psychology, personality, and health - cega
TRANSCRIPT
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Psychology, Personality,and Health
Oliver P. John University of California, Berkeley
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Overview: Three Questions• What are the major “noncognitive” skills?
What are the major content domains? Big Five• Can we measure them? Do these
measures predict important life outcomes?• Are they “fixed”, or do they change and
develop?
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A Confluence of 3 Factors• Employer surveys in the 21st Century• Personality research• The OECD
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Survey Results: Skills Employers Want (by Importance)
• People/relationship skills• Communication skills• Problem solving skills• Analytical abilities• Leadership skills• Industry-specific knowledge• Functional knowledge• Technological literacy• Project management skills• Creative thinking• Other
• Problem-solving skills• Communication skills-written• Teamwork skills (works)• Analytical skills• Strong work ethic• Interpersonal skills (relates)• Flexibility/adaptability• Communication skills-verbal• Initiative• Detail-oriented• Organizational skills• Leadership skills• Self-confidence… etc.
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Survey Results: Skills Employers Want (by Importance)
• People/relationship skills• Communication skills• Problem solving skills• Analytical abilities• Leadership skills• Industry-specific knowledge• Functional knowledge• Technological literacy• Project management skills• Creative thinking
• Problem-solving skills• Communication skills-written• Teamwork skills (works)• Analytical skills• Strong work ethic• Interpersonal skills (relates)• Flexibility/adaptability• Communication skills-verbal• Initiative• Detail-oriented• Organizational skills• Leadership skills• Self-confidence… etc.
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Another Kind of Skill• Employability skills• “Noncognitive” or personality skills
(Heckman) are in demand• 21st century skills (Trilling & Fadel, 2009)– The 4 Cs: creativity, collaboration,
communication, critical thinking• Socio-emotional skills• Are they important? Personality
psychologists have been studying them…
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Correlations with School Performance at Age 12: C and O
John, Caspi, Robins, et al. (1994). The Li9le Five. Child Development. Sample: 450 12-‐year old boys from the Pi9sburgh Youth Study.
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Conscien-tiousness
Openness
Good Grades
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Conscien-tiousness
Agreeableness
LowDelinquency
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Antecedent traits at 21 predic/ng peak work outcomes at 52: Betas
Women at age 52 Open-‐ Extra-‐ Conscien-‐ ness version ;ousness
Job types (selec/on) Ar/s/c/inves/ga/ve .38** -‐.01 .08 Enterprising/social -‐.10 .28* .01
Work achievement (P x E fit) Occupa/onal crea/vity .49** .25* .04 High status job .34** .40** .06
Work sa/sfac/on -‐.01 .34** -‐.08 (appraisal/construal)
Source: George, Helson, & John (2011)
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Socio-‐cultural factors and /ming of work involvement
Work and social Open- Extra- Conscien- role measures ness version tiousness
Work participation -.04 -.09 .12 (ages 21-27)
Work satisfaction (27) .01 .02 .08 Early career begun and maintained to 43 .35** .32** .07 Work identity late 50s .12 .29* .35**
Socio-cultural factors Traditional role -.29** -.12 .23* Early divorce -.06 .17 -.25* Women’s movement .19 .34** .05
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OECD: What are the skills individuals need to …
• Work with others (or better: get along)– Play, love, and bond (teams, families, …)
• Achieve complex and long-term goals• Savor and manage emotions when we
face – Success or failure (pride)– Opportunities/rewards or risk (excitement)– Stress and adversity (anxiety, anger)
• These are three core tasks throughout life
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NegaSve-‐EmoSon RegulaSon
ConscienSous Task
Performance
Open mindedness
Engaging with others
Amity
1 Stress resistance 2 Self-‐confidence 3 EmoSonal control 4 Self-‐esteem
1 Self-‐discipline 2 OrganisaSon 3 Responsibility 4 Goal striving 5 ConcentraSon
1 Curiosity 2 CreaSvity 3 AestheSc Interests 4 AppreciaSon 5 Self-‐reflecSon/Awareness
1 Social connecSon 2 AsserSveness 3 Enthusiasm
1. Compassion 2 Respect and politeness 3 Trust 4 Modesty/Humility
Oliver John and Filip de Fruyt, 2015
Proposed OECD Study: Framework of S/E skills
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Taxonomy: Five Psychosocial Systems and Tasks of Living
• O: Open-mindedness: Exploration– Interests
• C: Conscientious Task Perf.: Self-regulation– Standards
• E: Engagement: Approach– Rewards/gains
• A: Amity/Agreeableness: Belonging – Close bonds/social support
• N: Negative-Emotion Regulation: Coping– Adversity: Failures/losses/punishments
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The Big Five (in blue): Paradigm shift in publications only since 1995
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Five Reasons Why the Big 5 “Stick”1. Relatively independent of IQ2. Found by many independent investigators3. Universal? Surprise: Same five domains
across cultures and language communities4. Replicate: Hallmark of good science5. They work: Predict important outcomes Still, you may find the Big Five a bit odd/unfamiliar
Like “Green eggs and ham.” Dr. Seuss:“You do not like them. So you SAY. Try them, try them, and you may.”
