Implicit self-theories of shyness : predictors and correlates in preadolescence /

Implicit theories of shyness refer to a beUef that shyness is a fixed trait versus the belief that shyness is changeable and controllable. In this study, I explored the association between overall shyness and children's implicit self-theories of shyness, as well as between implicit self-theories of shyness and children's other shyness-related beliefs (perceptions of others' theories of shyness, shyness as a perceived problem, and ideas about treatment for shyness). Forty-six 10-12- year- old children (M = 10.74, SD = .88) were interviewed individually, filled out a set of questionnaires, and completed a computer-presented task. ' "^ As was expected, in ambiguous social situations, children perceived others' theories of shyness in a way that confirmed their own theories. The hypothesized curvilinear relation between shy and implicit self-theories of shyness was not found; instead, a linear positive relationship between these two variables emerged. Although implicit self-theories of shyness were not effective in predicting either the children's views of shyness as a perceived problem or children's ideas about treatment for shyness, some interesting results were found. Specifically, children's motivation to change their shyness correlated with their views of shyness as a problem for children in general and their perceptions of others' theories of shyness. Specific agents and strategies were regarded by children as having different effectiveness in their potential to change shyness. The theoretical and practical implications of these findings were discussed. Suggestions for future research were provided.

Personality traits and personal values : an investigation into the importance of each in the prediction of behaviour /

Personality traits and personal values are two important domains of individual differences. Traits are enduring and distinguishable patterns of behaviour whereas values are societally taught, stable, individual preferences that guide behaviour in order to reach a specific end state. The purpose of the present study was to investigate the relations between self and peer report within the domains of personality traits and values, to examine the correlations between values and traits, and to explore the amount of incremental validity of traits and values in predicting behaviour. Two hundred and fiftytwo men and women from a university setting completed self and peer reports on three questionnaires. In order to assess personality traits, the HEXACO-PI (Lee & Ashton, 2004) was used to identify levels of 6 major dimensions of personality in participants. To assess values, the Schwartz Value Survey (Schwartz, 1992) was used to identify the importance each participant placed on each of Schwartz's 10 value types. To measure behaviour, a Behavior Scale, created by Bardi and Schwartz (2003), consisting of items designed to measure the frequency of value-expressive behaviour was used. As expected, correlations between self and peer reports for the personality scales were high indicating that personality traits are easily observable to other people. Correlations between self and peer reports for the values and behaviour scales were only moderate, suggesting that some goals, and behaviours expressive of those goals, may not always be observable to others. Consistent with previous research, there were many strong correlations between traits and values. In addition to the similarities with past research, the present study found that the personality factor Honesty-Humility was correlated strongly with values scales (with five correlations exceeding .25). In the prediction of behaviour, it was found that both personahty and values were able to account for significant and similar amounts of variance. Personality outpredicted values for some behaviours, but the opposite was true of other behaviours. Each domain provided incremental validity beyond the other domain. The impUcations for these findings, along with limitations, and possibilities for future research are also discussed.

Electrophysiological correlates of performance monitoring in middle and late adolescence

The ability to monitor and evaluate the consequences of ongoing behaviors and coordinate behavioral adjustments seems to rely on networks including the anterior cingulate cortex (ACC) and phasic changes in dopamine activity. Activity (and presumably functional maturation) of the ACC may be indirectly measured using the error-related negativity (ERN), an event-related potential (ERP) component that is hypothesized to reflect activity of the automatic response monitoring system. To date, no studies have examined the measurement reliability of the ERN as a trait-like measure of response monitoring, its development in mid- and late- adolescence as well as its relation to risk-taking and empathic ability, two traits linked to dopaminergic and ACC activity. Utilizing a large sample of 15- and 18-year-old males, the present study examined the test-retest reliability of the ERN, age-related changes in the ERN and other components of the ERP associated with error monitoring (the Pe and CRN), and the relations of the error-related ERP components to personality traits of risk propensity and empathy. Results indicated good test-retest reliability of the ERN providing important validation of the ERN as a stable and possibly trait-like electrophysiological correlate of performance monitoring. Ofthe three components, only the ERN was of greater amplitude for the older adolescents suggesting that its ACC network is functionally late to mature, due to either structural or neurochemical changes with age. Finally, the ERN was smaller for those with high risk propensity and low empathy, while other components associated with error monitoring were not, which suggests that poor ACe function may be associated with the desire to engage in risky behaviors and the ERN may be influenced by the extent of individuals' concern with the outcome of events.

