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Gender differences in academic achievement of twins in mathematics
Abstracts / Personality and Individual Differences 60 (2014) S48–S78
and social functioning. Compared to controls, individuals with schizophrenia displayed significant deficits describing and identifying their emotions Among the schizophrenia group, better social functioning was associated with the to identify, and in particular to describe emotions, better emotion management. The present study highlights the importance of emotion regulation in schizophrenia, pointing to their substantial influence on social functioning above and beyond the impact of neurocognitive functioning. http://dx.doi.org/10.1016/j.paid.2013.07.237
Entrepreneurial potential in adolescents A. Fumero, A. De Miguel, R.J. Marrero, M. Carballeira Universidad de la Laguna, Spain Recently there has been an increasing interest in promoting entrepreneurship among undergraduates, however, just a few studies focused on adolescents. The main aims of this research were to demonstrate the reliability and validity of the Attitudes to Entrepreneurship Test in a sample of Spanish adolescents and to detect differences between curricular diversification and non-diversification groups. For this study, 145 young completed Entrepreneurship, Personality and Academic Motivation tests. Study 2 used two groups of 55 young (curricular diversification vs. non-diversification). The results confirmed the reliability of the test; entrepreneurial potential was related to achievement motivation and affected by gender. Attitudes to Entrepreneurship were higher in the non-curricular diversification group for the global score and mainly in the Leadership factor. The suitability of the scale, as a way of measuring entrepreneurial potential in a Spanish sample, was confirmed as well as the need for specific attention of the students in curricular diversification. http://dx.doi.org/10.1016/j.paid.2013.07.238
Evaluation rational process on seer and blind children. The touch and visual test (PTV-TVT) M.C. Cubas, C. Martínez-Sánchez, J. Corbalán, R. Limiñana, J. Checa, V. García-Peñas, R. Martín-Brufau, S. Checa Universidad de Murcia, Spain This is a test for single administration executive children from 5 to 12 years of age. It is specially designed to be applied to blind children, but it is also applicable to the same level of rigor, seer children, which becomes a universal test, whose purpose is to evaluate certain cognitive functions. The test is a test executive, set for evaluating rational functions of thinking: analysis, synthesis, abstraction, comparison and generalization. Besides other cognitive functions such as attention and its characteristics: concentration, fatigability, concurrency and volume, and memory of recognition. It can also identify perseveration or factor p, unitary function that varies in degree of one individual to another, appearing as the tendency of mental processes toward inertia, disorder that prevents or hinders the achievement of a suitable to problems. We present the first results in a Spanish sample. http://dx.doi.org/10.1016/j.paid.2013.07.239
Executive functions, five-factor model personality dimensions and cognitive style in adolescents V. Krieger, J.A. Amador University of Barcelona, Spain
S57
To assess the relationships between behavioral executive functions, personality dimensions and cognitive style in a sample of adolescents. Forty-five participants (51.1% females) aged 10 – 14 years old performed individually, a set of behavioral (Behavior Rating Inventory of Executive Function: Self-Report-Teacher-Parent forms) executive functions, personality (Big Five Questionnaire – Children and Adolescents) and cognitive style (Matching Familiar Figures Test) tests. Moderate and significant correlations were found between behavioral executive functions scores, dimensions of personality (conscientiousness, openness, extroversion and agreeableness) and cognitive style. Correlations between informants (parents and teachers) for behavioral executive functions ratings were moderate and positive. As in other studies, these results suggest relationships between executive functions, personality traits and cognitive styles. Implications of the results and the limitations of the study are discussed. http://dx.doi.org/10.1016/j.paid.2013.07.240
Exploring time perspective as a personality construct: Relations with traits, middle-level units and psychosocial criteria E. Romero, L. López-Romero, M.A. Luengo University of Santiago de Compostela, Spain For the last years, Time Perspective (TP) has been object of considerable attention by researchers in the fields of personality, clinical and social psychology. Nevertheless, its nature as a personality construct remains ambiguous. Whereas sometimes it is defined as a trait, it is not uncommon to underline its properties as a cognitivemotivational construct, which resembles the so-called middle-level units proposed as a second level of analysis for personality psychology. Through data collected on a sample of 445 adults (mean age = 33.71), this poster analyzes how TP maps onto (1) the structure of personality traits (particularly, the Five-Factor Model), (2) other units representing cognitive-motivational domains, such as values. Results showed that TP is more closely related to traits than to values; but it is also shown that TP contributes to prediction of wellbeing and risk-taking beyond traits and values, thus reinforcing its unique value as a construct for understanding health and behavior. http://dx.doi.org/10.1016/j.paid.2013.07.241
Gender differences in academic achievement of twins in mathematics Y. Chertkova, N. Zyrianova, S. Pyankova Moscow Lomonosov State University, Russia This study is a part of the project ‘‘The origins of individual differences in academic achievement: the impact of the shared environment, non-shared environment and prenatal hormones’’ (No. 12-06-00790, supported by Russian Humanitarian Scientific fond). Data of Unified state examination (2010–2012) were analyzed in the study. We have got test scores (mathematics exam) of 9592 boys and 12,702 girls – members of twin pairs. Boys show a slightly higher academic achievement in mathematics, than girls. However, they have higher variability of test scores. In deviation extremes number of boys is more than number of girls – both in high achievement (218 vs 82) and low achievement (350 vs 119) groups. Opposite-sex twins (boys and girls) are more successful in Math than same-sex twins. This results may be connected with environmental conditions (for example social attitudes) and with hormonal influences. http://dx.doi.org/10.1016/j.paid.2013.07.242
