Individual differences in quiet ego functioning: Authenticity, mindfulness, and secure self-esteem.

2008 ◽  
pp. 85-93 ◽  
Author(s):  
Michael H. Kernis ◽  
Whitney L. Heppner
Keyword(s):  
Individual Differences ◽  
Self Esteem ◽  
Quiet Ego ◽  
Ego Functioning

Within-Subject Variability in Ingratiation as a Function of Self-Esteem and Time

2019 ◽  
Vol 18 (4) ◽  
pp. 216-226
Author(s):  
Katharina Schmitte ◽  
Bert Schreurs ◽  
Mien Segers ◽  
I. M. “Jim” Jawahar
Keyword(s):  
Individual Differences ◽  
Small Group ◽  
Self Esteem ◽  
Random Coefficient ◽  
Person Perspective ◽  
Authority Figure ◽  
Subject Variability ◽  
Over Time ◽  
Within Subject Variability

Abstract. Adopting a within-person perspective, we theorize why ingratiation use directed toward an authority figure increases over time and for whom. We posit that as the appraisal event draws closer, the salience of achieving good evaluations increases, leading to an increasing use of ingratiation. We further propose that the increase will be stronger for individuals with low relative to high self-esteem. Participants were 349 students enrolled in a small-group, tutor-led management course. Data were collected in three bi-weekly waves and analyzed using random coefficient modeling. Results show that ingratiation use increased as time to the evaluation decreased, and low self-esteem students ingratiated more as time progressed. We conclude that ingratiation use varies as a function of contextual and inter-individual differences.

Relationship between Rigidity, Self-Esteem, and Attitudes about Computer-Based Information Systems

1984 ◽  
Vol 55 (3) ◽  
pp. 991-998 ◽  
Author(s):  
Dianna L. Stone ◽  
Barbara Kemmerer ◽  
Hal G. Gueutal
Keyword(s):  
Information System ◽  
Information Systems ◽  
Individual Differences ◽  
Field Study ◽  
Multiple Regression ◽  
Self Esteem ◽  
Correlation Analyses ◽  
Computer Based ◽  
The Relationship ◽  
Beliefs And Attitudes

Data from a field study were used to assess the relationship between two individual differences variables, (a) rigidity, (b) self-esteem, and beliefs and attitudes toward the introduction of a computer-based information system. Multiple regression and correlation analyses showed that rigidity was negatively related to computer-related beliefs and attitudes. Further, the data indicated that self-esteem was not related to either computer-related beliefs or attitudes. Implications of these results for dealing with resistance to computerization are discussed.

Exaggeration is Harder Than Understatement, but Practice Makes Perfect!

2011 ◽  
Vol 58 (6) ◽  
pp. 464-472 ◽  
Author(s):  
Jessica Röhner ◽  
Michela Schröder-Abé ◽  
Astrid Schütz
Keyword(s):  
Individual Differences ◽  
Implicit Association Test ◽  
Self Esteem ◽  
Implicit Association ◽  
Baseline Assessment ◽  
Complex Interplay ◽  
Factors Influencing ◽  
Individual Strategies ◽  
Relevant Factors ◽  
Do So

Previous research on the fakeability of the Implicit Association Test (IAT) yielded inconsistent results. The present study simultaneously analyses several relevant factors: faking direction, type of instructions, and practice. Furthermore, it takes baseline individual differences into account. After a baseline assessment in a self-esteem IAT without faking instructions (t0), participants in the faking conditions then (t1) faked high or low scores without being provided with recommended strategies on how to do so (i.e., individual strategies). At t2 and t3, they were asked to fake the IAT after having received information on recommended faking strategies. At t4, faking direction was reversed. Without the recommended strategies, faking high scores was not possible, but faking low scores was. With the recommended strategies, participants needed additional practice to fake high scores. When faking directions were reversed, participants were successful without additional practice, suggesting a transfer in faking skills. In most of the faking attempts, faking success was moderated by individual differences in baseline implicit self-esteem. This suggests that the complex interplay of factors influencing faking success should be taken into account when considering the issue of fakeability of the IAT.

Determinants of parenting attitudes in mothers with severe psychopathology

1992 ◽  
Vol 4 (3) ◽  
pp. 469-487 ◽  
Author(s):  
Fred A. Rogosch ◽  
Carol T. Mowbray ◽  
G. Anne Bogat
Keyword(s):  
Individual Differences ◽  
Social Context ◽  
Attachment Theory ◽  
Emotional Support ◽  
Self Esteem ◽  
Developmental Model ◽  
Parenting Attitudes ◽  
Maternal Functioning ◽  
Relational Experiences ◽  
Severe Psychopathology

AbstractDeterminants of individual differences in the sensitivity of parenting attitudes were investigated in mothers with schizophrenic or major mood disorders. Constructs from the major domains of the mother's childhood relational experiences, personality, social context, and child characteristics were evaluated in a developmental model to predict differences in parenting attitudes. Two pathways were identified. An index of the severity and chronicity of the mother's disorder was shown to predict less-adaptive parenting attitudes. A second pathway revealed that emotional support from network members influenced self-esteem, which predicted more adaptive parenting attitudes. However, perceptions of childhood relational experiences, particularly maternal uninvolvement, predicted parenting attitudes as well as accounted for relationships among emotional support, self-esteem, and parenting. The results were discussed from an attachment theory perspective. The implications of individual differences in maternal functioning for both the mother and the child's adaptation were discussed, and treatment issues were addressed.

