Personal Characteristics Associated with Registered Dietitian Students’ Elementary Competencies

In the fast-paced modern society, enhancing employees’ professional qualities through training has become crucial for enterprise development. However, training satisfaction remains under-studied, particularly in specialized sectors such as the coal industry. Purpose: This study aims to investigate the impact of personal characteristics, organizational characteristics, and training design on training satisfaction, utilizing Baldwin and Ford’s transfer of training model as the theoretical framework. The study identifies how these factors influence training satisfaction and provides actionable insights for improving training effectiveness in China’s coal industry. Design/Methodology/Approach: A cross-sectional design that allowed the study to capture data at one point in time from a large sample of employees was employed to conduct an online survey involving 251 employees from the Huaibei Mining Group in Anhui Province, China. The survey was administered over three months, capturing a diverse sample with nearly equal gender distribution (51% male, 49% female) and a majority aged between 21 and 40. The participants represented various educational backgrounds, with 52.19% holding an undergraduate degree and most occupying entry-level positions (74.9%), providing a broad workforce representation. Findings: The research indicated that personal traits were the chief predictor of training satisfaction, showing a beta coefficient of 0.585 (95% CI: [0.423, 0.747]). Linear regression modeling indicates that training satisfaction is strongly related to organizational attributes (β = 0.276 with a confidence interval of 95% [0.109, 0.443]). In contrast, training design did not appear to be a strong predictor (β = 0.094, 95% CI: [−0.012, 0.200]). Employee training satisfaction was the principal outcome measure, measured with a 5-point Likert scale. The independent variables covered personal characteristics, organizational characteristics, and training design, all measured through validated items taken from former research. The consistency of the questionnaire from the inside was strong, as Cronbach’s alpha values stood between 0.891 and 0.936. We completed statistical testing using SPSS 27.0, complemented by multiple linear regression, to study the interactions between the variables. Practical implications: This research contributes to the literature by emphasizing the necessity for context-specific training approaches within the coal industry. It highlights the importance of considering personal and organizational characteristics when designing training programs to enhance employee satisfaction. The study suggests further exploration of the multifaceted factors influencing training satisfaction, reinforcing the relevance of Baldwin and Ford’s theoretical model in understanding training effectiveness. Ultimately, the findings provide valuable insights for organizations seeking to improve training outcomes and foster a more engaged workforce. Conclusion: The study concluded that personal and organizational characteristics significantly impact employee training satisfaction in the coal industry, with personal characteristics being the strongest predictor. The beta coefficient for personal characteristics was 0.585, indicating a strong positive relationship. Organizational characteristics also had a positive effect, with a beta coefficient of 0.276. However, training design did not show a significant impact on training satisfaction. These findings highlight the need for coal companies to focus on personal and organizational factors when designing training programs to enhance satisfaction and improve training outcomes.

Despite continuing research effort, little success has been achieved in the use of personality and personal characteristics to predict the performance of salesmen. From an empirical study, a set of personality variables and personal characteristics that appear to have value in the selection of industrial salesmen are identified. A synthesis of theoretical and empirical research appropriate to the selection problem is reported, and some suggestions are made to guide future research in industrial selling.

Parenting self-efficacy is a critical determinant of high-quality parenting behavior, but this aspect of parenting cognitions has been understudied for fathers. Longitudinal data from a sample of 182 fathers of firstborn infants in dual-earner families were used to assess how expectant fathers' rearing history, personality and personal characteristics, and family relationships were associated with their initial levels of parenting self-efficacy in the early postpartum period. Expectant fathers completed surveys assessing their rearing history, personality, and personal characteristics during the third trimester of pregnancy and reported on their perceptions of coparenting and parenting self-efficacy at three months postpartum. Results of hierarchical regression analyses showed that new fathers were at risk for lower parenting self-efficacy when they had greater attachment anxiety and neuroticism, believed that mothers are inherently better caretakers, and planned to use their own fathers as models for childrearing. In contrast, new fathers had greater parenting self-efficacy when they perceived their coparenting relationships with children's mothers more positively. These findings inform theory about the development of fathers' parenting cognitions and behavior and practice with expectant and new fathers, and, if replicated in a larger, more representative sample, may be used to identify expectant fathers at risk for low parenting self-efficacy and in the design of policy initiatives to enhance father-child relationships. (PsycInfo Database Record (c) 2022 APA, all rights reserved).

