Individual Difference Factors Research Articles

Factors of individual differences between the speeds of the hand and ball during baseball pitching: Assessment of middle finger function based on the hierarchical linear model

ABSTRACT This study aimed to reveal individual differences between the speeds of the hand and ball and clarify the factors affecting those differences. Motion data from 20 highly skilled baseball pitchers, captured using a 16-camera motion analysis system with a sampling frequency of 1,000 hz, were used for correlation and hierarchical linear model analyses. For the hierarchical linear models, the speed of the metacarpophalangeal joint was the independent variable in the 1st level. The independent variables chosen in the 2nd level were the variables regarding the finger length, mean peak angular velocities, and mean peak accelerations of the middle finger joint. Intra-subject correlation analysis showed high positive correlation coefficients between the metacarpophalangeal joint and ball speeds, ranging from 0.803 to 0.992. The difference between the hand and ball speeds ranged from 8.4 m∙s−1 to 12.0 m∙s−1. The hierarchical linear model analyses indicated that the individual differences between the speeds of the hand and ball were partly accounted for by the mean peak accelerations of the proximal and distal interphalangeal joints, suggesting that the force exerted by proximal interphalangeal joint flexion plays an important role in ball speed increment.

Predicting Performance of Call Center Staff: The Role of Cognitive Ability and Emotional Intelligence

This study examined the relationship between cognitive ability (IQ) and emotional intelligence (EQ) in predicting a range of different performance metrics from a call centre environment. In all, 303 call centre staff completed multi-dimensional measures of both EQ and IQ. We also had recorded nine performance data measures for each individual over a 12-month period. There were a few significant correlations with IQ (4/35) and a few more with EQ (4/28), though all EQ measures were related to “Errors Made over the year”. The performance metric that had most correlates was Average Handling Time (AHT) relating to speed of working. The number of errors an employee made was significantly positively correlated with all four EQ factors. Correlational and Structural Equation Model (SEM) analysis highlighted the importance of analysing performance metrics as distinct variables, finding contradictory evidence in the sense that some individual difference factors correlated positively with some and negatively with other outcome measures. The results are discussed in relation to the theoretical implications for researchers interested in analysing call centre performance, and also practical implications for organisations with call centres.

Exploring the roles of ideal L2 writing self, growth L2 writing mindset, and L2 writing grit in L2 writing achievement among EFL learners

Abstract Considering the undeniable importance of examining the role of domain- and skill-specific individual difference factors in second-language (L2) writing research, this study examined the possible roles of English-as-a-foreign-language (EFL) learners’ ideal L2 writing self and growth L2 writing mindset in their L2 writing grit, which may in turn contribute to their L2 writing achievement (WA). Data were collected from 532 English-major students selected via convenience sampling by administering a questionnaire to measure their growth L2 writing mindset, ideal L2 writing self, and L2 writing grit. The International English-Language Testing System (IELTS) academic writing tasks 1 and 2 were used as measures of the learners’ L2 WA. The psychometric properties of the scales were investigated and verified through confirmatory factor analyses. Structural equation modeling (SEM) results revealed that ideal L2 writing self and L2 writing grit directly predicted L2 WA. Additionally, growth L2 writing mindset and ideal L2 writing self predicted L2 WA through the mediation of L2 writing grit. This study highlighted the importance of domain- and skill-specific individual difference factors in L2 WA and the vital necessity of considering them in L2 writing instruction.

How diversity in contexts and experiences shape perception and learning across the lifespan.

The field of psychology has a long history of studying how diversity influences various outcomes such as identity development, social behaviors, perceptions, and decision making. However, considering the ways that diversity science research has expanded in recent years, the goal of this special issue is to provide space to highlight work that centers on identifying and testing new pathways from which we learn about diversity broadly defined. Specifically, this set of articles across the November and December 2024 issues stresses the need for us as a field to consider one's context, one's social identities or group memberships, and other various individual difference factors that all shape how we experience different forms of diversity across the lifespan (infancy through early adulthood). We also discuss areas of research not reflected through the submissions and push the field to fill those gaps in future work. (PsycInfo Database Record (c) 2024 APA, all rights reserved).

