Examining SEB skills' incremental validity over personality traits in predicting academic achievement.

Personality traits and social, emotional, and behavioral (SEB) skills share the same behavioral referents, but whereas traits refer to a person's typical or average performance, skills refer to their capacity or maximal performance. Given their shared behavioral foundations, an important question to address is whether personality traits and SEB skills independently predict important outcomes. In this study (N = 642), we examined whether subscales of the Behavioral, Emotional, and Social Skills Inventory (BESSI), a measure of SEB skills, provided incremental validity in the prediction of the ACT composite score, an important academic outcome for American adolescents, over the Big Five personality traits.

Multimethod Support for Using the Big Five Framework to Organize Social and Emotional Skills.

A challenge in the field of social and emotional learning is the lack of consensus regarding a framework to delineate key social and emotional skills (SE skills). Taking a conceptual approach, some have argued that the Big Five model from personality psychology offers a comprehensive framework to organize SE skills; however, little research has been done to empirically support this. In two studies-one using a factor analytic, data-driven approach, and one using an expert consensus approach-we provide multimethod evidence suggesting that there is a significant degree of overlap between SE skills and the Big Five, and we conclude that the Big Five can be used to organize SE skills.

Transcriptional features of biological age maintained in human cultured cardiac interstitial cells.

Ex vivo expansion of cells is necessary in regenerative medicine to generate large populations for therapeutic use. Adaptation to culture conditions prompt an increase in transcriptome diversity and decreased population heterogeneity in cKit+ cardiac interstitial cells (cCICs). The "transcriptional memory" influenced by cellular origin remained unexplored and is likely to differ between neonatal versus senescent input cells undergoing culture expansion.

Relating psychological and social factors to academic performance: A longitudinal investigation of high-poverty middle school students.

We investigated the relations between middle school students' psychological factors (academic commitment and emotional control), social perceptions (family involvement and school climate), and academic performance over time. Gender differences in these relations were also examined. Based on a two-year longitudinal data set of 942 middle-school students from a high-poverty district in the United States, we found that all four factors measured in 6th grade were predictive of GPA at the end of the 7th grade above and beyond gender, race, and home intellectual materials.

Psychometric evaluation of the restructured clinical scales of the MMPI-2.

Conceptual overlap and heterogeneity have long been noted as weaknesses of the Minnesota Multiphasic Personality Inventory's clinical scales. Restructured clinical (RC) scales recently were developed to address these concerns (A. Tellegen et al.

Match makers and deal breakers: analyses of assortative mating in newlywed couples.

We conducted a comprehensive analysis of assortative mating (i.e., the similarity between wives and husbands on a given characteristic) in a newlywed sample.

Dependency, impulsivity, and self-harm: traits hypothesized to underlie the association between cluster B personality and substance use disorders.

Cluster B personality disorders (PDs) (i.e., antisocial, borderline, histrionic, and narcissistic) typically show a high degree of comorbidity with substance use disorders (SUDs).