Interaction Concepts of Personality

By R. Carson. 2019

419 citations recorded by the source corpus.

Subfields: Clinical Psychology, Experimental and Cognitive Psychology, Social Psychology

View Paper: https://www.semanticscholar.org/paper/b63938ecca8f25d57886b4d68ab8b722161fc845

How researchers see this paper

The researchers whose trusted networks rank it highest, strongest advocate first. Every researcher gets a different order.

In Clinical Psychology

1. R. Tett
2. Helena J. M. Pennings
3. Amy Kristof‐Brown
4. E. Johnson
5. Pamela Sadler
6. Annie Bernier
7. Luce Claessens
8. A. C. van der Want

In Experimental and Cognitive Psychology

1. R. Tett
2. Helena J. M. Pennings
3. Amy Kristof‐Brown
4. E. Johnson
5. Pamela Sadler
6. Annie Bernier
7. Luce Claessens
8. A. C. van der Want

In Social Psychology

1. Helena J. M. Pennings
2. Amy Kristof‐Brown
3. E. Johnson
4. Pamela Sadler
5. Annie Bernier
6. Luce Claessens
7. A. C. van der Want
8. Mieke Brekelmans

Citations in the corpus

• The client-counselor match and the corrective emotional experience: Evidence from interpersonal and attachment research. (2002, background): “Interpersonal circles are taxonomies of interpersonal behaviors that specify trigonometric relations among the categories of behaviors (Carson, 1969; Kiesler, 1983; Leary, 1957; Lorr & McNair, 1963; Wiggins, 1985).”
• The power of powerless speech: The effects of speech style and task interdependence on status conferral. (2006, background): “…as a basis for status conferral judgments has been conveyed through the names of the trait dimensions themselves: Theories of person perception often refer to the agency and communality dimensions as status and love, respectively (e.g., Carson, 1969; Kiesler, 1983; Leary, 1957; Wiggins, 1979).”
• A personality trait-based interactionist model of job performance. (2003, background): “, Leary, 1957; Sullivan, 1953) and related circumplex models (Carson, 1969; Kiesler, 1983; Plutchik & Conte, 1997; Wiggins, 1979), which hold that personality trait expression is a fundamental part of human nature and failure to express one’s traits leads to anxiety (Bakan, 1966; Cote & Moskowitz, 1”
• Interpersonal adaptation in teacher-student interaction (2017, methodology): “For example, in class-rooms, the speci fi c role and status of teachers and students (e.g., Carson, 1969; Cothran & Ennis, 1997; Pomeroy, 1999) provide a speci fi c structure to their interaction.”
• CONSEQUENCES OF INDIVIDUALS' FIT AT WORK: A META-ANALYSIS OF PERSON-JOB, PERSON-ORGANIZATION, PERSON-GROUP, AND PERSON-SUPERVISOR FIT (2005, result): “Note that we define perceived and subjective fit to be consistent with French et al.’s (1974) original use of the terms, but these labels are reversed in Verquer et al.”