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At least 19 recordsLinked to original sources
PubMed2002

Five-factor model (Big Five) personality traits and universal-diverse orientation in counselor trainees.

In this study the authors explored the relationship between five-factor model (FFM: Big Five) personality traits (J. M. Digman, 1990; R. R. McCrae & O. P. John, 1992; J. S. Wiggins & P. D. Trappnell, 1997) and universal-diverse orientation (UDO; M. L. Miville et al., 1999) in counselor trainees. FFM traits were measured using the NEO-Personality Inventory-Revised (P. T. Costa & R. R. McCrae, 1992). Statistically significant relationships were found between UDO and one of the Big Five personality traits (Openness to Experience) in counselor trainees. Further regression analysis suggested a relationship between UDO and a particular facet of Openness to Experience, Openness to Aesthetics. This finding suggests that counselor trainees who are open to the creative expressions of others may be comfortable working with a wide variety of clients. These results suggest that counselor training that encourages experiences of aesthetic diversity in addition to an exploration of values may promote trainees' ability to work with diverse clients.

Adult↗
PubMed1998

Los Cinco Grandes across cultures and ethnic groups: multitrait multimethod analyses of the Big Five in Spanish and English.

Spanish-language measures of the Big Five personality dimensions are needed for research on Hispanic minority populations. Three studies were conducted to evaluate a Spanish version of the Big Five Inventory (BFI) (O. P. John et al., 1991) and explore the generalizability of the Big Five factor structure in Latin cultural groups. In Study 1, a cross-cultural design was used to compare the Spanish and English BFI in college students from Spain and the United States, to assess factor congruence across languages, and to test convergence with indigenous Spanish Big Five markers. In Study 2, a bilingual design was used to compare the Spanish and English BFI in a college-educated sample of bilingual Hispanics and to test convergent and discriminant validity across the two languages as well as with the NEO Five Factor Inventory in both English and Spanish. Study 3 replicated the BFI findings from Study 2 in a working-class Hispanic bilingual sample. Results show that (a) the Spanish BFI may serve as an efficient, reliable, and factorially valid measure of the Big Five for research on Spanish-speaking individuals and (b) there is little evidence for substantial cultural differences in personality structure at the broad level of abstraction represented by the Big Five dimensions.

Adult↗
PubMed2003

Big Five factors of personality and replicated predictions of behavior.

Measures of the Big Five factors of personality were used to predict a variety of criterion variables thought to represent behaviors of some social and cultural significance (e.g., alcohol consumption, grade point average). Analyses focused on replicated predictions across 2 independent samples of participants (Ns = 276 and 142) with 3 different measures of the Big Five (the NEO Five-Factor Inventory, the Revised NEO Personality Inventory, and the Five-Factor Nonverbal Personality Questionnaire, the latter an experimental nonverbal personality inventory). The results indicated substantial consistency in behavior predictions across the different Big Five assessments. The data are interpreted as supporting both the construct validity of the personality measures used and the role of the Big Five factors as determinants of certain complex behaviors.

Female↗
PubMed1997

Filipino personality structure and the big five model: a lexical approach.

In lexically based studies, we derived Filipino personality dimensions and related them to the Big Five model. In Study 1, Filipino high-school and college students (N = 629) rated themselves on a near-comprehensive list of 861 Filipino (Tagalog) trait adjectives. In Study 2, Filipino high-school and college students (N = 1,531) rated 280 markers of dimensions identified in Study 1. Some students (n = 473) also completed the NEO Five-Factor Inventory. Seven comparable Filipino dimensions were identified in factor analyses in the two studies. We concluded that the dimensions we labeled Concern for Others (vs. Egotism), Conscientiousness, Gregariousness, and Intellect were quite similar to Big Five Agreeableness, Conscientiousness, Extraversion, and Intellect, respectively. The Filipino Self-Assurance dimension was most similar to Big Five Neuroticism. The Filipino Temperamentalness dimension was more complex in Big Five terms, overlapping Agreeableness, Conscientiousness, and Neuroticism. A final Filipino factor resembled a Negative Valence or Infrequency dimension. More than five factors had to be extracted to obtain Philippine dimensions resembling all of the Big Five.

Adaptation, Psychological↗
PubMed1997

The big five factors of personality and their relationship to personality disorders.

Articles examining the relationship between the Big Five factors of personality and personality disorders (PDs) are reviewed. A survey of these studies indicates that there is some agreement regarding the relationship between the Big Five and PDs. However, the level of agreement varies and may be a function of instrumentation, the method of report, or how data have been analyzed. Future research should consider the role of peer-ratings, examine the relationship between PDs and the first-order factors of the Big Five, consider dimensions over and above the Big Five as predictors of PDs.

Humans↗
PubMed2000

What is beyond the big five? Plenty!

