, TESTBANK FOR
Developing Management Skills,11th edition Whetten
Important Notes
The file includes the complete test bank, organized chapter by chapter.
A sample of selected pages has been provided for preview.
All available appendices and Excel files (if included in the original resources) are
provided.
We continuously update our files to ensure you receive the latest and most accurate
editions.
New editions are added regularly – stay connected for updates!
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If you believe you have purchased the wrong file, don’t worry. Contact us anytime and we
will gladly replace it with the correct version.
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,Developing Management Skills, 11e (Whetten)
Chapter 1 Developing Self-Awareness
1) Self-awareness is at the foundation of personal life management skills.
Answer: TRUE
Explanation: Though self-awareness is not in itself sufficient for good life management, other
management skills (such as self-control, time management, stress mitigation) build upon strong
self-awareness skills.
Diff: 1
Learning Objective: 1.1 Understand the need for self-awareness.
Topic: Key Dimensions of Self-Awareness
Skill: Concept
AACSB: Application of knowledge
2) Empirical evidence indicates that people who are more self-aware are healthier, perform better
in leadership roles, and are more productive at work.
Answer: TRUE
Explanation: This is true because we cannot improve ourselves or develop new capabilities
unless and until we know what level of capability we currently possess.
Diff: 1
Learning Objective: 1.1 Understand the need for self-awareness.
Topic: The Enigma of Self-Awareness
Skill: Concept
AACSB: Application of knowledge
3) A study found that while most people do not rate themselves as highly self-aware, about 50 to
60 percent actually are.
Answer: FALSE
Explanation: One study of 500 participants across 10 different studies found that most people
rated themselves as highly self-aware, but only 10 to 15 percent actually are. This is one reason
we begin this book with the skill of self-awareness.
Diff: 2
Learning Objective: 1.1 Understand the need for self-awareness.
Topic: The Sensitive Line
Skill: Concept
AACSB: Application of knowledge
1
Copyright © 2026 Pearson Education, Inc.
,4) It is only recently that techniques and methods for achieving self-awareness and self-
knowledge have become readily available.
Answer: FALSE
Explanation: A host of techniques and methods for achieving self-awareness and self-
knowledge have long been available–including mindfulness training, group methods, meditation
and contemplation techniques, altered consciousness procedures, aromatherapy, assorted
massages, physical exercise regimens, and biofeedback.
Diff: 2
Learning Objective: 1.1 Understand the need for self-awareness.
Topic: The Sensitive Line
Skill: Application
AACSB: Application of knowledge
5) Self-awareness can be managed by exercising minimal control over when and what kind of
information one receives about oneself and by not involving others in the pursuit of self-
understanding.
Answer: FALSE
Explanation: Self-awareness is best achieved through self-disclosure, which allows one to
receive feedback and additional information from others. A quote from the text states that "Our
self-reflection in a mirror does not tell us what we are like, only our reflection in other people."
Diff: 2
Learning Objective: 1.1 Understand the need for self-awareness.
Topic: The Sensitive Line
Skill: Application
AACSB: Application of knowledge
6) Simone will be viewed as an effective manager if she uses her ability to recognize, appreciate,
and act on key fundamental differences among her employees.
Answer: TRUE
Explanation: These attributes (recognizing, appreciating, and acting on fundamental employee
differences) are known generally as managing diversity. Effectively managing diversity allows
Simone to better utilize the differences (perspectives, strengths, and skills) she finds in her
employees.
Diff: 1
Learning Objective: 1.1 Understand the need for self-awareness.
Topic: Understanding and Appreciating Individual Differences
Skill: Concept
AACSB: Diverse and multicultural work environments
2
Copyright © 2026 Pearson Education, Inc.
,7) In order to help her newer and more experienced employees understand their differences, a
manager focuses on pointing out how more experienced employees are given extra privileges for
scheduling. She is successfully managing diversity by understanding differences and focusing on
distinctions.
