Agreeableness as a moderator of interpersonal conflict.

This multimethod research linked the Big Five personality dimensions to interpersonal conflicts. Agreeableness was the focus because this dimension is associated with motives to maintain positive interpersonal relations. Converging responses to both hypothetical conflicts and to diary records of actual daily interpersonal conflicts across a two-week period were assessed. Agreeableness was expected to moderate affective responses and tactical choices during conflicts. Patterns of daily conflict were related to self-reported reactions to hypothetical conflicts and to teacher-rated adjustment in adolescents. As predicted, Agreeableness was related to responsiveness to conflict. Agreeableness differences and use of destructive tactics in conflict were significantly related to evaluations of the individual's adjustment by knowledgeable raters. Among the Big Five dimensions, Agreeableness was most closely associated with processes and outcomes during interpersonal conflict.

Predicting depression from temperament, personality, and patterns of social relations.

The present study used a levels-of-analysis perspective (McAdams, 1995) to link temperament to depression. We hypothesized a mediational role for three personality variables (Agreeableness, Extraversion, Neuroticism) and two interpersonal variables (social support and negative social exchange) in channeling the effects of temperament. A structural equation modeling approach supported the hypothesis that these three personality variables were mediators of the link between temperament and depression. The patterns of mediation differed for Agreeableness, Extraversion, and Neuroticism. In addition to the three personality variables, social support and negative social exchange were also found to mediate the effects of temperament. There was no evidence that patterns of relations among the variables differed between males and females. Results are discussed in terms of a levels-of-analysis approach to the examination of the effects of temperament and personality on adaptation outcomes.

Personality, emotional experience, and efforts to control emotions.

Three converging, multimethod studies examined personality and emotional processes. Study 1 (N = 321) examined links among sex, personality, and expectations for emotional events. In Study 2, participants (N = 468) described contents of emotionally evocative slides to a partner (either a friend or a stranger). Participants reported their emotional experience, efforts to control emotion, and the anticipated reactions of their partners. Structural modeling of self-report data and analyses of observational data indicated that Agreeableness and sex were significant predictors of emotional experience and of efforts to control emotion. Study 3 (N = 68) replicated and extended the two previous studies using psychophysiological methods to examine responses to positively and negatively charged emotional materials. Outcomes are discussed in terms of processes underlying the five-factor structural dimension of Agreeableness and links to emotional self-regulation.

Moderators of self-other agreement: reconsidering temporal stability in personality.

Accurate prediction requires information not only about central tendencies but also about variability. In personality prediction, however, most research has focused on trait-level central tendencies. Previously proposed moderators of personality prediction are all conceptually similar in comparing an individual's central tendency in response patterns with that of the normative person. This article proposes an alternative: Trait-level prediction is enhanced by measuring the temporal stability of response patterns within persons. Across 2 studies, individuals with temporally stable response patterns had higher self-other agreement on conscientiousness and extraversion than did individuals with less temporally stable patterns. By comparison, normatively based variables (interitem variability, scalability, or construct similarity) did not moderate self-other agreement. The implications for personality structure, assessment, and prediction are discussed.

Temperament, activity, and expectations for later personality development.

Temperament is assumed to be the biologically based, emotional core of personality. Adult personality is presumed to emerge developmentally from temperament. One mechanism that may link temperament to subsequent personality development involves caregiver expectancies. Stability in personality may be associated with caregiver expectancies about the meaning of temperament-based behavior. The expectancies, in combination with implicit theories of personality development, support stability and patterned change. This multimethod study examined the relations among motor activity differences, temperament, and expectations about future personality characteristics in preschool children. It was hypothesized that motor activity and temperament differences would be linked to teachers' expectations about later personality development. The hypothesis that expectations about such links would be moderated by the sex of the child was also examined. Outcomes generally corroborated hypotheses. Results are discussed in terms of personality development and age-related adaptations to social contexts.

Self-monitoring and the self-attribution of positive emotions.

This analysis of self-monitoring (SM) focuses on emotional self-regulation. Individuals temperamentally disposed to emotional reactivity and who experience inconsistent social outcomes for emotional expression may develop systems to separate their affective states from their behaviors. These systems produce high SM persons who are less responsive to their own immediate emotional reactions and more responsive to situational cues in guiding evaluation of emotion. Consequently, SM may be related positively to reliance on external cues in the self-attribution of emotion. Study 1 used the Valins heart-rate feedback paradigm and found that men's attraction to women was enhanced by increased bogus heart-rate feedback. Attraction was moderated by the men's SM. Study 2 used the Olson humor paradigm and found that ratings were affected by manipulating explanations of the effects of laugh tracks on humor. The effect was moderated in both men and women by SM. Results were discussed in terms of the emotional processes underlying SM and the self-evaluation of emotional experiences.