Human intelligence can safeguard against artificial intelligence: individual differences in the discernment of human from AI texts

Artificial intelligence (AI) models can produce output that closely mimics human-generated content. We examined individual differences in the human ability to differentiate human- from AI-generated texts, exploring relationships with fluid intelligence, executive functioning, empathy, and digital habits. Overall, participants exhibited better than chance text discrimination, with substantial variation across individuals. Fluid intelligence strongly predicted differences in the ability to distinguish human from AI, but executive functioning and empathy did not. Meanwhile, heavier smartphone and social media use predicted misattribution of AI content (mistaking it for human). Determinations about the origin of encountered content also affected sharing preferences, with those who were better able to distinguish human from AI indicating a lower likelihood of sharing AI content online. Word-level differences in linguistic composition of the texts did not meaningfully influence participants’ judgements. These findings inform our understanding of how individual difference factors may shape the course of human interactions with AI-generated information.

Sense of Purpose in Life Predicts University Performance and Attrition

Individual differences are important predictors of academic success. A sense of purpose in life is gaining increasing attention as a key individual difference factor to foster in university students. The current study examined whether a sense of purpose in life, a dispositional tendency to pursue goals and activities in line with one’s overarching life direction, predicted better academic success across several years of university. Students (n = 769) at a large, U.S. public university were asked to complete a baseline survey in the summer prior to entering university, which included measures for a sense of purpose and background characteristics. Students were then followed throughout their first three years of university. Results demonstrated that higher levels of purpose were associated with a higher grade point average (GPA), more credits earned, less credits dropped, and an increased odds of persisting through the first three years of university. A sense of purpose also appeared to buffer the negative effect of low entrance scores on university GPA. These findings support cultivating a strong sense of purpose prior to entering university as an effective means of improving a variety of academic outcomes.

The predictive effects of motivation, enjoyment, and self-efficacy on informal digital learning of LOTE: Evidence from French and German learners in China

This article highlights the prevalent bias on global English in the existing informal digital language learning (IDLL) research and draws attention to informal digital learning of language other than English (IDL-LOTE) as a highly under-researched area in computer-assisted language learning. Recognizing how motivation, enjoyment, and self-efficacy serve as three crucial individual differences factors in second language (L2) development, the study sets out to examine the predictive effects of the three variables on IDL-LOTE. Drawing upon questionnaire data collected from 862 Chinese university students learning French or German as their LOTE, a structural equation modeling analysis was conducted. Our findings highlight that 1) promotion-focused motivation, enjoyment, and self-efficacy can significantly and directly influence IDL-LOTE, but prevention-focused motivation fails to generate such a direct impact; 2) enjoyment and self-efficacy can respectively act as a full mediator in the indirect effect of prevention-focused motivation on IDL-LOTE, and they can also partially channel the indirect influence of promotion-focused motivation on IDL-LOTE; 3) the specific language being learned (i.e., French or German) does not moderate the predictive effects of motivation, enjoyment, and self-efficacy on IDL-LOTE. These findings enable us to propose pedagogical implications and point out future research directions to advance the agenda of IDLL.

Gender vs. personality: The role of masculinity in explaining cognitive style

Cognitive style (reflective vs. intuitive) as measured with cognitive reflection tests (CRTs) is an important driver of financial decision-making and the rationality of individual behavior. Prior studies explain CRT score differences by gender, stipulating that women are more intuitive and less reflective than men. Recent work, however, raises doubts about such gender differences, suggesting that CRT score differences stem from gender-related role and personality instead. Accordingly, using survey data from 504 Belgian respondents, we examine which of these two individual difference factors better explains CRT scores. The results indicate that, on average, women indeed have a lower reflective cognitive style and a higher intuitive cognitive style. However, this effect is not only explained by gender per se, but also by self-perceived gender role and personality, that is, perceived masculinity. Indeed, perceived masculinity moderates the effect of gender, so that masculine females have higher reflective and lower intuitive CRT scores.

