Personal Style Research Articles

Personality and Interpersonal Influence: Low Adjustment and Low Competitiveness is Associated With Low Assertiveness.

This study examined the relationship between personality and interpersonal assertiveness styles, an important and neglected topic. In all, 396 working adults completed a six-factor personality test measuring work-related traits (HPTI) and a two-dimensional assessment of interpersonal styles (III) assessing four styles: Assertiveness, Passiveness, Hostile aggression, and Manipulative aggression. We were particularly interested in the correlates of aggressive and passive behaviour, as opposed to assertive behaviour. The results suggested that those with low Conscientiousness and Adjustment (i.e. Neuroticism) but high Competitiveness (low Agreeableness) were more interpersonally aggressive, while passivity was negatively associated with all traits, particularly Adjustment, but not with Conscientiousness. Regressions indicated very different traits associated with each of the four interpersonal styles. Assertiveness was associated with sex and age, but only one trait, Risk Approach (or Courage). Limitations of these findings and implications of assessing and teaching assertiveness are discussed and considered.

Thinking on your feet: potentially enhancing phylogenetic tree learning accessibility through a kinaesthetic approach.

Phylogenetics is one of the main methodologies to understand cross-cutting principles of evolution, such as common ancestry and speciation. Phylogenetic trees, however, are reportedly challenging to teach and learn. Furthermore, phylogenetics teaching methods traditionally rely solely on visual information, creating inaccessibility for people with visual impairment. Sensory learning style models advocate for tailoring teaching to individual preferred sensory learning style. However, recent research suggests that optimal learning, independently of preferred learning style, depends on the types of transmitted information and learning tasks. The lack of empirically-supported education into the effectiveness of teaching phylogenetics through alternative sensory modalities potentially hinders learning. The aim of this study was to determine whether phylogenetic trees could be better understood if presented in kinaesthetic or multisensory teaching modalities. Participants (N = 52) self-assessed personal learning style and were randomly assigned to: visual, kinaesthetic or multisensory learning conditions. Phylogeny reading performance was better for both kinaesthetic and multisensory teaching conditions, compared to the visual teaching condition. There was no main effect and no interaction effect of personal learning style. This study establishes a baseline for further research by suggesting that easy-to-implement kinaesthetic teaching modalities might support phylogenetic tree learning and reading. This has practical implications for evolution education and accessibility for students with visual impairment, underscoring the need to shift from vision-centric teaching paradigms towards evidence-based instructional strategies that accommodate sensory diversity. The online version contains supplementary material available at 10.1186/s12052-024-00215-y.

Comprehending geometry proofs: A study on prospective mathematics teachers' perceptions and preferences of proof formats

The explicative aim of this research is to investigate the optics of proof format preferences held by prospective mathematics teachers (PMTs), in an effort to assess the effect that such preferences may have on their understanding of geometric proofs. The researchers employed a qualitative case study approach, in which six PMTs participated in Focus Group Discussions (FGDs) on the three styles of proof: paragraph proof, two-column proof and flow-chart proof. The methodology employed also focused on the formatting models by exploring the participants’ suggestions regarding each format in order to determine their cognitive responses as well as their preferences. The study exposes different preferences among PMTs which are a result of their personal cognitive style and experience with proofs. Some of the PMTs preferred the two-column format due to its systematic and logical nature, other PMTs preferred the storytelling nature of the paragraph proof format sponsored also flow-chart representation. These preferences bring out the requirement for the development of pedagogical strategies that employ different proof formats in order to meet the needs of different types of learners for effective understanding. In summary, this research demonstrates the need for customizing proof instruction to different students’ needs which can hopefully enhance PMTs’ responses and interactions with the concept of mathematical proofs. The practical outcomes show that teachers should not be afraid to think in more flexible witnessing forms of proof in order to aid students learning while minimizing the cognitive load in line with the principles of constructivist learning. It would be worthwhile however to extend this research and examine what these preferences would mean for the future and how those would fit within the context of online education with the overall aim of creating a better mathematics curriculum that is more effective and has a wider reach.