scholarly journals LA PERSONALIDAD EFICAZ EN EL UNIVERSITARIO Y EL USO DEL BUEN HUMOR

2016 ◽  
Vol 1 (1) ◽  
pp. 467
Author(s):  
Juan Carlos Bustamante ◽  
Carlos Salavera ◽  
José Luis Antoñanzas ◽  
Javier Chueca ◽  
José Carrón ◽  
...  
Keyword(s):  
Individual Differences ◽  
Positive Emotions ◽  
Self Esteem ◽  
Bivariate Correlation ◽  
Affective Variables ◽  
Para Determinar ◽  
Positive Correlations ◽  
The University ◽  
Bienestar Psicologico ◽  
Academic Demands

Abstract:THE EFFICIENT PERSONALITY IN THE UNIVERSITY AND THE USE OF GOOD HUMORIndividual differences in the construct Efficient Personality in undergraduates could determine differences in the proper handling of sociopersonal and socioaffective competencies when faced with academic demands, which may be associated both with differences in psychological wellbeing.Wellbeing is associated with the sense of humor that involves three different affective variables (cheerfulness, seriousness and bad mood). We aimed to determine whether individual differences in Efficient Personality are associated with differences in the disposition for using good humor. For this purpose 39 undergraduates (all the participant were women) completed the Efficient Personality Questionnaire for the university context (CPE -U) and the STCI-30 scale for the assessment of good humor. Bivariate correlation analyses were performed to determine a possible association between Efficient Personality components and the variables that modulate the good humor. The results showed positive correlations between the variable Cheerfulness and the factors Self-esteem, Academic Self-realization and Solving Efficiency, and between the variable Seriousness and the factor Solving Efficiency. Also, negative correlations between the variable Bad Mood and the factors Self-esteem and Solving Efficiency were observed. Therefore, individual differences in Efficient Personality in undergraduates are related with differences for experiencing or showing more positive emotions toward a greater willingness to good humor.Keywords: Efficient Personality, good humor, individual differences, self-efficacy, cheerfulnessResumen:Diferencias individuales en el constructo de Personalidad Eficaz en universitarios podrían evidenciar diferencias en el manejo adecuado de competencias personales y socioafectivas a la hora de enfrentarse a demandas académicas, que pueden asociarse a la vez con diferencias en la experimentación de estados relacionados con bienestar psicológico. Este bienestar se asocia con el sentido del humor que implica tres variables afectivas (alegría, seriedad y mal humor). Nuestro objetivo fue determinar si diferencias individuales en Personalidad Eficaz se asociaba con diferencias a la disposición al buen humor. Para ello 39 mujeres estudiantes universitarias rellenaron el Cuestionario de Personalidad Eficaz para el Contexto Universitario (CPE-U) y la escala para la evaluación del sentido del humor STCI-30. Análisis de correlación bivariada fueron llevados a cabo para determinar una posible asociación entre los componentes de Personalidad Eficaz y las variables que modulan el buen humor. Los resultados mostraron correlaciones positivas entre la variable Alegría y los factores de la Personalidad Eficaz Autoestima, Autorrealización Académica y Autorrealización Resolutiva; y entre la variable Seriedad y Autorrealización Resolutiva. También se observaron correlaciones negativas entre la variable Mal Humor y los factores Autoestima y Autorrealización Resolutiva. Por tanto, diferencias individuales en estudiantes universitarios en factores que constituyen el constructo de Personalidad eficaz se relaciona con diferencias en los mismos a la hora de experimentar o mostrar estados afectivos más positivos acercándose y mostrando una mayor disposición al buen humor.Palabras clave: Personalidad Eficaz, buen humor, diferencias individuales, autoeficacia, alegría

scholarly journals Who Are Our Students? A Synthesis of Foreign and Second Language Research on Individual Differences with Implications for Instructional Practice

1992 ◽  
Vol 9 (2) ◽  
pp. 30 ◽  
Author(s):  
Rebecca Oxford
Keyword(s):  
Individual Differences ◽  
Language Learning ◽  
Learning Strategies ◽  
Risk Taking ◽  
Instructional Practice ◽  
Self Esteem ◽  
Individual Characteristics ◽  
Language Learning Strategies ◽  
Tolerance Of Ambiguity ◽  
Language Research

Teachers of second or foreign languages, to be most effective, must understand who their students really are. This means teachers must comprehend differences among their students in many individual characteristics, such as age, sex, motivation, anxiety, self-esteem, tolerance of ambiguity, risk-taking, cooperation, competition, and language learning strategies and styles. This article synthesizes previous and current research on these individual differences among students and provides implications for instructional practice. Researchers, teachers, and administrators should heed the article's message: we need to have keys for knowing our students better, and here are some of the most significant keys available.

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