A - 141 The Relationship of Tumor Location and Treatment on Cognition in Long-Term IDH-Mutant Glioma Survivors

Abstract Objective Isocitrate dehydrogenase 1 mutation (IDH-M) denotes a distinct subtype of glioma which has a relatively favorable prognosis but nevertheless requires treatment including surgery, radiation and/or chemotherapy and the tumors inevitably recur. Factors influencing cognition in long-term survivors (LTS) of IDH-M have not been well characterized. We investigated factors affecting cognition in a cohort of well characterized of IDH-M LTS. Method Patients (N = 65; 98.5% Caucasian; 47.7% female; Mage = 47.51; Medu = 16.06) who were at least 3 years post-IDH-M diagnosis who completed neuropsychological assessment in the Neuro-oncology division at Massachusetts General Hospital were included. Tests of processing speed, working memory, episodic memory, and executive function were analyzed along with tumor, treatment, and individual difference factors relevant to cognition. Exploratory analyses were conducted to generate hypotheses regarding factors of interest. Results Tumor hemisphere affected delayed recall of word list learning Z-score (F = 4.00; p = 0.024; left = −1.41; right = −0.59). Tumor lobe affected visual learning (F = 3.11; p = 0.054; frontal = −0.594; temporal = −0.807; parietal = −1.983). There were no effects of treatment type (photon vs proton radiation; single vs multi-agent chemotherapy), presence of seizures, psychiatric diagnosis, tumor subtype (oligodendroglioma/astrocytoma), grade (2,3,4) or disease duration (Mean = 9.5y; min = 3y; max = 28.8y) on cognition. Conclusions In this heavily treated group of IDH-M glioma LTS referred for neuropsychological evaluation, typical lateralizing/localizing cognitive deficits were revealed. However, simple dichotomies may fail to capture relevant contributors to cognitive impairment. Integration with individual factors including premorbid cognition, radiation dosimetry and brain network connectivity may be necessary to predict cognitive trajectories and outcomes.

Decoding Success: Investigating the Impact of Trait and State Strategies on Reading Test Performance among Thai High School Learners

The field of second language (L2) acquisition has increasingly emphasized learner strategies, cognitive and metacognitive methods, as crucial factors in individual differences and reading comprehension. Grounded in Bachman and Palmer’s communicative language ability (CLA) model, this study investigates how strategic competence in cognitive and metacognitive strategies impacts reading comprehension among Thai high school students. By employing quantitative methods, including structural equation modeling (SEM), the study explores how trait strategies (perceived strategic knowledge) and state strategies (actual strategy use) influence reading test performance. The research involved 685 students from a public high school who completed Likert scale questionnaires about their strategy use before and after comprehension tests. Results reveal that state strategies are employed more frequently than trait strategies and show a significant positive correlation with reading performance. While cognitive strategies like comprehension and memory are critical for understanding text content, metacognitive strategies like planning and monitoring improve learners’ ability to regulate their strategic application. However, evaluation strategies were found to be less frequently used. The study’s findings advocate for balanced training in both cognitive and metacognitive strategies to bridge the gap between strategic knowledge and effective application, thereby empowering learners to become more autonomous and proficient readers. Further research should investigate strategic competence in different cultural contexts, employ longitudinal studies, and expand the research to other language skills to gain a comprehensive understanding of L2 learners’ strategies.

The role of attentional control in moderating attentional bias towards game-related stimuli in individuals with a high tendency for internet gaming addiction.