Educational leadership styles and practices perceived by academics: An exploratory study of selected Chinese universities

Universities have faced enormous challenges in China, requiring educational leaders to meet the demands of change. The purpose of this study is to explore academic members’ descriptions of their personal educational leadership styles, leadership practices, the influence of organizational structure features on educational leadership practices, and to examine the effect of educational leadership practice on teaching and learning at selected Chinese universities. Through qualitative research design, we inquired about the views of 15 academic members from nine Chinese universities. A content analysis method by MAXQDA2022 is used in this study. The findings provide a comprehensive picture of educational leadership styles, practices, and the perceived effects of educational leadership practices on teaching and learning in the context of selected Chinese universities. The results can be helpful for educational leaders in optimizing educational leadership practices to improve teaching and learning at higher education institutions.

When words are your scalpel, what and how information is exchanged may be differently salient to assessors.

Variable assessments of learner performances can occur when different assessors determine different elements to be differently important or salient. How assessors determine the importance of performance elements has historically been thought to occur idiosyncratically and thus be amenable to assessor training interventions. More recently, a main source of variation found among assessors was two underlying factors that were differently emphasised: medical expertise and interpersonal skills. This gave legitimacy to the theory that different interpretations of the same performance may represent multiple truths. A faculty development activity introducing assessors to entrustable professional activities in which they estimated a learner's level of readiness for entrustment provided an opportunity to qualitatively explore assessor variation in the context of an interaction and in a setting in which interpersonal skills are highly valued. Using a constructivist grounded theory approach, we explored variation in assessment processes among a group of palliative medicine assessors who completed a simulated direct observation and assessment of the same learner interaction. Despite identifying similar learner strengths and areas for improvement, the estimated level of readiness for entrustment varied substantially among assessors. Those who estimated the learner as not yet ready for entrustment seemed to prioritise what information was exchanged and viewed missed information as performance gaps. Those who estimated the learner as ready for entrustment seemed to prioritise how information was exchanged and viewed the same missed information as personal style differences or appropriate clinical judgement. When presented with a summary, assessors expressed surprise and concern about the variation. A main source of variation among our assessors was the differential salience of performance elements that align with medical expertise and interpersonal skills. These data support the theory that when assessing an interaction, differential salience for these two factors may be an important and perhaps inevitable source of assessor variation.

Factors Affecting Emotion Intelligence among Adolescents: Literature Review 2024-25

Abstract Adolescence is a stage marked by physical, hormonal, and psycho social changes. It is a transaction period in a person’s life between childhood and adulthood. An adolescent experience different feeling, sometimes negative emotions and in certain situations react more promptly. Their reactions are more strong to the situations emitting emotions. According to Peter Salovey and John Mayer (1997) “Emotional intelligence is the ability to monitor one's own and other people's emotions, to discriminate between different emotions and label them appropriately, and to use emotional information to guide thinking and behaviour". In today’s world educator’s emphasis, more on social-emotional learning among children. In India the new National Education Policy 2020 is been framed keeping in mind the social emotional development of children ensuring holistic development. It states that major goal of our education system must be to “develop good human beings capable of rational thought and action, possessing compassion and empathy”. This article will help to realize the value and significance of emotional intelligence in adolescents. Also, various factors affecting the emotional intelligence of adolescents though literature review. It was observed and analysis that variation of emotions is more in adolescents than children but need to learn how to regulate and manage their emotions effectively. Hence, emotional regulation skills need to be developed among adolescents. Further researches are recommended in the field of emotional intelligence identifying the Emotional Quotient of adolescents and factors affecting it. Major factors indicated in most of the studies are personality, lifestyle, environmental factors, digital world, social and parental style. In this competitive world adolescent may have good Intelligent Quotient but lack in Emotional Quotient. The article suggests that there is strong need to enhance the emotional quotient of young people and work on the factors affecting it.