Assessing the psychometric properties of dream content questionnaires

The present study was the first of its kind to systematically explore the psychometric properties of dream content questionnaires as measures of dream experience. One hundred and six University students filled out the Dream Content Questionnaire (DCQ) and kept a 14-day dream diary on two separate occasions, in addition to filling out the NEO-PI-R and Multidimensional Personality Questionnaire and measures of spatial ability and imaginativeness. The DCQ's reliability was acceptable, as was its discriminant and construct validity. Six of eight predicted relationships between trait personality and DCQ reported dream content were significant. In contrast, dream diaries showed instability over time and were unrelated to personality traits. The DCQ's concurrent validity could not be adequately appraised due to the inconsistency in dream diary content over time. The results suggest that questionnaires may be used to measure dream experience; however, the precise utility of dream questionnaires remains unclear. The findings raise important questions concerning measures of dream experience.

Construing social dimensions of personality development: nurses as educators

A convenience sample of twenty registered nurses was recruited from two' general hospitals and two community college nursing schools. Kelly's (1955) Personal Construct Theory provided the theoretical framework to discover how nurses perceived themselves as educators. The nurses completed a self-administered Self-Perception Inventory (Soares, 1983) to determine their perception of self as nurse and ideal self as nurse. In an interview, each of the nurses constructed a rank-order repertory grid adapted from Kelly's (1955) Role Repertory Construct Test. Twelve constructs derived from the Self-Perception Inventory (Soares, 1983) were ranked according to a list of ten elements common to a teaching situation. Rank order correlations among the constructs were determined with Spearman's rho. Using a dependent samples t-test, significant differences were found between perceptions of current and ideal self for staff nurses. Significant differences were also found between nurse educators' perceptions of self and ideal self as nurse. No significant differences were determined in perceptions of self as nurse and ideal self as nurse between the staff nurse and nurse educator groups with an independent samples t-test. However, observations of single constructs revealed that although several constructs are shared between the groups in the perception of self in a teaching situation, both groups hold constructs that operate exclusively in their separate domains. The nature and strength of the relationships between the common and unique constructs are different for each group. Nurses I self-perceptions appear to be influenced by the historical development of nursing, role socialization during nursing education, social expectations and gender issues in the health care system.

Personality type and self-directed learning

This correlational study was designed to investigate the relationship between self-directed learning and personality type. A sample of 133 graduate and undergraduate education students completed the MBTI and the SDLRS. Two hypotheses were examined: (a) scores on the intuitive scale will account for a significant amount of the variance in the prediction of selfdirected learning readiness and, (b) scores on the introverted scale will account for a significant amount of the variance in self-directed learning readiness. Stepwise multiple regression analyses indicated that psychological type accounts for 28% of the variance in self-directed learning. Support for the first hypothesis was found with 15% of the variance in selfdirected learning accounted for by intuition. The second hypothesis was not supported. Introversion accounted for 13% of the variance but in a negative manner. Results of this study indicate that personality type does influence the ability of the learner to be self-directed in studies. These findings add another dimension for the adult educator to consider when attempting to develop self-directedness in learners.