Answer: FALSE
Explanation: Creating and evaluating distinctions creates barriers between people. Focusing on
recognizing differences allows us to utilize individual's strengths, whereas creating distinctions
reinforces advantages and disadvantages.
Diff: 1
Learning Objective: 1.1 Understand the need for self-awareness.
Topic: Understanding and Appreciating Individual Differences
Skill: Application
AACSB: Diverse and multicultural work environments
8) Emotional intelligence has been identified as a moderately unimportant factor in accounting
for success in leaders and managers.
Answer: FALSE
Explanation: Emotional intelligence has been identified as one of the most important factors in
managerial and leadership success.
Diff: 1
Learning Objective: 1.2 Explain emotional intelligence.
Topic: Emotional Intelligence
Skill: Concept
AACSB: Application of knowledge
9) The meaning and measurement of emotional intelligence have become more well-defined and
distinct.
Answer: FALSE
Explanation: Emotional intelligence has become a very popular topic that suffers from the
problem that almost all trendy concepts encounter: its meaning and measurement have become
confusing and ambiguous.
Diff: 1
Learning Objective: 1.2 Explain emotional intelligence.
Topic: Emotional Intelligence
Skill: Concept
AACSB: Application of knowledge
3
Copyright © 2026 Pearson Education, Inc.
,10) Emotional intelligence has come to encompass almost everything that is not IQ.
Answer: TRUE
Explanation: Emotional intelligence has become a very popular topic that suffers from the
problem that almost all trendy concepts encounter: its meaning and measurement have become
confusing and ambiguous. Emotional intelligence has come to encompass almost everything that
is not IQ.
Diff: 1
Learning Objective: 1.2 Explain emotional intelligence.
Topic: Emotional Intelligence
Skill: Concept
AACSB: Application of knowledge
11) Emotional intelligence can be developed and improved.
Answer: TRUE
Explanation: Unlike IQ, which remains relatively constant over a lifetime, emotional
intelligence can be enhanced with practice and concerted effort.
Diff: 1
Learning Objective: 1.2 Explain emotional intelligence.
Topic: Emotional Intelligence
Skill: Concept
AACSB: Application of knowledge
12) An instrument to assess emotional intelligence has not yet been developed.
Answer: FALSE
Explanation: The number of instruments available to assess emotional intelligence is
voluminous (more than 100), although only three or four have been scientifically validated and
used in any systematic investigations.
Diff: 1
Learning Objective: 1.2 Explain emotional intelligence.
Topic: Emotional Intelligence
Skill: Concept
AACSB: Application of knowledge
13) Little research has been done on the subject of people's levels of moral maturity or values
development.
Answer: FALSE
Explanation: A variety of studies have uncovered the ways in which individuals differ in their
level of moral maturity or values development. It was discovered that people tend to progress
from one level of maturity to another as they age, and as they grow older, their value priorities
change.
Diff: 2
Learning Objective: 1.3 Explain moral and values maturity.
Topic: The Values of National Cultures
Skill: Concept
AACSB: Diverse and multicultural work environments
4
Copyright © 2026 Pearson Education, Inc.
,14) Individuals at lower maturity levels have a different set of values than those who have
advanced to higher levels.
Answer: FALSE
Explanation: Individuals who have progressed to more mature levels of moral development
possess a qualitatively different set of values than those at less mature levels.
Diff: 3
Learning Objective: 1.3 Explain moral and values maturity.
Topic: The Values of National Cultures
Skill: Concept
AACSB: Diverse and multicultural work environments
15) The moral maturity framework identifies two major levels of moral maturity, each of which
contains three stages.
Answer: FALSE
Explanation: The moral maturity framework identifies the kind of reasoning used to reach a
decision about what is right or wrong or what is good or bad. The framework identifies three
major levels of moral maturity, each of which contains two stages.
Diff: 1
Learning Objective: 1.3 Explain moral and values maturity.