The article highlights the psychological peculiarities of an individual’s self-actualization discussed in foreign and national psychology, consider the essence of self-actualization and disclosure of basic characteristics of a self-actualized personality. The representatives of the humanistic approach in psychology consider self-actualization as an integral personal quality and the most important mechanism of an individual’s development. In the process of self-actualization, an individual reaches the top of his/her capabilities. A.Maslow considered as the main characteristic of a personality his/her desire for self-actualization, self-expression and creativity. Self-actualization is defined as an individual’s desire to maximize his/her capabilities, to fully unlock his/her inherent natural potential. According to K. Rogers, the main driving force of an individual’s functioning is his/her tendency to self-actualization, that is, his/her need to realize his/her natural potentialities. People are able to define their lives, they are responsible for what they are; that is, freedom of self-determination is inherent in their nature. G. Allport viewed self-actualization as a path to becoming a mature personality. V. Frankl believed that the driving force of human behavior and personality development is searches for the meaning in life; an individual  is free to find and realize his/her own meaning in life, because he/she is able to self-transcendence, that is, able to go beyond him/herself, rise above a situation and grasp a meaning in life. R. May emphasized that a creative personality values ​​and preserves his/her inner freedom to fulfill his/her capabilities and live a true life. The main characteristics of a self-actualized personality include: spontaneity, naturalness, independence, creativity, passion for fulfilled work, etc. A self-actualized personality expresses a strong desire for development, creativity, love, happiness and fullness of life. In the work of national psychologists, self-actualization is examined in the context of self-realization and self-development and is defined as the desire for self-determination and improvement of oneself, implementation of personal capabilities, which contributes to the development of a holistic personality. S.L. Rubinshtein defined a personality as an agent of his/her own life; the basic characteristics of an agent is his/her ability to self-development, self-determination and self-improvement. According to B.G. Ananyev, a personality is formed in the process of an individual’s development and activities, which contributes to the manifestation of his/her unique individuality. The scientist regarded a self-realized personality as a mature personality. According to the views of M.Io.Boryshevsky, an individual is an active, conscious agent of all manifestations of his/her own life creativity and is able to create himself and at the same time cause positive changes in the surrounding reality. S.D.Maksimenko views self-realization as a natural and total-general characteristic of a personality. The need for self-realization is a source of an individual’s activities, and, at the same time, determines those activities that satisfy the need in the specific conditions of the individual’s life path. V.O. Molyako states that a creative personality chooses independently his/her actions and decisions, reaches significant levels of his/her mental development and professional skills, is responsible to himself and to the society. According to V.O. Tatenko, the main idea of an individual’s self-development is that the inner (an agent) acts through the external and, thus, changes him/herself and the external world. T.M. Titarenko views a personality as an open, not frozen, but constantly changing integrity, self-determined in the socio-cultural space and individual-psychological time. L.O. Korostyleva notes that, during self-realization, an individual reveals him/herself as unique, shows his/her abilities and reveals his/her inner potential. O.O. Bodalev understands an individual’s self-realization as constant self-development, the ability to plan and carry out actions that are in accordance with human values, to mobilize his/herself to overcome difficulties, to objectively evaluate his/her strengths and weaknesses. Both foreign and national scientists believe that self-actualization is an individual’s desire to continuously expand his/her unlimited creative potential in various spheres of life. Thus, self-actualization means implementation of an individual’s inner potential, which helps him/her to live a meaningful life. &nbsp