In a recent analysis of personality data, Saucier and Goldberg (1998) sought to answer the question, What is beyond the Big Five? Those authors evaluated numerous clusters of English person-descriptive adjectives that have been suspected of referring to non-Big Five dimensions of personality. Their results led them to conclude that most, if not all, traits of personality can be adequately subsumed within the Big Five factor space. In contrast, our reanalysis of Saucier and Goldberg's own data, using a more realistic criterion for deciding on whether a variable does or does not fall within a particular factor space, contradicts their claim. We are led to the conclusion that there are plenty of dimensions of behavior beyond the Big Five.

Female↗
PubMed1998

What is beyond the big five?

Previous investigators have proposed that various kinds of person-descriptive content--such as differences in attitudes or values, in sheer evaluation, in attractiveness, or in height and girth--are not adequately captured by the Big Five Model. We report on a rather exhaustive search for reliable sources of Big Five-independent variation in data from person-descriptive adjectives. Fifty-three candidate clusters were developed in a college sample using diverse approaches and sources. In a nonstudent adult sample, clusters were evaluated with respect to a minimax criterion: minimum multiple correlation with factors from Big Five markers and maximum reliability. The most clearly Big Five-independent clusters referred to Height, Girth, Religiousness, Employment Status, Youthfulness and Negative Valence (or low-base-rate attributes). Clusters referring to Fashionableness, Sensuality/Seductiveness, Beauty, Masculinity, Frugality, Humor, Wealth, Prejudice, Folksiness, Cunning, and Luck appeared to be potentially beyond the Big Five, although each of these clusters demonstrated Big Five multiple correlations of .30 to .45, and at least one correlation of .20 and over with a Big Five factor. Of all these content areas, Religiousness, Negative Valence, and the various aspects of Attractiveness were found to be represented by a substantial number of distinct, common adjectives. Results suggest directions for supplementing the Big Five when one wishes to extend variable selection outside the domain of personality traits as conventionally defined.

Female↗
PubMed1992

Probing the big five in adolescence: personality and adjustment during a developmental transition.

The present study probed the links among Big Five personality differences, self-reported personality differences, and adjustment to school among young adolescents. We used a multimethod converging analysis, with three sources of data: (a) adolescent self-report on standardized personality inventories; (b) classroom teacher trait ratings and evaluations of adjustment; and (c) school guidance counselor evaluations of adjustment. Evaluations of adolescent adjustment were systematically related to Big Five personality differences, as assessed by both classroom teachers' and school counselors' ratings. For classroom teachers, adjustment was closely related to evaluations on the Big Five dimension of Conscientiousness. Adolescent self-report on several standardized measures was not related to adult evaluation of school adjustment. We suggest that the five-factor model may be a useful tool for probing adjustment during the transition to adolescence.

Achievement↗
PubMed1992

Integration of the big five and circumplex approaches to trait structure.

To integrate the 5-dimensional simple-structure and circumplex models of personality, the Abridged Big Five Dimensional Circumplex (AB5C) taxonomy of personality traits was developed, consisting of the 10 circumplexes that can be formed by pitting each of the Big Five factors against one another. The model maps facets of the Big Five dimensions as blends of 2 factors. An application to data consisting of 636 self-ratings and peer ratings on 540 personality trait adjectives yielded 34 well-defined facets out of a possible 45. The AB5C solution is compared with simple-structure and lower dimensional circumplex solutions, and its integrative and corrective potential are discussed, as well as its limitations.

Adult↗
PubMed1997

Higher-order factors of the Big Five.

Estimated factor correlations from 14 studies supporting the 5 factor, Big Five model of personality trait organization--5 studies based on children and adolescents, 9 on adults--were factor analyzed. Two higher-order factors were clearly evident in all studies. One was principally related to the Big Five trait dimensions Agreeableness, Conscientiousness, and Emotional Stability; the other, the dimensions Extraversion and Intellect. Two models, one for children and adolescents, the other for adults, were tested by confirmatory factor analysis with generally excellent results. Many personality theorists appear to have considered one or both of these 2 metatraits, provisionally labeled alpha and beta.

Adolescent↗
PubMedDate not supplied

What is it like to work for a big five consulting firm? Interview by Barbara J. Linney.

Is consulting for a big five a career direction you've thought about pursuing? In this column, Barbara Linney interviews physician executive Don Gessler, MD, MBA, CPE, FACPE, to talk about his experience in working for a big five consulting firm. He discusses how he got his position at ABC Consulting Firm, the nature of the work, the rigorous travel schedule, the pluses, and the type of physician executive that is satisfied in this environment. He describes some of the projects and tasks he has been involved in as a consultant. He emphasizes that if physicians don't like to do selling, consulting is not a place for them to be and that it is a very team-based structure.

Consultants↗
PubMed1999

Preliminary investigation of computer stress and the big five personality factors.

This study investigated correlates of personality factors, measured with the Big Five Inventory, with computer users' stress, measured with the Computer Hassles Scale. Based on an analysis of the responses of 95 college students using computers, there was a significant correlation between the computer users' stress and Openness, one of the Big Five personality factors. There was a significant correlation between the Computer Hassles Scale and the somatic complaints and anxiety reactions, typical responses to stress. Hierarchical regression analyses indicated that Neuroticism and Extraversion had a "buffering effect" between computer stressors and typical stress responses. The significant correlation between scores on the Computer Hassles Scale and on Openness was a surprising finding and suggested that additional research was needed to clarify the nature of this relationship.

