Hurricane exposure and personality development

OBJECTIVE

We evaluated the role of natural disaster adversity on personality development in the wake of a hurricane, and the moderating role of previous hurricane exposure.

METHOD

We used a two-wave longitudinal design and a diverse sample of emerging adults (n = 691; mean age = 22 years; 72% females, 27% European American, 29% Latino, 23% Asian American, 15% African American, 6% Multiracial/Other) who were exposed to one of the most damaging hurricanes on record, though to differing degrees. Immediately after the hurricane, we assessed objective individual-level hurricane exposure, previous exposure to hurricanes, demographics, socioeconomic status, and Big Five personality traits. One year later, we re-assessed Big Five personality traits.

RESULTS

Using latent change models, we found significant individual differences both in participants' initial levels of personality traits at baseline, as well as in their developmental patterns of change in the year following the hurricane. However, there was no evidence of mean-level change. Moreover, neither hurricane exposure level, nor its interaction with previous exposure showed statistically significant associations with the rates of change in any personality trait.

CONCLUSIONS

The present findings support a stability account, whereby individuals largely maintain their personality dispositions following an adverse life event, in this case a hurricane.

The development of resilience in Japanese adults: A two-wave latent change model

This study examined the development of resilience in Japanese adults using a two-wave latent change model with 1284 Japanese adults (865 men, aged 20–69 years). The Bidimensional Resilience Scale was administered at both waves over a 2-year interval: January 2017 (Time 1) and January 2019 (Time 2). The results showed no significant mean-level change between Time 1 and Time 2, and relatively high stability. The latent change model indicated that changes in resilience varied significantly among individuals; however, sociodemographic variables were not significantly associated with variations in resilience. Resilience appears relatively stable in Japanese adults, despite individual variation.

The Dynamic Nature of Self-Assessed Health (SAH) as a Function of Negative and Positive Affects among Cardiac Patients

BACKGROUND

Self-assessed health (SAH) predicts health outcomes above and beyond medical variables. One of the explanations for this robust finding is the sensitivity of SAH to changes in multiple aspects of health, including emotional factors. We assessed the dynamic nature of SAH by longitudinally examining the associations between initial and change levels of SAH and positive affect (PA) and negative affect (NA).

METHODS

Participants were 138 cardiac patients undergoing coronary angioplasty. Self-report questionnaires measured SAH, PA, and NA, one day and one month after catheterisation.

RESULTS

Means of SAH and NA did not change between measurement points, but PA decreased. Cross-lagged analysis indicated that the best model for representing the data included a path from affect at hospitalisation to SAH one month later; that is, lower NA (but not PA) at hospitalisation predicted higher SAH a month later. A latent change model analysis also revealed that NA (but not PA) at hospitalisation predicted changes in SAH (but SAH did not predict changes in negative or positive affect); and that increases in positive affect and decreases in negative affect were linked to increases in SAH.

CONCLUSIONS

These findings highlight the importance of NA as an indicator of SAH and SAH change, and provide further insights into the dynamics of SAH in cardiac patients.

Longitudinal Effects of Student-Perceived Classroom Support on Motivation - A Latent Change Model

This two-wave longitudinal study examined how developmental changes in students' mastery goal orientation, academic effort, and intrinsic motivation were predicted by student-perceived support of motivational support (support for autonomy, competence, and relatedness) in secondary classrooms. The study extends previous knowledge that showed that support for motivational support in class is related to students' intrinsic motivation as it focused on the developmental changes of a set of different motivational variables and the relations of these changes to student-perceived motivational support in class. Thus, differential classroom effects on students' motivational development were investigated. A sample of 1088 German students was assessed in the beginning of the school year when students were in grade 8 (Mean age = 13.70, SD = 0.53, 54% girls) and again at the end of the next school year when students were in grade 9. Results of latent change models showed a tendency toward decline in mastery goal orientation and a significant decrease in academic effort from grade 8 to 9. Intrinsic motivation did not decrease significantly across time. Student-perceived support of competence in class predicted the level and change in students' academic effort. The findings emphasized that it is beneficial to create classroom learning environments that enhance students' perceptions of competence in class when aiming to enhance students' academic effort in secondary school classrooms.