We propose a compensatory interactive influence of conscientiousness and GMA in task performance such that conscientiousness is most beneficial to performance for low-GMA individuals. Drawing on trait by trait interaction theory and empirical evidence for a compensatory mechanism of conscientiousness for low GMA, we contrast our hypothesis with prior research on a conscientiousness-GMA interaction and argue that prior research considered a different interaction type. We argue that observing a compensatory interaction likely requires (a) considering the appropriate interaction form, including a possible curvilinear conscientiousness-performance relationship; (b) measuring the full conscientiousness domain (as opposed to motivation proxies); (c) narrowing the criterion domain to reflect task performance; and (d) appropriate psychometric scoring of variables to increase power and avoid type 1 error. In four employee samples (N1 = 300; N2 = 261; N3 = 1,413; N4 = 948), we test a conscientiousness-GMA interaction in two employee samples. In three of four samples, results support a nuanced compensatory mechanism such that conscientiousness compensates for low to moderate GMA, and high conscientiousness may be detrimental to or unimportant for task performance in high-GMA individuals.

Core self-evaluations (CSEs) represent a prominent construct with links to a number of important organizational behaviors and outcomes. Previous research on this variable appears to have assumed that CSE is a stable trait. However, very little research has examined this assumption, particularly over longer time periods. This study investigated this issue, focusing on within-person variability in CSE. Drawing from several theoretical perspectives related to self-concept, we examined the extent to which levels of this construct varied over several years as well as potential predictors of this variability. Hierarchical linear modeling analyses indicated there was substantial within-person variance in CSE over time and this variability was related to income and education. These findings shed additional light on the fundamental nature of CSE, contributing to a new perspective on this construct with potential implications for employees, organizations, and researchers.

Engaging in multiple tasks is a common and important issue in many achievement settings. This research examined task type (quantitative and qualitative) and resource allocation (time) trends in this context. Prior research has focused largely on quantitative tasks and general predictor‐allocation relationships, neglecting qualitative tasks and the potential for multiple distinct allocation trends. These issues were examined in two studies (N = 75 and N = 118) involving quantitative and qualitative tasks. Results indicated that over time participants reduced resource allocation to the qualitative task but not to the quantitative task. Both studies also revealed multiple distinct allocation trends in addition to these general patterns. These findings highlight the importance of examining different task types and exploring for multiple distinct trends underlying broader patterns in multiple task research.

Physical attractiveness, cognitive ability, and self‐control predict many important outcomes but are rarely examined in combination, particularly in the context of career success. Drawing from Judge et al.'s (2009, J. Appl. Psychol., 94, 742) model of income antecedents and Caspi et al.'s (1989, J. Pers., 57, 375) concepts of cumulative and interactional continuity, this study investigated the pathways leading from these characteristics to career outcomes. Specifically, we developed a model with links involving (1) attractiveness, intelligence, and self‐control; (2) self‐evaluations, delinquent behaviours, educational attainment, and job complexity; and (3) income and job satisfaction. The model was examined with data from three waves of the National Longitudinal Study of Adolescent Health. Results supported a slightly modified model, with major findings indicating attractiveness, intelligence, and self‐control measured during adolescence predicted later self‐evaluations or delinquent behaviour; these variables predicted later education level; education level predicted job complexity; and job complexity predicted income and job satisfaction. Implications related to this integrated model are discussed.Practitioner points Interventions might focus on enhancing self‐control‐related skills in adolescents in an effort to improve later work‐related outcomes. Core self‐evaluations and delinquent tendencies could also be targeted during adolescence to influence life pathways relevant to career outcomes.

Research indicates that dispositional self-control is an important predictor of a wide range of behaviors and outcomes but little research has examined this characteristic in the context of career success. This work adds to the limited findings in this area and extends previous research by developing and examining a model of self-control and career success. Specifically, drawing from the concepts of cumulative and interactional continuity (Caspi, Bem, & Elder, 1989) and the recently proposed distinction between start/initiatory and stop/inhibitory self-control (e.g., de Ridder, de Boer, Lugtig, Bakker, & van Hooft, 2011), we developed and tested a model of the pathways leading from childhood self-control to career outcomes focusing on adolescent behavior that is positive (e.g., studying) versus negative (e.g., stealing), education, and job complexity. Results indicated that childhood self-control predicted positive and negative adolescent behavior; this behavior predicted educational attainment; education predicted the complexity and income associated with one's job; job complexity predicted income and job satisfaction; and income predicted job satisfaction. These findings add to research on self-control and career success, further demonstrating the relevance of self-control in this context and highlighting key links connecting these variables involving factors related to start and stop control.