Det finns individuella skillnader i hur vi påverkas av stress och ett sätt att identifiera skillnaderna är att undersöka hur personlighetsdrag predicerar upplevd stress. Detta kan tillämpas vid rekrytering till yrken med särskilda krav på stresstålighet. Lazarus transaktionsmodell är ledande inom stressforskning och inom personlighetsteorier representerar femfaktormodellens (FFM) neuroticism, extraversion, öppenhet, samstämmighet och samvetsgrannhet de grundläggande personlighetsdragen. Enligt tidigare forskning utgör neuroticism en särskild sårbarhet för stress. Tre hypoteser prövades och undersökningens syftet var att predicera hur personligheten påverkar benägenheten att uppleva stress utifrån FFM, på dimensions- och facettnivå, samt att undersöka skillnader i upplevd stress beroende på kön. Etthundratolv studenter svarade på en enkät innehållande NEO-PI-R som mäter personlighetsdimensionerna samt Perceived Stress Scale (PSS) som mäter upplevd stress. Korrelationsanalyser, t-test och hierarkiska multipla regressioner gjordes. Hypoteserna om neuroticism och stress får stöd i resultatet men inte hypotesen om kön och stress. Oväntade resultat beträffande andra personlighetsdimensioner framkommer och möjliga orsaker till detta diskuteras.

Bien qu’il soit largement reconnu dans différents milieux d’intervention au Québec que l’intervenant est un des agents actifs les plus importants de l’efficacité d’une intervention – et c’est un des postulats centraux de l’intervention psychoéducative –, il existe encore très peu d’instruments de mesure validés empiriquement permettant l’évaluation du fonctionnement d’un groupe d’intervenants. Néanmoins, il existe un instrument pouvant mesurer le climat social d’une équipe, soit le Questionnaire du climat social d’une équipe d’intervenants (QCSÉI; Le Blanc, Trudeau-Le Blanc, & Lanctôt, 1999; Moos 1987). Le QCSÉI compte 10 échelles de premier niveau. Dans ses écrits théoriques, Moos (2003) a suggéré que le climat social est un construit hiérarchique et que l’ensemble des instruments mesurant différentes dimensions du climat social d’un groupe ou d’une équipe devrait se regrouper en trois facteurs d’ordre supérieur, soit les relations interpersonnelles, la découverte de soi et le maintien de l’ordre et du changement. Un examen conceptuel des échelles du QCSÉI suggère que ce modèle théorique est problématique. Cette étude visait à déterminer si la structure hiérarchique proposée par Moos était adéquate pour le QCSÉI dans un échantillon d’intervenants québécois. L’échantillon utilisé était composé d’intervenants faisant partie de Boscoville2000, un projet d’intervention cognitivecomportementale en milieu résidentiel pour les adolescents en difficulté. Des analyses factorielles exploratoires ont d’abord démontré que la structure de premier niveau est bien reproduite. Deux échelles jugées importantes pour mesurer le climat social ont ensuite été ajoutées. Par la suite, des analyses factorielles exploratoires et confirmatoires ont démontré que la structure théorique hiérarchique en trois dimensions d’ordre supérieur de Moos ne représente pas bien les données. Les analyses ont révélé une structure alternative plus intéressante sur le plan conceptuel et qui représentait mieux les données. Des corrélations entre les échelles de climat social de l’équipe et les traits de personnalité des intervenants ainsi que différentes variables sociodémographiques et liées à la pratique professionnelle ont procuré un appui qui suggère que le QCSÉI possède une validité de critère acceptable. / Even though it is largely recognized in various psychosocial intervention settings that the counselor is one of the main active component of an intervention efficacy – and it is one of the central postulate of psychoeducation –, there are still very few empirically-validated instruments for the assessment of a youth counselors’ team functioning. Still, there is one interesting instrument for assessing the social climate of a team, the Counselors’ Team Social Climate Questionnaire (“Questionnaire du climat social de l’équipe d’intervenants”, QCSÉI; Le Blanc, Trudeau-Le Blanc, & Lanctôt, 1999; Moos 1987). The QCSÉI is composed of 10 first order scales. In his theoretical writings, Moos (2003) suggested that the social climate is a hierarchical construct and that all instruments measuring different foci of the social climate should group into three higher-order dimensions, namely Relationships, Personal Growth, and System Maintenance and Change. A conceptual examination of the QCSÉI scales suggested that this theoretical model is problematic. This study aimed at evaluating if the hierarchical structure postulated by Moos was adequate in a sample of youth counselors from Quebec. The sample that was used was composed of youth counselors from Boscoville2000, a residential cognitive-behavioral intervention program for adolescents with serious adjustment problems. Exploratory factor analyses first demonstrated that the first order structure was well reproduced. Two additional scales judged as important aspects of the social climate were then added. Next, exploratory and confirmatory factor analyses confirmed that the theoretical hierarchical structure with three higher-order dimensions was not well reproduced in the data. The analyses rather revealed an alternative structure that was conceptually more interesting and provided a better fit to the data. Correlations between the teams’ social climate and youth counselors’ personality traits, as well as socio-demographic and professional practice variables provided evidence suggesting that the instrument have acceptable criterion-related validity.

