So what is the evidence for the Hybrid Model of Learning in Personality?
- O’Connor and Jackson (2008) provided a series of studies examining how Goal Oriented Achievers re-express Sensation Seeking towards the achievement of functionally learnt goals. Results from school children, an experiment looking at maze performance, and in the workplace provided evidence that Goal Orientated Achievers re-express Sensation Seeking in the prediction of functionally learnt performance. They also reported that dysfunctionally learnt performance resulted from the direct expression of Sensation Seeking.
- Jackson, Hobman, Jimmieson and Martin (2009) reported that the Hybrid Model of Learning in Personality predicted university self reported performance, leadership, self-reported work performance and supervisor rated work performance better than many other models of personality.
- Jackson, Baguma and Furnham (2010) provide evidence from Australian and Ugandan students of indirect pathways from Sensation Seeking through other socio-cognitive scales to Emotionally Intelligent Achievement and finally to Grade Point Average.
- Jackson (2011) reports that learning goal orientation or mastery redirects Sensation Seeking in the prediction of work performance and entrepreneurial intention in full time workers and that without the redirection Sensation Seeking predicts dysfunctional performance.
- Siadaty and Taghiyareh (2007) offered students training in Conscientious Achievement and Sensation Seeking but reported only success in training for Conscientious Achievement. This is in accord with the proposed hybrid model of learning in personality since the socio-cognitive scales are meant to be open to change and intervention whereas Sensation Seeking, with its more biological basis, is much less malleable. Cloninger, Syrakic, and Przybeck (1993) have a similar perspective concerning the fixed nature of biological scales (termed temperament in their model) and the changeable nature of socio-cognitive scales (termed character in their model).
- Using the model of learning to predict clinical depression (Jackson, Izadikah & Oei, submitted)
- Using the model of learning to predict transformational leadership (Jackson & Rafferty, submitted)