The primary personality factors of Hawaiian, middle adolescents

To determine whether the primary personality factors of Hawaiian, middle adolescents were the same as those Cattell postulated in 1970, for adolescents on the mainland of the United States, and in 1974 for adolescents in Germany, a personality questionnaire representing those factors completed by 694 Hawaiian, middle adolescents (M age = 15.9 yr.) was factor analyzed. Despite the analysis adhering closely to the recommendations of Cattell stated in 1973 and 1978, the eight factors derived are not the set of primary factors postulated for the other populations. Six of them do appear to be, however, primary factors within a set of seven reported in 1988 for a younger population of Hawaiian, early adolescents. In addition, these six factors also appear to be similar to the major constructs in the psychoanalytic theories of Freud and Horney.     

A six orthogonal factor model of adolescent personality derived from the HSPQ

Attention is drawn to recent major critiques of Cattell's ‘16 PF’ model of personality. Various six/seven-factor models of personality (assuming intelligence is included) derived from the 16 PF or its precursors are described. The equation of Eysenck's E and N factors with Cattell's second-order factors of ‘exvia’ and ‘anxiety’ is mentioned. An examination is made of the problems of factored scale construction and the ‘number of factors’ issue, especially when item responses are analysed.Three previous second-order factor solutions to the HSPQ are presented. These show a remarkable degree of concordance among themselves and with an item analysis of the HSPQ conducted by the writers. This item analysis also reveals serious doubts about the primary trait structure proposed by Cattell and Cattell (1969). It is suggested that, for adolescents, the four studies, with some support from the 16 PF analyses, point to a six-factor structure for personality consisting of anxiety ( = Eysenck's N); tender-tough-mindedness ( = Eysenck's Psychoticism); carefulness-casualness and two aspects of extraversion-introversion: (a) preference for working with people rather than with things. (b) Classical extraversion (the last or both (a) and (b) being analogous to Eysenck's E) and finally intelligence, if this can be classified as an aspect of personality.     

The effect of personality variables in the prediction of the execution of different prospective memory tasks in the laboratory

The study of prospective memory (ProM), the remembering of the delayed execution of intentions, has been growing in recent years, and we know quite a bit about the cognitive variables that affect it. But the performance of a task depends on personality variables as well as on cognitive ones, and the role of personality variables in ProM has only been partially studied, the results being less conclusive. We sought to address two main objectives: (1) to quantify the joint influence of cognitive and personality variables on three ProM tasks in the laboratory (two based on events and the other on time), and (2) to identify the personality profiles of those who perform well in these three ProM tasks as opposed to those who do not. The cognitive and personality variables were evaluated with two sessions of 157 participants. The 16 PF-5 was applied (Cattell, Cattell & Cattell, 1993) and other cognitive variables were measured. With the data obtained, we ran several regression analyses to determine how some cognitive variables (sustained attention, verbal fluency, interference, retrospective memory, selective attention) and personality factors (tested using the 16 PF-5) can help to explain the variance in the performance of prospective memory tasks. Our results show that the contribution of personality predictor variables is moderate and smaller than that of the cognitive variables for predicting the execution of ProM tasks in the laboratory. Furthermore the intervention of the personality variables differs depending on the ProM tasks used. Global self-control and rule-consciousness were the personality variables that contributed the most in the prediction of the scores in the ProM tasks that were used.     

Dimensions of adolescent psychopathology

A factor-analytic study of parent ratings of 253 male and female adolescents between the ages of 13 and 17 referred for psychiatric and delinquent problems is reported. Parents rated their children on the Adolescent Form of the Louisville Behavior Checklist. One hundred thirty-seven items were intercorrelated and subjected to a principal component factor analysis and nine factors were rotated to varimax solution. The nine factors were named: Egocentric-Exploitive, Destructive-Assaultive, Social Delinquency, Academic Disability, Adolescent Turmoil, Apathetic Isolation, Neuroticism, Dependent-Inhibited, and Neurological or Psychotic Abnormality. A second-order analysis revealed two broad-band Internalizing and Externalizing dimensions. The factors were shown to be similar to but different from DSM III categories as well as from other factor-analytic studies of adolescents. This study indicates that much research will be required before a consensus can be reached on the basic dimensions of psychopathology of adolescence.     