Le décrochage scolaire des adolescents est un phénomène alarmant qui occasionne de multiples conséquences négatives, tant pour le jeune que pour la société. Des recherches empiriques ont soulevé l’importance de considérer les décrocheurs comme un groupe aux profils hétérogènes. En conséquence, quelques chercheurs ont proposé des typologies des décrocheurs scolaires à l’adolescence, dont Janosz (1994; Janosz, Le Blanc, Boulerice, & Tremblay 2000). À partir de trois indicateurs de l’adaptation scolaire des adolescents (engagement scolaire, indiscipline scolaire et performance scolaire), Janosz et ses collègues ont identifié quatre types de décrocheurs scolaires potentiels, soient les Discrets, les Désengagés, les Sous-performants et les Inadaptés. Les études prédictives conduites jusqu’à maintenant ont permis de déterminer que les différents types proposés par cette typologie se distinguent sur différents facteurs de risque du décrochage d’ordre individuel et environnemental. Toutefois, il n’est pas connu si ces types de décrocheurs potentiels se distinguent des adolescents non à risque de décrocher sur un facteur important, soit les traits de personnalité. Cette étude visait donc à évaluer si les traits de personnalité des adolescents (Ouverture, Extraversion, Contrôle, Amabilité et Stabilité émotionnelle) permettaient de prédire l’appartenance aux quatre types de décrocheurs potentiels proposés par Janosz et ses collègues (2000), en contrôlant l’effet de plusieurs autres facteurs de risque classique du décrochage. Les données provenaient de l’étude Stratégie d’Intervention Agir Autrement (SIAA), qui compte plus de 40 000 adolescents provenant de 69 écoles secondaires au Québec. L’échantillon qui a été utilisé dans cette étude (N = 4980) était composé d’élèves de 14 à 16 ans évalués en 2006-2007. Les adolescents ont rempli des questionnaires en groupe durant une période de classe. Différents modèles de régression logistique multinomiale contrôlant pour la nature hiérarchique des données ont confirmé que les traits de personnalité ont prédit l’appartenance à différents types de décrocheurs, et ce, au-delà de l’effet de plusieurs facteurs de risque classiques du décrochage scolaire. Ces résultats suggèrent que les théories du décrochage scolaire pourraient intégrer les traits de personnalité et que ces derniers pourraient être utilisés pour le dépistage des adolescents à risque de décrochage. / Adolescents’ school dropout is an alarming phenomenon which has several negative consequences for the youth themselves and for society as a whole. Empirical studies outlined the importance of considering school dropouts as a group of adolescents displaying heterogeneous profiles. Consequently, a number of researchers proposed typologies of school dropouts during adolescence, including Janosz (1994; Janosz, Le Blanc, Boulerice, & Tremblay 2000). Using three indicators of adolescents’ school adaptation (school engagement, school indiscipline, and academic achievement), Janosz identified four types of potential school dropouts, namely the Quiets, the Disengaged, the Low-achievers, and the Maladjusted. Predictive studies conducted to date showed that these different types proposed by Janosz can be distinguished on different classical individual and environmental risk factors of school dropout. However, it is not know if these potential school dropout types can be distinguished on an important factor, namely personality traits. Thus, this study aimed at evaluating if adolescents’ personality traits (Openness, Extraversion, Conscientiousness, Agreeableness, and Emotional stability) could predict membership in the four school dropout types proposed by Janosz et al. (2000), controlling for the effect of several classical risk factors of school dropout. Data were drawn from the New Approaches New Solutions (NANS) longitudinal study, which counts over 40 000 adolescents from 69 high school in Quebec (Canada). The sample that was used in this study (N = 4980) was composed of pupils aged 14 to 16 years assessed in 2006-2007. Adolescents filled out questionnaires in group during a class period. Different multinomial logistic regression models controlling for the hierarchical nature of the data confirmed that personality traits predicted membership in the different dropout types, and this, over and above the effect of several classical risk factors of school dropout. The results suggest that theories of school dropout could integrate personality traits and also that they could be used for screening adolescents at risk of dropping out of high school.

