scholarly journals The influence of personality traits and cognitive abilities on the expression of political intelligence in youth political activists

2021 ◽  
Vol 7 (4) ◽  
Keyword(s):  
Personality Traits ◽  
Cognitive Abilities

scholarly journals Computer Programming E-Learners’ Personality Traits, Self-Reported Cognitive Abilities, and Learning Motivating Factors

2021 ◽  
Vol 11 (9) ◽  
pp. 1205
Author(s):  
Aiste Dirzyte ◽  
Aivaras Vijaikis ◽  
Aidas Perminas ◽  
Romualda Rimasiute-Knabikiene ◽  
Lukas Kaminskis ◽  
...  
Keyword(s):  
Personality Traits ◽  
Visual Processing ◽  
Cognitive Abilities ◽  
Computer Programming ◽  
Social Pressure ◽  
Negative Emotionality ◽  
Future Research ◽  
Motivating Factors ◽  
Individual Attitude ◽  
The Impact

Educational systems around the world encourage students to engage in programming activities, but programming learning is one of the most challenging learning tasks. Thus, it was significant to explore the factors related to programming learning. This study aimed to identify computer programming e-learners’ personality traits, self-reported cognitive abilities and learning motivating factors in comparison with other e-learners. We applied a learning motivating factors questionnaire, the Big Five Inventory—2, and the SRMCA instruments. The sample consisted of 444 e-learners, including 189 computer programming e-learners, the mean age was 25.19 years. It was found that computer programming e-learners demonstrated significantly lower scores of extraversion, and significantly lower scores of motivating factors of individual attitude and expectation, reward and recognition, and punishment. No significant differences were found in the scores of self-reported cognitive abilities between the groups. In the group of computer programming e-learners, extraversion was a significant predictor of individual attitude and expectation; conscientiousness and extraversion were significant predictors of challenging goals; extraversion and agreeableness were significant predictors of clear direction; open-mindedness was a significant predictor of a diminished motivating factor of punishment; negative emotionality was a significant predictor of social pressure and competition; comprehension-knowledge was a significant predictor of individual attitude and expectation; fluid reasoning and comprehension-knowledge were significant predictors of challenging goals; comprehension-knowledge was a significant predictor of clear direction; and visual processing was a significant predictor of social pressure and competition. The SEM analysis demonstrated that personality traits (namely, extraversion, conscientiousness, and reverted negative emotionality) statistically significantly predict learning motivating factors (namely, individual attitude and expectation, and clear direction), but the impact of self-reported cognitive abilities in the model was negligible in both groups of participants and non-participants of e-learning based computer programming courses; χ² (34) = 51.992, p = 0.025; CFI = 0.982; TLI = 0.970; NFI = 0.950; RMSEA = 0.051 [0.019–0.078]; SRMR = 0.038. However, as this study applied self-reported measures, we strongly suggest applying neurocognitive methods in future research.

scholarly journals Entrepreneurial opportunity decisions under uncertainty: Conceptualizing the complementing role of personal and cognitive abilities

2018 ◽  
Author(s):  
Emmanuel Kwasi Mensah ◽  
Vahid Jafari Sadeghi
Keyword(s):  
Personality Traits ◽  
Cognitive Abilities ◽  
Entrepreneurial Opportunity ◽  
Decisions Under Uncertainty

<p>Paper develops propositions on the complementing role of entrepreneurial personality traits and cognitive abilities towards opportunity decisions under uncertainty </p><p><br></p><p><br></p><p><br></p><p><br></p>

scholarly journals The Predictive Validity of Teachers’ Personality, Cognitive and Academic Abilities at the End of High School on Instructional Quality in Germany: A Longitudinal Study

AERA Open ◽  
2020 ◽  
Vol 6 (1) ◽  
pp. 233285841989788
Author(s):  
Janina Roloff ◽  
Uta Klusmann ◽  
Oliver Lüdtke ◽  
Ulrich Trautwein
Keyword(s):  
High School ◽  
Secondary School ◽  
Personality Traits ◽  
Cognitive Abilities ◽  
Instructional Quality ◽  
Multilevel Regression ◽  
School Students ◽  
Academic Abilities ◽  
High School Gpa ◽  
State Examination

The present study investigated to what degree teachers’ personality traits, cognitive abilities, and academic abilities (high school GPA), which were assessed at the end of high school as well as grades from the first and second state examinations of teacher education, predict later instructional quality. The study combined ratings of instructional quality from 3,768 German secondary school students and their 113 teachers with up to 10 years between assessment of teachers’ personality traits, cognitive abilities, as well as academic abilities at the end of high school and student ratings of instructional quality. Multilevel regression analyses revealed that agreeableness, high school GPA, and the second state examination grade predicted teachers’ instructional quality.

scholarly journals Sex-specific contribution of DHEA-cortisol ratio to prefrontal-hippocampal structural development, cognitive abilities and personality traits

2019 ◽  
Vol 31 (2) ◽  
pp. e12682 ◽  
Author(s):  
Nasr A. I. Farooqi ◽  
Martina Scotti ◽  
Ally Yu ◽  
Jimin Lew ◽  
Patricia Monnier ◽  
...  
Keyword(s):  
Personality Traits ◽  
Cognitive Abilities ◽  
Structural Development ◽  
Cortisol Ratio ◽  
Specific Contribution

scholarly journals Cognitive abilities and personality traits in old age across four years: More stability than change

2017 ◽  
Vol 70 ◽  
pp. 202-213 ◽  
Author(s):  
Damaris Aschwanden ◽  
Mike Martin ◽  
Mathias Allemand
Keyword(s):  
Personality Traits ◽  
Old Age ◽  
Cognitive Abilities

scholarly journals Secular rise in economically valuable personality traits

2017 ◽  
Vol 114 (25) ◽  
pp. 6527-6532 ◽  
Author(s):  
Markus Jokela ◽  
Tuomas Pekkarinen ◽  
Matti Sarvimäki ◽  
Marko Terviö ◽  
Roope Uusitalo
Keyword(s):  
Personality Traits ◽  
Cognitive Ability ◽  
Cognitive Abilities ◽  
Parental Education ◽  
Family Background ◽  
Later Life ◽  
Practical Significance ◽  
Simultaneous Increase ◽  
Flynn Effect ◽  
The Family

Although trends in many physical characteristics and cognitive capabilities of modern humans are well-documented, less is known about how personality traits have evolved over time. We analyze data from a standardized personality test administered to 79% of Finnish men born between 1962 and 1976 (n = 419,523) and find steady increases in personality traits that predict higher income in later life. The magnitudes of these trends are similar to the simultaneous increase in cognitive abilities, at 0.2–0.6 SD during the 15-y window. When anchored to earnings, the change in personality traits amounts to a 12% increase. Both personality and cognitive ability have consistent associations with family background, but the trends are similar across groups defined by parental income, parental education, number of siblings, and rural/urban status. Nevertheless, much of the trends in test scores can be attributed to changes in the family background composition, namely 33% for personality and 64% for cognitive ability. These composition effects are mostly due to improvements in parents’ education. We conclude that there is a “Flynn effect” for personality that mirrors the original Flynn effect for cognitive ability in magnitude and practical significance but is less driven by compositional changes in family background.

scholarly journals The returns to cognitive abilities and personality traits in Germany

2010 ◽  
Vol 17 (3) ◽  
pp. 535-546 ◽  
Author(s):  
Guido Heineck ◽  
Silke Anger
Keyword(s):  
Personality Traits ◽  
Cognitive Abilities
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