Topic: The Values of National Cultures
Skill: Concept
AACSB: Application of knowledge
16) You are cheating on this test because you hold to the principle of "every man for himself"
and principles supersede rules and laws for principled individuals. Your stage of values maturity
is the highest (level 6).
Answer: FALSE
Explanation: Cheating on a test is a means to an end and is self-centered. Principled individuals
don't break the law just for personal advantage. They may break the law because the law violates
a greater human value or is morally unjustifiable.
Diff: 2
Learning Objective: 1.3 Explain moral and values maturity.
Topic: Values Maturity
Skill: Application
AACSB: Ethical understanding and reasoning
17) If you judge right and wrong on the basis of a set of core values developed from personal
experience, you are at the principled level of maturity.
Answer: TRUE
Explanation: Principled maturity is the level in which moral values reside in a commitment to
freely selected standards, rights, and duties. At the highest stage of maturity, this set of values is
comprehensive, consistent, and universal.
Diff: 1
Learning Objective: 1.3 Explain moral and values maturity.
Topic: Values Maturity
Skill: Concept
AACSB: Ethical understanding and reasoning
5
Copyright © 2026 Pearson Education, Inc.
,18) Assume you are a male during the late 1960s. If you joined the protests against the Vietnam
War because you didn't want to go (you had college to finish), your level of maturity was self-
centered.
Answer: TRUE
Explanation: At the principled level, you may join the protests out of a sense that the war was
inherently wrong. At the conformity level, you may join the protests out of a sense of duty to
society and soldiers. Here, your reason for protesting is to fulfill your own immediate interests,
which is self-centered or preconventional.
Diff: 1
Learning Objective: 1.3 Explain moral and values maturity.
Topic: Values Maturity
Skill: Concept
AACSB: Ethical understanding and reasoning
19) Almost always trade-offs are required between two desired outcomes or between two
competing motives.
Answer: TRUE
Explanation: Ethical decisions would be relatively simple if all trade-offs were between an
obvious right and an obvious wrong. The trouble is, this is seldom the case. Almost always trade-
offs are required between two desired outcomes or between two competing motives. That's why
moral maturity is relevant.
Diff: 3
Learning Objective: 1.4 Identify your dominant character strengths.
Topic: Ethical Decision Making
Skill: Concept
AACSB: Ethical understanding and reasoning
20) By not cheating on a particular test, you are exhibiting character strengths in line with values
of honesty.
Answer: TRUE
Explanation: Character strengths emerge from your values and are the means by which your
values are manifested.
Diff: 1
Learning Objective: 1.4 Identify your dominant character strengths.
Topic: Character Strengths
Skill: Application
AACSB: Diverse and multicultural work environments
6
Copyright © 2026 Pearson Education, Inc.
,21) The primary dimensions of cognitive style include (1) the manner in which you gather
information, and (2) the way in which you evaluate and process information.
Answer: TRUE
Explanation: The primary dimensions of cognitive style include the manner in which you
gather information and the manner in which you interpret and act on information.
Diff: 1
Learning Objective: 1.5 Determine your cognitive style.
Topic: Cognitive Style
Skill: Concept
AACSB: Application of knowledge
22) Someone who is strong on the knowing dimension of cognitive style tends to seek agendas,
outlines, and clear processes.
Answer: FALSE
Explanation: The knowing dimension tends to emphasize facts, details, and data. Someone with
a planning style would prefer using agendas, outlines, and clear processes.
Diff: 1
Learning Objective: 1.5 Determine your cognitive style.
Topic: Planning Style
Skill: Concept
AACSB: Application of knowledge
23) Someone who is strong on the creating dimension of cognitive style prefers experimentation,
seeks novelty, and is comfortable with ambiguity.
Answer: TRUE
Explanation: Individuals who score high on the creating style tend to prefer experimentation
and creativity. They seek uniqueness and novelty, and they are comfortable with ambiguity.
They tend to search for information broadly and from many sources, so they are usually more
social and extroverted.
Diff: 1
Learning Objective: 1.5 Determine your cognitive style.
