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Individual differences in how people experience and engage in laughter and ridicule can be described by three personality dispositions: gelotophobia (fear of being laughed at), gelotophilia (joy in being laughed at), and katagelasticism (joy in laughing at others). We study the correlates of how people deal with ridicule and being laughed at with the Impostor Phenomenon (IP; individual differences in the failure to internalize success and feelings of intellectual fraud). We tested our hypotheses in two independently collected samples of students and working professionals (N = 315/229; M = 22.7/37.1 years; 54.9/59.4% females). In line with previous studies, the IP was more pronounced in the students (g = 0.45). As expected, the fear of being laughed at best predicted the IP robustly positively (26-31% explained variance), and only numerically small effects ([less than or equal to] 3% explained variance) existed for joy in being laughed at and laughing at others. Associations between the laughter-related dispositions and the IP did not differ between students and professionals. We discuss the findings with respect to expectations derived from theory, potential mediators, and future research directions., Author(s): Kay Brauer [sup.1] , René T. Proyer [sup.1] Author Affiliations: (1) grid.9018.0, 0000 0001 0679 2801, Department of Psychology, Martin Luther University Halle-Wittenberg, , Emil-Abderhalden-Straße 26-27, 06099, Halle (Saale), [...]

The PhoPhiKat-45 assesses individual differences in the way people deal with ridicule and being laughed at. This instrument encompasses three intercorrelated-but independent-laughter-related traits: the fear of (gelotophobia) and the joy in (gelotophilia) being laughed at, and the joy in laughing at others (katagelasticism). This research tested the psychometric properties of the Spanish form of the PhoPhiKat-45. A total of 636 individuals whose ages ranged from 18 to 70 years participated in three different studies. Our data indicated good reliability coefficients and an adequate-to-good fit for the expected three-factor structure across all samples. As indicators of external validity, prior associations among these three laughter-related traits and diverse research variables were examined. Gelotophobia correlated with low self-enhancing humor; gelotophilia correlated with a high use of all humor styles, especially affiliative and self-defeating humor; and katagelasticism correlated with high aggressive and high self-defeating humor. Moreover, gelotophobia correlated with high subclinical autistic traits and high trait anxiety; gelotophilia correlated with low trait anxiety; and katagelasticism existed independently from both subclinical constructs. Finally, we replicated the location of the three dispositions in the Five-Factor Model (FFM) assessed by NEO-FFI. Additionally, curvilinear relationships among the traits of the FFM and gelotophobia, gelotophilia and katagelasticism were explored. Inverted U-shaped curvilinear relationships between agreeableness-gelotophobia and neuroticism-katagelasticism emerged. Our results suggest that the Spanish form of the PhoPhiKat-45 can be considered a promising instrument for the study of these dimensions in Spain., Author(s): Jorge Torres-Marín [sup.1] , René T. Proyer [sup.2] , Raúl López-Benítez [sup.3] , Hugo Carretero-Dios [sup.4] Author Affiliations: (1) grid.4489.1, 0000000121678994, Department of Experimental Psychology, Faculty of Psychology, Centro [...]

Gelotophobia (the fear of being laughed at) is an individual difference variable that relates to a particular set of emotional reactions, behaviors, and processes towards laughter and ridicule that are potentially detrimental to learning processes. We extend the research of gelotophobia to the educational domain by exploring the direct effect of gelotophobia on willingness to communicate (WTC) and second-language (L2) achievement. We hypothesized that communication anxiety might have an indirect effect on the relation between gelotophobia and WTC and L2 achievement. A sample of 483 Iranian high school students completed measures of gelotophobia, WTC, and communication anxiety. The results of structural equation modeling indicated that gelotophobia was negatively related to both L2 achievement and WTC. Further, communication anxiety showed the expected indirect effect on the gelotophobia-WTC association. Finally, we incorporated teacher-ratings of students' gelotophobia and found that (a) the accuracy of teachers' impressions was comparatively low and (b) that higher accuracy was associated with better L2 achievement. We argue that because of fear of anticipated derision in performance situations such as speaking an L2, gelotophobic L2 learners might adopt a withdrawal strategy by avoiding the social situation altogether. Hence, L2 teachers should be aware that not all students enjoy humor and laughter, and they are recommended to use humor judiciously without laughing at students, and to adapt to students' engagement and perceptions of laughter., Author(s): Elyas Barabadi [sup.1] , Kay Brauer [sup.2] , René T. Proyer [sup.2] , Mohsen Rahmani Tabar [sup.1] Author Affiliations: (1) grid.488432.1, 0000 0004 5935 1577, University of Bojnord, , [...]

