Emotion and Behavior: A General Factor of Personality From the EAS Temperament Survey and the Strengths and Difficulties Questionnaire

2012 ◽  
Vol 15 (5) ◽  
pp. 668-671 ◽  
Author(s):  
Livia Veselka ◽  
Julie Aitken Schermer ◽  
Caroline Just ◽  
Yoon-Mi Hur ◽  
J. Philippe Rushton ◽  
...  
Keyword(s):  
Factor Analysis ◽  
Individual Differences ◽  
Social Desirability ◽  
Principal Factor ◽  
Strengths And Difficulties Questionnaire ◽  
General Factor ◽  
Order Dimension ◽  
General Factor Of Personality ◽  
Strengths And Difficulties ◽  
And Behavior

The mothers of 603 pairs of 3- to 13-year-old twins in Korea completed the Emotionality, Activity, Sociability (EAS) Temperament Survey and the Strengths and Difficulties Questionnaire in reference to their twins. Principal factor analysis of the seven scales comprising these measures yielded a general factor on which all the scales had moderate to large loadings. Univariate behavioral genetic analyses showed that individual differences on this general factor could best be accounted for by additive genetic and non-shared environmental effects, with a heritability of 53%. The results strengthen the construct validity of the general factor of personality (GFP) by extracting this higher-order dimension from disparate measures, and have implications regarding social desirability criticisms applied to the GFP theory.

Evidence for a Heritable General Factor of Personality in Two Studies

2009 ◽  
Vol 12 (3) ◽  
pp. 254-260 ◽  
Author(s):  
Livia Veselka ◽  
Julie Aitken Schermer ◽  
K. V. Petrides ◽  
Philip Anthony Vernon
Keyword(s):  
Individual Differences ◽  
Environmental Factors ◽  
Big Five ◽  
Genetic Model ◽  
Model Fitting ◽  
General Factor ◽  
Big Five Personality ◽  
General Factor Of Personality ◽  
Components Analysis ◽  
And Behavior

AbstractTwo studies were conducted to see whether a general factor of personality (GFP) could be extracted from different measures of personality. Using samples of twins in both studies also allowed an assessment of the extent to which genetic and/ or environmental factors contributed to individual differences in the GFPs that were found. In Study 1, principal components analysis of the Big Five personality traits in combination with four scales of mental toughness yielded a strong GFP and behavior genetic model-fitting showed that individual differences in this GFP were fully accounted for by genetic and nonshared environmental factors. In Study 2, a GFP was extracted from the Big Five traits in combination with 15 facets of emotional intelligence. Individual differences in this GFP were also fully accounted for by genetic and nonshared environmental factors. These studies add to the growing body of research demonstrating the existence of a GFP and replicate one previous report of its heritability.

The German Strengths and Difficulties Questionnaire (SDQ)

2010 ◽  
Vol 26 (4) ◽  
pp. 256-262 ◽  
Author(s):  
Ulrike Petermann ◽  
Franz Petermann ◽  
Ina Schreyer
Keyword(s):  
Correlation Analysis ◽  
Teacher Ratings ◽  
Screening Instrument ◽  
Preschool Age ◽  
Strengths And Difficulties Questionnaire ◽  
Preschool Age Children ◽  
Discriminant Analyses ◽  
Strengths And Difficulties ◽  
Behavioral Attributes ◽  
And Behavior

The Strengths and Difficulties Questionnaire (SDQ) is a screening instrument that addresses positive and negative behavioral attributes of children and adolescents. Although this questionnaire has been used in Germany to gather information from parents and teachers of preschoolers, few studies exist that verify the validity of the German SDQ for this age. In the present study, teacher ratings were collected for 282 children aged 36 to 60 months (boys = 156; girls = 126). Likewise, teacher ratings were collected with another German checklist for behavior problems and behavior disorders at preschool age (Verhaltensbeurteilungsbogen für Vorschulkinder, VBV 3–6). Moreover, children’s developmental status was assessed. Evaluation included correlation analysis as well as canonical correlation analysis to assess the multivariate relationship between the set of SDQ variables and the set of VBV variables. Discriminant analyses were used to clarify which SDQ variables are useful to differentiate between children with or without developmental delay in a multivariate model. The results of correlation and discriminant analyses underline the validity of the SDQ for preschoolers. According to these results, the German teacher SDQ is recommended as a convenient and valid screening instrument to assess positive and negative behavior of preschool age children.

