Psychology 992: Individual Differences

Dr. Ann Marie Ryan

Office: 333 Psychology Building

Phone: 517-353-8855

Email: ryanan@msu.edu

Office hours: by appointment

Course website is on D2L

Meets: Tues 9:10-12, Room 325 Psychology

Objectives:

To understand the basic frameworks and themes of differential psychology research To obtain a general understanding of the most frequently examined individual

differences in organizational psychology research (i.e., mental abilities, personality traits, interests, preferences)

To understand the role of individual differences in influencing key behavioral and attitudinal outcomes for individuals in the workplace

To critically evaluate existing individual differences research in order to discuss needed research directions

To evaluate the effectiveness of conceptual frameworks and measures of key individual difference variables

Caveats on course focus:

This is not a course solely on personality or on cognitive abilities – other courses exist in the department that go into much greater depth – this is a broad based individual differences course with a workplace focus.

While differential psychology courses may also cover demographic differences/physical differences (e.g., sex, ethnicity, appearance)/special abilities (musical, artistic), those are not a focus in this course. Also, other courses cover the development of skills and knowledge (e.g., Training) so we do not focus on those.

As my background is in organizational psychology, we have a more direct emphasis on measurement and understanding of individual differences in workplace contexts. We will touch on topics like genetic influences and development over the lifespan in a superficial manner and will not touch at all on psychopathology: the focus is on individual differences in adults in the workplace.

Many individual differences courses go into depth on psychometrics and on assessment; I will assume your knowledge of psychometric concepts from other courses (e.g., 818; Selection). We will only briefly cover assessment and only in relation to workplace uses (i.e., not clinical, forensic, etc…)

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Grading Criteria:

Individual difference teaching module 35%

Research proposal 35%

Participation 25%

Innovations presentation 5%

Academic Honesty: Article 2.3.3 of the Academic Freedom Report states: “The student shares with the faculty the responsibility for maintaining the integrity of scholarship, grades, and professional standards.” In addition, the psychology department adheres to the policies on academic honesty specified in General Student Regulation 1.0, Protection of Scholarship and Grades; the all-University Policy on Integrity of Scholarship and Grades; and Ordinance 17.00, Examinations. (See Spartan Life: Student Handbook and Resource Guide and/or the MSU Web site www.msu.edu.)

Therefore, you are expected to complete all course assignments without assistance from any source. You are expected to develop original work for this course; therefore, you may not submit course work you completed for another course to satisfy the requirements for this course.  Students who violate MSU rules may receive a penalty grade, including but not limited to a failing grade on the assignment or in the course. Specific to this course, plagiarism of an assignment results in a zero for that assignment.

Instructor Availability:While I do not have set office hours, I am available to meet with students by appointment. However, my schedule is a full one and so dropping by may not be the best strategy – please email to schedule appointments. I do check email frequently.

Classroom Rules of ConductCell phones must be turned off before class starts and put away unless you have been explicitly told to access the internet. The course is structured to encourage discussion and interaction – please treat other members of the class with courtesy and respect. If you are disruptive (e.g., talking when others have the floor, making inappropriate remarks, interfering with others’ learning), you will be asked to leave the class. Texting, emailing, game playing, and web surfing during class are counterproductive to learning, lessen your capacity to engage with those around you, and can be rude. Leave the outside world outside of class and be fully present. I reserve the right to confiscate for the duration of class any device that I feel is affecting my ability to teach effectively regardless of whether you think it is not distracting you. If for some reason you must arrive late or leave early (e.g., illness, car trouble), please take a seat near the door and minimize disruption of others with your arrival/departure. Given our early start, feel free to bring coffee/breakfast.

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Online and in-person courtesy expectationsAs a seminar, this is a discussion based class. While I encourage you to be yourself in your expressions, I also expect courtesy and respect for others (online and in person). Please refrain from language that others might find offensive. There are topics we will discuss where individuals may have very different opinions and views – please express your dissenting viewpoint diplomatically.