L’objectif de ce mémoire est d’examiner les nombreuses associations qui existent entre les conditions de l’organisation du travail, les traits de personnalité et la détresse psychologique au travail. La question de recherche principale était : est-ce que les cinq grands traits de personnalité (Big Five personality traits) ont un effet modérateur sur la relation entre les conditions de l’organisation du travail et la détresse psychologique. De nombreuses autres questions ont aussi été considérées. Pour répondre aux vingt-et-une hypothèses proposées dans cette recherche, nous avons utilisé des données secondaires d’une étude transversale de 395 employés d’un service de police municipal. À la suite d’analyses multivariées, nous avons pu observer quatre associations significatives. Concernant les conditions de l’organisation du travail, nous avons trouvé que les demandes psychologiques en milieu de travail augment la détresse psychologique, tandis que le support d’un superviseur la diminue. En ce qui concerne, les traits de personnalité, nous avons trouvé qu’être névrotique (neuroticism) augmente la détresse psychologique. Finalement, nous avons trouvé un effet modérateur du trait de personnalité, être consciencieux (conscientiousness), sur la relation entre les demandes psychologiques et la détresse psychologique. Bref, nos résultats nous indiquent que les cinq grands traits de personnalité (Big Five personality traits) ont une influence mitigée sur la santé mentale en milieu de travail. / The current thesis sought to observe the multiple relationships that exist between work organization conditions, personality characteristics and psychological distress in the workplace. The main question of interest was whether the Big Five personality traits have a moderating effect on the relationship between work organization and psychological distress, but numerous other questions of interest were also considered. In order to address the twenty-one hypotheses proposed in this study, secondary data was used from a cross-sectional survey of 395 workers from a municipal police service. Multivariate analyses showed four significant relationships between the three variables of interest. With regards to the work organization conditions, it was found that psychological demands in the workplace increase psychological distress, whereas, support from a supervisor decreases psychological distress. With regards to personality, neuroticism was found to increase psychological distress. Finally, a moderating relationship was found for the conscientiousness trait on the relationship between psychological demands and psychological distress. Globally, the results indicate that the Big Five personality traits have a mitigated impact on mental health problems in the workplace.

The purpose of this study was to investigate the relationships between personality traits and job satisfaction among music teachers. The research problems were 1. to investigate the areas of job satisfaction of music teachers; 2. to investigate the patterns of personality traits that were common among music teachers; 3. to determine whether relationships existed between the areas in which the music teachers showed job satisfaction/dissatisfaction and their personality profiles.

Personality patterns of sexually abused female adolescent runaways are compared to personality patterns of physically abused female adolescent runaways. Eighty-six female adolescents from 13 to 17 years of age completed a self report inventory to determine personality traits. To test the hypotheses of the study, a multivariate analysis of variance was conducted, followed with univariate tests to find differences on separate dependent measures. Results indicated that on the Jesness Inventory there may be a common personality pattern associated with abuse. Univariate tests yielded data which indicated that although there may be a general personality pattern for abused adolescents, there were significant differences between the physically and sexually abused adolescents on some personality variables. Results were evaluated taking into account the selective sample from which the population was drawn. Recommendations for future research included the use of projectives, a more comprehensive personality inventory, and selected demographics.

Individual personality traits of pre-service teachers may have a significant influence on their confidence in teaching. Confidence in teaching does not always align with the experience of pre-service teachers. simSchool enables transformational experiences for teacher candidates to improve in general teaching skills, connect learning theories in the classroom, and develop confidence to be an effective teacher without the ill impacts of practicing on real students. This study executed a quasi-experimental design to explore the personality traits of 152 pre-service teachers and examined how their perceptions of teaching confidence and teaching experience were related in the context of simSchool. A treatment and comparison group completed the Survey of Teaching Skills pre/post tests and the OCEAN survey for quantitative data analysis to investigate four research questions: 1. Is there a difference between treatment and comparison groups on educator’s gains in confidence and experience? 2. Is there a relationship between personality type and perceived teaching effectiveness? 3. Is there a relationship between personality attributes and pre-service educator ratings of teaching experience in a simulated teaching environment? 4. Is there a relationship between personality attributes and pre-service educator ratings of teaching confidence in a simulated teaching environment? Findings from repeated measures MANOVA tests indicated that the simSchool treatment group increased their perceptions of experience with significant gains (p < .05), in contrast to the comparison group. Two key constructs of personality and effective teaching, the latter of which is comprised of the pre-service teachers’ self-reports of teaching confidence and teaching experience, were examined using canonical correlation analysis. The traits of openness, conscientiousness, extraversion, agreeableness and neuroticism were components linked by structure coefficients to the synthetic variable of personality, the latter of which was found to be correlated with effective teaching. Pearson product-moment correlation coefficients were produced to assess the relationship between experience and confidence and relationships between experience and confidence with the personality traits of conscientiousness, openness, extraversion, and emotional stability. Multiple regression analyses were run using the predictors of openness, conscientiousness, extraversion, and neuroticism. These were found to be significantly (p < .05) effective in predicting self-reported teaching experience and confidence from personality traits. Furthermore, the variable of openness was individually found to be a significant (p < .05) predictor of teaching experience and confidence. These findings suggest that personality traits affect the experience and confidence ratings of pre-service teachers in a simulated classroom environment and that simSchool training can foster the development of teaching effectiveness.