The General Factor of Personality Is Stronger and More Strongly Correlated With Cognitive Ability Under Instructed Faking

2017 ◽  
Vol 38 (1) ◽  
pp. 46-54 ◽  
Author(s):  
Carolyn MacCann ◽  
Nicola Pearce ◽  
Yixin Jiang
Keyword(s):  
Social Desirability ◽  
Principal Components ◽  
Factor Model ◽  
General Factor ◽  
Strongly Correlated ◽  
General Factor Of Personality ◽  
Scale Scores ◽  
Component Loadings ◽  
Fake Good ◽  
Variance Explained

Abstract. A General Factor of Personality (GFP) can be derived by extracting one factor from a broad range of personality dimensions. Researchers are divided on whether the GFP represents social desirability or an evolved trait with survival value. The current paper tests a social desirability interpretation of the GFP by comparing one-factor models of the HEXACO under standard versus fake-good instructions (N = 185 undergraduates). Analyses include both principal components analyses (PCA) and a comparison of factorial invariance of a hierarchical one-factor model. Compared to standard instructions, fake-good instructions showed: (a) significantly higher correlations between domain scale scores for 10 of 15 cases; (b) significantly higher component loadings in the PCA; (c) significantly more variance explained by the GFP (in both principal components and invariance analyses); and (d) significantly higher correlations with a cognitive g factor derived from six indicators. Results support a social desirability interpretation of the GFP.

Moments of Affective Insight: Their Phenomenology and Relations to Selected Individual Differences

1987 ◽  
Vol 6 (4) ◽  
pp. 341-364 ◽  
Author(s):  
Don Kuiken ◽  
Robert Carey ◽  
Tore Nielsen
Keyword(s):  
Factor Analysis ◽  
Individual Differences ◽  
Social Desirability ◽  
Self Control ◽  
Creative Imagination ◽  
Self Reflection ◽  
Item Questionnaire ◽  
Different Types ◽  
Type Factor ◽  
True False

Affective insight was defined as a subjective event occurring during intensive self-reflection. To study affective insight, seventy-nine individuals were presented instructions designed to encourage intensive self-reflection. Subsequently, they completed an open-ended questionnaire and a seventy-two-item true-false questionnaire describing their experience during self-reflection. Q-type factor analysis of the seventy-two-item questionnaire revealed four different types of reactions during the instructions: underdistancing, overdistancing, intellectual self-control, and apprehensive insight. An eight-item Affective Insight Scale (AIS) was developed which was independent of social desirability, which differentiated these four groups of participants, and which correlated positively with a judge's ratings of affective insight as indicated in responses to the open-ended questionnaire. Using the AIS, there was support for the hypothesis that affective insight is associated with imagery involvement, as measured by the Creative Imagination Scale, the Absorption Scale, and Rorschach M responses. There was also some support for the hypothesis that affective insight is associated with a preference for novel imagery, as measured by the Barron-Welsch Art Scale. Other trait measures predicted reactions which were conceptually and empirically independent of affective insight (e.g., intellectual self-control), indicating the importance of simultaneously studying different reactions during intensive self-reflection.

scholarly journals Strengths and Difficulties Questionnaire Parent Report (SDQ-PR) As Screening Instrument of Children Mental Health in Indonesia