Social activities are responsible for an important portion of trips and they constitute the fastest growing segment of travel. Moreover, social activities and mobility are important aspects of people’s quality of life. Therefore, social activities are important for transport planners to take into account. As social activities involve meeting with other persons at a certain time and location, the spatial-choice behavior for social activities is critical for successful urban design and planning. Over the last decades, researchers have attempted to explain individual (social) travel behavior as a result of socio-demographic and land-use variables. However, recently, it has been acknowledged that other variables that offer opportunities for social mobility have to be added. As social travel demand is derived from a wish or need to perform activities with other people, it is important to incorporate social networks into the study. Moreover, social activities are likely to be influenced by the use of new information and communication technologies (ICT’s), as these ICT’s offer new possibilities for the maintenance of social networks that are becoming more geographically spread. Knowledge about the relationship between ICT’s, social networks and social activity-travel behavior is rather limited. In order to assess future transportation needs for social activities, research is needed. The aim of this dissertation is therefore to study the way in which social activity-travel patterns are influenced by people’s personal characteristics, properties of the built environment, ICT-use and social networks. To that end, a data collection instrument was designed. The instrument consists of a two-day paper-and-pencil social interaction diary a questionnaire on personal characteristics and a follow-up questionnaire on personal social network members. The social interaction diary captured data on ICT-mediated social interactions, as well as face-to-face social activities and travel for these activities. In addition, the social interaction diary was used to collect data on the people with whom the respondents interacted during those two days, including age, gender, social category, distance and frequency of communication with different modes. In addition to the social interaction diary a questionnaire was designed to gather data on the respondents’ personal and residential characteristics. To allow the estimation of the impact of the built environment a requirement for the data collection was to secure sufficient variation in characteristics of the built environment. To this end, the sample was stratified by urban density. The data were collected between January and March 2008 in the region of Eindhoven, among 747 respondents, aged 15 or over. To capture the respondents’ social networks, a follow-up questionnaire was used, which was mailed to a subsampleof the respondents. In this social network questionnaire, respondents were asked to record information on all their social network members, including gender, age, social category, how long they have known each other, distance to their homes and the frequency of interaction with each alter by different modes (face-to-face, telephone, SMS, e-mail, IM). The social network questionnaire was completed by 116 respondents. Quantitative analyses were performed on the data. The analyses focus on exploring and testing multivariate relationships in the data. Analyses were carried out to examine the effects of personal characteristics and properties of the built environment on size and composition of social networks; contact frequency and choice between different communication modes, and social activity-travel patterns. The analyses also explored to what extent and how the nature and strength of the relationship between personal characteristics and properties of the built environment and social activity-travel patterns is mediated by ICT-mediated communication and characteristics of social networks. Regression and discrete choice models were used to predict one dependent variable as a function of one or more independent variables. To analyze simultaneously the direct and indirect dependencies between use of communication technology, social networks and activity-travel patterns, a structural equation approach was used. Because the data have a hierarchical structure (individuals (egos) have multiple alters or interactions), multi-level analysis was used. The estimation results of the models allow us to reconstruct the generation of social activities and travel demand for social purposes. The empirical results suggest that the built environment, ICT-use and social networks all play an important role in the generation of social activity-travel and have to be taken into account in transport policy.

Purpose: This study was designed to examine the degree of association between the Physician Assistant Clinical Knowledge Rating and Assessment Tool (PACKRAT) scores of physician assistant (PA) students in their last year of study, and the personality characteristics and anxiety levels innate to them. Methods: A convenience sample of students from PA programs in the western United States participated in this study. Subjects were required to complete a survey instrument (consisting of a test anxiety scale, overall anxiety level rating, and personality characteristics), and to submit their PACKRAT scores. Results: Sixty-one students responded to the survey. No significant association between PACKRAT scores and personality characteristics was demonstrated. “During tests I get so nervous I forget facts I really know,” was the only anxiety statement for which agreement was a significant predictor of PACKRAT scores (p=.004). Cumulatively, 29% of the variability in student performance was attributed to the 15 anxiety predictors; therefore, the residual percentage is explained by other factors that need to be identified and evaluated. Conclusion: Success on the PACKRAT appears to be multifactorial, and was not successfully predicted by anxiety level, personality, and demographic characteristics.

Introduction. An important prerequisite of civil servants' work efficiency in the conditions of social tension is their self-actualization, which largely depends on civil servants' personal characteristics. This problem is poorly highlighted in the psychological literature. Aim. To find out the level of development of civil servants' personal characteristics and to analyze the relationship between civil servants' personal characteristics and the features of their self-actualization Methods: R. McCrae and P. Costa Big Five and E. Shostrom Self-Actualization Test (SAT). Results. In an empirical study, the author measured the levels of development of civil servants' personal characteristics and found that almost every second civil servant had high levels of self-control and affection for people, every fifth civil servant had high levels of expressiveness and extroversion, and the smallest number of civil servants had highly developed emotional stability. A correlational, statistically significant relationship, both positive and negative, was found between a number of civil servants' personal characteristics and civil servants' self-actualization features. The largest number of positive correlations was found between civil servants' emotional stability (emotional instability) and almost all civil servants' self-actualization features. Conclusions. The obtained results can be helpful in designing a civil servants' personal qualities development training program and building a model of individual psychological counseling to optimize civil servants' self-actualization.

