Using meta-analytic tests based on 87 statistically independent samples, we investigated the relationships between the five-factor model (FFM) of personality traits and organizational citizenship behaviors in both the aggregate and specific forms, including individual-directed, organization-directed, and change-oriented citizenship. We found that…

We are grateful to the commentators for providing many stimulating and valuable observations. The main point of our article was to call attention to the overestimation of individual differences correlations in a subset of neuroimaging papers. To structure our discussion of these comments, we list the main points from our paper, note where…

In this study of the discriminant, convergent, and incremental validity of the Almost Perfect Scale-Revised (APS-R), university students completed the APS-R, additional measures of perfectionism, the NEO Five-Factor Inventory-Form S, and measures of self-esteem and depression. The results revealed expected significant, but not completely…

Although recent evidence suggests that non-cognitive skills such as engagement matter for academic and economic success, there is little evidence on how key educational inputs affect the development of these skills. We present a re-analysis of follow-up data from the Project STAR class-size experiment and find evidence that early-grade class-size…

It is proposed that common variance among Factor V personality traits might best be modeled in terms of three broad and distinct subdomains one level below the superordinate level of the so-called Big Five. Three studies are reported that point toward this compromise conception of the top of Factor V as Absorption (A), Intellectance (I), and…

A discussion of student ratings of faculty looks at problems in measurement and interpretation, including such factors as the ability of raters to evaluate complex behaviors, the salience of personal characteristics in judging task performance, and emphasis on the students as consumer. (Author/MSE)

This paper examines the evidence for two explanatory propositions for the striking similarity found between verbal descriptions of the written language of deaf students and descriptions of their personalities. The proposition that language difficulties invalidate the diagnostic process for deaf students is supported. (Author/DB)