and social functioning. Compared to controls, individuals with schizophrenia displayed significant deficits describing and identifying their emotions Among the schizophrenia group, better social functioning was associated with the to identify, and in particular to describe emotions, better emotion management. The present study highlights the importance of emotion regulation in schizophrenia, pointing to their substantial influence on social functioning above and beyond the impact of neurocognitive functioning. http://dx.doi.org/10.1016/j.paid.2013.07.237
Entrepreneurial potential in adolescents A. Fumero, A. De Miguel, R.J. Marrero, M. Carballeira Universidad de la Laguna, Spain Recently there has been an increasing interest in promoting entrepreneurship among undergraduates, however, just a few studies focused on adolescents. The main aims of this research were to demonstrate the reliability and validity of the Attitudes to Entrepreneurship Test in a sample of Spanish adolescents and to detect differences between curricular diversification and non-diversification groups. For this study, 145 young completed Entrepreneurship, Personality and Academic Motivation tests. Study 2 used two groups of 55 young (curricular diversification vs. non-diversification). The results confirmed the reliability of the test; entrepreneurial potential was related to achievement motivation and affected by gender. Attitudes to Entrepreneurship were higher in the non-curricular diversification group for the global score and mainly in the Leadership factor. The suitability of the scale, as a way of measuring entrepreneurial potential in a Spanish sample, was confirmed as well as the need for specific attention of the students in curricular diversification. http://dx.doi.org/10.1016/j.paid.2013.07.238
Evaluation rational process on seer and blind children. The touch and visual test (PTV-TVT) M.C. Cubas, C. Martínez-Sánchez, J. Corbalán, R. Limiñana, J. Checa, V. García-Peñas, R. Martín-Brufau, S. Checa Universidad de Murcia, Spain This is a test for single administration executive children from 5 to 12 years of age. It is specially designed to be applied to blind children, but it is also applicable to the same level of rigor, seer children, which becomes a universal test, whose purpose is to evaluate certain cognitive functions. The test is a test executive, set for evaluating rational functions of thinking: analysis, synthesis, abstraction, comparison and generalization. Besides other cognitive functions such as attention and its characteristics: concentration, fatigability, concurrency and volume, and memory of recognition. It can also identify perseveration or factor p, unitary function that varies in degree of one individual to another, appearing as the tendency of mental processes toward inertia, disorder that prevents or hinders the achievement of a suitable to problems. We present the first results in a Spanish sample. http://dx.doi.org/10.1016/j.paid.2013.07.239
Executive functions, five-factor model personality dimensions and cognitive style in adolescents V. Krieger, J.A. Amador University of Barcelona, Spain
S57
To assess the relationships between behavioral executive functions, personality dimensions and cognitive style in a sample of adolescents. Forty-five participants (51.1% females) aged 10 – 14 years old performed individually, a set of behavioral (Behavior Rating Inventory of Executive Function: Self-Report-Teacher-Parent forms) executive functions, personality (Big Five Questionnaire – Children and Adolescents) and cognitive style (Matching Familiar Figures Test) tests. Moderate and significant correlations were found between behavioral executive functions scores, dimensions of personality (conscientiousness, openness, extroversion and agreeableness) and cognitive style. Correlations between informants (parents and teachers) for behavioral executive functions ratings were moderate and positive. As in other studies, these results suggest relationships between executive functions, personality traits and cognitive styles. Implications of the results and the limitations of the study are discussed. http://dx.doi.org/10.1016/j.paid.2013.07.240
Exploring time perspective as a personality construct: Relations with traits, middle-level units and psychosocial criteria E. Romero, L. López-Romero, M.A. Luengo University of Santiago de Compostela, Spain For the last years, Time Perspective (TP) has been object of considerable attention by researchers in the fields of personality, clinical and social psychology. Nevertheless, its nature as a personality construct remains ambiguous. Whereas sometimes it is defined as a trait, it is not uncommon to underline its properties as a cognitivemotivational construct, which resembles the so-called middle-level units proposed as a second level of analysis for personality psychology. Through data collected on a sample of 445 adults (mean age = 33.71), this poster analyzes how TP maps onto (1) the structure of personality traits (particularly, the Five-Factor Model), (2) other units representing cognitive-motivational domains, such as values. Results showed that TP is more closely related to traits than to values; but it is also shown that TP contributes to prediction of wellbeing and risk-taking beyond traits and values, thus reinforcing its unique value as a construct for understanding health and behavior. http://dx.doi.org/10.1016/j.paid.2013.07.241
Gender differences in academic achievement of twins in mathematics Y. Chertkova, N. Zyrianova, S. Pyankova Moscow Lomonosov State University, Russia This study is a part of the project ‘‘The origins of individual differences in academic achievement: the impact of the shared environment, non-shared environment and prenatal hormones’’ (No. 12-06-00790, supported by Russian Humanitarian Scientific fond). Data of Unified state examination (2010–2012) were analyzed in the study. We have got test scores (mathematics exam) of 9592 boys and 12,702 girls – members of twin pairs. Boys show a slightly higher academic achievement in mathematics, than girls. However, they have higher variability of test scores. In deviation extremes number of boys is more than number of girls – both in high achievement (218 vs 82) and low achievement (350 vs 119) groups. Opposite-sex twins (boys and girls) are more successful in Math than same-sex twins. This results may be connected with environmental conditions (for example social attitudes) and with hormonal influences. http://dx.doi.org/10.1016/j.paid.2013.07.242