Individual Differences in Resource Allocation Policy

Big Five, Self-Regulation, and Coping Strategies as Predictors of Achievement Emotions in Undergraduate Students

“…(2) By contrast, Neuroticism (N) is associated with several maladaptive behaviors in learning situations, including a low sense of personal control, low self-efficacy as a social agent, and frequently dysfunctional coping strategies, such as avoidance. The N factor has been related to high levels of anxiety, and depletion of cognitive and coping abilities, resulting in reduced learning goals in the face of task demands, and reduced self-regulated performance, processes that require considerable mental resources [35]. Recent research on anxiety has associated deficits in executive processes, including inhibited execution, with deterioration in attentional change processes, leading to a lack of flexibility in deploying one's attention [36].…”

Individual differences in the experience of cognitive workload

“…The personality construct of the same name from the Five-Factor Model includes the foregoing definition plus another primary trait, self-controlled versus uncontrolled or impulsive (Conn and Rieke 1994). The research evidence now suggests that the primary and more narrowly defined traits are more closely linked to task performance than the broader traits (Dudley et al 2006;Szymura 2010).…”

“…Several authors have made a cogent case for studying individual differences in personality, motivation, cognitive abilities, and coping strategies in the study of ergonomics problems (Baldwin 2009;Cox-Fuenzalida, Swickert, and Hittner 2004;Cox-Fuenzalida et al 2006;Drury et al 2009;Eysenck 2010;Hancock, Hancock, and Warm 2009;Karwowski 2000;Matthews and Campbell 2009;Szalma 2008;Szalma and Taylor 2011;Szymura 2010;Verhagen 1993). In principle, such knowledge could be used to modify system designs so that individual differences no longer present meaningful variation in performance, to customise designs, and to take advantage of human capabilities and limitations.…”

Beyond the intellect: Complexity and learning trajectories in Raven's Progressive Matrices depend on self-regulatory processes and conative dispositions

“…BEYOND THE INTELLECT 9 associated with negative affective responses including heightened stress, anxiety and selfconsciousness (Szymura, 2010). In application, intelligence tests are typically considered to be high-stakes and thus the requirement to complete one has the potential to be viewed by individuals as a performance context (Kozlowski & Bell, 2006).…”

“…This non-linear influence of Neuroticism on performance was described by Yerkes-Dodson (1908) who suggested the inverted-U relation is due to within-person differences in the subjective experience of arousal when dealing with cognitive tasks of differing complexity. In a population of individuals with moderate trait levels of Neuroticism, variations in task demands are thought to lead to variations in state arousal, that when effectively regulated, lead to optimal effort and resource allocation, and a positive association with performance (Beckmann, Beckmann, Minbashian, & Birney, 2013;Kahneman, 1973;Szymura, 2010).…”