RecordingAs members of a learning community, students are expected to respect the intellectual property of course instructors. All course materials presented to students are subject to the following conditions of use:

1. Students may record lectures/classroom activities and use the recordings for their own course-related purposes.

2. Students may share the recordings for others enrolled in this specific course section. Sharing is limited to using the recordings only for course-related purposes

3. Students may not post the recordings or any other course materials online or distribute them to anyone not enrolled in this section of the class without the advance written permission of the course instructor and, if applicable, any students whose voice or image is included in the recordings. That means you cannot post a photo or video or other recording of anyone in the class to any social media site (e.g., Instagram, Facebook, Twitter) without their written consent. Violation of this policy may result in a grade penalty up to a 0.0 in the course.

4. Any student violating the conditions described above may face academic disciplinary sanctions.

AccommodationsIf you have a disability that will require accommodations, please see me the first week of class. If you will miss class for a religious observance, let me know in advance.

Grief Absence Policy

Students seeking a grief absence should be directed to the Grief Absence Request Form found on the RO home page (https://reg.msu.edu/) under 'Student Services - Grief Absence Request Form' OR to StuInfo (https://stuinfo.msu.edu/) under 'Academics - Enrollment Information and Services - Grief Absence Request Form.'  

Students will be asked to supply information on the nature of the loss, the date they became aware, and the expected period of absence.  Once completed, the information is routed to the Assoc. Dean of the student's college and must be received prior to the student leaving campus.  The student will receive a confidential message confirming the submission and reminding them that supporting documentation must be provided and who to send it to. In addition, the appropriate dean's office will be notified that a request has been submitted.  Once the appropriate

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administrator has either approved or denied the request, the student will again receive a confidential message notifying them of the decision of the dean's office.  If approved, instructors will be notified by the appropriate dean's office of the period of absence.  Instructors are expected to arrange for students to make up the missed work. 

Emergency ProceduresIf an emergency should occur that would require the cancellation of class, I will send an email via D2L. While an emergency occurring during class is unlikely, please take time the first day to think through your emergency plans for such events (e.g., know at least two exits from the building).

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Tentative Course Schedule (subject to change)

Jan 9 Set the Stage

Jan 16 Lay Foundation: Abilities

Jan 23 Lay Foundation: Personality

Jan 30 Change

Feb 6 Contextualize

Feb 13 Assess

Feb 20 Specify: abilities

Feb 27 Specify: personality

SPRING BREAK

Mar 13 Prefer

Mar 20 Motivate

Mar 27 Feel

April 3 Relate

April 10 Be

April 17 Believe

April 24 Innovate

Finals time is: Tuesday, May 1 2018 3:00pm - 5:00pm in 325 Psychology Bldg. Please keep this time on your calendar in case we have to make up a class. Otherwise, it is the due date for final research proposals.

All readings and assignments are available on D2L

Some readings are marked as “background/optional” – these will not be a central focus in discussion, but are useful to read if you are able.

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Jan 9: Set the Stage

Revelle, W. Wilt, J. & Condon, D.M. (2011). Individual differences and differential psychology, p1-38. In T.Chamorro-Premuzic, S. von Stumm, & A. Furnham (Eds.). The Wiley-Blackwell Handbook of Individual Differences. Blackwell Publishing.p 3-38

Ryan, AM & Sackett, PR (2012). Individual differences: challenging our assumptions. IN S.W.J. Kozlowski (Ed.). The Oxford Handbook of Organizational Psychology. Oxford Press, Vol 1, 143-158

Sackett, P. R., Lievens, F., Van Iddekinge, C. H., & Kuncel, N. R. (2017). Individual differences and their measurement: A review of 100 years of research. Journal of Applied Psychology, 102(3), 254-273.

Jan 16: Lay Foundation: abilities

Reeve, C. L. and Bonaccio, S. (2011) The Nature and Structure of“Intelligence”, in The Wiley-Blackwell Handbook of Individual Differences (eds T. Chamorro-Premuzic, S. von Stumm and A. Furnham), Wiley-Blackwell, Oxford, UK. doi: 10.1002/9781444343120.ch7

Kuncel, N. R., & Beatty, A. S. (2013). Thinking at work: Intelligence, critical thinking, job knowledge, and reasoning. In K. F. Geisinger, B. A. Bracken, J. F. Carlson, J. C. Hansen, N. R. Kuncel, S. P. Reise & M. C. Rodriguez (Eds.), APA handbook of testing and assessment in psychology, vol. 1: Test theory and testing and assessment in industrial and organizational psychology; (pp. 417-435, Chapter xxix, 711 Pages) American Psychological Association, Washington, DC. doi:http://dx.doi.org.proxy1.cl.msu.edu/10.1037/14047-024