Covid-19, working from home and work–life boundaries: the role of personality in work–life boundary management

Working from home (WFH) has accelerated in occurrence following social distancing measures directed at stemming the spread of Covid-19 globally. Using a sample of 41 in-depth qualitative interviews and measurement of the personality scores of the 41 interviewees, who are UK academics, using the IPIP test questionnaire, we explored how mandatory WFH impacts the boundary management of different academics based on their personality and the role of personality in their boundary-management approach to enhance work-life balance (WLB) during Covid-19. Our results suggest that mandatory WFH impacts academics differently depending on their personality, with academics high in conscientiousness and introversion (compared to their neurotic and extroverted colleagues) more suited to managing work and life domains to maintain a WLB while working from home. Building on boundary theory, we uncovered that while conscientious and introverted academics preferred and used integration as their boundary-management style, extroverted academics preferred segmentation in favor of family, but used volleying as a boundary-management style. Neurotic academics leaned toward our newly uncovered boundary-management style – quitter. Our findings suggest that the family circumstances of academics play an important role in their boundary-management styles. Overall, our study suggests relationships between personality and boundary-management styles and characteristics.

Image evaluation and analysis of fabric with a geometric motif in dress style design

To explore the differences in sensory imagery produced by different geometric patterns and dress silhouettes, this study selected and extracted 4 different types of geometric patterns and 4 typical dress silhouettes as research carriers, determined the research samples through cross-combination, and used 8 pairs of sensory word pairs as research semantic space. Consumer sensory evaluations of the dress samples were collected through a survey questionnaire. The results were analysed using SPSS26.0 software, which showed that three sensory factors affect the appearance of the dress style. According to their main characteristics, they can be named as personality factor, temperament factor, and style factor. In terms of the silhouette of the dress, the neat and regular geometric pattern is most affected by the silhouette of the dress, while the other three types of geometric patterns are relatively weak. In terms of geometric pattern rules, different geometric patterns have different effects on the overall appearance of the dress after being combined with the silhouette of the dress, and some dresses play a certain role in all three factors.

Dynamics of transformation and change in actual practice: examples and insights for transforming HRD

ABSTRACT Human Resource Development (HRD) is first and foremost a field of practice, and efforts to transform the field must arise and prove themselves out in actual practice. Practice is always in motion and, thus, its transformation is not static or ever finished, but open-ended, searching, and evolving. This article in the special issue on transforming HRD is written in a personal and narrative style, offering wide-ranging accounts of specific transformation initiatives taken from our professional practice as two white, western HRD people, senior in experience and age. The goal is to tell the stories of particular transformation efforts in different contexts, cultures, and times and to draw out insights for the dynamics of transformation. We suggest that the value of the tales in this article, even in the limited space of a journal article, lies in offering the reader glimpses of the intricacies and dynamics of HRD transformation as it actually unfolds. We invite the readers to reflect on their own projects and draw their own conclusions on the fit between our portrayals of the matter at hand and their own experiences as calls for the need to transform HRD arise loud and clear in many different parts of the HRD ecosystem.

Psychometric properties and factor structure of triarchic psychopathy measure (TriPM) in portuguese adolescents

Psychopathy is a personality structure characterized by a set of dysfunctional traits, impulsive and irresponsible behavior, a poor and arrogant personal style in social interactions, and a lack of prosocial emotions. Although it cannot be diagnosed in adolescents, there have been references to its presence in its population. There is substantial evidence indicating a correlation between psychopathy and antisocial and criminal behavior in young people. It is therefore important that psychopathic traits be identified as early as possible to predict and control future criminal behavior. However, the specific evaluation instruments for this population are scarce. The aim of the present study is to validate an instrument for the evaluation of psychopathy, the Triarchic Psychopathy Measure (TriPM), for use with this population. The questionnaires were applied a validation sample of 793 young or Portuguese adolescents. A confirmatory factorial analysis (CFA) was performed, and the results found were considered satisfactory, χ2(1350) = 5980.77, p < .001, RMSEA = .067 (95% CI = [.064 - .068]), CFI = .915, TLI = .910, and SRMR = .080.