Topic: Creating Style
Skill: Concept
AACSB: Application of knowledge
24) The assessment tool for core self-evaluation is shorter and easier to administer than
measuring the Big Five personality traits separately.
Answer: TRUE
Explanation: Core self-evaluation is as predictive of behavior as are the Big Five measured
separately, but the assessment instrument is much shorter and easier to administer.
Diff: 1
Learning Objective: 1.6 Determine your core self-evaluation score.
Topic: Tolerance for Ambiguity
Skill: Concept
AACSB: Application of knowledge
7
Copyright © 2026 Pearson Education, Inc.
, 25) Locus of control describes people's feelings about the degree to which they can manage their
own experiences.
Answer: TRUE
Explanation: Core self-evaluation is comprised of four components, one of which is locus of
control. It refers to people's beliefs about the extent to which they can control their own
experiences.
Diff: 1
Learning Objective: 1.6 Determine your core self-evaluation score.
Topic: Locus of Control
Skill: Concept
AACSB: Application of knowledge
26) The concept of personality refers to the relatively enduring combination of traits that
produces consistencies in thoughts and behaviors.
Answer: TRUE
Explanation: This combination of traits is what makes each of us unique. Some of our unique
traits are genetic, others are learned, but it is our personality traits that manifest differences to
others and inform them who we are.
Diff: 1
Learning Objective: 1.6 Determine your core self-evaluation score.
Topic: Core Self-Evaluation
Skill: Concept
AACSB: Application of knowledge
27) Core self-evaluation is less predictive of behavior as are the Big Five attributes measured
separately.
Answer: FALSE
Explanation: Core self-evaluation is as predictive of behavior as are the Big Five measured
separately, but the assessment instrument is much shorter and easier to administer.
Diff: 1
Learning Objective: 1.6 Determine your core self-evaluation score.
Topic: Core Self-Evaluation
Skill: Concept
AACSB: Application of knowledge
8
Copyright © 2026 Pearson Education, Inc.
Developing Management Skills,11th edition Whetten
Important Notes
The file includes the complete test bank, organized chapter by chapter.
A sample of selected pages has been provided for preview.
All available appendices and Excel files (if included in the original resources) are
provided.
We continuously update our files to ensure you receive the latest and most accurate
editions.
New editions are added regularly – stay connected for updates!
Purchase Guarantee
If you believe you have purchased the wrong file, don’t worry. Contact us anytime and we
will gladly replace it with the correct version.
Contact Email:
,Developing Management Skills, 11e (Whetten)
Chapter 1 Developing Self-Awareness
1) Self-awareness is at the foundation of personal life management skills.
Answer: TRUE
Explanation: Though self-awareness is not in itself sufficient for good life management, other
management skills (such as self-control, time management, stress mitigation) build upon strong
self-awareness skills.
Diff: 1
Learning Objective: 1.1 Understand the need for self-awareness.
Topic: Key Dimensions of Self-Awareness
Skill: Concept
AACSB: Application of knowledge
2) Empirical evidence indicates that people who are more self-aware are healthier, perform better
in leadership roles, and are more productive at work.
Answer: TRUE
Explanation: This is true because we cannot improve ourselves or develop new capabilities
unless and until we know what level of capability we currently possess.
Diff: 1
Learning Objective: 1.1 Understand the need for self-awareness.
Topic: The Enigma of Self-Awareness
Skill: Concept
AACSB: Application of knowledge
3) A study found that while most people do not rate themselves as highly self-aware, about 50 to
60 percent actually are.
Answer: FALSE
Explanation: One study of 500 participants across 10 different studies found that most people
rated themselves as highly self-aware, but only 10 to 15 percent actually are. This is one reason
we begin this book with the skill of self-awareness.
Diff: 2
Learning Objective: 1.1 Understand the need for self-awareness.
Topic: The Sensitive Line
Skill: Concept
AACSB: Application of knowledge
1
Copyright © 2026 Pearson Education, Inc.