Reeve, C. L., Scherbaum, C., & Goldstein, H. (2015). Manifestations of intelligence: Expanding the measurement space to reconsider specific cognitive abilities. Human Resource Management Review, 25(1), 28-37. doi:http://dx.doi.org.proxy1.cl.msu.edu/10.1016/j.hrmr.2014.09.005

von Stumm, S., Chamorro-Premuzic, T. and Ackerman, P. L. (2011) Re-Visiting Intelligence–Personality Associations, in The Wiley-Blackwell Handbook of Individual Differences (eds T. Chamorro-Premuzic, S. von Stumm and A. Furnham), Wiley-Blackwell, Oxford, UK. doi: 10.1002/9781444343120.ch8

Ones, D. S., Dilchert, S., Viswesvaran, C., & Salgado, J. F. (2017). Cognitive abilities. In Handbook of Employee Selection  (pp. 255-275). Taylor and Francis. DOI: 10.4324/9780203809808

Background/optional:

Blum, D., & Holling, H. (2017). Spearman's law of diminishing returns. A meta-analysis.  Intelligence, doi:http://dx.doi.org.proxy1.cl.msu.edu/10.1016/j.intell.2017.07.004

DUE: PRESENTATION TOPIC CHOICES

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Jan 23: Lay Foundation: personality

Saucier, G., & Srivastava, S. (2015). What makes a good structural model of personality? Evaluating the big five and alternatives. In M. Mikulincer, P. R. Shaver, M. L. Cooper, & R. J. Larsen (Eds.), APA handbooks in psychology. APA handbook of personality and social psychology, Vol. 4. Personality processes and individual differences (pp. 283-305).

Paunonen, S. V., & Hong, R. Y. (2015). On the properties of personality traits. In M. Mikulincer, P. R. Shaver, M. L. Cooper, & R. J. Larsen (Eds.), APA handbooks in psychology. APA handbook of personality and social psychology, Vol. 4. Personality processes and individual differences (pp. 233-259).

DeYoung, C. G. (2006). Higher-order factors of the big five in a multi-informant sample. Journal of Personality and Social Psychology, 91(6), 1138-1151. doi:http://dx.doi.org.proxy1.cl.msu.edu/10.1037/0022-3514.91.6.1138

Ashton, M. C., & Lee, K. (2008). The HEXACO model of personality structure and the importance of the H factor. Social and Personality Psychology Compass, 2(5), 1952-1962. doi:http://dx.doi.org.proxy1.cl.msu.edu/10.1111/j.1751-9004.2008.00134.x

Woods, S. A., & Anderson, N. R. (2016). Toward a periodic table of personality: Mapping personality scales between the five-factor model and the circumplex model. Journal of Applied Psychology, 101(4), 582-604. doi:http://dx.doi.org.proxy1.cl.msu.edu/10.1037/apl0000062

Roberts, B. W. (2017). A revised sociogenomic model of personality traits. Journal of Personality, doi:http://dx.doi.org.proxy1.cl.msu.edu/10.1111/jopy.12323

Mõttus, R., Kandler, C., Bleidorn, W., Riemann, R., & McCrae, R. R. (2017). Personality traits below facets: The consensual validity, longitudinal stability, heritability, and utility of personality nuances. Journal of Personality and Social Psychology, 112(3), 474-490. doi:http://dx.doi.org.proxy1.cl.msu.edu/10.1037/pspp0000100

Judge, TA, Rodell, JB, Klinger, RL, Simon, LS, & Crawford, ER (2013). Hierarchical representations of the Five-Factor Model of Personality in predicting job performance: integrating three organizing frameworks with two theoretical perspectives. Journal of Applied Psychology, 98, 875-925.