2019 ◽  
Vol 46 (2) ◽  
pp. 130
Author(s):  
Supra Wimbarti ◽  
Juliarni Siregar ◽  
Mistety Oktaviana ◽  
Regiastri Regiastri
Keyword(s):  
Emotional Problem ◽  
Behavior Disorder ◽  
Parent Report ◽  
Strengths And Difficulties Questionnaire ◽  
Chi Square ◽  
Child Psychologist ◽  
Clinical Diagnoses ◽  
Icd 10 ◽  
Strengths And Difficulties ◽  
And Behavior

This study aims at examining the agreement level between clinical diagnoses by a senior psychologist in the hospital and diagnoses/screening on Strengths and Difficulties Questionnaire conducted by parents. Using ICD 10 (Indonesian version) as the gold standard, a clinical child psychologist diagnosed 253 male and female elementary school children aged 7-14 years old. Parents of the same children were requested to fill-out the SDQ questionnaire (SDQ-PR).  Psychometric property of SDQ-PR was analyzed using Alpha Cronbach and Principal Axis Factoring Analysis. Screening quality of SDQ-PR was examined using Receiver Operating Characteristic (ROC), Likelihood Ratio (LR+ and LR-), and Chi-square. Reliabilities of SDQ-PR in all subscales were (α = 0.562 to α = 0.684) except subscale of peer-problem (α = 0.174). Different from the original version of SDQ-PR that consists of 5 subscales, this study revealed 8 subscales. LR and ROC analyses for hyperkinetic revealed LR+ = 1.84 and LR– = 0.51, sensitivity = 67.6% and specificity = 63.3% with cut-off score ≥ 6. For behavior disorder, the LR+ = 2.3, LR- = 0.42, sensitivity = 70.96%, and specificity = 69.15% with cut-off score ≥ 4. As for behavior disorder the LR+ = 1.07, LR- = 0.94, sensitivity = 50%, specificity 53.27% with cut-off score ≥ 4. Chi-square score indicated a significant correlation between SDQ-PR and the diagnoses from child psychologist for hyperkinetic and behavior disorder, but not for an emotional problem.

scholarly journals Factor structure of the SDQ and longitudinal associations from pre-school to pre-teen in New Zealand

PLoS ONE ◽  
2021 ◽  
Vol 16 (3) ◽  
pp. e0247932
Author(s):  
John M. D. Thompson ◽  
Rebecca F. Slykerman ◽  
Clare R. Wall ◽  
Rinki Murphy ◽  
Edwin A. Mitchell ◽  
...  
Keyword(s):  
Factor Analysis ◽  
New Zealand ◽  
Factor Structure ◽  
Internal Consistency ◽  
Strengths And Difficulties Questionnaire ◽  
Self Report ◽  
Time Points ◽  
Strengths And Difficulties ◽  
Over Time

Objective The objective of this study was to assess the validity of the Strengths and Difficulties Questionnaire in a cohort of New Zealand children followed from birth to the age of eleven. The study also aimed to assess the stability of the child data in relation to behavioural outcomes during this period. Methods Children in the Auckland Birthweight Collaborative Study were assessed at approximately 3½, 7 and 11 years of age. At all time-points parents completed the parent version of the Strengths and Difficulties Questionnaire, and the children themselves completed the self-report version at 11 years of age. The validity and internal consistency were assessed using exploratory factor analysis, Cronbach’s alpha, and McDonald’s Omega. Cross tabulations and Chi-square statistics were used to determine whether Total Difficulty scores, as per accepted cut-offs, remained stable over time (between normal and abnormal/borderline categories). Results The factor structure remained relatively consistent across all three time-points, though several questions did not load as per the originally published factor analysis at the earliest age. The internal consistency of the Strengths and Difficulties Questionnaire was good at all time-points and for parent- and child-completed versions. There was low agreement in the total scores between time points. Conclusions The factor analysis shows that the Strengths and Difficulties Questionnaire has a similar factor structure, particularly in older ages, to that previously published and shows good internal consistency. At the pre-school follow up, a larger than expected proportion of children were identified with high scores, particularly in the conduct sub-scale. Children’s behaviour changes over time, with only poor to moderate agreement between those identified as abnormal or borderline over the longitudinal follow up.

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