The Experts below are selected from a list of 20409 Experts worldwide ranked by ideXlab platform
Scott N. Taylor - One of the best experts on this subject based on the ideXlab platform.
-
Long term impact of emotional, social and cognitive intelligence competencies and GMAT on career and life satisfaction and career success
Frontiers in psychology, 2014Co-Authors: Emily Amdurer, Richard E. Boyatzis, Argun Saatcioglu, Melvin L. Smith, Scott N. TaylorAbstract:ABSTRACT Career scholars have called for a broader definition of career success by inviting greater exploration of its antecedents. While success in various jobs has been predicted by intelligence and in other studies by competencies, especially in management, long term impact of having intelligence and using competencies has not been examined. Even in collegiate outcome studies, few have examined the longer term impact on graduates’ careers or lives. This study assesses the impact of demonstrated emotional, social, and cognitive intelligence competencies assessed at graduation and g measured through GMAT at entry from an MBA program on career and life satisfaction, and career success assessed 5 to 19 years after graduation. Using behavioral measures of competencies (i.e., as assessed by others), we found that emotional intelligence competencies predict career satisfaction and success. Adaptability had a positive impact, but influence had the opposite effect on these career measures and life satisfaction. Life satisfaction was negatively affected by Achievement Orientation and positively affected by teamwork. Current salary, length of marriage, and being younger at time of graduation positively affect all three measures of life and career satisfaction and career success. GMAT (as a measure of g) predicted life satisfaction and career success to a slight but significant degree in the final model analyzed. Meanwhile, being female and number of children positively affected life satisfaction but cognitive intelligence competencies negatively affected it, and in particular demonstrated systems thinking was negative.
Jing Zhou - One of the best experts on this subject based on the ideXlab platform.
-
feedback valence feedback style task autonomy and Achievement Orientation interactive effects on creative performance
Journal of Applied Psychology, 1998Co-Authors: Jing ZhouAbstract:This study examined the interactive effects of 3 contextual variables (feedback valence, feedback style, and task autonomy) on creative performance. Data were collected from participants who performed a role-playing task in a laboratory setting (N = 210). Results demonstrated that the 3 contextual variables interacted to affect creative performance such that individuals who received positive feedback delivered in an informational style, and who worked in a high task autonomy work environment, generated the most creative ideas. This 3-way interaction held regardless of the participants' differences in Achievement Orientation. Implications of these results for future research are discussed.
Karine Verschueren - One of the best experts on this subject based on the ideXlab platform.
-
Academic (Under)Achievement of Intellectually Gifted Students in the Transition Between Primary and Secondary Education: An Individual Learner Perspective.
Frontiers in psychology, 2019Co-Authors: Katelijne Barbier, Vincent Donche, Karine VerschuerenAbstract:In the last decade, the Achievement Orientation Model (AOM) of Siegle and McCoach has often been used to quantitatively explore different pathways for academic Achievement among intellectually gifted students in educational settings, mostly in secondary education. To study the dynamics of the different components in the AOM, we further examined the inhibiting and facilitating factors associated with academic Achievement as experienced by well-performing and underperforming gifted students. Because the transition from elementary to secondary education is a crucial phase for intellectually gifted students, we selected students from the 7th and 8th grade, using purposive sampling. Six gifted students, three well-performing and three underperforming, from two different high schools participated in in-depth interviews. By capturing the lived experiences of six intellectually gifted students in this study, we were able to get more insight into the complex processes that relate to students' (dis)engagement and (under)Achievement in school. The findings underline the value of the AOM and stress the importance of taking learner perceptions into account.
Clemens H. Schmitt - One of the best experts on this subject based on the ideXlab platform.
-
Assessing individual differences in Achievement motivation with the Implicit Association Test
Journal of Research in Personality, 2004Co-Authors: Joachim C. Brunstein, Clemens H. SchmittAbstract:Abstract The authors examined the validity of an Implicit Association Test ( Greenwald, McGhee, & Schwartz, 1998 ) for assessing individual differences in Achievement tendencies. Eighty-eight students completed an IAT and explicit self-ratings of Achievement Orientation, and were then administered a mental concentration test that they performed either in the presence or in the absence of Achievement-related feedback. Implicit and explicit measures of Achievement Orientation were uncorrelated. Under feedback, the IAT uniquely predicted students’ test performance but failed to predict their self-reported task enjoyment. Conversely, explicit self-ratings were unrelated to test performance but uniquely related to subjective accounts of task enjoyment. Without feedback, individual differences in both performance and enjoyment were independent of differences in either of the two Achievement Orientation measures.
Timothy A Judge - One of the best experts on this subject based on the ideXlab platform.
-
In support of personality assessment in organizational settings
Personnel Psychology, 2007Co-Authors: Deniz S Ones, Stephan Dilchert, Chockalingam Viswesvaran, Timothy A JudgeAbstract:Personality constructs have been demonstrated to be useful for explaining and predicting attitudes, behaviors, performance, and outcomes in organizational settings. Many professionally developed measures of personality constructs display useful levels of criterion-related validity for job performance and its facets. In this response to Morgeson et al. (2007), we comprehensively summarize previously published meta-analyses on (a) the optimal and unit-weighted multiple correlations between the Big Five personality dimensions and behaviors in organizations, including job performance; (b) generalizable bivariate relationships of Conscientiousness and its facets (e.g., Achievement Orientation, dependability, cautiousness) with job performance constructs; (c) the validity of compound personality measures; and (d) the incremental validity of personality measures over cognitive ability. Hundreds of primary studies and dozens of meta-analyses conducted and published since the mid 1980s indicate strong support for using personality measures in staffing decisions. Moreover, there is little evidence that response distortion among job applicants ruins the psychometric properties, including criterion-related validity, of personality measures. We also provide a brief evaluation of the merits of alternatives that have been offered in place of traditional self-report personality measures for organizational decision making. Given the cumulative data, writing off the whole domain of individual differences in personality or all self-report measures of personality from personnel selection and organizational decision making is counterproductive for the science and practice of I-O psychology. [PUBLICATION ABSTRACT]