Jan 30: Change

Denissen, J. J. A., van Aken, M. A. G. and Roberts, B. W. (2011) Personality Development across the Life Span, in The Wiley-Blackwell Handbook of Individual Differences (eds T. Chamorro-Premuzic, S. von Stumm and A. Furnham), Wiley-Blackwell, Oxford, UK. doi: 10.1002/9781444343120.ch3

Sauce, B., & Matzel, L. D. (2017). The paradox of intelligence: Heritability and malleability coexist in hidden gene-environment interplay. Psychological Bulletin, doi:http://dx.doi.org.proxy1.cl.msu.edu/10.1037/bul0000131

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Tucker-Drob, E. M. and Salthouse, T. A. (2011) Individual Differences in Cognitive Aging, in The Wiley-Blackwell Handbook of Individual Differences (eds T. Chamorro-Premuzic, S. von Stumm and A. Furnham), Wiley-Blackwell, Oxford, UK. doi: 10.1002/9781444343120.ch9

Boyce, C. J., Wood, A. M., Daly, M., & Sedikides, C. (2015). Personality change following unemployment. Journal of Applied Psychology, 100(4), 991-1011. doi:http://dx.doi.org.proxy1.cl.msu.edu/10.1037/a0038647

Hudson, N. W., & Fraley, R. C. (2015). Volitional personality trait change: Can people choose to change their personality traits? Journal of Personality and Social Psychology, 109(3), 490-507. doi:http://dx.doi.org.proxy1.cl.msu.edu/10.1037/pspp0000021

Wrzus, C., & Roberts, B. W. (2017). Processes of personality development in adulthood: The TESSERA framework. Personality and Social Psychology Review, 21(3), 253-277. doi:http://dx.doi.org.proxy1.cl.msu.edu/10.1177/1088868316652279

Background/optional: Spinath, F. M. and Johnson, W. (2011) Behavior Genetics, in The Wiley-Blackwell Handbook of Individual Differences (eds T. Chamorro-Premuzic, S. von Stumm and A. Furnham), Wiley-Blackwell, Oxford, UK. doi: 10.1002/9781444343120.ch10

Feb 6: Context (and intraindividual variability)

Noftle, E. E., & Fleeson, W. (2015). Intraindividual variability in adult personality development. In M. Diehl, K. Hooker & M. J. Sliwinski (Eds.), Handbook of intraindividual variability across the life span; handbook of intraindividual variability across the life span (pp. 176-197, Chapter xix, 371 Pages) Routledge/Taylor & Francis Group, New York, NY. Retrieved from http://ezproxy.msu.edu.proxy1.cl.msu.edu/login?url=https://search-proquest-com.proxy1.cl.msu.edu/docview/1676371325?accountid=12598

Fleeson, W., & Jayawickreme, E. (2015). Whole trait theory. Journal of Research in Personality, 56, 82-92. doi:http://dx.doi.org.proxy1.cl.msu.edu/10.1016/j.jrp.2014.10.009

Parrigon, S., Woo, S. E., Tay, L., & Wang, T. (2016). CAPTION-ing the situation: A lexically-derived taxonomy of psychological situation characteristics. Journal of Personality and Social Psychology, doi:http://dx.doi.org.proxy2.cl.msu.edu/10.1037/pspp0000111

Dalal, R. S., Meyer, R. D., Bradshaw, R. P., Green, J. P., Kelly, E. D., & Zhu, M. (2015). Personality strength and situational influences on behavior: A conceptual review and research agenda. Journal of Management, 41(1), 261-287. 

Rauthmann, J. F., Jones, A. B., & Sherman, R. A. (2016). Directionality of person–situation transactions: Are there spillovers among and between situation experiences and personality states? Personality and Social Psychology Bulletin, 42(7), 893-909. 

Minbashian, A., & Luppino, D. (2014). Short-term and long-term within-person variability in performance: An integrative model. Journal of Applied Psychology, 99(5), 898-914. doi:http://dx.doi.org.proxy1.cl.msu.edu/10.1037/a0037402

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Background/optional: Hampson, S. E. (2012). Personality processes: Mechanisms by which personality traits "get outside the skin.". Annual Review of Psychology, 63, 315-339. doi:http://dx.doi.org.proxy1.cl.msu.edu/10.1146/annurev-psych-120710-100419

PREP: CAPTION SOMETHING

Feb 13: Assessment

Kluemper, D. H., McLarty, B. D., & Bing, M. N. (2015). Acquaintance ratings of the big five personality traits: Incremental validity beyond and interactive effects with self-reports in the prediction of workplace deviance. Journal of Applied Psychology, 100(1), 237-248. doi:http://dx.doi.org.proxy1.cl.msu.edu/10.1037/a0037810