The aim of this study was to elucidate individual difference factors that modulate the attentional processing of game stimuli to explain the heterogeneity of extant findings. The current study examined whether individual differences in components of attentional control (AC-shifting and AC-focusing) moderated the link between internet gaming addiction symptom and attentional engagement to and disengagement biases from game-relevant cues. A total of 75 male undergraduate students who have played League of Legend (LOL) for more than 2 years completed well-established self-report questionnaires of internet gaming disorder symptoms and attentional control. The attentional bias toward game stimuli was measured for attentional engagement and disengagement using the attentional response to the distal vs. proximal emotional information (ARDPEI) task. The results revealed that attentional control was a significant moderator of the relationship between internet game addiction symptoms and attentional disengagement bias. Further analyses revealed a positive relationship between internet game addiction symptoms and attentional disengagement bias only among those with low levels of AC-shifting ability. Contrary to our expectations, AC-shifting also moderated the relationship between internet gaming disorder and attentional engagement bias. The positive relationship between internet game addiction symptoms and attentional engagement bias only appeared among those with low levels of AC-shifting ability. Individual differences in AC-focusing did not moderate the relationship between internet gaming disorder and any attentional bias. This study confirmed that the greater the symptoms of game addiction, the stronger the attentional bias, especially in individuals with low AC-shifting ability. Therefore, it is necessary to examine sub-factors of AC in understanding the nature of attentional bias mechanisms in the development of internet game addiction and consider it as a psychological intervention to improve attentional bias.

Academic achievement in English: Minority home language students in early French immersion

Aims and Objectives: Increasingly, students who speak a minority language at home (minority-L1) enroll in Early French Immersion in Canada. A frequent question is the extent to which they develop academic abilities in English. Accordingly, this study asks: (a) Do a similar percentage of minority-L1 students meet provincial standards for academic achievement when tested in English when they attend French immersion compared to English language of instruction? (b) What are the outcomes for minority-L1 students with relatively low English proficiency? and (c) What factors contribute to minority L1-students’ academic achievement when evaluated through English? Methods: We compared performance on province-wide assessments of English reading, writing, and mathematics for Grade 3, minority-L1 students enrolled in French immersion ( n = 196) and in English ( n = 169). Data and Analysis: Chi-square analyses compared the percentage of participants meeting the provincial standard in each academic domain in French immersion and English programs. Predictors of performance within two English proficiency groups ( low and not low) were investigated using binary logistic regression analyses. Findings and Conclusions: In each domain, a similar percentage of minority-L1 students in French immersion and in English met the provincial standard, illustrating that immersion programs are suitable for minority-L1 students. Logistic regression revealed some overlap in individual difference factors, but the constellation of significant predictors differed for students with low English proficiency and those with relatively higher levels of proficiency. Individual learner profiles need to be considered when determining how to support these students. Originality: This study specifically considered performance of minority-L1 students across programs and examined if predictors of achievement in English are comparable for students with different levels of English proficiency. Significance: As school boards work to improve inclusivity within their programs, this study offers much needed evidence concerning the performance of minority-L1 students in dual language programs.

Altered Effective Connectivity During Threat Anticipation in Individuals With Alcohol Use Disorder

BackgroundA developing theory and recent research suggest that heightened reactivity to uncertain stressors or threats may be an important individual difference factor that facilitates excessive drinking as a means of avoidance-based coping and characterizes individuals with current and past alcohol use disorder (AUD). Neuroimaging studies of unpredictable threat processing have repeatedly demonstrated activation of the anterior insula, anteromedial thalamus, and dorsal anterior cingulate cortex. In the current study, we aimed to understand how these 3 regions function as a network during anticipation of unpredictable threat (and predictable threat). MethodsParticipants were 43 adults (ages 21–30) with AUD and 26 healthy control participants. Functional magnetic resonance imaging and dynamic causal modeling were used to study interregional effective connectivities and predictable and unpredictable threat-related modulations thereof within this network. Parametric empirical Bayesian modeling was used to conduct between-group comparisons in effective connectivities. ResultsDuring unpredictable threat trials, the increased projection from the right anteromedial thalamus to the right anterior insula was significantly present only in the AUD group. This directional influence was stronger among individuals who consumed more drinks per week on average. As expected, we found no group differences in modulatory changes to effective connectivities during predictable threat trials. ConclusionsTo our knowledge, this is the first study to examine directional interactions between key frontolimbic regions during anticipation of unpredictable and predictable threat and demonstrate the importance of bottom-up thalamic-insular projections during unpredictable threat processing in AUD. Prospective studies are warranted to determine whether this association is causal.

