Nadin Beckmann

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

Publisher: Elsevier BV

Date: 03-2017

DOI: 10.1016/J.INTELL.2017.01.005

Self-confidence and performance goal orientation interactively predict performance in a reasoning test with accuracy feedback

Publisher: Elsevier BV

Date: 06-2009

DOI: 10.1016/J.LINDIF.2008.09.008

To talk or not to talk: A review of situational antecedents of willingness to communicate in the second language classroom

Publisher: Elsevier BV

Date: 02-2018

DOI: 10.1016/J.SYSTEM.2018.01.003

Inter-individual differences in intra-individual variability in personality within and across contexts

Publisher: Elsevier BV

Date: 04-2020

DOI: 10.1016/J.JRP.2019.103909

Bayesian analysis of individual level personality dynamics

Publisher: Frontiers Media SA

Date: 19-07-2016

DOI: 10.3389/FPSYG.2016.01065

Moderators of learning and performance trajectories in microworld simulations: Too soon to give up on intellect!?

Publisher: Elsevier BV

Date: 05-2018

DOI: 10.1016/J.INTELL.2018.03.008

Emotional intelligence and individual differences in affective processes underlying task‐contingent conscientiousness

Publisher: Wiley

Date: 18-09-2017

DOI: 10.1002/JOB.2233

Mediation Testing in Management Research

Publisher: SAGE Publications

Date: 20-08-2007

DOI: 10.1177/1094428106297811

Abstract: The authors review and critique the conduct and reporting of mediation analyses in 409 studies published in five leading organization studies journals over the past 25 years. The aim of the study is to learn from past practice and to use that knowledge to signal to researchers the importance of correctly applying mediation tests as well as to facilitate the valid testing of mediation models and the reporting of mediation results in future studies. The authors content code their s le for a wide range of characteristics and find that the majority of inferences of full and partial mediation are based on testing procedures that deviate significantly from procedures recommended by statisticians. In addition, the reporting of results is often incomplete and inefficient. The authors discuss and evaluate the findings of the study and make recommendations for future testing and reporting of results for mediation models.

Small group learning: Do group members' implicit theories of ability make a difference?

Publisher: Elsevier BV

Date: 10-2012

DOI: 10.1016/J.LINDIF.2012.06.007

In the heat of the moment: On the effect of state neuroticism on task performance

Publisher: Elsevier BV

Date: 02-2013

DOI: 10.1016/J.PAID.2012.10.022

A problem shared is learning doubled: Deliberative processing in dyads improves learning in complex dynamic decision-making tasks

Publisher: Elsevier BV

Date: 07-2015

DOI: 10.1016/J.CHB.2015.01.052

It depends how you look at it: On the relationship between neuroticism and conscientiousness at the within- and the between-person levels of analysis

Publisher: Elsevier BV

Date: 10-2010

DOI: 10.1016/J.JRP.2010.07.004

Situation contingent units of personality at work

Publisher: Elsevier BV

Date: 2019

DOI: 10.1016/J.PAID.2018.01.026

Task appraisals, emotions, and performance goal orientation

Publisher: American Psychological Association (APA)

Date: 2013

DOI: 10.1037/A0031260

Abstract: We predict real-time fluctuations in employees' positive and negative emotions from concurrent appraisals of the immediate task situation and in idual differences in performance goal orientation. Task confidence, task importance, positive emotions, and negative emotions were assessed 5 times per day for 3 weeks in an experience s ling study of 135 managers. At the within-person level, appraisals of task confidence, task importance, and their interaction predicted momentary positive and negative emotions as hypothesized. Dispositional performance goal orientation was expected to moderate emotional reactivity to appraisals of task confidence and task importance. The hypothesized relationships were significant in the case of appraisals of task importance. Those high on performance goal orientation reacted to appraisals of task importance with stronger negative and weaker positive emotions than those low on performance goal orientation.