Adult playfulness contributes to well-functioning romantic relationships, claim the authors, who study the association between playfulness of several kinds (other directed, lighthearted, intellectual, whimsical) and six specific attitudes towards love they call love styles--"eros," "ludus," "storge," "pragma," "mania" and "agape." To do so, they engaged seventy-seven heterosexual couples to rate the love styles against a checklist for playful behaviors in romantic relationships the authors call the Playful Love Checklist (PLC). The authors then analyzed the responses for similarities and robust associations, either negative or positive, between partners for their views on playfulness in love relationships. Their findings suggest, among other things, that current conceptualizations of playfulness do not much overlap with what other researchers have called the ludic lover, and the authors' analysis of self-ratings and partner ratings contributes to our understanding of the association between playfulness and love styles.

The text introduces a special issue of the Journal of Intelligence titled "Personality and Individual Differences." It discusses the historical separation of intelligence and personality research and highlights the limited attention given to the intersection of these two fields in major intelligence journals. The special issue includes research from various countries, covering topics such as figurative language comprehension, cognitive enhancement, personality traits, critical thinking, media multitasking, and the relationship between personality traits and cognitive abilities. The articles aim to contribute to the understanding of the interplay between cognitive and non-cognitive individual differences and stimulate further research in this area. [Extracted from the article]

Playfulness is an individual differences variable at the trait-level. It describes the ability to experience or (re)frame everyday situations as stimulating, interesting, and/or entertaining. Playfulness in adolescents is understudied. We collected self-report data on four facets of playfulness (other-directed, lighthearted, intellectual, and whimsical) in two German-speaking samples of adolescents (N[subscript 1] = 210, N[subscript 2] = 270; age range 13-18 years). The facets correlated positively, but to varying degrees with life satisfaction (social life, self, friends) and intrinsic goals. There was no relationship with self-reported school grades and achievement goals (Sample 1). Playfulness in girls was associated with peer-nominated (classmates) bullying behaviors and victimization status (Sample 2). Overall, the findings show that playfulness has an impact on various domains of the life of adolescents. We discuss directions for further research in the field.

The authors elaborate on the role of playfulness as a preferred characteristic in potential long-term partners recently espoused by Garry Chick and others. They aim to replicate the findings of such research by studying a different culture (that of German-speaking countries) and to develop them further by taking into account the participants' relationship status and individual differences in their playfulness. A sample of 327 students completed a rating scale for desired characteristics in potential partners and a questionnaire for playfulness as a personality trait. Their findings do indeed lend support to the notion that being playful is a desirable trait of potential long-term mates.

Objective: We aimed to extend the research on the interpersonal perception of adult playfulness (global and facets: Other‐directed, Lighthearted, Intellectual, and Whimsical [OLIW]) by testing whether judgmental accuracy relates to indicators of acquaintanceship. Background: Playfulness has been found to contribute to social relationships. Method: Using data from 658 dyads (1,318 participants) who had been acquainted for 1 month to 62.2 years, we computed measurement invariance analyses and self–other agreement (SOA) for the facets and profiles of playfulness. We operationalized acquaintanceship as length of acquaintanceship, relationship type (friends, family, and partners), and intensity of acquaintanceship. We tested acquaintanceship effects with multigroup latent analyses and response surface analyses. Results: Self‐ and other ratings of playfulness showed scalar measurement invariance and robust SOA in traits and distinctive profiles (≥.37). There was only minor evidence for acquaintanceship effects for relationship duration (only Intellectual playfulness), and group comparisons showed that friends yielded lower SOA in profiles than dyads of family members and couples. Conclusion: Considering that playfulness can be accurately perceived even at zero acquaintance, we discuss whether playfulness is a "good trait" (high trait visibility) in which acquaintanceship plays a minor role. We also discuss methodological considerations for detecting acquaintanceship effects during relationship formation. [ABSTRACT FROM AUTHOR]

Positive psychology has revived psychology's abandoned interest in the study of morally positively valued traits (the so-called character strengths) and virtues. We review literature generated on strength-based approaches and focus on applications in the so-called positive psychology interventions. There seems to be great potential in this approach for research in the field of giftedness and, of course, also when practically working with gifted children and adolescents. We highlight some ideas for future research directions.