Generational Differences in Personality

 

“I suppose every generation has a conceit of itself which elevates it, in its own opinion, above that which comes after it.”

“The Open Door”; Margaret Oliphant,The Gentlewomen of Evil: An Anthology of Rare Supernatural Stories from the Pens of Victorian Ladies.

            As implied by the quotation from Margaret Oliphaunt, it is not uncommon for older adults to describe younger generations in pejorative terms, frequently noting youth as self-absorbed, entitled, arrogant and as lacking respect (Twenge, Konrath, Foster, Campbell & Bushman, 2008). However, as Twenge et al. (2008) observe, it is difficult to determine if these perceptions are a function of age or of generation. In an attempt to address this question, Twenge and her colleagues (2008) developed the method of cross-temporal meta-analysis, and used the method to analyse generational differences in the personality trait of narcissism. Twenge et al. (2008) chose narcissism as their focus given both the ready availability of data on this trait, and the popular perception that since the 1960s, younger generations are becoming increasingly more self-obsessed and entitled. The results of Twenge et al.’s (2008) research demonstrated that narcissism scores were significantly correlated with year of data collection, with higher scores observed the later the year the data were collected. Twenge et al. (2008) calculated that since 1982, narcissism scores have increased one third of a standard deviation, leading to the conclusion that Millenials or Generation Y (those born 1979-2001) are more narcissistic than earlier generations (e.g., Generation X [those born 1966-1978] and the Baby Boomers [those born 1946-1965]) (Twenge, Konrath, Foster, Campbell & Bushman, 2008). Furthermore, traits related to narcissism (e.g., sense of entitlement, inner fixation, self-absorption and self-esteem), have also been alleged to be manifested at a higher level among Millenials than Generation X and Baby Boomers (Gentile, Twenge & Campbell, 2010).

 

However, the conclusions reached by Twenge and her colleagues have generated significant academic and popular debate, and have not been widely accepted. Indeed, Howe and Strauss (2000) and Waldman (2013) have claimed that the Millenials have a stronger social conscience and greater civic mindedness than the earlier generations, manifested in a stronger sense of life as meaningful and purposeful. Furthermore, research by Trzesniewski, Donnellan, and Robins (2008) suggests that while some indicators of narcissism have increased, others have decreased over time, leading to the conclusion of little overall generational change.

The study of generational continuity and discontinuity is at the core of lifespan development, making the issue of generational shifts in personality an important one to examine and evaluate. Consequently, the aim of the present research is to contribute to the debate concerning generational differences in personality by examining five personality constructs implicated in Twenge et al.’s (2008) narcissism study: sense of entitlement (i.e. how much an individual feels he/she deserves), self-esteem (e.g., the individual’s subjective evaluation of him/herself as a worthwhile individual), narcissism (e.g., the individual’s level of self-interest), purpose in life (e.g., the extent to which an individual perceives his/her life as deeply meaningful) and hypersensitive narcissism (e.g., the extent to which an individual is absorbed by and fixated upon his/her inner states).

Consistent with the results of previous research, the present study predicts that:

 

1)         The year in which an individual was born will be significantly correlated with level of entitlement, self-esteem, narcissism, purpose in life, and hypersensitive narcissism;

2)        There will be generational differences in levels of entitlement, self-esteem, narcissism, purpose in life, and hypersensitive narcissism.

 

Given the debate in the extant literature about which generation might demonstrate

greater levels of narcissism, directional hypotheses will not be proposed. Rather, we will be

interested in examining the direction of any relationship between age and personality

traits and any generational difference in personality traits that we find.

 

 

Method

To examine these research hypotheses, we will use data obtained through the administration of a survey, comprised of demographic items (the individual’s year of birth, sex, country of birth, number of siblings, birth order, relationships status and commitment to a spirituality), the Psychological Entitlement Scale (Campbell, Bonacci, Shelton, Exline & Bushman, 2004; a measure of sense of entitlement); Rosenberg’s Self-Esteem Scale (Rosenberg, 1965; a measure of feelings about the self); The NPI-16 (Narcissistic Personality Inventory-16, Ames, Rose & Anderson, 2006; a measure of level of self-interest); Purpose in Life Scale (Crumbaugh & Maholick, 1964; a measure of the extent to which life is perceived to have meaning and purpose) and the Hypersensitive Narcissism Scale (Hendin & Cheek, 1997; a measure of level of inner fixation and self-absorption).