Enriched behavioral prediction equation and its impact on structured leaning and the dynamic calculus

This theoretical note describes an expansion of the behavioral prediction equation, in line with the greater complexity encountered in models of structured learning theory (R. B. Cattell, 1996a). This presents learning theory with a vector substitute for the simpler scalar quantities by which traditional Pavlovian-Skinnerian models have hitherto been represented. Structured learning can be demonstrated by vector changes across a range of intrapersonal psychological variables (ability, personality, motivation, and state constructs). Its use with motivational dynamic trait measures (R. B. Cattell, 1985) should reveal new theoretical possibilities for scientifically monitoring change processes (dynamic calculus model: R. B. Cattell, 1996b), such as encountered within psychotherapeutic settings (R. B. Cattell, 1987). The enhanced behavioral prediction equation suggests that static conceptualizations of personality structure such as the Big Five model are less than optimal.     

CATTELL AND EYSENCK FACTOR SCORES RELATED TO COMREY PERSONALITY FACTORS

The Eysenck Personality Inventory, the Cattell 16 PF Inventory, and the Comrey Personality Inventory were administered to 272 volunteers. Eysenck and Cattell factor scores were correlated with scores over homogeneous item groups (FHIDs) which define the Comrey test factors. This matrix was factor analyzed to relate the Eysenck and Cattell factor scores to the factor structure underlying the Comrey test. The Eysenck Neuroticism, Comrey Neuroticism, and Cattell second-order Anxiety factors appeared to match. The Eysenck Introversion and the Comrey Shyness factors also matched. The 16 Cattell primary factors overlapped but did not match with the Comrey factors.     

DIMENSIONS OF PERSONALITY: I. CONJOINT FACTOR STRUCTURE OF GUILFORD AND CATTELL TRAIT MARKERS

This is the first of three reports of a taxonomic investigation of person- ality based on a matrix of 600 personality questionnaire items represented equally by marker items derived from the personality trait systems developed by J. P. Guilford and R. B. Cattell. This report outlines the entire prsject (Sells, Demaree, and Will, 1968) and focuses on the factor structure of the total matrix with particular concern for the relative contributions and relations of the two sources. The second report will analyze in detail the separate factor structures found in the Guilford and Cattell trait markers, while the third will summarize the final factor identification, based on analyses of the total matrix and matrices representing the Guilford and Cattell systems.     

BRIEF REPORT: SELECTIVE BREEDING FOR PRINCIPAL COMPONENTS AND FACTORS BASED UPON BEHAVIORAL TRAITS

This is the first of three reports of a taxonomic investigation of person- ality based on a matrix of 600 personality questionnaire items represented equally by marker items derived from the personality trait systems developed by J. P. Guilford and R. B. Cattell. This report outlines the entire prsject (Sells, Demaree, and Will, 1968) and focuses on the factor structure of the total matrix with particular concern for the relative contributions and relations of the two sources. The second report will analyze in detail the separate factor structures found in the Guilford and Cattell trait markers, while the third will summarize the final factor identification, based on analyses of the total matrix and matrices representing the Guilford and Cattell systems.     

跨文化（中国人）个性测量表青少年版（CPAI-A）的香港标准化研究 ——兼顾文化共通性与特殊性的人格测量

以跨文化（中国人）个性测量表（CPAI-2）的成人版为基础,综合运用文化共通性（etic）和文化特殊性（emic）方法发展了相应的青少年版个性测量工具——CPAI-A,并在香港青少年人群中进行了标准化研究。结果表明CPAI-A有良好的信度和清晰的因素结构。文章从理论和实证两方面深入分析了学界日益关注的从青少年到成人人格的发展性与稳定性问题,以及人格特质评估的文化共通性与特殊性问题。最后建议CPAI-A量表发展的历程可能是融合本土化与跨文化人格评估发展过程中一条非常值得借鉴的思路     

A Comparison of the Validity of Handwriting Analysis With That of the Cattell 16PF

Few British organizations utilize handwriting analysis for personality assessment, but in some European countries handwriting analysis is extremely popular. Research has examined the reliability and validity of both methods of assessment, but few studies have directly compared the two. In this study, the personality of 120 subjects was assessed by the Cattell 16PF and by handwriting analysis. Each subject was presented with five handwriting analysis textual reports and five personality textual reports (one of each being their own) and asked to rank order each set in terms of perceived accuracy. The same ranking process was undertaken by each respondent's social partner. The results demonstrated that handwriting reports were ranked at a chance level by Self and by Other and that personality reports were ranked at a well above chance level by Self and by Other. Self-rankings were more accurate than Other-rankings.     