Personality Architecture and the FFM in Organisational Psychology

Publisher: Wiley

Date: 31-05-2006

DOI: 10.1111/J.1464-0597.2006.00263.X

One situation doesn’t fit all: Variability and stability of state willingness to communicate in a Chinese College English classroom

Publisher: SAGE Publications

Date: 03-12-2019

DOI: 10.1177/1362168819891330

Abstract: Willingness to communicate (WTC) used to be studied as a relatively stable, trait-like predisposition however, recently attention has shifted to the more dynamic, state-like components of WTC. This research investigates variability and stability in state WTC, particularly focusing on within-person variability, which may lead to stable between-person differences, and situational antecedents that can either promote or hinder state WTC in L2 classrooms. To investigate whether, how and why state WTC varies over time, this study used a high-density repeated measurement design and a group of Chinese university students to describe fluctuations in state WTC in English classrooms over one semester. Data related to state WTC and selected situational antecedents were collected through a self-report questionnaire and statistically analysed. It was found that state WTC varied systematically within the person across the semester, and this variability was systematically related to changes in the psychological properties of the learning situations (e.g. teacher and peer support, task-interest, and task-importance). It was also found that within-person variability in state WTC predicted language learning performance, e.g. students whose state WTC increased as a function of perceived task interest tended to achieve higher grades at the end of the semester. This study calls for more attention to be directed at within-person variability in state WTC, and provides novel insights into how relationships between state WTC and its situational antecedents may be investigated within in iduals. This work is of interest to researchers and practitioners who aim to enhance L2 learners’ state WTC and language learning performance by systematically shaping their situated learning experience.

Task-contingent conscientiousness as a unit of personality at work.

Publisher: American Psychological Association (APA)

Date: 2010

DOI: 10.1037/A0020016

Abstract: The present study examined the viability of incorporating task-contingent units into the study of personality at work, using conscientiousness as an illustrative ex le. We used experience-s ling data from 123 managers to show that (a) momentary conscientiousness at work is contingent on the difficulty and urgency demands of the tasks people are engaged in, (b) there are significant and stable differences between people in the extent to which their conscientiousness behaviors are contingent on task demands, and (c) in idual differences in task-contingent conscientiousness are related to, though distinct from, in idual differences in trait conscientiousness. We also provide evidence in relation to (a) need for cognition as a possible antecedent of task-contingent conscientiousness and (b) adaptive performance on a cognitive task as a possible consequence of it. We discuss the theoretical implications of our findings for the cognitive nature of personality and the way in which conscientiousness is expressed at work. Practical implications in relation to the predictive function of personality and applications that focus on behavioral change are also discussed.

Editorial: Dynamic Personality Science. Integrating between-Person Stability and within-Person Change

Publisher: Frontiers Media SA

Date: 08-09-2017

DOI: 10.3389/FPSYG.2017.01486

More than meets the ear: Individual differences in trait and state willingness to communicate as predictors of language learning performance in a Chinese EFL context

Publisher: SAGE Publications

Date: 16-09-2020

DOI: 10.1177/1362168820951931

Abstract: Chinese students are frequently seen as passive learners because of their apparent reluctance to speak, particularly in English classrooms. However, this impression seems to reflect a stereotype which is likely to confound willingness to communicate (WTC) and communication behaviour. In this article we argue for more attention to be paid to in idual differences to complement culture-related explanations of differences in WTC. Self-report data on WTC at both trait and state levels and personality characteristics were analysed in relation to L2 language learning performance in a s le of 103 university students. In idual differences in WTC L1 were found to be strongly related to extraversion whilst in idual differences in WTC L2 were associated with openness to experience, conscientiousness, and agreeableness, rather than extraversion. Moreover, this study differentiates state WTC L2 from communication behaviour, and provides evidence for both trait and state WTC L2 being important predictors of L2 learning performance despite being differently related to personality. Our results overall suggest that exclusively relying on observable communication behaviour is likely to overlook effective antecedences of learning and performance. This study pleads for a more differentiated perspective on WTC and its personality correlates at both trait and state levels. It provides further evidence that WTC is a useful construct in working towards a better understanding of language learning processes.

Discovery Projects - Grant ID: DP0987584

Start Date: 2009

End Date: 07-2013

Amount: $290,000.00

Funder: Australian Research Council

Discovery Projects - Grant ID: DP160103335

Start Date: 05-2016

End Date: 04-2022

Amount: $423,456.00

Funder: Australian Research Council

Linkage Projects - Grant ID: LP0669552

Start Date: 01-2008

End Date: 01-2013

Amount: $2,085,600.00

Funder: Australian Research Council