Self-directedness, personality type and success in self- employment

The new economy has spirited a transformation ofwork organizations from big business structures into smaller, more flexible enterprises, many of which are launched as self-employment initiatives. The growing trend towards increasing selfemployment in Canada demands aeritical review of how educational programs support and encourage entrepreneurship and self-employment opportunities for students ofpost-secondary and adult training programs. The focus ofthis study was threefold. First, the study examined whether a relationship exists between self-directedness and success in self-employment. Secondly, the purpose of this research was to determine whether a relationship exists between psychological type as defined by Jung and success in selfemployment. Finally, this research effort attempted to develop a model for identifying individual potential for self-employment based on combined factors of self-directedness and psychological type. Success was measured in three stages: 1) Did the subject start a selfemployment initiative? 2) Did the business survive six months? 3) Did the business survive one year? The research went beyond classroom training activities to determine whether individuals actually started a business enterprise while participating ina self-employment program designed for individuals who were unemployed. Given that many people initiate a self-employment venture.without actually operating the business beyond the initial start-up, this research effort measured success based on a commitment of at least one year to the selfemployment initiative. Results ofthe study revealed that individuals with a high level of selfdirected learning readiness tended to be more likely to succeed in business in terms ofbusiness starts, survival for six months, and survival for one year. In addition, it was discovered that individuals who were extraverted intuitive types succeeded more often in business at all three levels than any other type. These findings supported a model using the SDLRS and the PET Type Check as predictors for success in entrepreneurial ventures.

Weight-preoccupation, personality and depression in university students : an interactionist perspective

The present research was designed to examine Beck's (1983; 1987) cognitive diathesis-stress model of depression in a new context. Specifically, this cross-sectional study investigated whether Beck's cognitive-personality traits of sociotropy and autonomy interacted with a specific daily hassle/stressor, weightpreoccupation, in the prediction of depressed mood in women and men. Weightpreoccupation was chosen as the particular daily stressor, because, according to Kanner, Coyne, Schaeffer, and Lazarus (1981). concern about weight and physical appearance were two of the most troublesome daily hassles among university students. ContraIy to current stereotypes, men also express concerns with weight and appearance (Cash, Winstead, &, landi, 1986), in both the direction of weight loss and weight/muscle gain (Drewnowski &, Yee, 1987). Thus, unique to this study was the examination of weight-preoccupation in men, not only in the direction of weight loss, but also in the direction of weight and muscle gain. Two hundred and fifty-one undergraduates were administered the revised SociotropyAutonomy Scale (SAS), the Beck Depression Inventory (BDij, the Hassles and Uplifts Scale, the Eating Disorders Inventory (EDI), and the Restraint Scale (RS). Through a process of model building, a final model was devised in which depression (ie., BDI total scores) was regressed on personality (Le., SAS Sociotropy) and weight-preoccupation (i.e., Drive for Thinness, Body Dissatisfaction, and the Restraint Scale). Separate hierarchical multiple regression analyses, with BDI as the dependent variable, were carried out for each of the 2 3 weight-preoccupation variables. Results revealed a specific congruent interaction between weight,..preoccupation and personality. Specifically, drive for thinness and body dissatisfaction interacted with sociotropy to predict depressed mood in both women and men, but the interaction between sociotropy and the Restraint Scale was marginal. Findings suggested that weight-preoccupied women and men experienced depressed mood to the extent that they were characterized as more highly sociotropic. As predicted, personality (i.e., sociotropy), moderated the relationship between daily stress (i.e., weight-preoccupation) and depression. Thus, results revealed that the proposed diathesis-stress model seemed to operate in the same manner for women and men. Moreover, the examination of weightpreoccupation among men (i.e., in the direction of both weight loss and weight/muscle gain) further revealed that, when curvilinearity was taken into account, highly sociotropic men, who had a low desire to gain weight and muscle mass (i.e., most likely those who desired to lose weight), experienced higher levels of depressed mood than those who had a "medium" desire for weight and muscle gain. However, the highest levels of depressed mood was experienced by highly sociotropic men who were highly weight-preoccupied in the direction of wanting to gain weight and muscle mass. In addition, possible reasons for the present fmdings, as wen as iimitations and impiicalions for future research are discussed.

