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Author

  • Rentzsch, Katrin (2)
  • Lösch, Thomas (1)
  • Schröder-Abé, Michela (1)

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  • 2018 (1)
  • 2015 (1)

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  • Article in a journal (2) (remove)

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  • social relations model (2) (remove)

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  • Lehrstuhl für Persönlichkeitspsychologie und Psychologische Diagnostik (2) (remove)

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Linking Personality With Interpersonal Perception in the Classroom: Distinct Associations With the Social and Academic Sides of Popularity (2018)
Lösch, Thomas ; Rentzsch, Katrin
We investigated associations between the Big Five personality traits and interpersonal perception in the classroom. Extending earlier studies, we differentiate interpersonal perception by domain (social vs. academic) and the interpersonal roles of targets (popularity) and perceivers (preference). In a round-robin design, 358 students rated all classmates in the social (spending free time together) and academic domains (doing academic tasks together). Results from a Bayesian social relations model highlighted the roles of agreeableness and extraversion for interpersonal perception. Neuroticism was linked to rating classmates favorably in the social and academic domains and conscientiousness to being rated favorably in the academic domain. Investigating interpersonal perception by domain and interpersonal role provided univocal results on the distinctive links between personality and interpersonal perception.
Self-Enhancement 2.0 : An Integrated Approach to Measuring Dyadic Self-Enhancement at Two Levels (2015)
Rentzsch, Katrin ; Schröder-Abé, Michela
The present research integrates and extends existing approaches to measuring self-enhancement in interpersonal relationships. We composed a dyadic self-enhancement index by contrasting self-perceptions with the academic achievements of both dyad members and disentangled the effects of the perceivers, the targets, and the relationships by using social relations analyses. At two different levels, we examined the interpersonal consequences of self-enhancement in 330 eighth-grade students. Results revealed that, at a habitual level, the more students tended to feel unrealistically superior to other students, the more they tended to dislike others, yet this did not affect how much others disliked them. However, at a relationship level, we found different effects in specific relationships between individuals: The more a student felt unrealistically superior to a specific other student, the less he or she liked the other student, and the less he or she was liked by that student.
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