Baird, B. M., Lucas, R. E., & Donnellan, M. B. (2016). The role of response styles in the assessment of intraindividual personality variability. Journal of Research in Personality, doi:http://dx.doi.org.proxy1.cl.msu.edu/10.1016/j.jrp.2016.06.015

Gawronski, B., Morrison, M., Phills, C. E., & Galdi, S. (2017). Temporal stability of implicit and explicit measures: A longitudinal analysis. Personality and Social Psychology Bulletin, 43(3), 300-312. doi:http://dx.doi.org.proxy1.cl.msu.edu/10.1177/0146167216684131

Bhatia, S. & Ryan, AM (in press). Hiring for the Win: Game-Based Assessment in Employee Selection. In D.L.. Stone & J. H. Dulebohn, (Eds). The Brave New World of eHRM 2.0.

Funder, D. C. (2012). Accurate personality judgment. Current Directions in Psychological Science, 21(3), 177-182. doi:http://dx.doi.org.proxy1.cl.msu.edu/10.1177/0963721412445309

Bleidorn, W, Hopwood, CJ & Wright, AGC (in press). Using big data to advance personality theory. Current opinion in behavioral sciences, 18, 79-82.

Background/optional:

Leong, F. T. L., Park, Y. S., & Leach, M. M. (2013). Ethics in psychological testing and assessment. In K. F. Geisinger, B. A. Bracken, J. F. Carlson, J. C. Hansen, N. R. Kuncel, S. P. Reise & M. C. Rodriguez (Eds.), APA handbook of testing and assessment in psychology, vol. 1: Test theory and testing and assessment in industrial and organizational psychology; (pp. 265-282, Chapter xxix, 711 Pages) American Psychological Association, Washington, DC. doi:http://dx.doi.org.proxy1.cl.msu.edu/10.1037/14047-015

Uhlmann, E. L., Leavitt, K., Menges, J. I., Koopman, J., Howe, M., & Johnson, R. E. (2012). Getting explicit about the implicit: A taxonomy of implicit measures and guide for their use in organizational research. Organizational Research Methods, 15(4), 553-601. doi:http://dx.doi.org.proxy1.cl.msu.edu/10.1177/1094428112442750

Carter, N. T., Daniels, M. A., & Zickar, M. J. (2013). Projective testing: Historical foundations and uses for human resources management. Human Resource Management Review, 23(3), 205-218. doi:http://dx.doi.org.proxy1.cl.msu.edu/10.1016/j.hrmr.2012.12.002

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Feb 20: Specific Ability

Rafaeli, A., Erez, A., Ravid, S., Derfler-Rozin, R., Treister, D. E., & Scheyer, R. (2012). When customers exhibit verbal aggression, employees pay cognitive costs.Journal of Applied Psychology, 97(5), 931-950. doi:http://dx.doi.org.proxy2.cl.msu.edu/10.1037/a0028559

Stanhope, D. S., & Surface, E. A. (2014). Examining the incremental validity and relative importance of specific cognitive abilities in a training context. Journal of Personnel Psychology, 13(3), 146-156. 

Goertz, W., Hülsheger, U. R., & Maier, G. (2014). The validity of specific cognitive abilities for the prediction of training success in germany: A meta-analysis.Journal of Personnel Psychology, 13(3), 123-133. doi:http://dx.doi.org.proxy2.cl.msu.edu/10.1027/1866-5888/a000110

Shipstead, Z., Lindsey, D. R. B., Marshall, R. L., & Engle, R. W. (2014). The mechanisms of working memory capacity: Primary memory, secondary memory, and attention control. Journal of Memory and Language, 72, 116-141. doi:http://dx.doi.org.proxy2.cl.msu.edu/10.1016/j.jml.2014.01.004

Miyake, A., & Friedman, N. P. (2012). The nature and organization of individual differences in executive functions: Four general conclusions. Current Directions in Psychological Science, 21(1), 8-14. doi:http://dx.doi.org.proxy1.cl.msu.edu/10.1177/0963721411429458

Background/optional:

Wai, J., Lubinski, D., & Benbow, C. P. (2009). Spatial ability for STEM domains: Aligning over 50 years of cumulative psychological knowledge solidifies its importance. Journal of Educational Psychology, 101(4), 817-835.

