personality & behavior lab@east carolina university

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Welcome! My name is Mark Bowler and I am the director of the Personality and Behavior Laboratory at East Carolina University. In our lab we focus on the theory and measurement of both implicit and explicit personality traits, with a particular focus on aggression and addiction proneness. We are working to further our understanding of how all of these facets interact and impact organizational behavior and performance (e.g., counterproductive behavior, employee wellness, team performance). We are also involved in the development and application of leadership assessment centers as well as the exploration of the antecedents of texting while driving.


We are currently focusing on...
  • Implicit vs. explicit measurement
  • Channeling models of behavior
  • Attributional processes
  • Personal and organizational outcomes
  • Team performance

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We are currently focusing on...
  • G-theory for MTMM evaluation
  • Trait-activation in assessment centers
  • Assessment center exercise design
  • Leadership development in education
  • Mentoring in organizations

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Texting While Driving

We are currently focusing on...
  • Overall incident rates in students
  • Personality correlates of TWD
  • Cognitive strain and distraction
  • Individual differences in multitasking
  • Moderators and mediators of TWD

More info...

"Training with an aggressive team member ruins it for everybody, suggests an article in press in Personality and Individual Differences. Researchers, headed by East Carolina University’s Mark Bowler, PhD, paired 142 undergraduates into teams that then played a flight-simulator video game that could be played either as a team or as individuals. Of the 142 students in the experiment, 18 were identified as aggressive by the Conditional Reasoning Test of Aggression. Students who were paired with the aggressive teammates performed more poorly, both as a team and as individuals, than teams made up of two nonaggressive students. Interestingly, nonaggressive teammates worked together better when they had similar ideas about teamwork. That didn’t hold true for teams of aggressive and nonaggressive students."
(APA Monitor, 2010)
Chapter 3: Methods and Data Analysis for Assessment Centers by David J. Woehr, John P. Meriac, & Mark C. Bowler

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Last updated: April 20, 2013