Task complexity and L2 writing performance of young learners: Contributions of cognitive and affective factors

AbstractThe study investigated the effect of task complexity (TC) on second language (L2) learners’ affective responses and writing performance and how these were modulated by cognitive and affective individual difference (ID) factors. A total of 412 Chinese 8th‐grade English‐as‐a‐foreign‐language learners completed a working memory (WM) test, a scale measuring trait‐like L2 writing enjoyment, a simple (n = 206) or complex (n = 206) argumentative writing task, and posttask scales measuring task‐specific enjoyment and motivation. Independent t‐test results showed that increased TC contributed to a slight but significant enhancement in task motivation and enjoyment and a significant performance improvement in content and organization but not in language. Structural equation modeling results showed that the cognitive and affective ID factors predicted writing performance jointly: WM and task motivation predicted writing performance consistently in both simple and complex tasks, task‐specific enjoyment only played its role in the complex task, and trait‐like enjoyment became insignificant in predicting task performance. These findings support the integrated task‐mediated cognitive–affective model of L2 writing we propose by synthesizing and extending existing models. This study highlights the need to pay attention to the affective dimension of tasks and suggests TC as an intervention strategy to make a task more motivating and enjoyable.

“I See Super-Rich (Versus Poor) People, Therefore I Spend”: Effects of Social Comparison and Donation Mode on Egoistic Spending versus Altruistic Giving

ABSTRACT Digital platforms present consumers with contrasting visual narratives, from images of opulence to depictions of poverty. This study delves into the strategic implications of such dichotomous exposures, anchored in Social Comparison Theory. Three experiments (∑ N = 1665) investigated how portrayals of affluence and deprivation influence audience behaviors, specifically egoistic luxury spending versus altruistic charitable giving. Experiment 1a employed a 2 (exposure to photos of poverty versus affluence) x 2 (luxury spending versus charitable giving scenario as the within-subjects factor) mixed factorial design. Experiment 1b employed a 2 (poverty versus affluence) x 2 (luxury spending versus charitable giving) between-subjects factorial design. Experiment 2 employed a 3 (poverty versus affluence versus neutral photos) x 2 (anonymized versus publicized donation) between-subjects factorial design to further examine the interaction effects of social comparison direction and donation mode. Empirical findings highlight that downward social comparison (exposure to poverty) can amplify charitable inclinations, while upward comparison (exposure to affluence) can enhance conspicuous consumption. Individual difference factors such as materialism, need for status, social comparison orientation, and greed play pivotal roles in moderating these effects. This research contributes to the understanding of digital portrayal influences on consumers’ spending behavior, offering both theoretical insights and practical implications for strategic communication.

Driving Factors of Generative AI Adoption in New Product Development Teams from a UTAUT Perspective

Recent new product development (NPD) teams apply various generative AI (GenAI) tools in the development process, yet it is not fully understood about the factors affecting teams’ adoption of these tools. This research identifies factors driving the use and attitudes toward GenAI in NPD tasks based on the Unified Theory of Acceptance and Use of Technology (UTAUT). We interviewed nine GenAI users in NPD teams and conducted a survey study with 309 participants. By exploratory factor analysis and hierarchical regressions, we identified a composite factor of performance expectancy and anthropomorphism as the strongest positive predictor of attitudes, and task-tool fitness as the strongest positive predictor of behavioral intention. Besides, we also identified significant predictors including several other factors in UTAUT and individual differences in AI self-efficacy. The findings can be used for developing UTAUT models and designing GenAI tools specific to NPD purposes.

Examining whether young adults differ in their endorsement and subjective evaluation of alcohol consequences by age, drinking frequency, and current undergraduate status.