Adult↗
PubMed1991

Some psychometric characteristics of gender diagnosticity measures: reliability, validity, consistency across domains, and relationship to the big five.

Preferences for various occupations, school subjects, everyday activities, and hobbies and amusements were rated by 119 male and 145 female Ss. Discriminant analyses were conducted to compute gender diagnostic probabilities. Ss also rated themselves on Big Five traits and completed the Bem Sex-Role Inventory (BSRI) and the Personal Attributes Questionnaire (PAQ). Results indicated that (a) gender diagnosticity measures showed high reliability, (b) gender diagnosticity predicted sex of S and self-ascribed masculinity (M) and femininity (F) better than contrasted-groups M-F scales, (c) gender diagnosticity measures displayed substantial consistency across domains both within and across the sexes, and (d) gender diagnosticity measures were independent of the Big Five and PAQ and BSRI scales both within and across the sexes, whereas PAQ and BSRI scales loaded highly on Big Five dimensions.

Activities of Daily Living↗
PubMed1994

Do children use the big five, too? Content and structural form in personality description.

Free personality descriptions generated by 11-year-olds in the Role Construct Repertory Test (Kelly, 1955) were content-analyzed. The children's personality constructs were coded according to structural form (e.g., habits, preferences, traits) and "Big Five" personality content domain (e.g., Agreeableness, Conscientiousness). Findings showed that the children generated constructs from all of the Big Five personality domains. Agreeableness constructs were used most frequently, replicating the prevalence of that domain in studies of adult trait attribution (Peabody & Goldberg, 1989). However, in contrast to adults, less than half of the children's Big Five constructs were expressed as personality traits. The children's use of structural forms varied systematically with the personality domain they were describing. Target likability and age were also found to be related to the personality domains and structural forms of the children's constructs.

Age Factors↗
PubMed1999

Hierarchical subcomponents of the Big Five personality factors: a cross-language replication.

An ideal structural representation of personality attributes would include more than just broad-bandwidth factors. Specific subcomponents help define broad factors while enhancing the fidelity of the representation. There has been no consensus with regard to the necessary specific subcomponents of the Big Five. This problem was addressed by analyzing 2 representative lexical data sets, one involving English adjectives and the other involving German adjectives. Large samples (Ns of 636 and 775) were used in classifying a selection of 500 adjectives in each language by Big Five domains, and within each domain and language, the terms were factor analyzed with promax rotation. Ratings by 22 bilinguals of correspondence between the adjectives in English and German factors indicated 18 distinct content themes common to personality description in the 2 languages. The 18 subcomponents delineate necessary features of a more finely faceted measurement model for the lexical Big Five factors.

Adolescent↗
PubMed1998

The Big Five Personality Dimensions and the Process of Institutional Departure.

This study investigated the role of the "Big Five" personality dimensions in the dynamics of institutional departure in a convenience sample of 240 first-time, first-semester students enrolled in Introduction to Psychology at a large southwestern state university. Of the "Big Five" dimensions (agreeableness, conscientiousness, extraversion, neuroticism, and openness to experience), structural equation modeling revealed that conscientiousness exhibited the largest total effect on institutional departure (-.293). Conscientiousness exerted indirect effects (-.133) on institutional departure via organizational involvement, initial institutional commitment, and cumulative GPA as well as a direct effect (-.160) on institutional departure. Only 14 of the 240 students departed the institution within 1 year. A discriminant function analysis of institutional persistence versus departure, using cumulative GPA, institutional commitment, and conscientiousness as predictors, yielded a high false positive rate (67.6%) and a high sensitivity rate (78.6%). Copyright 1998 Academic Press.

Journal Article↗
PubMed2002

Liking of personal names, self-esteem, and the Big Five Inventory.

76 university students responded to the Big Five Inventory, the Coopersmith Self-esteem Inventory, and rated how much they liked their first and middle names. Self-esteem positively correlated with scores on Agreeableness, Conscientiousness, and Extraversion and negatively with Neuroticism. Liking of one's first name correlated positively with scores on Conscientiousness only.

Female↗
PubMed2001

Analyses of Digman's child-personality data: derivation of Big-Five factor scores from each of six samples.

One of the world's richest collections of teacher descriptions of elementary-school children was obtained by John M. Digman from 1959 to 1967 in schools on two Hawaiian islands. In six phases of data collection, 88 teachers described 2,572 of their students, using one of five different sets of personality variables. The present report provides findings from new analyses of these important data, which have never before been analyzed in a comprehensive manner. When factors developed from carefully selected markers of the Big-Five factor structure were compared to those based on the total set of variables in each sample, the congruence between both types of factors was quite high. Attempts to extend the structure to 6 and 7 factors revealed no other broad factors beyond the Big Five in any of the 6 samples. These robust findings provide significant new evidence for the structure of teacher-based assessments of child personality attributes.

Affect↗