Mount, M. K., Oh, I., & Burns, M. (2008). Incremental validity of perceptual speed and accuracy over general mental ability. Personnel Psychology, 61(1), 113-139. doi:http://dx.doi.org.proxy2.cl.msu.edu/10.1111/j.1744-6570.2008.00107.x

Feb 27: Specific Personality: Dark and Bright

Ashton, M. C., Lee, K., & de Vries, R. E. (2014). The HEXACO honesty-humility, agreeableness, and emotionality factors: A review of research and theory.Personality and Social Psychology Review, 18(2), 139-152. doi:http://dx.doi.org.proxy1.cl.msu.edu/10.1177/1088868314523838

Weidman, A. C., Cheng, J. T., & Tracy, J. L. (2016). The psychological structure of humility. Journal of Personality and Social Psychology, doi:http://dx.doi.org.proxy2.cl.msu.edu/10.1037/pspp0000112

James M. LeBreton, Levi K. Shiverdecker, and Elizabeth M. Grimaldi. The Dark Triad and Workplace Behavior. Annual Review of Organizational Psychology and Organizational Behavior 2018 5:1 

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Luthans, F. & Youseef-Morgan, C.M. (2017). Psychological capital: an evidence-based positive approach. Annual Review of Organizational Psychology and Organizational Behavior, 4, 339-366.

Carter, N. T., Guan, L., Maples, J. L., Williamson, R. L., & Miller, J. D. (2016). The downsides of extreme conscientiousness for psychological well‐being: The role of obsessive compulsive tendencies. Journal of Personality, 84(4), 510-522. doi:http://dx.doi.org.proxy1.cl.msu.edu/10.1111/jopy.12177

Jones, A. B., Sherman, R. A., & Hogan, R. T. (2017). Where is ambition in factor models of personality? Personality and Individual Differences, 106, 26-31. doi:http://dx.doi.org.proxy1.cl.msu.edu/10.1016/j.paid.2016.09.057

DUE: PAPER TOPIC

March 13 : Prefer

Ian Armstrong, P., Su, R. and Rounds, J. (2011) Vocational Interests, in The Wiley-Blackwell Handbook of Individual Differences (eds T. Chamorro-Premuzic, S. von Stumm and A. Furnham), Wiley-Blackwell, Oxford, UK. doi: 10.1002/9781444343120.ch23

Leroy, S., Shipp, A. J., Blount, S., & Licht, J. (2015). Synchrony preference: Why some people go with the flow and some don't. Personnel Psychology, 68(4), 759-809. doi:http

Furham, A. (2011). Personality and approaches to learning. In T. Chamorro-Premuzic, S. von Stumm & A. Furnham (Eds.). The Wiley-Blackwell Handbook of Individual Differences, Blackwell Publishing.

Volkova, E. V., & Rusalov, V. M. (2016). Cognitive styles and personality. Personality and Individual Differences, 99, 266-271. doi:http://dx.doi.org.proxy2.cl.msu.edu/10.1016/j.paid.2016.04.097

March 20: Motivate

Diefendorff, J. M., & Seaton, G. A. (2015). Work Motivation. In J. D. Wright (Ed). International Encyclopedia of Social and Behavioral Sciences, 2nd Edition, Vol 25. Oxford: Elsevier Press. pp. 680-686.

Credé, M., Tynan, M. C., & Harms, P. D. (2017). Much ado about grit: A meta-analytic synthesis of the grit literature. Journal of Personality and Social Psychology, 113(3), 492-511. 

Payne, S. C., Youngcourt, S. S., & Beaubien, J. M. (2007). A meta-analytic examination of the goal orientation nomological net. Journal of Applied Psychology, 92(1), 128-150. doi:http://dx.doi.org.proxy2.cl.msu.edu/10.1037/0021-9010.92.1.128

Steinmann, B., Ötting, S. K., & Maier, G. (2016). Need for affiliation as a motivational add-on for leadership behaviors and managerial success. Frontiers in Psychology, 7, 18.

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Malesza, M. & Ostaszewski, P. (2017). Assessing individual differences in discounting: Construction and initial validation of the Discounting Inventory. Current Psychology. https://doi-org.proxy2.cl.msu.edu/10.1007/s12144-017-9754-x

Scult, M. A., Knodt, A. R., Hanson, J. L., Ryoo, M., Adcock,R. A., Hariri, A. R., & Strauman, T. J. (2017) - Individual differences in regulatory focus predict neural response to reward.  Social Neuroscience, 12, 1-13.