Personality characteristics are a combination of psychological and physical features that differ among human beings. Humans’ personality characteristics are closely related with the professions they carry out. Under suitable conditions, a person chooses a job that conforms with his or her own personality. Occupational selections are realized at a time when personality has just been formed and a chaotic setting covers the inner world of the individual. Some professions, among which teaching profession comes first, cannot be carried out through ignoring personality characteristics. Teachers must be aware of both their own personality characteristics and the characteristics their profession requires. Adaptation to such a condition is to provide high professional motivation and professional satisfaction, as well as creating well-trained individuals educated by teachers in relation to a relatedly proper society. On the other hand, maladaptation to such a condition is to create a teacher profile in which there is no professional satisfaction and no success in social role. Teachers having different personality characteristics will also represent diversities in their professional satisfaction. Issuing from the above premise, this study is conducted with the aim of investigating the effects of different personality characteristics owned by teachers on their professional satisfaction. The relationship between diverse personality characteristics of teachers and their professional satisfaction is identified with reference to different variables. The study is based on a survey design. The sample of the study is composed of 516 primary and secondary school teachers employed in Mersin city centre and its connected counties. The data of the study are collected by scales on personality characteristics and professional satisfaction. The data transferred into the computer are analysed and interpreted by means of statistical techniques. According to the results, the teachers are found to be extrovert, responsible, open to innovations, and calm. Besides, there exists a significant relationship between the personality characteristics and the professional satisfaction of teachers. It is also detected that there is a positive correlation between the professional satisfaction of teachers and their extroversion, responsibility, tender mindedness, and openness to experiences, while there stands a negative correlation between the professional satisfaction and emotional instability. The results of the study present an existing relationship between the professional satisfaction of teachers and their personality characteristics, as well as their demographic features.

Objectives: to reveal the socio-psychological, personal, and cultural characteristics of Russian IT entrepreneurs. Background. The digital transformation of the economy focuses on new technologies and involves more people. IT entrepreneurship is becoming a desired career of the younger generation in Russia. The country’s technological leadership depends on psychosocial and personality characteristics and attitudes of successful IT entrepreneurs. Nevertheless, research of Russian entrepreneurs in the IT sector is rare. Study design. Using qualitative research method the socio-psychological portrait of an IT entrepreneur is formed on the basis of socio-psychological and personal characteristics (internal locus of control, risk tolerance, achievement orientation), including value orientations: family, creativity, money, self-realization and cultural preferences. One research question and three hypotheses are considered. Participants. After a preliminary selection of respondents, the most characteristic representatives of the IT entrepreneurial social group were selected: 14 male entrepreneurs, 27—35 year old — IT businesses’ owners. Measurement. Thematic analysis of the theoretical type was used to classify the data collected from in-depth semi-structured interviews using a six stage algorithm of V. Braun and V. Clarke. Results. A portrait of the technological company’s founder is presented: nonconformity, independence from family values, high involvement in the work, strong desire to achieve business goals, low interest in cultural symbols and events are revealed. Differences of a Russian technological entrepreneur from an entrepreneur in Russia as a whole (family and material values), as well as differences from a new wave of Western entrepreneurs (nonconformity) are noted. All hypotheses were confirmed. Conclusions. Russian IT entrepreneur in our sample shares similar features with modern entrepreneurs in other countries. The distinguishing characteristics of Russian IT entrepreneur from Russian non-IT entrepreneurs include: low importance of money and material status, neutral attitude to family values.

At present, due to the speed and intensity of modern life and the high stressfulness of events and situations, scientific interest in the study of stress and factors that allow to constructively overcome them has seriously increased. Purpose: to study the contribution of personal and social characteristics to the perception of stress in senior adolescence. Hypothesis: boys and girls manifest the parameters of stress perception differently: overstrain as an emotional component and hardiness to stress as an instrumental component. For girls, the perceived stress is more closely related to their personal characteristics, and for boys it’s associated with social ones. In general, in the period from 15 to 17 years, personal characteristics contribute more to the ability to reduce or increase intensity of stress, and social characteristics contribute to the activation of efforts to counteract stress. A sample of 90 senior adolescents aged 15–17 was divided into two groups: 45 boys and 45 girls. Methods: the scale of perceived stress (ShVS-10, adaptation by Ababkov et al.); the scale of personal anxiety A.M.Prikhozhan; S.Muddy’s hardiness questionnaire (Leont’ev, Rasskazova’s adaptation); K.Riff ’s psychological well-being scales (Troshikhina, adaptation by Zhukovskaya); G. Sommer and T.Fydrich’s perceived social support questionnaire (adaptation by Kholmogorova, Petrova). Correlation and regression analysis was carried out. The study showed gender characteristics and differences in the perception of stress, which are manifested in a subjectively more intense and active experience of stress by girls compared to their peers boys. Data have been obtained on the greater contribution of individual-personal characteristics to the perception of stress in general and to such a component as overstrain in particular. It is also shown that in counteracting stress, along with personal characteristics, the factor of social support also plays a significant role.