The self as a mediator between personality and adjustment.

The self can be conceptualized as a mediating agent that translates personality into situated goal-directed activities and adaptation. This research used a level-of-analysis approach to link personality dimensions (Level I) to self-systems (Level II) and to teacher ratings of adjustment in African American, Mexican American, and European American students (N = 317). The authors hypothesized that links among aspects of self-esteem and teacher ratings of adjustment would be domain specific, and those links to dimensions of the 5-factor model would reflects the domain specificity. Structural equation modeling corroborated hypotheses about domain specificity in links between adjustment and 5-factor dimensions. Results were discussed in terms of levels of analysis for personality structure, personality development, and age-related adaptations to social contexts.

Competitiveness mediates the link between personality and group performance.

The performance of individuals within groups, and of groups as units, is the product of immediate goal structures and personality differences pertinent to those goals among group members. A level-of-analysis approach linked the dimension of agreeableness to situated competitiveness and task performance in group settings. Hypotheses were (a) individual differences in self-rated and other-rated competitiveness are related (inversely) to the Big Five dimension of agreeableness, (b) immediately situated promotive and contrient goal structures influence self-ratings of competitiveness, (c) immediate goal structures differentially activate competitiveness to affect task performance in groups, and (d) agreeableness effects on task performance are partially mediated by competitiveness. Structural equation modeling corroborated hypotheses about the links among agreeableness, competitiveness, and task performance.

Does imitation enhance memory for faces? Four converging studies.

Four multimethod studies probed the hypothesis, derived from the Zajonc-Markus motor theory of emotion, that facial recognition is enhanced by imitation of the faces. In all studies, participants were (a) randomly assigned to imitate or to concentrate on a set of faces presented on slides; (b) covertly videotaped, or measured for facial electromyographic responses, to assess facial motor responsiveness; (c) asked to recognize faces previously seen from a larger set; and (d) asked to complete individual difference measures relevant to imitation or memory. The major dependent variable was the percentage of faces accurately recognized. Across variations in procedure, persons who initially imitated faces later recognized fewer faces than did persons in various control conditions. No evidence was found for individual difference moderators of this general conclusion. Results call into question the adequacy of the Zajonc-Markus motoric theory explanation of memory for faces.

The five-factor model, conscientiousness, and driving accident involvement.

Personality researchers and theorists are approaching consensus on the basic structure and constructs of personality. Despite the apparent consensus on the emergent five-factor model (Goldberg, 1992, 1993), less is known about external correlates of separate factors. This research examined the relations between Conscientiousness, one dimension of the model, and driving accident involvement. Using multiple measures in independent samples drawn from college students (N = 227) and a temporary employment agency (N = 250), the results generally demonstrate a significant inverse relation between Conscientiousness and driving accident involvement; individuals who rate themselves as more self-disciplined, responsible, reliable, and dependable are less likely to be involved in driving accidents than those who rate themselves lower on these attributes. The findings are consistent with other research demonstrating the relations among Conscientiousness and other tasks and job performance. Suggestions for future research are discussed.

Perceiving interpersonal conflict and reacting to it: the case for agreeableness.

Two converging, multimethod studies probed the hypothesis that individual differences in Agreeableness are related to patterns of interpersonal conflict. In Study 1, participants (N = 263) evaluated the efficacy of 11 modes of conflict resolution within the context of 5 different interpersonal relationships. Across all relationships, high- and low-agreeable participants rated negotiation and disengagement tactics as better choices that power assertion tactics. However, low-agreeable participants rated power assertion as a better choice than did high-agreeable participants. In Study 2, participants (N = 124) were assigned partners and were asked to resolve jointly 2 social conflict problems. Partners were videotaped, and observers coded behaviors. Participants also completed ratings of perceived conflict, partner perception, and liking of their partner. Agreeableness differences, sex of participant, and type of dyad partner were related to patterns of interpersonal conflict. Results were discussed in terms of personality and social influences during interpersonal conflict.

Probing the big five in adolescence: personality and adjustment during a developmental transition.

The present study probed the links among Big Five personality differences, self-reported personality differences, and adjustment to school among young adolescents. We used a multimethod converging analysis, with three sources of data: (a) adolescent self-report on standardized personality inventories; (b) classroom teacher trait ratings and evaluations of adjustment; and (c) school guidance counselor evaluations of adjustment. Evaluations of adolescent adjustment were systematically related to Big Five personality differences, as assessed by both classroom teachers' and school counselors' ratings. For classroom teachers, adjustment was closely related to evaluations on the Big Five dimension of Conscientiousness. Adolescent self-report on several standardized measures was not related to adult evaluation of school adjustment. We suggest that the five-factor model may be a useful tool for probing adjustment during the transition to adolescence.