vl20:Workapplications

• The Big Five is the most established model.

• Additional models include PANAS (Positive and Negative Affectivity),

• HEXACO, the Dark Triad/Tetrad, and DSM personality disorders, especially for predicting maladaptive workplace behavior

• The MBTI categorizes individuals into 16 types

  • using four dichotomies,

    • extraversion-introversion

    • sensing-intution

    • thinking-feeling

    • judging-perceiving

  • but research shows weak validity and reliability,

  • making it unsuitable for evidence-based personnel decisions.

• Using forced-choice (quasi-ipsative) formats, where respondents choose between equally desirable statements,

• reduces faking and improves predictive validity, especially for Conscientiousness.

1. Emotional Stability: stress management and consistent performance

2. Extraversion: interpersonal and leadership roles

3. Openness: creative and complex jobs

4. Agreeableness: teamwork and low-conflict roles

5. Conscientiousness: taks performance

• highest emergence:

  • E&C

• Highest effectiveness

  • O, ES, E

    • C very low

Emotional Stability (low Neuroticism) is the strongest predictor of lower burnout and higher occupational wellbeing.

1. Negative Affectivity: burnout, stress, conflict, counterproductive work behavior

2. Positive Affectivity: job satisfaction, social functioning, wellbeing

Dark traits (narcissism, psychopathy, Machiavellianism)

• predict manipulation, aggression, and CWB.

• Narcissism is the strongest predictor.

• lower job performance

• leadershihp failure and team dysfunction

• interperosnal problems

• high stress/burnout

• Honesty–Humility (sincerity, fairness, greed avoidance, modesty)

• predicts ethical decision-making, reduced manipulation, lower exploitation of others, and less counterproductive behavior.

Personality predicts not only performance but also leadership, wellbeing, and maladaptive behavior.

• Combining cognitive ability + Big Five yields the best prediction.

• Forced-choice formats reduce faking.

All Big Five traits relate to education, but Conscientiousness and Openness show the strongest and most consistent effects on achievement and learning.

• linked to intrinsic motivation,

• critical thinking,

• lower absenteeism,

• and better grades, even when controlling for cognitive ability.

• reflects self-discipline,

• persistence,

• goal-setting,

• and time management,

• sometimes predicting performance more strongly than IQ.

mixed effects:

• it can help in early, collaborative education

• but hinder performance in later stages due to distraction and reduced concentration

Agreeableness may support cooperation and compliance

• but empirical links to academic achievement are weak or negligible.

• impair learning via stress and worry,

• but empirical findings are mixed,

• with recent meta-analyses showing no consistent correlation with achievement.

• refers to how students plan, monitor, control, and reflect on learning,

• and is a key mediator between personality traits and academic achievement.

predicts engagement, effort, persistence, better grades, and lower procrastination, and is closer to actual performance than personality traits alone

1. Performance-approach: outperform others; can improve grades but increase stress

2. Performance-avoidance: avoid failure; increases anxiety and harms performance

3. Mastery goals: focus on learning; improve interest, effort, and achievement 2025_E_13_Applications_work_ses…

1. Fixed mindset: belief that intelligence cannot change; fear of failure

2. Growth mindset: belief that intelligence can grow; persistence and learning from mistakes

• cognitive, emotional, and physiological responses to exams, especially worry,

• and is negatively related to achievement—particularly in low-ability students and difficult tasks.