Prof. Dr. Jule Specht

Prof. Specht erforscht, wie Gesellschaften in Zeiten von Polarisierung und Krisen zusammenhängen und handlungsfähig bleiben. Ihr aktueller Fokus liegt auf affektiver Polarisierung (emotionale Spaltung entlang von Partei- und Sachfragen-Linien) und darauf, wie Zivilgesellschaft, Empathie und persönliche Eigenschaften solidarisches Verhalten fördern oder hemmen – untersucht durch Feldexperimente, Panelstudien und Umfragen zu realen Krisen (Ukraine-Krieg, COVID-19, Klimaproteste). Für Unternehmen und öffentliche Hand relevant: Sie liefert evidenzbasierte Erkenntnisse darüber, wie Kommunikation (Ton von Appellen, Protestsignale) Bürgerbeteiligung beeinflusst, welche Persönlichkeitstypen in Krisen aktiv werden, und wie soziales Vertrauen und Netzwerke Unterstützung ermöglichen – Wissen, das für Krisenkommunikation, Bürgerbeteiligung und Kohäsionspolitik direkt nutzbar ist.

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• Junge Akademie: Nachwuchspakt

  Quelle ↗

  Zeitraum: 01/2018 - 03/2018 Projektleitung: Prof. Dr. Jule Specht

• Potenziale der Zivilgesellschaft: Solidarisches Verhalten bei der Krisenbewältigung

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  Förderer: Berlin University Alliance (BUA) Zeitraum: 01/2020 - 12/2021 Projektleitung: Prof. Dr. Jule Specht

• Social Cohesion and Civil Society. Interaction Dynamics in Times of Disruption

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  Förderer: Berlin University Alliance (BUA) Zeitraum: 10/2020 - 12/2025 Projektleitung: Prof. Dr. Jule Specht, Prof. Dr. Denis Gerstorf, Prof. Dr. Hanna Schwander, Prof. Dr. Ursula Hess, Prof. Dr. sc. nat. Verena Hafner

• Developmental Tasks as a Framework to Study Personality Development in Adulthood and Old Age

  2014

  European Journal of Personality · DOI

  Research consistently shows that personality development is a lifelong phenomenon, with mean–level and rank–order changes occurring in all life phases. What happens during specific life phases that can explain these developmental patterns? In the present paper, we review literature linking personality development in different phases of adulthood to developmental tasks associated with these phases. Building on previous work, we describe several categories of developmental tasks that are present in all phases of adulthood. However, the specific tasks within these categories change across adulthood from establishing new social roles in early adulthood to maintaining them in middle adulthood and preventing losses in old age. This trajectory is reflected in mean–level changes in personality, which indicates development towards greater maturity (increases in social dominance, conscientiousness, and emotional stability) in early and middle adulthood, but less so at the end of life. Importantly, developmental tasks are not only associated with mean–level changes, but the way in which people deal with these tasks is also related to rank–order changes in personality. We provide an outlook for future research on how the influence of historical time on the normativeness of developmental tasks might be reflected in personality development. Copyright © 2014 European Association of Personality Psychology

• What Drives Adult Personality Development? A Comparison of Theoretical Perspectives and Empirical Evidence

  2014

  European Journal of Personality · DOI

  Increasing numbers of empirical studies provide compelling evidence that personality traits change across the entire lifespan. What initiates this continuing personality development and how does this development proceed? In this paper, we compare six theoretical perspectives that offer testable predictions about why personality develops the way it does and identify limitations and potentials of these perspectives by reviewing how they hold up against the empirical evidence. While all of these perspectives have received some empirical support, there is only little direct evidence for propositions put forward by the five–factor theory of personality and the theory of genotype → environment effects. In contrast, the neo–socioanalytic theory appears to offer a comprehensive framework that fits the empirical findings and allows the integration of other, more specialized, perspectives that focus on specific aspects of personality development like the role of time, systematic differences between categories of social roles or the active partake of the person himself or herself. We draw conclusions on the likely driving factors for adult personality development and identify avenues for future research. Copyright © 2014 European Association of Personality Psychology