Cette thèse s'inscrit dans le domaine de la didactique du français langue seconde. Elle concerne les causes de la réussite ou de l'échec de l'apprentissage du français par des étudiants chinois en France. Plus précisément, elle prend appui sur la perception de la réussite ou de l'échec d'apprentissage parmi ce public dont l'effectif ne cesse de croître et au sein duquel de nombreux individus éprouvent de grandes difficultés à apprendre la langue du pays d'accueil. Afin d'interroger les causes des sentiments de réussite ou d'échec dans l'apprentissage, trois hypothèses sont posées : le sentiment de réussite ou d'échec est conditionné par l'adaptation à la nouvelle culture d'apprentissage/enseignement ; certains traits de personnalité favorisent l'apprentissage de la langue ; la motivation des apprenants a des conséquences sur leur investissement et sur leur utilisation de stratégies dans l'apprentissage du français. Cette étude tend à montrer que le sentiment de réussite ou d'échec d'apprentissage résulte d'un cumul d'expériences émotionnellement positives ou négatives. Elle fait apparaître certains des facteurs qui facilitent ou empêchent l'apprentissage du français par des étudiants chinois en France. Par exemple, l'adaptation à la culture d'enseignement française favoriserait l'apprentissage et induirait chez l'apprenant un sentiment de réussite. Parmi les facteurs qui seraient susceptibles d'engendrer un sentiment d'échec, l'introversion empêcherait l'acquisition de compétences dans le domaine de l'expression orale et l'absence de contacts réguliers avec le français dans la vie quotidienne affaiblirait la motivation d'apprentissage. / This PhD. dissertation aims to contribute to research in teaching French as a second language. It analyzes the reasons why Chinese students in France succeed or not in learning French. More precisely, it is based on the perception of success or failure in learning French among a population whose numbers are growing and in which many individuals find it very difficult to learn the language of the host country. In order to examine the reasons for the feeling of success or failure in learning, three hypotheses are postulated: the feeling of success or failure is determined by the adaptation to the new culture of learning/teaching; certain personality traits promote language learning; learners' motivation has some consequences on their use of strategies in learning French. This research aims to show that the feeling of success or failure in learning results from the synthesis of experiences with positive or negative emotion. It also shows some of the factors that facilitate or hinder French learning by Chinese students in France. For example, adapting to the French culture of teaching would encourage learning and bring about learners' feeling of success. Among the factors that are likely to generate the feeling of failure, it appears that introversion prevents the acquisition of speaking skills and lack of regular contact with the French language in everyday life weakens motivation to learn.

The aim of this paper is to verify the applicability of Interpersonal Check List for assessing managerial potential, namely leadership potential. The evolution and findings of leadership research are summarized in the theoretical part of the article. Possible effects of personality traits on leader effectivity are theoretically explained. There is evidence that these traits affect the perception of leaders. Empirical tests show that employees in leadership positions score higher in several dimensions of Interpersonal Check List, particularly in managerial - autocratic, competitive - exploitive and blunt - aggresive dimensions. The discussion of these findings leads to the conclusion that the mentioned dimensions could be considered as indicators of leadership potential. Interpersonal Check List is a valid instrument for assessing leadership potential.

anglicky This thesis deals with one of the most important issues of our time. Trying to look for personality structure of individuals dependent on alcohol, psychoactive substances and pathological gamblers. Describes differences in personality structure between the user and the differences between men and women. It is divided into theoretical and practical part. The theoretical part is devoted to the present the accessible knowledge in the field of personality-dependent individuals. The empirical part of the work deals with a research carried out at the pavilions of addictions in a psychiatric hospital Prague Bohnice. In the empirical part of the research hypotheses and set goals that are subsequently evaluated. This thesis provides insight into the personality of addicted individuals and their own research conclusions are largely consistent with findings from the literature.