对经验的开放性在逆境后是稳定的:一项病例对照纵向调查

IF 3.6 1区 心理学 Q1 PSYCHOLOGY, SOCIAL
M. Forgeard, Ann Marie Roepke, Sara Atlas, Elana Bayer-Pacht, T. Björgvinsson, P. Silvia
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引用次数: 4

摘要

尽管许多人在经历了高度紧张的事件后回忆说感觉更开放,但相关的纵向研究很少,并且得出了相互矛盾的结果。本研究采用12个月的纵向病例对照设计来测试开放性的增长(使用多种方法每4个月评估一次)是否发生在主要压力源之后,以及这种变化是否与抑郁和/或创伤后应激的临床症状有关。为此,我们比较了(a)最近有主要压力源且症状较轻的参与者(n = 66), (b)最近没有主要压力源且症状较轻的参与者(n = 76),以及(c)最近有主要压力源且症状较重的参与者(n = 76)。总体而言,增长曲线模型显示,在大多数结果中,组成员身份与12个月内开放性的变化无关。其他变量(如教育)预测了开放性的变化。这项研究提供了强有力的证据,表明经历的开放性在主要压力源后基本稳定。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
Openness to experience is stable following adversity: A case-control longitudinal investigation
Although many people retrospectively report feeling more open-minded after experiencing highly stressful events, relevant longitudinal studies are scarce and have yielded contradictory findings. The present study used a 12-month longitudinal case-control design to test whether growth in openness (assessed every 4 months using multiple methods) occurs following major stressors, and whether changes relate to clinical symptoms of depression and/or posttraumatic stress. To do so, we compared participants (a) with a recent major stressor and with low symptoms (n = 66), (b) without a recent major stressor and with low symptoms (n = 76), and (c) with a recent major stressor and with significant symptoms (n = 76). Overall, growth curve models showed that group membership was not associated with changes in openness over 12 months for most outcomes. Other variables (e.g., education) predicted changes in openness. This study provides robust evidence that openness to experience is mostly stable following major stressors.
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来源期刊
European Journal of Personality
European Journal of Personality PSYCHOLOGY, SOCIAL-
CiteScore
11.90
自引率
8.50%
发文量
48
期刊介绍: It is intended that the journal reflects all areas of current personality psychology. The Journal emphasizes (1) human individuality as manifested in cognitive processes, emotional and motivational functioning, and their physiological and genetic underpinnings, and personal ways of interacting with the environment, (2) individual differences in personality structure and dynamics, (3) studies of intelligence and interindividual differences in cognitive functioning, and (4) development of personality differences as revealed by cross-sectional and longitudinal studies.
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