Relationship between Personality and Behavioral Intention in Student Teams

Autor/inn/en	Forrester, William R.; Tashchian, Armen; Shore, Ted H.
Titel	Relationship between Personality and Behavioral Intention in Student Teams
Quelle	In: American Journal of Business Education, 9 (2016) 3, S.113-118 (6 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1942-2504
Schlagwörter	Intention; Teamwork; Group Dynamics; Personality; Predictor Variables; Business Administration Education; Interest Inventories; Personality Traits; Correlation; Extraversion Introversion; Behavior Patterns; College Students; Personality Measures; Likert Scales; Interpersonal Relationship; Measures (Individuals); Fundamental Interpersonal Relations Orientation; NEO Five Factor Inventory + Suchen Sie Ihr Suchwort? Gruppendynamik; Personalität; Prädiktor; Interest profile; Interessenprofil; Individual characteristics; Personality characteristic; Persönlichkeitsmerkmal; Korrelation; Collegestudent; Likert-Skala; Interpersonal relation; Interpersonal relations; Interpersonelle Beziehung; Zwischenmenschliche Beziehung; Messdaten
Abstract	This study investigated the applicability of the Big Five and FIRO-B frameworks as predictors of group process outcomes in the context of student teams. The personality dimensions of Agreeableness, Extraversion, Conscientiousness, and Neuroticism were correlated with the interpersonal behavior dimensions of Inclusion, Affection, and Control. The degree of association between personality and interpersonal factors differed by personality dimension. No relationship was found for the Openness dimension. Results of the study support the applicability of both frameworks in the context of student teams. Results suggest that unlike the clinical and workplace participants in prior studies, business student subject are sufficiently homogeneous to support the distinction between the FIRO-B constructs of Inclusion and Affection. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01