Predicting individual personality styles using macrostructural information: A multivariate pattern study

Advances in neuroimaging techniques have uncovered the relationships between neuroanatomy and personality traits like neuroticism and extraversion. Nevertheless, few studies have examined the reliable biological markers that identify individuals with different personality styles. Therefore, we evaluated the diagnostic capability of structural magnetic resonance imaging with a sample of 192 healthy adults by using a machine learning algorithm to divide them into four groups according to brain structural characteristics. Our results showed that personality styles, but not personality traits, could be discriminated with the extraversion candidate brain system (e. g., the frontal cortex, hippocampus, amygdala) and the neuroticism candidate brain system (e. g., the insula, the right anterior cingulate cortex). These findings indicate that personality styles that consider person-centered traits may more effectively predict individuals' mental health, providing a potential brain biomarker for early individual psychological risk assessments.

RÉSUMÉ AND PORTFOLIO DESIGN IN DESIGNER PORTFOLIO COURSE RÉSUMÉ EVALUATIONS

A résumé is a way for the designer to express his or her skills and experience. A creative résumé highlights the designer's unique talents and personal style. When recruiters evaluate candidates based on their résumés, a creative résumé stands out and can strike a favorable first impression. This is an opportunity to highlight the designer's creativity and design skills. Harmonious color palettes, layouts and graphic elements demonstrate the designer's communication skills. It is essential for designers to design their résumé in an informative, easy-to-read and eye-catching way, as this document is not only a job application form but also a design product. This article aims to discuss why a designer's résumé should be creative and analyzes the résumés created by students in the Portfolio Design course conducted by the researcher. In addition, the importance of the Portfolio Design course, a course in which design students learn to use their résumés to identify their career goals and highlight their experiences and skills, is emphasized.

The Mediating Role of Self-Regulation and Cognitive Styles in the Relationship Between Emotional Intelligence and Job Placement

The present study explores the mediating role of self-regulation and cognitive styles (i.e., rational and intuitive style) on the relationship between emotional intelligence and job placement. A descriptive survey was conducted among 267 final year undergraduate engineering students of which 124 were males (46.5%) and 143 were females (53.5%) aged between 20 to 23 years with a M age of 21.32 and SD of 0.96 selected from the Salem district of Tamil Nadu state in India. The data was collected using the Brief Emotional Intelligence Scale (BEIS 10), Short Self-Regulation Scale (SSRQ-22), and Personal Style Inventory (PSI). The findings indicated that emotional intelligence has a significant positive correlation with self-regulation and rational style. Similarly, self-regulation positively correlated with both rational and intuitive styles. In addition, job-placed students have higher levels of emotional intelligence, self-regulation, and rational style than job-unplaced students. The mediation analysis showed significant direct and indirect effects of emotional intelligence on job placement through self-regulation and rational style. Findings suggest that emotional intelligence, self-regulation, and rational style can foster employability skills that may help job placement. The study has practical implications for educational institutions, academic faculties and placement trainers who are seeking to maximise their student’s job placement and increase the credibility of their institution. Further, the proposed model examines the variables affecting job placement and whereas the relationship with emotional intelligence has theoretical implications that are discussed.

The Effectiveness of a Narrative Program Using Plotagon Studio Application in Improving Life Styles of First Year Intermediate Students

The study aimed to construct a narrative program using the Plotagon Studio application to improve life styles and determine its effectiveness on first year intermediate students. Life styles are defined as the individual's pattern or unique personal style in thinking, emotion, and behavior, which revolves around their life goal. Adler divided them into three abnormal styles (dependent style, dominant style, avoidant style) and one normal style (cooperative style) (R. B. Adler, Rodman, & Sévigny, 2006). The researcher adopted a quasi-experimental approach and depended on ADDIE model in constructing the program, where its validity and reliability were ensured. Moreover, the researcher constructed the study tool, which is a life styles scale of (60) items. The study results confirmed the effectiveness of the narrative program in improving life styles among first year intermediate students. The researcher introduced a number of recommendations and suggestions.

