The Big Five Personality Traits and Individual Satisfaction With the Team

Peeters, Miranda A. G.; Rutte, Christel G.; Tuijl, H.F.J.M. van; Reymen, I.M.M.J.

doi:10.1177/1046496405285458

Cited by 97 publications

(95 citation statements)

References 57 publications

(82 reference statements)

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“…In addition, participants' grade point average (GPA) was recorded (as a control variable). Satisfaction from the Group was assessed with three items, taken from Peeters et al (2006): ''If I ever have to participate in a similar project, I would like to do it with this group''; ''Overall, I was satisfied with the composition of our group''; ''In general, the proceedings of the group were done in a pleasant atmosphere.'' The items were selected because they assess participants' satisfaction from the group as a measure of the group's perceived effectiveness.…”

Section: Methodsmentioning

confidence: 99%

Who benefits from group work in higher education? An attachment theory perspective

Lavy

2016

High Educ

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Several studies have pointed to the benefits of learning in groups. However, surprisingly little research has been conducted regarding what role relationship-related personality traits play in the effectiveness of this kind of student learning. Such personality factor can potentially buffer the students' effectiveness in groups. The present study focused on attachment orientations-personal characteristics of individuals that reflect internal models of relationships-and assessed their impact on different aspects of students' feelings and functioning in higher-education study groups. It was hypothesized that individuals with interpersonal difficulties (characterized by high attachment anxiety or avoidance) will not benefit from a learning group and that they may exhibit poorer performance in group projects. Participants (N = 244) were college students enrolled in courses that included a group project. They completed measures of their attachment orientations, instrumental and socio-emotional functioning in the group, and satisfaction from the group. Additionally, their GPA and grade in the group project were assessed. Results indicated negative associations of attachment anxiety and avoidance with students' selfreported instrumental and socio-emotional functioning in the group. However, attachment anxiety was associated with higher grades in the group task. Attachment avoidance was not associated with students' grades. The study's findings generally suggest that attachment insecurities do not obscure students' actual performance in group projects, contrary to students' self-perceptions. Implications for group learning are discussed.

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Section: Methodsmentioning

confidence: 99%

Who benefits from group work in higher education? An attachment theory perspective

Lavy

2016

High Educ

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“…In a study of student work groups, greater satisfaction with the team was associated with higher mean levels of agreeableness and emotional stability, and greater similarity in conscientiousness (Peeters, Rutte, Van Tuijl, & Reymen, 2006b). This study also found that greater dissimilarity in extraversion was associated with lower levels of satisfaction but only for those team members with low levels of extraversion (a mean-variance interaction effect).…”

Section: Social Interactions and Group Dynamicsmentioning

confidence: 98%

Personality in sport: a comprehensive review

Allen

Greenlees

Jones

2013

International Review of Sport and Exercise Psychology

225

184

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This review addresses personality in organised sport. We describe the extant literature that has explored personality effects on athletic success and population based differences before hypothesising how sport participation may contribute to personality development. We then outline the role of personality in athletic interactions and group processes before considering the practical applications of personality research and avenues for future study. Our review shows that personality is an important determinant of long-term success in sport and identifies clear personality differences between individuals that participate in organised sport and individuals that do not participate in organised sport. We also observe important personality differences between subsamples of athletes and outline the contribution of personality to intragroup relationships and team effectiveness in team sport. The interaction of genetic and environmental influences is presented as a promising avenue of inquiry that can strengthen our understanding of personality effects on sport and exercise participation and athletic success. We conclude by outlining implications for applied sport psychology.

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“…The Big Five traits have been found to be related to individual-level outcomes such as happiness, physical and psychological health, spirituality, and identity; interpersonal-level outcomes such as quality of relationships with peers, family, and romantic others; and organizational-or sociallevel outcomes such as occupational choice, satisfaction, performance, community involvement, criminal activity, and political ideology (for a comprehensive review, see Ozer & Benet-Martínez, 2006). These personality traits have also been found to be positively related to entrepreneurship (Zhao & Seibert, 2006), cultural intelligence (Ang, Van Dyne, & Koh, 2006), and satisfaction with teams (Peeters, Rutte, van Tuijl, & Reymen, 2006) and negatively associated with undesirable outcomes such as burnout (Bakker, van der Zee, Lewig, & Dollard, 2006).…”

Section: The Big Five Personality Traitsmentioning

confidence: 99%

Emerging Positive Organizational Behavior

Luthans

Youssef

2007

Journal of Management

1,109

804

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Although the value of positivity has been assumed over the years, only recently has it become a major focus area for theory building, research, and application in psychology and now organizational behavior. This review article examines, in turn, selected representative positive traits (Big Five personality, core self-evaluations, and character strengths and virtues), positive state-like psychological resource capacities (efficacy, hope, optimism, resiliency, and psychological capital), positive organizations (drawn from positive organization scholarship), and positive behaviors (organizational citizenship and courageous principled action). This review concludes with recommendations for future research and effective application.

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The Big Five Personality Traits and Individual Satisfaction With the Team

Cited by 97 publications

References 57 publications

Who benefits from group work in higher education? An attachment theory perspective

Who benefits from group work in higher education? An attachment theory perspective

Personality in sport: a comprehensive review

Emerging Positive Organizational Behavior

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