 

The questionnaires used in the present research have all been demonstrated to have sound psychometric properties, with Cronbach alphas ranging from moderate (α = .69 for the NPI-16 [Ames et al., 2006] to .90 for the Purpose in Life Scale [Crumbaugh & Maholick, 1964]). The psychometric properties of all questionnaires used in the present research are summarised in Table 1.

 

Table 1: Internal consistency of scales used in the present research

 

Questionnaire	Cronbach Alpha
Psychological Entitlement Scale (Campbell, Bonacci, Shelton, Exline & Bushman, 2004)	.86
Rosenberg Self-Esteem Scale (Rosenberg, 1965)	.85
Narcissism Personality Inventory-16 (Ames, Rose & Anderson, 2006)	.69
Purpose in Life Scale (Crumbaugh & Maholick, 1964)	.90
Hypersensitive Narcissism Scale (Hendin & Cheek, 1997)	.74

 

 

Please note that none of the measures employed in the present research are clinical instruments used for assessing psychological disturbance. Rather, they measure a self-reported lesser or greater tendency in the personality trait under consideration.

 

Procedure

You will be provided with two surveys, two participant information letters, two debriefing letters, two services sheets and two envelopes. For online delivery students, these materials will be available for download from the PSYC2042 site on My.ACAP (in the “Assessment” section). Select two individuals from different generations (if possible), with the minimum age of 18 years. Participants should have English as their primary language, and you should try to recruit indivudals of both sexes. Explain the study to these individuals, give them the participant information letter, and ask if they would be willing to participate in the study. If the individuals agree to participate, give them the envelope containing the survey and debriefing letter. Once they have completed the survey (in their own time), request that they they read the debriefing letter, place the survey in the envelope provided, seal the envelope, and return it to you by the date marked on the front of the envelope. All completed surveys must be submitted directly to Dr. Papps by the beginning of Week 6 (that is, Monday, March 24, 2014). Online delivery students should mail their completed surveys directly to Dr. Papps at:

School of Psychological Sciences,

Australian College of Applied Psychology,

11 York Street, Level 5,

Sydney NSW 2000.

 

 

Dr. Papps will then enter the resultant data into an SPSS file and analyse it. The SPSS data and output files will be available from My.ACAP by Monday, March 31, 2014. Results will be discussed in the lecture of Week 7 (Monday, April 7, 2014). It is your responsibility to ensure that you either attend this lecture or listen to the recording, as the results of this research will not be discussed at any other time.

 

Your task is then to use the results of this research to write an APA style research report summarizing the findings of the study.

 

The Report

Your report should compise the following sections:

 

1)         Abstract

A 120-250 word summary of the study in its entirety (research hypothesis, rationale        for research, method, results, and meaning of results);

 

2)                  Introuduction.

Review the existing theory and research that relates to the research question. You may use TWO of the references provided for you at the end of this document, but must find AT LEAST TWO additional references from your own search. You will need to use a search engine for this process; for example, EBSCO, Sage, or PsycINFO. On the basis of this review, write an introduction for your report.

 

3)         Research Hypothesis

Frame hypotheses (predictions) based upon your review of the existing theory and           research. Hypotheses MUST follow consistently from the existing theory and             research; for example, if previously conducted studies show that narcissism and             entitlement are greater in younger generations, the hypothesis you frame must          reflect the direction of this difference (that is, it makes no sense to predict           that Baby Boomers will be more narcissistic). Place the hypotheses at the end of the            introduction to the report.

 

4)         Method

Using the information provided to you on the sample, the instruments used in the            study, and the procedure followed, write a method section for the report. This     section should contain the following subsections:

 

a)                  Participants

Include the number, sex, cultural affiliation, and age of the individuals who          participated in the study. Also include other information where relevant (e.g.,             we may find that only children are more narcissistic, regardless of age or        generation).

 

b)         Instruments

Describe the instruments that were used to collect the data in the study, with                   information on their levels of internal consistency as originally reported and                    as calculated for the present research.

c)         Procedure

Describe how the study was conducted. Include a statement indicating that                       the research received full ethical approval from the ACAP Human Research                Ethics Committee.

 

5)         Results

Outline the results of the research, making reference to whether the mathematical assumptions for the statistical tests were met and whether the hypotheses were supported or not. Include tables where appropriate, and the results of all statistical analyses conducted on the data. Make sure the results of the data analysis are consistent with APA format.