 March 27: Feel

Augustine, A. A., & Larsen, R. J. (2015). Personality, affect, and affect regulation. In M. Mikulincer, P. R. Shaver, M. L. Cooper, & R. J. Larsen (Eds.), APA handbooks in psychology. APA handbook of personality and social psychology, Vol. 4. Personality processes and individual differences (pp. 147-165). http://dx.doi.org/10.1037/14343-007

Stéphane Côté (2014). Emotional intelligence in organizations. Annual Review of Organizational Psychology and Organizational Behavior 2014 1:1, 459-488 

Shackman, A. J., Tromp, D. P. M., Stockbridge, M. D., Kaplan, C. M., Tillman, R. M., & Fox, A. S. (2016). Dispositional negativity: An integrative psychological and neurobiological perspective. Psychological Bulletin, 142(12), 1275-1314. doi:http://dx.doi.org.proxy2.cl.msu.edu/10.1037/bul0000073

MacCann, C., Lievens, F., Libbrecht, N., & Roberts, R. D. (2016). Differences between multimedia and text-based assessments of emotion management: An exploration with the multimedia emotion management assessment (MEMA).Cognition and Emotion, 30(7), 1317-1331. doi:http://dx.doi.org.proxy2.cl.msu.edu/10.1080/02699931.2015.1061482

Boyes, M. E., Carmody, T. M., Clarke, P. J. F., & Hasking, P. A. (2017). Emotional reactivity and perseveration: Independent dimensions of trait positive and negative affectivity and differential associations with psychological distress.Personality and Individual Differences, 105, 70-77. doi:http://dx.doi.org.proxy2.cl.msu.edu/10.1016/j.paid.2016.09.025

Miners, Cote & Lievens (2017). Assessing the validity of emotional intelligence measures. Emotion Review, 1-9

DUE: PAPER OUTLINE 1754073917693688April 3: Relate

Kwok Leung, Soon Ang, Mei Ling Tan (2014). Intercultural competence. Annual Review of Organizational Psychology and Organizational Behavior 2014 1:1, 489-519 

Jensen-Campbell, L. A., Iyer-Eimerbrink, P. A., & Knack, J. M. (2015). Interpersonal traits. In M. Mikulincer, P. R. Shaver, M. L. Cooper, & R. J. Larsen (Eds.), APA handbooks in psychology. APA handbook of personality and social psychology, Vol. 4. Personality processes and individual differences (pp. 351-368). http://dx.doi.org/10.1037/14343-016

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Meglino, B. M., & Korsgaard, A. (2004). Considering rational self-interest as a disposition: Organizational implications of other orientation. Journal of Applied Psychology, 89(6), 946-959. doi:http://dx.doi.org.proxy1.cl.msu.edu/10.1037/0021-9010.89.6.946

Graziano, W. G., & Habashi, M. M. (2015). Searching for the prosocial personality. In D. A. Schroeder, & W. G. Graziano (Eds.), The oxford handbook of prosocial behavior; the oxford handbook of prosocial behavior (pp. 231-255, Chapter xxii, 787 Pages) Oxford University Press, New York, NY. doi:http://dx.doi.org.proxy1.cl.msu.edu/10.1093/oxfordhb/9780195399813.013

Mund, M., & Neyer, F. J. (2014). Treating personality-relationship transactions with respect: Narrow facets, advanced models, and extended time frames. Journal of Personality and Social Psychology, 107(2), 352-368. doi:http://dx.doi.org.proxy1.cl.msu.edu/10.1037/a0036719

April 10: Be

Donnellan, M. B., Trzesniewski, K. H. and Robins, R. W. (2011) Self-Esteem, in The Wiley-Blackwell Handbook of Individual Differences (eds T. Chamorro-Premuzic, S. von Stumm and A. Furnham), Wiley-Blackwell, Oxford, UK. doi: 10.1002/9781444343120.ch28