The role of personality and situational factors in forgiveness /

This study deals with personality and situational variables that influence forgiveness. The relations between empathy and forgiveness were studied, followed by the examination of the relation of these two variables to the Big Five personality traits, as well as honesty, absorption, the propensity to mystical experiences, and dissociation. Empathy was then tested as a mediating variable between the personality variables and forgiveness. Empathy and forgiveness were then studied in relation to childhood maltreatment. Finally, the effects of six different motivations to forgive were examined in relation to the personality variables. Participants were 142 undergraduate students recruited from the ftrst year psychology class at Brock University; 75% were either 18 or 19 years of age, and 84% were female. All of the variables were measured using self-report questionnaires. The relation between empathy and forgiveness was only partially replicated. In terms of personality, forgiveness was found to be related to honesty, emotionality, and agreeableness. Empathy at least partially mediated the relations between forgiveness and agreeableness, honesty and emotionality. Childhood maltreatment was negatively related to forgiveness, and positively related to openness to experience, absorption, and dissociation from reality, but not to the propensity for mystical experiences. Six different motivations for forgiveness emerged from an exploratory factor analysis. Out of these, Forgiveness to Promote Reconciliation was related to emotionality and dispositional empathy. Religious Forgiveness was related to honesty, emotionality, and mystical experiences. Forgiveness to Feel Better was related to honesty, emotionality, agreeableness, conscientiousness, absorption, mystical experiences, and empathy. Forgiveness to Assert Moral Superiority over the Injurer was negatively related to honesty, empathy, and positively related to extraversion. Forgiveness out of Fear was related to agreeableness. Finally, Altruistic Forgiveness was related to honesty, emotionality, and agreeableness, absorption and the propensity to mystical experiences. Altruistic Forgiveness correlated most highly with all the measures of forgiveness, followed by Forgiveness to Feel better. Altruistic forgiveness was also the motivation for forgiveness that correlated the highest with absorption.

Personality and neuropsychological factors involved in females' relational aggression

The personality and neuropsychological factors associated with relational aggression were examined in a group of30 grade 6,7, and 8 girls identified through cluster analysis as being highly, yet almost exclusively, relationally aggressive and a group of 30 nonaggressive matched controls. Parents of the students in both groups completed the Coolidge Personality and Neuropsychological Inventory (1998), a 200- item DSM-IV -TR aligned, parent-as-respondent, standardized measure of c.hildren' s psychological functioning. It was found that high levels of relational aggression, in the absence of physical and verbal aggression, were associated with symptoms of DSM-IV - TR Axis I oppositional defiant disorder and conduct disorder and a wide variety of personality traits associated with DSM-IV -TR Axis II paranoid, borderline, narcissistic, histrionic, schizotypal, and passive aggressive personality disorders. Implications of these findings for theory, practice, and further research are discussed.

Living between two cultures : personality and adaptation in Chinese immigrant youth /