Personality metatraits and Young's early maladaptive schemas

Introduction: Early maladaptive schemas, as defined by Young, refer to dysfunctional patterns, consisting of memories, emotions, thoughts and bodily sensations, which are the results of the interaction of innate vulnerability and intense and permanent deprivation of basic psychological needs during childhood. The objective of the research presented here was an attempt to identify, represented in metatraits, personality-based determinants for early maladaptive schemas in Young's concept. The basic assumption was that metatraits understood as biologically conditioned, basic forces shaping a person's style of functioning in the sphere of thoughts, feelings and behaviour, explain to a significant extent the intensity of the maladaptive cognitive-emotional schemas. Method: A group of 404 subjects (221 women and 183 men) aged between 18 and 78 years (M = 37; SD = 10.78). Respondents completed the CPM-Q-SF Personality Questionnaire and the YSQ-S3 Young's Schema Questionnaire. Results: The results from the advanced statistical analyses confirmed the assumption that personality metatraits play a sigfnificant role in terms of predicting early maladaptive schemas. It turned out that the metatraits alpha-minus disinhibition and gamma-minus disharmony underlie all five schema areas in Young's approach. Conclusions: By verifying the relationships discussed, it is possible to conclude that metatraits denoting emotional instability, low frustration tolerance, aggressiveness as well as depressiveness, distrust and generally poor psycho-physical condition may represent a biologically determined personality basis for the organisation and development of dysfunctional mental codes that function as information processing mechanisms and motives for maladaptive behavioural reactions. In practical terms, the above-mentioned means that in case of certain personality disorders, working on schemas, referring to childhood experiences, may be the main approach due to the inability to change the biologically determined personality.

A study of gestures representing musical emotions

The creation of music has originated from the burst of inspiration of the composer. Many studies suggested that improvisation plays a more vital role than composition in the emergence of new forms of music. The production of music, especially in Western cultures, tends to follow its traditional music theory. With the emergence of Pythagorean music theory, Western musicology has been defined and developed in depth. The composer’s creation is based on music creation within the framework of the Western music theory. However, in recent years, with the rise of the topic of music gestures, some scholars have learned that music ontology as a four-dimensional hypercube is inseparable from the performer’s gesture. Therefore, some musicians also attempt to create flexible music from the perspective of music performers and based on performance gestures. This kind of music creation breaks the traditional music theory system and has more personal style characteristics, but few people can understand the thinking logic behind this kind of creative behavior. Therefore, this article focuses on the singing gesture and reversely analyzes its impact on musical creation. We use a recent mathematic definition of gestures and we discuss emotion from its etymological origin (from the Latin e-movere) as a gestural movement from inside out. This article conducts an in-depth analysis based on the singer’s gesture for the following two reasons: First, the literature on the connection between singing gesture theory and composition theory remains scarce. Second, gestures produced by a singer are the only performance form that is not enabled by other instruments.

‘Facilitating change from within’: investigating students’ experiences of using core reflection in physical education teacher education