Wagner, J., Lüdtke, O., & Trautwein, U. (2016). Self‐esteem is mostly stable across young adulthood: Evidence fr-om latent STARTS models. Journal of Personality, 84(4), 523-535. doi:http://dx.doi.org.proxy2.cl.msu.edu/10.1111/jopy.12178

Grubbs, J. B., & Exline, J. J. (2016). Trait entitlement: A cognitive-personality source of vulnerability to psychological distress. Psychological Bulletin, 142(11), 1204-1226. doi:http://dx.doi.org.proxy2.cl.msu.edu/10.1037/bul0000063

Stoeber J., Damian L. (2016) Perfectionism in Employees: Work Engagement, Workaholism, and Burnout. In: Sirois F., Molnar D. (eds) Perfectionism, Health, and Well-Being. Springer, Cham

https://link-springer-com.proxy2.cl.msu.edu/sharelink/10.1007/978-3-319-18582-8_12

Johnson, R. E., Rosen, C. C., Chang, C. & Lin, S. (2015). Getting to the core of locus of control: Is it an evaluation of the self or the environment? Journal of Applied Psychology, 100(5), 1568-1578. doi:http://dx.doi.org.proxy2.cl.msu.edu/10.1037/apl0000011

April 17: Believe and Value

Schwartz, S. H., & Cieciuch, J. (2016). Values. In F. T. L. Leong, D. Bartram, F. M. Cheung, K. F. Geisinger & D. Iliescu (Eds.), The ITC international handbook of testing and assessment; the ITC international handbook of testing and assessment (pp. 106-119, Chapter xv, 480 Pages) Oxford University Press, New York, NY. Retrieved from http://ezproxy.msu.edu.proxy2.cl.msu.edu/login?url=https://search-proquest-com.proxy2.cl.msu.edu/docview/1924608497?accountid=12598

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Fischer, R., & Boer, D. (2015). Motivational basis of personality traits: A meta‐analysis of value‐personality correlations. Journal of Personality, 83(5), 491-510. doi:http://dx.doi.org.proxy2.cl.msu.edu/10.1111/jopy.12125

Gangloff, B., Soudan, C., & Auzoult, L. (2014). Normative characteristics of the just world belief: A review with four scales. Cognition, Brain, Behavior: An Interdisciplinary Journal, 18(2), 163-174. Retrieved from http://ezproxy.msu.edu.proxy1.cl.msu.edu/login?url=https://search-proquest-com.proxy1.cl.msu.edu/docview/1619505773?accountid=12598

Akhtar, O., & Wheeler, S. C. (2016). Belief in the immutability of attitudes both increases and decreases advocacy. Journal of Personality and Social Psychology, 111(4), 475-492. doi:http://dx.doi.org.proxy2.cl.msu.edu/10.1037/pspa0000060

Chen, P., Ellsworth, P. C., & Schwarz, N. (2015). Finding a fit or developing it: Implicit theories about achieving passion for work. Personality and Social Psychology Bulletin, 41(10), 1411-1424. doi:http://dx.doi.org.proxy2.cl.msu.edu/10.1177/0146167215596988

April 24: Innovate

Nusbaum, E. C., Silvia, P. J., & Beaty, R. E. (2017). Ha ha? assessing individual differences in humor production ability. Psychology of Aesthetics, Creativity, and the Arts, 11(2), 231-241. doi:http://dx.doi.org.proxy2-=.cl.msu.edu/10.1037/aca0000086

Carpenter, J. M., Green, M. C., & Vacharkulksemsuk, T. (2016). Beyond perspective-taking: Mind-reading motivation. Motivation and Emotion, 40(3), 358-374. doi:http://dx.doi.org.proxy2.cl.msu.edu/10.1007/s11031-016-9544-z

Murphy, N. A., Mast, M. S., & Hall, J. A. (2016). Nonverbal self-accuracy: Individual differences in knowing one's own social interaction behavior. Personality and Individual Differences, 101, 30-34. doi:http://dx.doi.org.proxy2.cl.msu.edu/10.1016/j.paid.2016.05.023

Rau, H. K., & Williams, P. G. (2016). Dispositional mindfulness: A critical review of construct validation research. Personality and Individual Differences, 93, 32-43. doi:http://dx.doi.org.proxy2.cl.msu.edu/10.1016/j.paid.2015.09.035

DUE: SHORT PRESENTATION

May 1: 3-5, reserved class time, final paper due

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