2023-11-19, Gerke, Alina, Ianiro-Dahm, Patrizia, Muck, Peter, Lehmann-Willenbrock, Nale, Hell, Benedikt

This study addresses the underrepresentation of women and the so-far neglected process perspective in empirical entrepreneurial research. It aims to identify the personality traits that differentiate successful female entrepreneurs from their less successful peers and to determine which traits are crucial for pre-launch, launch, and post-launch success. Independent t-tests on 305 female entrepreneurs (and 476 male entrepreneurs) from the DACH region highlight the role of self-efficacy, proactivity, locus of control, and need for achievement for female entrepreneurs. Multiple regression analyses further reveal the importance of self-efficacy for every phase of women’s entrepreneurial journey. While the need for autonomy was critical during pre-launch and launch, locus of control significantly predicted female entrepreneurial success in the pre-launch and post-launch phases. Contrary to previous research, risk-taking was not a crucial trait for female entrepreneurs when compared to their male counterparts, while both showed similar levels of need for autonomy, proactivity, need for achievement, perseverance, self-control, and locus of control. The study offers valuable insights into successful entrepreneurship and highlights the need for female- and phase-specific support programs to enhance self-efficacy among female entrepreneurs.

2022, Hartung, Freda-Marie, Thieme, Pia, Wild-Wall, Nele, Hell, Benedikt

Curiosity is a basic driver for learning and development. It has been conceptualized as a desire for new information and knowledge that motivates people to explore their physical and social environment. This raises the question of whether curiosity facilitates the acquisition of knowledge. The present study ( N = 100) assessed epistemic curiosity and general knowledge as well as fluid intelligence (i.e., reasoning ability, processing speed, memory) in a student sample. The results indicate that epistemic curiosity is moderately related to knowledge ( r = .24) and reasoning ability ( r = .30). None of the fluid intelligence measures did moderate the relationship between curiosity and knowledge (interaction terms β < |.08|). Rather, reasoning ability mediated the relationship between epistemic curiosity and general knowledge (indirect effect: β = .10, p < .05). The findings suggest that epistemic curiosity facilitates the acquisition of knowledge by promoting reasoning. One might speculate that epistemically curious individuals enrich their environment, which in turn enhances their cognitive ability.

2020, Pässler, Katja, Hell, Benedikt

This study examines the age and gender specific development of vocational interest across a three-year span with a sample of 541 students. At time of the first measurement, students were in fourth to sixth grade (mean age = 10.8 years; SD = 1.00) and 48.8% were girls. Results from the multilevel growth curve models showed that Realistic, Investigative, Artistic, and Social interests declined over time, while Enterprising and Conventional interests remained stable. Thus, our findings suggest that the disruption hypothesis, which assumes that the fundamental biological, psychological and social changes in the transition from childhood to adolescence are associated with a temporary decline in certain personality traits, can be extended to vocational interests. Although our analyses revealed gender differences on initial status for all RIASEC scales, there was no significant evidence for gender differences in interest development over time. Gender based differences in children were found to be smaller than those found in adolescents and adults. Contrary to our expectations, girls reported higher Investigative interests than boys. Analyses of profile elevation and differentiation revealed a decline of profile elevation but no concurrent increase in profile differentiation.

2016, Schult, Johannes, Fischer, Franziska, Hell, Benedikt

2023, Hell, Benedikt, Pässler, Katja, Nido, Miriam

Die Metaanalyse von Schmidt und Hunter (1998) hat bis heute einen großen Einfluss auf das Forschungs- und Anwendungsfeld Eignungsdiagnostik und es ist zu erwarten, dass die Metaanalyse von Sackett, Zhang, Berry und Lievens (2022) einen ähnlichen Impact entfalten wird. Unklar ist, wie sehr diese metaanalytischen Erkenntnisse in der Praxis wahrgenommen werden. Dieser Beitrag untersucht, ob die Validitätseinschätzungen von HR-Fachpersonen mit den metaanalytischen Ergebnissen von Schmidt und Hunter (1998) sowie der neu erschienenen Studie von Sackett, Zhang, Berry und Lievens (2022) übereinstimmen und wie etwaige Abweichungen erklärt werden können. Die Ergebnisse zeigen, dass die Validität von Assessment Centern und von Referenzen im Vergleich zur metaanalytischen Befundlage überschätzt und die Aussagekraft von kognitiven Fähigkeitstests unterschätzt wird. Insgesamt haben die HR-Fachpersonen aber ein überwiegend realistisches Bild von der Aussagekraft der Auswahlverfahren. Die ermittelten abweichenden Einschätzungen durch die HR-Fachpersonen werden ergründet und es werden Schlussfolgerungen für die weitere Forschung sowie die Dissemination von praxisorientierten Forschungsergebnissen abgeleitet.

2020, Hell, Benedikt, Kressler, Sophia

2019, Hell, Benedikt, Pässler, Katja, Leitner, Ulrike

2022, Hell, Benedikt, Buri, Fabian

2020, Armoneit, Corina, Schuler, Heinz, Hell, Benedikt

2018, Gatzka, Thomas, Hell, Benedikt

Openness to experience has often been linked to academic achievement because it subsumes traits such as curiosity, open-mindedness, thoughtfulness, and intellectuality. However, recent meta-analyses have reported rather small true correlation estimates. In this article, we first provide a comprehensive rationale for a relationship between openness and academic performance with a distinct focus on specific components of openness (i.e., facets and aspects). We then extend prior research by presenting our own meta-analysis (k = 28, N = 5,861) on the relationship between 6 openness facets and postsecondary academic performance. Furthermore, we report results from meta-analytic structural equation modeling (k = 19, N = 3,627) that describe the effects of 2 openness aspects, which form an intermediate construct-level between dimension and facets, on academic achievement. Finally, we investigate 2 possible moderators in a dimension-level meta-analysis (k = 149, N = 50,449). Overall, our findings suggest that (a) only 2 openness facets are positive predictors of academic performance, (b) the 2 openness aspects have contrary effects on academic achievement, and (c) the correlation between openness and academic performance is moderated by openness scales and academic majors. We conclude that the true potential of openness for predicting academic performance is concealed within the heterogeneity of the construct and discuss according perspectives for future research.