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The purpose of this paper is to evaluate the role of personality hardiness in facilitating change or growth in transformational leadership of Norwegian Navy cadets following a stressful military training exercise.

Leadership styles were measured in cadets before and after an intensive leadership training exercise, and again six months later. Hardiness was measured near the end of the first academic year. Leader performance was measured with first year leader development grades.

Repeated measures ANOVAS showed a sustained increase in transformational and transactional leadership following the exercise, and a decrease in the passive‐avoidant style (management by exception – passive and laissez‐faire).

This research was conducted with a relatively small group and findings may not generalize readily to other populations.

These results suggest high hardy individuals have a greater readiness to make use of stressful training experiences as opportunities for developmental growth as leaders.

This study is the first of its kind to explore the role of a key personality variable – hardiness – to facilitate positive benefit from a real‐world training experience designed to develop better leadership capabilities. Further, it is one of few studies to identify factors contributing to the growth transformational leadership style. A strength of the study is that it was conducted in the context of a real‐world leadership training activity.

The purpose of this paper is to evaluate the influence of psychological hardiness, social judgment, and “Big Five” personality dimensions on leader performance in US military academy cadets at West Point.

Army cadets were studied in two different organizational contexts, i.e. summer field training and during academic semesters. Leader performance was measured with leadership grades (supervisor ratings) aggregated over four years at West Point.

After controlling for general intellectual abilities, hierarchical regression results showed leader performance in the summer field training environment is predicted by Big Five extroversion, and hardiness, and a trend for social judgment. During the academic period context, leader performance is predicted by mental abilities, Big Five conscientiousness, and hardiness, with a trend for social judgment.

Results confirm the importance of psychological hardiness, extroversion, and conscientiousness as factors influencing leader effectiveness, and suggest that social judgment aspects of emotional intelligence can also be important. These results also show that different Big Five personality factors may influence leadership in different organizational contexts.

The study identifies personality factors related to leader performance in different types of work environments or contexts. Results can be used to improve leader selection and development programs.

This is the first study to examine the influence of psychological hardiness together with Big Five personality factors on leader performance. It identifies hardiness as an important predictor of leadership, while also showing that organizational context makes a difference for what Big Five personality factors influence leader performance: extroversion appears to be more influential in highly social and active work environments, whereas conscientiousness has greater salience in academic and business settings.

Mental health is not simply the absence of psychological problems any more than physical health is the absence of disease. This chapter explores various aspects of optimal mental health and wellbeing among college students. It examines the question of what is required for college students to both feel their best and function at or near their highest levels. It also discusses the characteristics of peak mental health, including its transient nature. Predictive factors such as exercise, diet, sleep and social connection will be explored. Regarding the features of optimal wellbeing, the following variables are described: integrity, values, mindfulness, self-compassion, flow and resilience. These variables are considered in an integrated fashion as components, as well as byproducts, of wellness. Hettler’s multidimensional model of wellness is presented at the outset of the chapter, followed by Keyes’ theory of flourishing.

The purpose of this study is to expand upon accounting literature that highlights the benefits of hardiness in the accounting environment. Accordingly, the relationship between hardiness and accounting task performance is investigated across two scenarios in the presence of conscientiousness, a well‐documented predictor of performance (Barrick and Mount).

Subjects completed a bank reconciliation task with either an immediate deadline or a non‐immediate deadline. The personality traits were measured with scales from prior literature.

The relationship between the commitment dimension of hardiness and task performance was positive and significant in the presence of the immediate deadline, but not the non‐immediate deadline. Conversely, the conscientiousness‐task performance relationship was positive and significant under the non‐immediate deadline, but not the immediate deadline. Additional analysis revealed a significant association between commitment and detection of errors.

Since task performance was measured in relation to one task, the generalizability of the results is limited. However, the results imply that hardiness serves as a relevant variable in cognitive performance models.