The aim of the present study was to examine the relationship between shyness and acculturation modes of Chinese immigrant youth in Canada and whether shyness moderates the relationship between acculturation and adaptation. In addition, I examined whether shyness, in conjunction with sociability, moderates the relationship between acculturation and adaptation. Ninety-nine young Chinese immigrants (42 men), ranging in age from 16 to 26 years old, completed a questionnaire that assessed their demographic information, acculturation modes, shyness, sociability, psychological adaptation Oife satisfaction, self-esteem, and depression), and socio-cultural adaptation. Results showed that Chinese orientation was significantly and negatively correlated with age, generation status, English proficiency, and length of residence in Canada. In contrast, Canadian orientation was significantly and positively correlated with generation status, English proficiency, and length of residence in Canada. Canadian orientation was also significantly and negatively correlated with shyness and positively correlated with sociability and psychological and socio-cultural adaptation. Participants who were shyer were more likely to have poorer psychological and socio-cultural adaptation, and to report lower life satisfaction and self-esteem and higher depression. Results from hierarchical multiple regression analyses indicated that Chinese immigrant youth who were separated had higher scores on shyness than those who were integrated and assimilated. There were no significant differences in shyness between youth who were separated and youth who were marginalized, nor were there differences between youth who were integrated and those who were assimilated. Furthermore, integrated Chinese youth reported significantly higher scores in sociability than those who were separated and marginalized but not significantly higher than those who were assimilated.' Shyness did not moderate the relationship between acculturation modes and psychological and socio-cultural adaptation. Unfortunately, the hypothesis to examine if shyness, in combination with sociability, moderated the relationship between acculturation and psychological adaptation could not be tested in the present study because of limitations in cell sizes. The findings suggested that how Chinese immigrant youth acculturate in the receiving country might not be the crucial factor in determining their adaptation. Instead, other factors, such as personality characteristics and nature of the acculturating group, may playa more crucial role. Shyness may have important ramifications for the acculturation and adaptation of young Chinese immigrants to a new society.

Electrocortical responses in reward paradigms and their variation related to personality

This thesis was conducted in order to investigate two issues: (1) how sensitive event related potentials (ERPs), and more specifically the medial frontal negativity and the P3 components, are to the valence and magnitude of reward-related stimuli, and (2) whether individual differences have an effect on the sensitivity of these ERP components to these characteristics. This was investigated using two reward-related paradigms. In the "pure gambling task" participants were asked to choose between two cards, each containing varying dollar amounts (large or small). The outcome of the choice (i.e., win or loss) was revealed after the choice was made. Additionally, participants were shown whether the non-chosen card would have been a win or a loss. In the "simple response task", participants were presented with five cues (large win, large loss, small win, small loss or zero) that labelled the trial as either a potential win, a potential loss or no change. Following the cue, a target appeared on the screen and the participant's task was to press the response key while the target was still visible. A success led to a win (gain in money) or no loss (no change) depending on the cue. Thirty participants completed both tasks; afterwards they filled out a set of questionnaires measuring personality and other individual differences relating to risk-taking behaviour. The results of both tasks showed that ERP components can differentiate between the valence and magnitude of reward-related stimuli, although no single component was uniquely related to either of the characteristics as previous suggested in the literature. Additionally, the context of the stimulus presentation (e.g., the task structure, condition within the task) affected the relationships between the ERP components and stimulus characteristics.

Predictors of shy children's coping with a social conflict : mediators and moderators

Shy children are at risk for later maladjustment due to ineffective coping with social conflicts through reliance on avoidance, rather than approach-focused, coping. The purpose of the present study was to explore whether the relation between shyness and children's coping was mediated by attributions and moderated by personality selftheories and gender. Participants included a classroom-based sample of 175 children (93 boys), aged 9-13 years (M = 10.11 years, SD = 0.92). Children completed self-report measures assessing shyness, attributions, personality self-theories and coping strategies. Results showed that negative attribution biases partially mediated the negative relations between shyness and social support seeking, as well as problem-solving, and the positive association between shyness and externalizing. Moreover, self-theories moderated the relation between shyness and internalizing coping at the trend level, such that the positive relation was exacerbated among entity-oriented children to a greater degree than incrementally-oriented children. In terms of gender differences, shyness was related to lower use of social support and problem-solving among incrementally-oriented boys and entity-oriented girls. Thus, shy children's perceptions of social conflicts as the outcome of an enduring trait (e.g., social incompetence) may partially explain why they do not act assertively and aggress as a means of social coping. Furthermore, entity-oriented beliefs may exacerbate shy children's reliance on internalizing actions, such as crying. Although an incrementally-oriented stance may enhance shy girls' reliance on approach strategies, it does not appear to serve the same protective role for shy boys. Therefore, copingoriented interventions may need to focus on restructuring shy children's social cognitions and implementing gender-specific programming for their personality biases.