,4) It is only recently that techniques and methods for achieving self-awareness and self-
knowledge have become readily available.
Answer: FALSE
Explanation: A host of techniques and methods for achieving self-awareness and self-
knowledge have long been available–including mindfulness training, group methods, meditation
and contemplation techniques, altered consciousness procedures, aromatherapy, assorted
massages, physical exercise regimens, and biofeedback.
Diff: 2
Learning Objective: 1.1 Understand the need for self-awareness.
Topic: The Sensitive Line
Skill: Application
AACSB: Application of knowledge
5) Self-awareness can be managed by exercising minimal control over when and what kind of
information one receives about oneself and by not involving others in the pursuit of self-
understanding.
Answer: FALSE
Explanation: Self-awareness is best achieved through self-disclosure, which allows one to
receive feedback and additional information from others. A quote from the text states that "Our
self-reflection in a mirror does not tell us what we are like, only our reflection in other people."
Diff: 2
Learning Objective: 1.1 Understand the need for self-awareness.
Topic: The Sensitive Line
Skill: Application
AACSB: Application of knowledge
6) Simone will be viewed as an effective manager if she uses her ability to recognize, appreciate,
and act on key fundamental differences among her employees.
Answer: TRUE
Explanation: These attributes (recognizing, appreciating, and acting on fundamental employee
differences) are known generally as managing diversity. Effectively managing diversity allows
Simone to better utilize the differences (perspectives, strengths, and skills) she finds in her
employees.
Diff: 1
Learning Objective: 1.1 Understand the need for self-awareness.
Topic: Understanding and Appreciating Individual Differences
Skill: Concept
AACSB: Diverse and multicultural work environments
2
Copyright © 2026 Pearson Education, Inc.
,7) In order to help her newer and more experienced employees understand their differences, a
manager focuses on pointing out how more experienced employees are given extra privileges for
scheduling. She is successfully managing diversity by understanding differences and focusing on
distinctions.
Answer: FALSE
Explanation: Creating and evaluating distinctions creates barriers between people. Focusing on
recognizing differences allows us to utilize individual's strengths, whereas creating distinctions
reinforces advantages and disadvantages.
Diff: 1
Learning Objective: 1.1 Understand the need for self-awareness.
Topic: Understanding and Appreciating Individual Differences
Skill: Application
AACSB: Diverse and multicultural work environments
8) Emotional intelligence has been identified as a moderately unimportant factor in accounting
for success in leaders and managers.
Answer: FALSE
Explanation: Emotional intelligence has been identified as one of the most important factors in
managerial and leadership success.
Diff: 1
Learning Objective: 1.2 Explain emotional intelligence.
Topic: Emotional Intelligence
Skill: Concept
AACSB: Application of knowledge
9) The meaning and measurement of emotional intelligence have become more well-defined and
distinct.
Answer: FALSE
Explanation: Emotional intelligence has become a very popular topic that suffers from the
problem that almost all trendy concepts encounter: its meaning and measurement have become
confusing and ambiguous.
Diff: 1
Learning Objective: 1.2 Explain emotional intelligence.
Topic: Emotional Intelligence
Skill: Concept
AACSB: Application of knowledge
3
Copyright © 2026 Pearson Education, Inc.
,10) Emotional intelligence has come to encompass almost everything that is not IQ.
Answer: TRUE
Explanation: Emotional intelligence has become a very popular topic that suffers from the
problem that almost all trendy concepts encounter: its meaning and measurement have become
confusing and ambiguous. Emotional intelligence has come to encompass almost everything that
is not IQ.
Diff: 1
Learning Objective: 1.2 Explain emotional intelligence.
Topic: Emotional Intelligence
Skill: Concept
AACSB: Application of knowledge
11) Emotional intelligence can be developed and improved.
Answer: TRUE
Explanation: Unlike IQ, which remains relatively constant over a lifetime, emotional
intelligence can be enhanced with practice and concerted effort.
