Extraversion and life satisfaction: A cross‐cultural examination of student and nationally representative samples
Why this work is in the frame
A frame that forgets how it found something cannot be audited. These are the routes that admitted this work.
Bibliographic record
Abstract
OBJECTIVE: Previous research on Extraversion and life satisfaction suggests that extraverted individuals are more satisfied with their lives. However, existing studies provide inflated effect sizes, as they were based on simple correlations. In five studies, the authors provide better estimates of the relationship between Extraversion and life satisfaction. METHOD: The current study examined student and nationally representative samples from Canada, the United States, the United Kingdom, Germany, and Japan (Study 1, N = 1,460; Study 2, N = 5,882; Study 3, N = 18,683; Study 4, N = 13,443; Study 5, Japan N = 952 and U.S. N = 891). The relationship between Extraversion and life satisfaction was examined using structural equation modeling by regressing life satisfaction on the Big Five traits. RESULTS: Extraversion was a unique predictor of life satisfaction in the North American student and nationally representative samples (Study 1, β = .232; Study 2, β = .225; Study 5, β = .217), but the effect size was weaker or absent in other non-North American samples (Germany, United Kingdom, and Japan). CONCLUSIONS: The findings attest to the moderating role of culture on Extraversion and life satisfaction and the importance of controlling for shared method variance.
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Full frame distilled prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. Learned from the 10,348 direct Codex labels and 10,348 direct Gemma labels. Candidate is the union of thresholded teacher heads; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels or direct frontier model labels.
Codex and Gemma teacher scores by category
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.001 | 0.000 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.000 | 0.000 |
| Science and technology studies | 0.000 | 0.000 |
| Scholarly communication | 0.000 | 0.000 |
| Open science | 0.000 | 0.000 |
| Research integrity | 0.000 | 0.000 |
| Insufficient payload (model declined to judge) | 0.000 | 0.000 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from it