There is considerable variability in how young adults (YAs) perceive drinking-related consequences, and some researcher-identified "negative" consequences are viewed by YAs as neutral or even somewhat positive. Little is known about individual difference factors that may influence subjective evaluations of alcohol consequences. We tested whether endorsement and subjective evaluation ('extremely negative' to 'extremely positive') of 24 alcohol-related "negative" consequences differed by age (18-20, 21-27), past 3-month drinking frequency (3x/month or less, weekly or more), and current undergraduate status (4-year undergraduate, non-student). YAs were recruited for a longitudinal ecological momentary assessment study on cognitions and alcohol use. Participants in the analytic sample (N=640; 48.1% White non-Hispanic/Latinx, 50.0% female, mean age=22.2 years, SD=2.3) reported past 3-month drinking. Past 3-month drinking frequency, negative consequences (total and item-level), and subjective evaluations of consequences were assessed cross-sectionally. Compared to YAs 18-20, YAs 21+ experienced fewer total consequences, were significantly less likely to endorse experiencing physical/behavioral consequences, and rated these consequences more negatively if they were endorsed. YAs who drank weekly or more reported experiencing more consequences and were significantly more likely to experience all 24 consequences in comparison to YAs who drank 3x/month or less. Subjective evaluation ratings did not significantly differ by drinking frequency. There were few differences between 4-year undergraduate and non-undergraduates; non-undergraduates rated several health/responsibility-related consequences more negatively. Findings highlight the importance of identifying individual difference factors that contribute to subjective evaluation ratings, and may be useful for tailoring brief, personalized alcohol interventions for YAs.

Growth language mindset and willingness to communicate: Contributions of linguistic risk taking and learning experience

As various contextual and individual difference factors determine how and when mindsets may influence learning outcomes, burgeoning L2 research has recently addressed the role of growth language mindset (GLM) in different learning outcomes such as L2 Willingness to Communicate (WTC). Since little is known about the underlying mechanism through which GLM may contribute to WTC, a highly desirable goal of L2 education and an important criterion for assessing its efficiency and success, the present study addresses this gap by investigating the possible mediating and moderating roles of linguistic risk taking and L2 learning experience, respectively. The participants were 392 Iranian L2 students chosen by multi-stage cluster sampling. Findings showed that GLM predicted WTC directly and positively, and their association was mediated and moderated by linguistic risk taking (an important affective factor) and L2 learning experience (an essential motivational factor), respectively. Suggestions for future studies and implications for promoting learners' GLM, linguistic risk taking, and L2 learning experience are presented.

Supplemental Material for The Importance of Conative Factors for Individual Differences in Attention Control

Supplemental Material for The Importance of Conative Factors for Individual Differences in Attention Control

Intolerance of uncertainty and negative emotions among high school art students during COVID-19 pandemic: a moderated mediation analysis.

A number of high school art students experience negative emotions during their preparation for the art college entrance examination, characterized by worries and fear of uncertainty. Therefore, how individual difference factors, such as intolerance of uncertainty, affect the negative emotions of students needs to be examined. Inspired by the integrative model of uncertainty tolerance, the current study seeks to explain the association between intolerance of uncertainty and negative emotions by testing the potential mediating role of psychological capital and the moderating role of family functioning. A total of 919 Chinese high school art students (Mage = 18.50 years, range = 16-22) participated from November 2022 to December 2022. Convenience sampling strategies were used. The participants were asked to complete the measures of intolerance of uncertainty scale, psychological capital questionnaire, depression anxiety stress scale, and family adaptability and cohesion evaluation scale. The data were analyzed using Pearson's r correlations and moderated mediation analysis. Results showed that intolerance of uncertainty was positively associated with negative emotions but negatively associated with psychological capital, which in turn, was negatively associated with negative emotions. Psychological capital mediated the indirect link of intolerance of uncertainty with negative emotions. Family functioning buffered the impact of psychological capital on negative emotions. This study can enhance our understanding of the intolerance of uncertainty on negative emotions and provide insights on interventions for high school art students' negative emotions for educators. The interventions targeting intolerance of uncertainty, psychological capital and family functioning may be beneficial in reducing the effect of intolerance of uncertainty on negative emotions faced by high school art students.