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Part 2: Can they be measured?
• Gold standard was behavior in specific tasks • Delay test: objectively recorded in minutes– Too specific (one-shot); impractical
• Observational measures: People who have observed child across situations and time– Obervers: Parent and Teacher reports– Peer nominations; Self-reports
• Considered “subjective” measures – Because scaling done by human judges but – May better reflect natural range of behavior– And predict important outcomes (doing it right?)
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SubjecSve RaSngs of Open-‐mindedness Original, curious, imagina/ve, complex
Correlate with:
BeUer performance on crea/vity tests Interest and success ($$) in inves/ga/ve and ar/s/c careers
Unconven/onal aYtudes (and hair) Intense interest/curiosity Bored is worse than poor
Lower on these skills!
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Openness:Exploration System
• Interest, imagination, aesthetic reactions• Mental states, experiential life (oops, cognitive)• Manifestions in kids: • curiosity, “pretend” play, imaginary friends
• Functions: very 21st century– Flexible adaptation to changing environments– Innovation through learning– Critical for change and growth (Barbie, age 45)
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California Child Q-Sort ItemsParent and teacher ratings of children forOpenness: Is curious and exploring; likes to learn new things Has a vivid imagination Is creative in the way s/he thinks, plays, or works Daydreams; often lost in thoughts, fantasy world
Source: John, Caspi, et al. (1994)
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Conscientious Task Performance Self-regulation system: Meeting standardsFunctions: “executive control”
Initiate, coordinate, monitor, and complete complex, long-term, and goal-directed behavior
California Child Q-sort items:Has high standards for him/herself.Plans things ahead.Does not give up easily; persistent. [Grit]Makes things happen; gets things done.
Inner-city Pittsburgh boys (N=450): Hard outcome measures (grades, j-d, beh. problems)
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Conscien-tiousness
Openness
Better Grades
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Conscien-tiousness
Agreeableness
Less ConductProblems
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Antecedent traits at 21 predic/ng peak work outcomes at 52: Betas
Women at age 52 Open-‐ Extra-‐ Conscien-‐ ness version ;ousness
Job types (selec/on) Ar/s/c/inves/ga/ve .38** -‐.01 .08 Enterprising/social -‐.10 .28* .01
Work achievement (P x E fit) Occupa/onal crea/vity .49** .25* .04 High status job .34** .40** .06
Work sa/sfac/on -‐.01 .34** -‐.08 (appraisal/construal)
Source: George, Helson, & John (2011)
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Socio-‐cultural factors and /ming of work involvement
Work and social Open- Extra- Conscien- role measures ness version tiousness
Work participation -.04 -.09 .12 (ages 21-27)
Work satisfaction (27) .01 .02 .08 Early career begun and maintained to 43 .35** .32** .07 Work identity late 50s .12 .29* .35**
Socio-cultural factors Traditional role -.29** -.12 .23* Early divorce -.06 .17 -.25* Women’s movement .19 .34** .05
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Implications for Health• Psychological health
– Quality of life (impairments); life satisfaction; happiness; energy and engagement
– Hedonic: Subjective well-being (Diener, Kahneman)– Eudaimonic: Purpose in life, Personal growth (Ryff)
• Physical health: Specific disease states– Cardiovacular, etc. (beyond Type A)– Importance of health behaviors
• Longevity
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Big Five Inventory (BFI): Self-reportInstructions: Here are a number of characteristics
that may or may not apply to you. For example, do you agree that you like to spend time with others? Please write a number next to each statement to indicate the extent to which you agree with that statement.
I am someone who… • ______ Is talkative• _____ Is helpful and unselfish with others• _____ Does a thorough job• _____ Is relaxed, handles stress well • _____ Is curious about many different things• _____ Is easily distracted• _____ ….