 

6)         Discussion

Discuss the results of your research. Include the following sections:

a)         Note if hypotheses were confirmed or disconfirmed;

b)         Explain the reasons for the results;

c)         Discuss the implications of the results for the already existing

theory and research as presented in the Introduction to your report;

d)         Strengths and limitations of the research;

e)         Conclusions and directions for future research.

 

7)         Reference list

List, in alphabetical order, all references that were cited in the report. Use APA   format.

 

For a guide to APA style reports and referencing, please consult [email protected].

 

Due date and extension policy

The report is to be submitted at the end of Week 8 (that is, Sunday, April 20, 2014 by midnight). Upload your completed report as a Word document ONLY to the online class space. Extensions of late work will be granted ONLY in the case of illness or misadventure,

and you should consult me in the first instance if you require an extension of time for the

completion of your report. If you require an extension of greater than 7 (seven) calendar days, you must consult with Academic Programs. Your request for extension must be made in writing, using the extension request form available from Student Resources in my.acap. Late work without evidence of consultation and without evidence of illness or misadventure will be penalised at the rate of 5% per calendar day late.

 

 

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The report is worth 30% of your grade for this unit.

 

 

 

Word limit

The word limit for your report is 2,000 words absolute maximum. In the interest of fair and equitable treatment of all students, it is the policy of the School of Psychological Sciences that all assessments adhere to the word limit specified for the respective assessment. It is acceptable to exceed the word limit by 10%, at which point the marker

will stop reading. Students should note that for the purposes of this policy, “word limit” means all of the assessment text, and so includes in-text references but excludes the abstract and the reference list. In accordance with APA guidelines, footnotes are actively discouraged in Psychology assessments.

 

 

Reading of drafts of student work

It is the policy of the School of Psychological Sciences that drafts of student written assessments cannot be read by members of academic staff for the purpose of feedback prior to submission of the work for assessment.

 

 

Return of graded work

It is the policy of the School of Psychological Sciences that the unit co-ordinator will advise students about the expected time at which graded assignments will be returned, endeavouring to return student work in a timely manner. The unit co-ordinator will update students if this information changes.

 

 

Suggested starter references

 

Gentile, B., Twenge, J. M. & Campbell, W. K. (2010). Birth cohort differences in self-esteem,

1988-2008: A cross-temporal meta-analysis. Review of General Psychology, 14(3),

261-268. DOI: 10.1037/a0019919

Howe, N. & Strauss, W. (2000). Millennials rising: The next great generation. New York, NY:

Vintage.

Trzesniewski, K. H., Donnellan, M. B. & Robins, R. W. (2008). Is “Generation Me” really more

narcissistic than previous generations? Journal of Personality, 76(4), 903-918. DOI:

10.1111/j.1467-6494.2008.00508.x

Twenge, J. M., Konrath, S., Foster, J. D., Campbell, W. K. & Bushman, B. J. (2008). Egos

inflating over time: A cross-temporal meta-analysis of the Narcissistic Personality

Inventory. Journal of Personality, 76(4), 875-902. DOI: 10.1111/j.1467-

6494.2008.00507.x

 

 

Waldman, K. (2013). Are Millennials really more narcissistic? Slate. < Waldman, 2013;

http://www.slate.com/blogs/xx_factor/2013/08/08/jean_m_twenge_and_narcissism_are_millennials_more_self_absorbed_than_other.html>. Retrieved Jan. 30, 2014.

 

And if you’re interested… references for the questionnaires used in the present research…

 

Ames, D. R., Rose, P. & Anderson, C. P. (2006). The NPI-16 as a short measure of narcissism.

Journal of Research in Personality, 40, 440-450.

Campbell, W. K., Bonacci, A. M., Shelton, J., Exline, J. J. (2004). Psychological entitlement:

Interpersonal consequences and validation of a self-report measure. Journal of

            Personality Assessment, 83(1), 29-45.

Crumbaugh, J. C. & Maholick, L. T. (1964). An experimental study in existentialism: The

psychometric approach to Frankl’s noogenic neurosis. Journal of Clinical Psychology,

20, 200-207.

Hendin, H. M. & Cheek, J. M. (1997). Assessing hypersensitive narcissism: A re-examination

of Murray’s Narcissism Scale. Journal of Research in Personality, 31, 588-599.

Rosenberg, Morris. 1965. Society and the Adolescent Self-Image. Princeton, New Jersey:

Princeton University Press.