Diff: 1
Learning Objective: 1.2 Explain emotional intelligence.
Topic: Emotional Intelligence
Skill: Concept
AACSB: Application of knowledge
12) An instrument to assess emotional intelligence has not yet been developed.
Answer: FALSE
Explanation: The number of instruments available to assess emotional intelligence is
voluminous (more than 100), although only three or four have been scientifically validated and
used in any systematic investigations.
Diff: 1
Learning Objective: 1.2 Explain emotional intelligence.
Topic: Emotional Intelligence
Skill: Concept
AACSB: Application of knowledge
13) Little research has been done on the subject of people's levels of moral maturity or values
development.
Answer: FALSE
Explanation: A variety of studies have uncovered the ways in which individuals differ in their
level of moral maturity or values development. It was discovered that people tend to progress
from one level of maturity to another as they age, and as they grow older, their value priorities
change.
Diff: 2
Learning Objective: 1.3 Explain moral and values maturity.
Topic: The Values of National Cultures
Skill: Concept
AACSB: Diverse and multicultural work environments
4
Copyright © 2026 Pearson Education, Inc.
,14) Individuals at lower maturity levels have a different set of values than those who have
advanced to higher levels.
Answer: FALSE
Explanation: Individuals who have progressed to more mature levels of moral development
possess a qualitatively different set of values than those at less mature levels.
Diff: 3
Learning Objective: 1.3 Explain moral and values maturity.
Topic: The Values of National Cultures
Skill: Concept
AACSB: Diverse and multicultural work environments
15) The moral maturity framework identifies two major levels of moral maturity, each of which
contains three stages.
Answer: FALSE
Explanation: The moral maturity framework identifies the kind of reasoning used to reach a
decision about what is right or wrong or what is good or bad. The framework identifies three
major levels of moral maturity, each of which contains two stages.
Diff: 1
Learning Objective: 1.3 Explain moral and values maturity.
Topic: The Values of National Cultures
Skill: Concept
AACSB: Application of knowledge
16) You are cheating on this test because you hold to the principle of "every man for himself"
and principles supersede rules and laws for principled individuals. Your stage of values maturity
is the highest (level 6).
Answer: FALSE
Explanation: Cheating on a test is a means to an end and is self-centered. Principled individuals
don't break the law just for personal advantage. They may break the law because the law violates
a greater human value or is morally unjustifiable.
Diff: 2
Learning Objective: 1.3 Explain moral and values maturity.
Topic: Values Maturity
Skill: Application
AACSB: Ethical understanding and reasoning
17) If you judge right and wrong on the basis of a set of core values developed from personal
experience, you are at the principled level of maturity.
Answer: TRUE
Explanation: Principled maturity is the level in which moral values reside in a commitment to
freely selected standards, rights, and duties. At the highest stage of maturity, this set of values is
comprehensive, consistent, and universal.
Diff: 1
Learning Objective: 1.3 Explain moral and values maturity.
Topic: Values Maturity
Skill: Concept
AACSB: Ethical understanding and reasoning
5
Copyright © 2026 Pearson Education, Inc.
,18) Assume you are a male during the late 1960s. If you joined the protests against the Vietnam
War because you didn't want to go (you had college to finish), your level of maturity was self-
centered.
Answer: TRUE
Explanation: At the principled level, you may join the protests out of a sense that the war was
inherently wrong. At the conformity level, you may join the protests out of a sense of duty to
society and soldiers. Here, your reason for protesting is to fulfill your own immediate interests,
which is self-centered or preconventional.
Diff: 1
Learning Objective: 1.3 Explain moral and values maturity.
Topic: Values Maturity
Skill: Concept
AACSB: Ethical understanding and reasoning
19) Almost always trade-offs are required between two desired outcomes or between two
competing motives.
Answer: TRUE
Explanation: Ethical decisions would be relatively simple if all trade-offs were between an
obvious right and an obvious wrong. The trouble is, this is seldom the case. Almost always trade-
offs are required between two desired outcomes or between two competing motives. That's why
moral maturity is relevant.