The hardiness trait appears to produce positive outcomes in the accounting environment. Accounting educators and firm leaders should understand how the trait is expressed and activated in order to train professionals on critical accounting and auditing tasks.

This paper provides new evidence about the benefits of the hardy personality in accounting settings. Additionally, the results offer a basis for researchers to incorporate hardiness as an individual difference in studies on auditor performance.

To better understand contributing factors and mediating mechanisms related to team dynamics in isolated, confined, and extreme (ICE) environments.

Literature review.

Our primary focus is on cohesion and adaptation – two critical aspects of team performance in ICE environments that have received increased attention in both the literature and funding initiatives. We begin by describing the conditions that define ICE environments and review relevant individual biological, neuropsychiatric, and environmental factors that interact with team dynamics. We then outline a unifying team cohesion framework for long-duration missions and discuss several environmental, operational, organizational, and psychosocial factors that can impact team dynamics. Finally, we end with a discussion of directions for future research and countermeasure development, emphasizing the importance of temporal dynamics, multidisciplinary integration, and novel conceptual frameworks for the inherently mixed work and social setting of long-duration missions in ICE environments.

A better understanding of team dynamics over time can contribute to success in a variety of organizational settings, including space exploration, defense and security, business, education, athletics, and social relationships.

We promote a multidisciplinary approach to team dynamics in ICE environments that incorporates dynamic biological, behavioral, psychological, and organizational factors over time.

Teams are best positioned for success when certain enabling conditions are in place such as the right mix of individuals. Effective team staffing considers team members’ knowledge, skills, abilities, and other characteristics (KSAOs) as well as the configuration of team member KSAOs and their relations, called team composition. In practice, however, how to integrate team composition considerations into team staffing to facilitate outcomes such as team cohesion can seem nebulous. The purpose of this chapter is to describe how team member KSAOs and their configurations and relations affect team cohesion, and suggest how this information can inform team staffing. We frame team cohesion as an aspect of team human capital to understand when it may be an important consideration for staffing. We describe multilevel considerations in staffing cohesive teams. We summarize theories that link team composition to team cohesion via interpersonal attraction, a shared team identity, and team task commitment. Finally, we propose a six-step approach for staffing cohesive teams, and describe a few areas for future research.

The purpose of this paper is to investigate the impact of the hardiness of university business students. Overall hardiness, and its individual components of commitment, control and challenge, were all explored in relation to students’ quality of university life, quality of life and learning performance.

A sample of 722 Vietnamese business students was surveyed to collect the data. Structural equation modeling (SEM) was used to determine whether hardiness and/or its components enhanced students’ quality of university life, quality of life and learning performance. Necessary condition analysis (NCA) was then employed to explore the levels of hardiness and its components necessary for each of the key areas.

SEM results revealed that overall hardiness had a positive effect on all three key areas. In terms of individual components, commitment, control and challenge were found to have positive impacts on learning performance; however, control did not affect quality of university life, and challenge had no effect on quality of life. NCA results show that these components of hardiness had varying degrees necessary for students to experience success in these areas.

Findings suggest that university administers should consider the role which student hardiness, and its individual components, can play in relation to student success at university. Specifically, universities should practice hardiness training and assessment programs to equip their students with hardy attitudes and skills.

This study is one of the first to examine of the levels of the components of hardiness (i.e. commitment, control and challenge) necessary for students to achieve success in the quality of university life, quality of life and learning performance.

Post-traumatic stress disorder (PTSD) affects both civilian and military populations following wartime experiences. However, despite an abundance of research investigating civilian and military populations separately, much less focus has been given to synthesizing and integrating findings to describe how civilian and military war survivors are comparatively affected by PTSD. This review is broken down into three sections covering (1) risk factors associated with PTSD, (2) relationships between PTSD and mental health outcomes, and (3) protective factors that can attenuate PTSD and its effects. Each section covers findings for civilians and military personnel and highlights similarities and differences between groups.