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Personality and Performance: Assessing the Mediating Role of Mental Model Formation in the Personality-Performance Relationship

机译：人格与绩效：评估心理模型形成在人格 - 绩效关系中的中介作用

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Personality has long been linked to performance. Evolutions in this relationship have brought forward new questions regarding the true nature of how personality impacts performance. Both direct and indirect relationships have been proven significant. This study further investigated potential indirect relationships by including a mediating variable, mental model formation, in the personality-performance relationship. Undergraduate students were assessed in a 6-week period, Time 1 - Time 2 experiment. Conceptualizations of personality included measures of the Big 5 model and Self-efficacy, with performance measured by content quiz and overall course scores. Findings showed that the Big 5 personality traits, extraversion and agreeableness, positively and significantly impacted commonality with the instructor’s mental model. However, commonality with the instructor’s mental model did not impact performance. In comparison, commonality with an expert mental model positively and significantly impacted performance for both the content quiz and overall course score. Furthermore, similarity with an expert mental model positively and significantly impacted overall course performance. Hypothesized full mediation of mental model formation for the personality-performance relationship was not supported due to a lack of direct effect relationships required for mediation. However, a revised conceptualization of results emerged. Findings from the current study point to the novel and unique role mental models play in the personality-performance relationship. While personality traits do impact mental model formation, accuracy in the mental models formed is critical to performance.
机译：个性早已与绩效挂钩。这种关系的演变提出了有关人格如何影响表现的真实本质的新问题。直接和间接关系都被证明是重要的。这项研究通过在人格表现关系中包括中介变量，心理模型形成，进一步研究了潜在的间接关系。在为期6周的时间1-时间2实验中对本科生进行了评估。人格的概念化包括5大模型和自我效能的量度，其表现由内容测验和整体课程分数衡量。研究结果表明，五大人格特质，性格外向和令人愉悦，对教师的心理模型的共性产生了积极而显着的影响。但是，与教师的思维模式的共通性不会影响表现。相比之下，与专家心理模型的共同性对内容测验和整体课程成绩均产生积极而显着的影响。此外，与专家心理模型的相似性对整个课程的表现产生了积极而显着的影响。由于缺乏调解所需的直接效果关系，因此不支持对人格与表现关系进行假想的心理模型完全调解。但是，出现了修订后的结果概念。从当前的研究结果可以看出，心理模型在人格与行为的关系中起着新颖而独特的作用。尽管人格特质确实会影响心理模型的形成，但形成的心理模型的准确性对表现至关重要。

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    Cartaya Eric;

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