ABSTRACT Background Reflection plays a pivotal role in professional development, particularly in physical education teacher education (PETE). Research shows that student reflections in PETE often remain at a superficial level, focusing mainly on technical aspects of teaching. However, there's a need for PETE students to engage in deeper reflections, encompassing social, moral, ethical, or political aspects of teaching. Research goal This study investigates how PETE students experience core reflection as a pedagogical intervention for their professional development. Theory Core reflection, a concept developed by Fred Korthagen, bridges the gap between theory and practice in teacher education. It encourages using personal teaching experiences as starting points for reflection, focusing on personality development and the utilization of one's inner potential. This approach is believed to help student teachers find their personal and authentic teaching style. Method The study involved 38 PETE students who participated in both theoretical and practical sessions, including a swimming course. These sessions incorporated tasks for facilitating core reflection, based on personal teaching experiences. The data comprised individual written reflections from these students, analyzed using Eggebø's ‘collective qualitative analysis’ procedure. Results The analysis revealed four key themes: (1) ‘Same Intentions, Varied Experiences’: This theme highlights the differences in depth and detail of core reflection among students, despite similar initial intentions. (2) ‘A Tool for Awareness’: The tool was found to be effective in helping students develop awareness and recognize their personal strengths and weaknesses. (3) Peer Feedback Helps Understanding Core Qualities’: This theme underscores the importance of peer feedback in identifying personal strengths and bolstering confidence. (4) ‘Being Situated in Realistic Context makes Core Reflection (more) Meaningful’: The findings emphasize the value of learning core reflection within realistic settings, such as school practicums and peer-teaching, to facilitate practical understanding and application. Discussion and conclusion Core reflection is an effective tool within PETE for promoting systematic reflection, self-awareness, and professional growth. However, it requires sustained effort and integration into educational programs. Future research should explore the long-term effects of core reflection in PETE, especially regarding the development of professional competencies aligned with individual core qualities.

Prevalent personality traits in psychology students: a decade of study. Analysis of associated transversal professional skills

Introduction: The knowledge of personality in university students and the professional skills necessary for adequate development and performance in professional settings are essential to implement more effective academic interventions that enhance successful professionals.Objective: Analyze prevalent personality traits according to: Motivational goals, Cognitive modes and Interpersonal behaviors corresponding to ten cohorts of psychology students (2010-2020).Method: longitudinal trend design, with descriptive-correlational scope. We worked with two intentional, non-probabilistic samples, psychology students: MI 2010-2020: 945 students, MII 2020: 48 students. Instruments: Million Inventory of Personality Styles (MIPS) and Questionnaire for the Evaluation of Transversal Competencies in University Students.Results: A personality profile was observed with the sustained presence of the traits of Modification, Communicativeness and Control, and absence of Accommodation. In the Professional Competencies, very high frequencies of Interest in Quality, Work Responsibility and Teamwork are evident; and very low frequencies of Social Responsibility. The Modification and Control traits are those that present associations with Transversal Professional Competencies.Conclusions: The profile that characterizes a cohort of psychology students during 10 years of study has been communicativeness and control in the interpersonal, the active and energetic attitude (modification) in the motivational, and the sustained absence of passivity and accommodation. Relationships were found with transversal professional competencies. The implication of the results is discussed

Research on the History of Hou Hsiao-hsien’s Film Creation

As a leading figure in Taiwan’s “new film movement”, Hou Hsiao-hsien perfectly integrated the Western author’s film art tradition since the Italian neorealist film with the aesthetic purview of traditional Chinese culture and created the Chinese author’s film style. Hou Hsiao-hsien’s film works are very rational and connotation, with a strong documentary style and a sense of social distress, full of local flavor, and containing concern for Taiwan society. The film works have distinct personality and unique style, creating “Hou’s” artistic style through the lens language. This article will analyze Hou Hsiao-hsien’s film creation history from two aspects: the theme change and film style characteristics.

THE STATE OF CONFLICT MANAGEMENT ENVIRONMENT IN MILITARY COLLECTIVES

The article examines the state of conflict management environment in military collectives, examines the main causes of conflicts and the influence of various factors on their occurrence and resolution. The study conducted a comparative analysis of leadership styles and their impact on the level of conflict, as well as an assessment of the impact of socio-demographic factors. The methodology included a survey of military personnel and semi-structured interviews with unit commanders. The results showed that personal hostility, cultural differences and leadership style play a key role in the formation of conflict situations. Based on the data obtained, recommendations were developed on conflict management and improvement of the moral and psychological climate in military collectives.