An analysis of the stages underlying the process of responding to personality items

Three experiments were done to determine the additivity of pairwise comparisons of three personality item characteristics: (1) Length, (2) Ambiguity and (3) Controversiality, using Sternberg's (1969) method. Each of these item attributes was chosen as an experimental factor to represent a stage in a postulated model of responding to personality items. Results indicated non-additivity of the experimental factors which was interpreted as supporting the postulated model.     

Anchoring Bullying and Victimization in Children Within a Five‐Factor Model‐Based Person‐Centred Framework

Although researchers have begun to explore bullying and victimization problems from a personality perspective, more work is needed on the particular personality constellations of children and adolescents who are vulnerable to victimization or prone to bullying. The principal research goal of the present study was to anchor the robust four‐group classification of bullying and victimization (i.e. bullies, victims, bully/victims and uninvolved children) within the Five‐Factor Model‐based person‐centred framework in primary school children (N = 660), controlling for gender. We found four distinct personality types in middle childhood: a mixed type, an undercontrolled type, a moderate type and a resilient type. In line with expectations, we found that a resilient personality profile protected children and adolescents against victimization and that children and adolescents with an undercontrolled or mixed personality profile were at increased risk to be bully/victims, rather than uninvolved in bully problems or victimization, compared with children with a moderate personality profile. Implications for theory and practice are discussed. Copyright © 2013 John Wiley & Sons, Ltd.     

Longitudinal impact of parental and adolescent personality on parenting

This study provides a test of how personality may shape social behaviors in a long-lasting dyad: the parent-adolescent relationship. In a large Belgian community sample, it was examined which parent Big Five characteristics were related to parenting and whether adolescent Big Five characteristics elicited certain parenting behaviors. Further, the proposition that individual differences are amplified under stress was examined by exploring whether parent personality was differentially related to parenting for parents of "easy" versus "difficult" adolescents. Moreover, possible differences in associations across parental and adolescent gender were explored. Mothers (N = 467) and fathers (N = 428) reported on their personality using the Five-Factor Personality Inventory; adolescents (N = 475) assessed their personality with the Hierarchical Personality Inventory for Children. Two types of parenting behaviors, overreactive discipline and warmth, were assessed 2 years later by parent self-reports, partner reports, and adolescent reports, from which multi-informant latent factors were created. Results indicate that parental personality was more relevant than adolescent personality for explaining overreactivity, but parent and adolescent personality were similarly relevant in explaining warmth. Especially parental and adolescent Agreeableness and adolescent Extraversion were important predictors of both types of parenting. Associations between parental personality and parenting were similarly related to parents of easy versus difficult adolescents, and for mothers and fathers parenting daughters or sons. Together, results show that parent characteristics as well as adolescent characteristics importantly affect dysfunctional and adaptive parenting.     

Convergence of Vocational Interests and Personality: Examples in an Adolescent Gifted Sample

This investigation explored the convergence between vocational interests as measured by the Strong Interest Inventory (Hansen & Campbell, 1985) and two competing personality models: the Big Five as measured by the NEO Personality Inventory-Revised (NEO-PI-R) (Costa & McCrae, 1992) and the Big Three as measured by the Multidimensional Personality Questionnaire (MPQ) (Tellegen, 1982; Tellegen & Waller, in press). The participants were 323 gifted adolescents. The authors predicted that specific NEO-PI-R facet scales and specific MPQ primary scales would add meaningful variance to the prediction of hypothesized Basic Interest Scales (BISs) on the Strong after the variation due to the respective Big Five or Big Three factors was removed. The predictions were largely supported. Moreover, this study provided additional evidence regarding convergence of Holland's Big Six and the Big Five model of personality. This study could serve to prompt a new generation of studies relating vocational interests and personality.     

The structure of axis II disorders in adolescents: a cluster- and factor-analytic investigation of DSM-IV categories and criteria

The aim of this study was to ascertain whether the structure of personality disorder (PD) symptoms in adolescents assessed using DSM-IV diagnoses and diagnostic criteria resembles the structure intended for the diagnosis of PDs in adults. A national sample of clinicians rated DSM-IV Axis II criteria on 294 adolescent patients in treatment for enduring maladaptive personality patterns. Cluster analysis replicating procedures used in an adult sample by Morey (1988) identified considerable similarity between adult and adolescent PDs, as did exploratory factor analysis of ratings of diagnostic criteria, which yielded ten empirically derived factors that resembled the ten DSM-IV PDs. Cluster analysis and confirmatory factor analysis with indicators of Axis II symptoms produced mixed results in replicating the DSM-IV hierarchical structure of PDs (Clusters A, B, and C), although hierarchical models generally fared better than models specifying only first-order factors or clusters. The structure of personality pathology as assessed by Axis II criteria in adolescents resembles that outlined in DSM-IV Axis II for adults, suggesting that PDs can be assessed in adolescents as in adults. Whether this is an optimal way of diagnosing personality pathology in adolescence, however, requires further investigation.     

