Individual differences in personality are often described on the basis of a small set of dimensional core characteristics that are commonly defined as largely consistent patterns of thoughts, feeli...

Core and Surface Characteristics for the Description and Theory of Personality Differences and Development

The influence of individual executives on corporate financial reporting: A review and outlook from the perspective of upper echelons theory

Materialism pathways: The processes that create and perpetuate materialism

Theories of value development often identify adolescence as the period for value formation, and cultural and familial factors as the sources for value priorities. However, recent research suggests that value priorities can be observed as early as in middle childhood, and several studies, including one on preadolescents (Knafo & Spinath, 2011), have suggested a genetic contribution to individual differences in values. In the current study, 174 pairs of monozygotic and dizygotic 7-year old Israeli twins completed the Picture-Based Value Survey for Children (PBVS–C; Doring et al., 2010). We replicated basic patterns of relations between value priorities and variables of socialisation – gender, religiosity, and socioeconomic status– that have been found in studies with adults. Most important, values of Self-transcendence, Self-enhancement, and Conservation, were found to be significantly affected by genetic factors (29%, 47% and 31% respectively), as well as non-shared environment (71%, 53% and 69% respectively). Openness to change values, in contrast, were found to be unaffected by genetic factors at this age and were influenced by shared (19%) and non-shared (81%) environment. These findings support the recent view that values are formed at earlier ages than had been assumed previously, and they further our understanding of the genetic and environmental factors involved in value formation at young ages.

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Values in Middle Childhood: Social and Genetic Contributions

Humans are complex social beings. To understand human behaviour, an integrated perspective is required - one which considers both what we regularly do (our personality traits) and what motivates us (our values). Personality, Values, Culture uses an evolutionary perspective to look at the similarities and differences in personality and values across modern societies. Integrating research on personality and human values into a functional framework that highlights their underlying compatibilities (driven by shared genetic and brain mechanisms), Fischer describes how personality is shaped by the complex interplay between genes and the environment, both over the course of human evolution and within the lifespan of individuals. He proposes a gene-culture coevolution model of personality and values to explain how and why people differ around the world and how genes, economics, social conditions, and climate jointly shape personality.

Personality, Values, Culture: An Evolutionary Approach

Human values: Genetic and environmental effects on five lexically derived domains and their facets

In previous studies, the Sociocultural Adaptation Scale (SCAS) has been employed in studying migrants’ and sojourners’ adaptation to geographically and linguistically distant cultures. In the present study, the SCAS has been modified according to the needs of German students of psychology in Austria. In line with social identity theory and previous empirical evidence, despite the two countries’ vicinity, considerable ethnic tension and adaptation problems of Germans in Austria were expected. We administered the modified SCAS to 77 women and 55 men of German descent at two Austrian universities. Factor analysis revealed three oblique dimensions, with Factor 1 pertaining to understanding Austrian culture, mentality, and values, Factor 2 addressing communication issues and Factor 3 dealing with academic requirements at the university. From the first two factors reliable subscales were derived, whereas for Scale 3 reliability was insufficient. Open questions and consecutive ratings of socio-cultural adaptation were employed towards assessing validity of the subscales. As opposed to Scale 3, Scales 1 and 2 were found to be valid measures of socio-cultural adaptation and will constitute the final version of the adapted SCAS. In line with our expectations, respondents reported considerable problems in understanding Austrian mentality and in communicating with Austrians, whereas they had no difficulties with respect to academic performance. The adapted version of the SCAS can be used as a research tool in order to study German students’ adaptation to Austrian culture in more detail.

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German students in Austria: A psychometric pilot study on developing a modified version of the Sociocultural Adaptation Scale

As previous studies had found moderate correlations between the Myers-Briggs Type Indicator ® (MBTI ® ) instrument and the NEO-Five Factor Inventory (NEO- FFI), we expected the two instruments to measure related but distinct constructs. In N = 435 adult Austrians (255 female), we tested three concurrent models by Confirmatory Factor Analysis. Four pairs of two factors, one from each measure, correlated clearly and uniquely with each other: MBTI Extraversion with NEO-FFI Extraversion, MBTI Judging-Perceiving with NEO-FFI Conscientiousness, MBTI Thinking-Feeling with NEO- FFI Agreeableness, and MBTI Intuition-Sensing with NEO-FFI Openness to Experience. Unidimensional

Does the Myers-Briggs Type Indicator Measure Anything Beyond the NEO Five Factor Inventory?

Die Handlung in Das weise Rauschen (⊡ Abb. 1) wird bewusst nicht zusammengefasst, sondern chronologisch erzahlt, so wie der Film real Szene um Szene gedreht wurde. Dadurch werden Dramatik und Dynamik der sich entwickelnden Psychose am ehesten nachvollziehbar.

Wonach ich suchte, das war ein Leben...

Der Handlungsort ist eine Klasse in einer Pflichtschule am Stadtrand von Paris, einem multiethnischen Bezirk. Dort unterrichtet der Franzosischlehrer Francois Marin eine vierte Klasse von vierzehn- bis sechzehnjahrigen Jungen und Madchen. Der Film zeigt auf unspektakulare, aber daher besonders eindringliche Weise, dass die Schule die Schaltstelle zwischen Familie und Gesellschaft bildet, die den jungen Menschen den Weg in die Kultur ebnet. Die allgemeine Schulpflicht sorgt (zumindest formal) dafur, dass die Teilhabe an (in diesem Falle franzosischer) Kultur fur alle gleich sein konnte, wenn das Angebot genutzt und wenn von der Familie sowie der Institution Schule entsprechend Unterstutzung gewahrt wird. Lehrer sind Ubergangsobjekte zwischen den Bindungen in der Familie und der Orientierung nach ausen, auf die die pubertierenden Schulerinnen und Schuler die ganze Palette ihrer ambivalenten Gefuhle von Liebe bis Hass projizieren konnen.

Jutta Menschik-Bendele

Papers

Human values: Genetic and environmental effects on five lexically derived domains and their facets

German students in Austria: A psychometric pilot study on developing a modified version of the Sociocultural Adaptation Scale

Does the Myers-Briggs Type Indicator Measure Anything Beyond the NEO Five Factor Inventory?

Wonach ich suchte, das war ein Leben...

Klassenkämpfe – Trotz und Leidenschaft an einer Pariser Brennpunktschule