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Big Five Inventory (1991)Items: Grade 5 reading level (age 10)Short phrases (better than single adjectives)
“Keeps working until the task is finished”“Likes to think, play with ideas”“Remains calm in tense situations”
Rate on a 5-point scale1=“Disagree strongly”; 5=“Agree strongly”
PsychometricsRetest reliability high over 3-6 months Validated across self and observer ratings
Large data baseTranslated and adapted into 30 languagesCompleted by 2 million people (about 10 min)
Avoid 10-item measures (too short)
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Part 3. Do they change? • Two critical school transitions– Into school and middle childhood: Learning
the “good student” identity: A, C, and NR up– Getting through adolescence: Learning the
skills to form an adult identity and launch into adult world
• General “typical” developmental trends– Versus individual trajectories
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5 6 7
4
5
6
Agreeableness
Age (years)
Scor
e
averagetrajectory
catching up
early gain, thenslow down
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Note: Points are observed means. Trends are quadratic regression curves (Soto, John, Gosling, & Potter, 2011).
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Limitations: So much we do not know
• Most research cross-sectional– Different kids at different ages (hard to compare)
• OECD: need longer-term longitudinal research– Study same kids: map individual trajectories & outcomes
• Much of the research conducted in– USA, England, Germany, and Scandinavia– Now Brazil!
• OECD: we need a true cross-country effort • We’ve learned much about “subjective” measures• No longer scary (green eggs with ham)• New measures: Economic games, school indicators
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Implications for Health• Psychological health
– Quality of life (impairments); life satisfaction; happiness; energy and engagement
– Hedonic: Subjective well-being (Diener, Kahneman)– Eudaimonic: Purpose in life, Personal growth (Ryff)
• Physical health: Specific disease states– Cardiovacular, etc. (beyond Type A)– Importance of health behaviors
• Longevity
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If you are still curious …• (and truly high in Openness) • You can find more info in• the 3rd Edition of the• Handbook of Personality
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Thank you
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Correlations with School Performance at 12: C and O
John, Caspi, Robins, et al. (1994). The Li9le Five. Child Development. Data are for 450 12-‐year old boys from the Pi9sburgh Youth Study.
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Conscien-tiousness
Openness
Good Grades
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Conscien-tiousness
Agreeableness
LowDelinquency
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Add graph that shows individual trajectories
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Add graph that shows individual trajectories
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What should we measure?• Start with very specific skills?– Unlimited numbers– Complex– Highly contextualized– Often age specific
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Some Specific Skills to Learn (8th Grade)
1. Help direct the discussion but don’t derail it (Make notes about ideas you’d like to come back to later)
2. Respond to each other (Not just the teacher)3. Stay curious and open to new ways of thinking
(You don’t have to know “the right answer,” and there may not even be one.)
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Big Five: Broad domains of social-emotional differences
• Some brief (rushed) background!!• Let’s start with Openness, which you will find
easy to recognize• Because you HERE, at this time, far away
from home, in part because you are high in O• E.g., you like to experience other cultures, try
foods that are new to you, you are interested in ideas, willing to try out new or different ideas that you might not agree with or that challenge your own views
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“Construct Valida/on”
• Generalizability (convergence) across different data sources, such as – Teacher, Parent, and Self-‐report
• Hypothesis tests: Does the measure predict expected behavior in specific seYngs? – C ! Arrival /me in minutes – C ! Time spent working on task – C ! Assessments completed in longitudinal study (ouch!)
• Discriminant validity—previous examples – C and O ! Good grades – C and A ! BeUer conduct
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E
C
O S
B
Multiple Perspectives on the Person: 360 Degree Assessment
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K
S
P J
O
Modeling Convergent Validity: Agreement among Data Sources
John & Robins, 1994; Robins & John, 1997; Kwan, John, et al., 2004, 2008
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Self-‐ra/ngs and Ra/ngs of Others
K
S
J P
O
Rating self • How the person sees
him or herself. • "I finish all my HW"
Rating all others • How the person sees
each of the other group-members.
• "Person S finishes all his homework"
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During early school years (middle childhood)
• Transi/on from preschool into the first grades must be very important
• On average, children acquire increasing skills related to
• Agreeableness • Conscien/ousness • Emo/onal stability • Bot not all kids show those gains, and follow different trajectories
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Part 3. When should we measure? • General “typical” developmental trends– Versus individual trajectories
• During transitions, start and end point, and trajectories differ sharply across kids– Like onset and end of physical growth spurt
• Individual child: Start ahead or fall behind? • Two critical school transitions– Into school and middle childhood: Learning the
“good student” identity: A, C, and ES up– Getting through adolescence: Learning the skills
to form an adult identity and launch into adult world
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Addi/onal material (unused)