Department of Psychology, University of Illinois, Champaign, Illinois, United States of America.
Department of Educational Psychology, University of Illinois, Champaign, Illinois, United States of America.
PLoS One. 2024 Jan 3;19(1):e0296484. doi: 10.1371/journal.pone.0296484. eCollection 2024.
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. Consistent with our expectations, on average, SEB skills showed stronger associations with ACT achievement scores than personality traits. Moreover, SEB skills added incremental validity over and above personality traits in predicting ACT achievement scores. The findings reinforce the importance of conceptually distinguishing and measuring traits and skills.
人格特质和社会、情感和行为技能（SEB）共享相同的行为基准，但特质是指一个人的典型或平均表现，而技能则是指他们的能力或最大表现。鉴于它们具有共同的行为基础，一个需要解决的重要问题是人格特质和 SEB 技能是否独立预测重要结果。在这项研究（N=642）中，我们考察了行为、情感和社会技能量表（BESSI）的子量表是否在预测美国青少年的重要学术成果——ACT 综合成绩方面提供了额外的有效性，超过了五大人格特质。与我们的预期一致，平均而言，SEB 技能与 ACT 成绩的关联比人格特质更强。此外，SEB 技能在预测 ACT 成绩方面比人格特质更具额外的有效性。这些发现强调了在概念上区分和衡量特质和技能的重要性。