The life of the Hindu community in Bali cannot be separated from their religious activities and customs. The presence of Sulinggih (a Hindu priest in Bali) as the leader of the ceremony also plays an important role in religious activities in Bali. Various phenomena that occur in religious life in Bali, especially those related to Sulinggih's personal, social, and economic characteristics direct this research to examine the paradigm shift related to Sulinggih in Bali. This study aims to analyze Paradigm Changes in Personal, Social, and Economic Characteristics of Hindu Clergy (Sulinggih) in Bali. This research uses literature study and quantitative approach to describe this phenomenon. The results of this study indicate that from Sulinggih's personal characteristics in Bali, Sulinggih is currently mostly of productive age, different from those who previously generally became Sulinggih when entering retirement. From the social aspect, the changes that occur are related to the existence of various rules and prohibitions that are socially established in the community to maintain the sanctity of Sulinggih. Economically, Sulinggih's characteristics are also changing. This is related to efforts to earn income which conditions were very different in the past.

• Summary: This article is grounded on Cheers, Darracott, and Lonne’s (2007) framework for conceptualizing the factors that influence rural social care practitioners in their work. Focusing on the ‘personal domain’ we report results of qualitative interviews with 22 social workers who were part of a larger sample of 82 Australian rural social practitioners. As part of the larger study, practitioners were asked how they defined social care, whether they practised it and if so how, factors influencing their practice, and the information bases they used. • Findings: Analysis of the social work interviews identified that the personal domain had considerable influence on their day-to-day practice. Five themes emerged describing the personal domain: ‘life experiences’, ‘beliefs and values’, ‘ideas and theories’, ‘personal relationships’, and ‘personal characteristics’. We call for further research to conceptualize the domain more clearly, identify factors within it, and investigate how they influence practice, with special focus on how social workers’ personal moral-ethical frameworks influence their practice decisions. • Application: Opening space to explore the personal domain challenges social work practitioners and students to critically reflect on how their life experiences, beliefs and values, ideas and theories and personal relationships and characteristics influence their practice. It also provides practitioners, employers, and professional organizations with knowledge they need to help social workers cope with the demands of practice.

Personality profiles of normal healthy research volunteers: a potential concern for clinical drug trial investigators?

A widely held belief concerning democratic elections is that the votes of many individuals are influenced by their assessments of the competing candidates’ personalities and other personal characteristics and that, as a consequence, the outcomes of entire democratic elections are often decided by ‘personality factors’ of this type. Experts on the electoral politics of six countries – the United States, Britain, France, Germany, Canada and Russia – set out to assess how far this emphasis on personality and personal characteristics is actually warranted by the available empirical evidence. Using a variety of methodologies, the authors seek to isolate and weigh the role played by personality both in influencing individual voters’ behaviour and in deciding election outcomes. They conclude that, even with regard to the United States, the impact of personality on individual voters’ decisions is usually quite small and that, more often than not, it cancels out. They also conclude that, largely for those reasons, the number of elections whose outcomes have been determined by voters’ assessments of the candidates is likewise quite small : much smaller than is usually supposed. Moreover, there are no signs that the importance of personality factors in determining election outcomes is increasing over time.

Teachers are loaded important responsibilities in educational process. The productivity and effectiveness of them are influenced by promotion, charging, job security, technological level, course load and working schedule which all are determined mostly by their institutions and influenced by noncognitive characteristics such as age, gender, family structure and finally influenced by personality types and characteristics, attitudes and behaviors, social values, competency and other personality characteristics of teachers. Purpose of this study was to establish the relationship between the level of job satisfaction of high school teachers and types of personality and to evaluate the differences of the levels of job satisfaction in accordance with the personality features. Method: The study covers teachers working in state schools in the central sub province of Sivas. Total number of the teachers work in 25 high schools at the area was one thousand and thirty-six. Fifty percent of the schools were included into the sample, and questionnaire was applied to 482 teachers. Data of the study were obtained from the questionnaire that determined the socio-demographic characteristics of the teachers, occupational satisfaction scale that determined their job satisfaction and the personality scale that determined their personality characteristics. Findings: Thirty-two percent of the teachers that answered the questionnaire were women and sixty-eight percent were males. The average score given by the teachers to all the statements in the scale in general is (O=3.55); and it is seen that teachers are satisfied with their jobs near to an intermediary level. It is seen that more than half (62%) of the teachers have extrovert personalities. Proportion of the teachers with introvert personalities within the sample was 32%. When the differences of points that teachers obtained in the job satisfaction scale and points obtained for each of the statements included in the scale used to evaluate their personality characteristics were compared, it was found that their job satisfaction showed significant differences in terms of characteristics of liking competence, being ambitious in the social area and occupation, getting angry easily, and hiding their feelings.