Diff: 3
Learning Objective: 1.4 Identify your dominant character strengths.
Topic: Ethical Decision Making
Skill: Concept
AACSB: Ethical understanding and reasoning
20) By not cheating on a particular test, you are exhibiting character strengths in line with values
of honesty.
Answer: TRUE
Explanation: Character strengths emerge from your values and are the means by which your
values are manifested.
Diff: 1
Learning Objective: 1.4 Identify your dominant character strengths.
Topic: Character Strengths
Skill: Application
AACSB: Diverse and multicultural work environments
6
Copyright © 2026 Pearson Education, Inc.
,21) The primary dimensions of cognitive style include (1) the manner in which you gather
information, and (2) the way in which you evaluate and process information.
Answer: TRUE
Explanation: The primary dimensions of cognitive style include the manner in which you
gather information and the manner in which you interpret and act on information.
Diff: 1
Learning Objective: 1.5 Determine your cognitive style.
Topic: Cognitive Style
Skill: Concept
AACSB: Application of knowledge
22) Someone who is strong on the knowing dimension of cognitive style tends to seek agendas,
outlines, and clear processes.
Answer: FALSE
Explanation: The knowing dimension tends to emphasize facts, details, and data. Someone with
a planning style would prefer using agendas, outlines, and clear processes.
Diff: 1
Learning Objective: 1.5 Determine your cognitive style.
Topic: Planning Style
Skill: Concept
AACSB: Application of knowledge
23) Someone who is strong on the creating dimension of cognitive style prefers experimentation,
seeks novelty, and is comfortable with ambiguity.
Answer: TRUE
Explanation: Individuals who score high on the creating style tend to prefer experimentation
and creativity. They seek uniqueness and novelty, and they are comfortable with ambiguity.
They tend to search for information broadly and from many sources, so they are usually more
social and extroverted.
Diff: 1
Learning Objective: 1.5 Determine your cognitive style.
Topic: Creating Style
Skill: Concept
AACSB: Application of knowledge
24) The assessment tool for core self-evaluation is shorter and easier to administer than
measuring the Big Five personality traits separately.
Answer: TRUE
Explanation: Core self-evaluation is as predictive of behavior as are the Big Five measured
separately, but the assessment instrument is much shorter and easier to administer.
Diff: 1
Learning Objective: 1.6 Determine your core self-evaluation score.
Topic: Tolerance for Ambiguity
Skill: Concept
AACSB: Application of knowledge
7
Copyright © 2026 Pearson Education, Inc.
, 25) Locus of control describes people's feelings about the degree to which they can manage their
own experiences.
Answer: TRUE
Explanation: Core self-evaluation is comprised of four components, one of which is locus of
control. It refers to people's beliefs about the extent to which they can control their own
experiences.
Diff: 1
Learning Objective: 1.6 Determine your core self-evaluation score.
Topic: Locus of Control
Skill: Concept
AACSB: Application of knowledge
26) The concept of personality refers to the relatively enduring combination of traits that
produces consistencies in thoughts and behaviors.
Answer: TRUE
Explanation: This combination of traits is what makes each of us unique. Some of our unique
traits are genetic, others are learned, but it is our personality traits that manifest differences to
others and inform them who we are.
Diff: 1
Learning Objective: 1.6 Determine your core self-evaluation score.
Topic: Core Self-Evaluation
Skill: Concept
AACSB: Application of knowledge
27) Core self-evaluation is less predictive of behavior as are the Big Five attributes measured
separately.
Answer: FALSE
Explanation: Core self-evaluation is as predictive of behavior as are the Big Five measured
separately, but the assessment instrument is much shorter and easier to administer.
Diff: 1
Learning Objective: 1.6 Determine your core self-evaluation score.
Topic: Core Self-Evaluation
Skill: Concept
AACSB: Application of knowledge
8
Copyright © 2026 Pearson Education, Inc.