How personality relates to intelligence test performance: Implications for a theory of intelligence,ageing research and personality assessment

Previously reported findings indicate that variation of EEG evoked potential parameters is strongly related to both personality and intelligence differences (Robinson, 1982a, b). These data and the associated theory imply that personality should relate to intelligence test performance. Results are described in this report which indicate that subtest profiles obtained with the Wechsler Adult Intelligence Scale (WAIS) differ significantly for Ss scoring highest and lowest on the Extraversion (E) scale of the Eysenck Personality Questionnaire (EPQ); introverts tend to do better on the ‘Verbal’ subtests while extraverts tend to do better on the ‘Performance’ measures. Ss with middling scores on the E scale of the EPQ can also be distinguished in terms of specific WAIS profiles. In this case the results define two contrasting groups. Young male Ss with middling E scores tend to have high Psychoticism (P) and low Lie (L) scores on the EPQ as well as having distinctive WAIS profiles characterized by higher scores on subtests normally associated with a ‘Memory’ or ‘Attention-Concentration’ factor. Higher scores were also obtained by this subgroup on the Picture Arrangement and Block Design subtests which were previously shown to load a P + /L ? factor. The converse is true for older female Ss who also have middling E scores. As well as demonstrating a systematic relationship between personality and intelligence test performance these data provide some further support for a model of brain-behaviour relationships proposed by Robinson. Within this theoretical framework a neurophysiologically meaningful explanation can be provided for the three major factors that reliably emerge in factor-analytic studies of the WAIS. From an applied viewpoint, the data indicate that personality differences can be assessed from performance on tests such as the WAIS. On this issue the results are discussed with particular reference to Gittinger's Personality Assessment System. Implications for ageing research are also discussed.     

The Millon Adolescent Personality Inventory profiles of depressed adolescents

The evidence indicates that adolescent depression may be more difficult to recognize than its adult counterpart, although the reasons for this difficulty remain unclear. The research in this area is in part impeded by the lack of adolescent-specific measures of personality functioning. In this study the personality styles, expressed concerns, and behavioral tendencies of depressed adolescents were investigated by means of the Millon Adolescent Personality Inventory (MAPI), a relatively new personality inventory designed specifically for this age group. Three hundred sixty-six high school students completed the Beck Depression Inventory (BDI) and the MAPI, resulting in 332 valid and reliable MAPI profiles. The data were reduced to two factors, accounting for 65.1% of the total variance, by means of a principal components analysis. The two factors were interpreted as two dimensions of personality functioning associated with depression in adolescents. The first dimension suggested a socially withdrawn, overtly recognizable depression, whereas the second presents acting-out tendencies that may overshadow depressive symptomatology. The findings are integrated with the theoretical positions represented in the literature. Theoretical and practical implications for the use of the MAPI with depressed adolescents are discussed.     

The Need to Be Different: Primary Trait Structure and Impact on Projective Drawings

The value set on behavioral variation for its own sake (or the need to be different) is a personality variable nested within social learning theory; a strong need to be different should, in theory, predispose the individual toward originality (including creativity). A self-report inventory measuring this need value (the vDiffer scale; Joy, 1998) motive was administered to undergraduates who also completed the 16 Personality Factor inventory (16PF; Cattell, Cattell, & Cattell, 1993) and House-Tree-Person (H-T-P; Buck, 1948) drawings. Three advanced art therapy graduate students rated the H-T-P protocols for technical proficiency, creativity, and personal adjustment. The need to be different correlated strongly with four primary traits: positively with Q1 (Openness to Change) and M (Abstractedness) and negatively with G (Rule-Consciousness) and Q3 (Perfectionism). Several other moderate correlations also emerged. Judgments of the technical proficiency and creativity of H-T-P drawings correlated significantly with the vDiffer score. The need to be different significantly predicted the quality of these projective drawings even when the influence of intelligence (16PF Scale B) was controlled for. The need to be different is associated with a distinctive pattern of traits and higher quality artistic expression.