same domain.

Understanding short-term variability in life satisfaction: The Individual Differences in Evaluating Life Satisfaction (IDELS) model.

Daily life is full of emotional ups and downs. In contrast, the objective conditions of our lives usually remain relatively stable from day to day. The degree to which emotional ups and downs influence life satisfaction-which prima facie should be relatively stable-remains a puzzle. In the present article, we propose the Individual Differences in Evaluating Life Satisfaction (IDELS) model to address this puzzle. The IDELS model posits that people differ in the processes by which they evaluate their life satisfaction: Some people's life satisfaction is more strongly associated with their current emotions (i.e., "emotion globalizing") whereas other people maintain a filter between their life satisfaction and current emotions. These individual differences should have important implications for the degree of short-term variability in life satisfaction and, in turn, for psychological health. In 3 diverse samples of women (total N = 536), we assessed life satisfaction and emotions daily or multiple times per day for 2 weeks. We tested 4 hypotheses derived from the IDELS model. First, participants differed substantially in the degree of short-term variability in life satisfaction, and these individual differences were moderately stable. Second, participants differed substantially in emotion globalizing, and these individual differences were moderately stable. Third, higher emotion globalizing predicted greater short-term variability in life satisfaction. Fourth, greater short-term variability in life satisfaction was associated with a maladaptive profile of greater neuroticism and worse psychological health. We discuss implications for life satisfaction theory and measurement. (PsycInfo Database Record (c) 2020 APA, all rights reserved).

Comparison of classical and modern methods for measuring and correcting for acquiescence.

Likert-type self-report scales are frequently used in large-scale educational assessment of social-emotional skills. Self-report scales rely on the assumption that their items elicit information only about the trait they are supposed to measure. However, different response biases may threaten this assumption. Specifically, in children, the response style of acquiescence is an important source of systematic error. Balanced scales, including an equal number of positively and negatively keyed items, have been proposed as a solution to control for acquiescence, but the reasons why this design feature worked from the perspective of modern psychometric models have been underexplored. Three methods for controlling for acquiescence are compared: classical method by partialling out the mean; an item response theory method to measure differential person functioning (DPF); and multidimensional item response theory (MIRT) with random intercept. Comparative analyses are conducted on simulated ratings and on self-ratings provided by 40,649 students (aged 11-18) on a fully balanced 30-item scale assessing conscientious self-management. Acquiescence bias was explained as DPF and it was demonstrated that: the acquiescence index is highly related to DPF; balanced scales produce scores controlled for DPF; and MIRT factor scores are highly related to scores controlled for DPF and the random intercept is highly related to DPF.

Social-emotional skill assessment in children and adolescents: Advances and challenges in personality, clinical, and educational contexts.

The development and promotion of social-emotional skills in childhood and adolescence contributes to subsequent well-being and positive life outcomes. However, the assessment of these skills is associated with conceptual and methodological challenges. This review discusses how social-emotional skill measurement in youth could be improved in terms of skills' conceptualization and classification, and in terms of assessment techniques and methodologies. The first part of the review discusses various conceptualizations of social-emotional skills, demonstrates their overlap with related constructs such as emotional intelligence and the Big Five personality dimensions, and proposes an integrative set of social-emotional skill domains that has been developed recently. Next, methodological approaches that are innovative and may improve social-emotional assessments are presented, illustrated by concrete examples. We discuss how these innovations could advance social-emotional assessments, and demonstrate links to similar issues in related fields. We conclude the review by providing several concrete assessment recommendations that follow from this discussion. (PsycINFO Database Record (c) 2019 APA, all rights reserved).

Optimizing the length, width, and balance of a personality scale: How do internal characteristics affect external validity?

How well can scores on a personality scale predict criteria such as behaviors and life outcomes? This question concerns external validity, which is a core aspect of personality assessment. The present research was conducted to examine how external validity is influenced by a trait scale's internal characteristics, such as its length (number of items), width (breadth of content), and balance (between positively and negatively keyed items). Participants completed the Big Five Inventory-2 (BFI-2), and were also assessed on a set of self-reported and peer-reported validity criteria. We used the BFI-2 item pool to construct multiple versions, or iterations, of each Big Five trait scale that varied in terms of length, width, and balance. We then identified systematic effects of these internal scale characteristics on external validity associations. Regarding length, we find that longer trait scales tend to have greater validity, with a scale length "sweet spot" of approximately 6 to 9 items. Regarding width, we find that broad trait scales tend to have slightly stronger, and much more consistent, associations with external validity criteria than do narrow scales; broad scales thus represent relatively safe bets for personality assessment, whereas narrow scales carry greater risks but offer potentially greater rewards. Regarding balance, we find that associations between imbalanced trait and criterion scales can be substantially inflated or suppressed by acquiescent responding; trait scales that include an equal number of positively and negatively keyed items can minimize such acquiescence bias. We conclude by translating these findings into practical advice regarding psychological assessment. (PsycINFO Database Record (c) 2019 APA, all rights reserved).