Angel Blanch

Dr. Angel Blanch

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Research Focus & Metrics

Academic Career Length

25Years (2002-Present)

(Calculated once Scilit publication data is synced: current year − year of first publication + 1)

Representative Publications

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28 June 2012 in Human Relations
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ABAngel Blanch
Angel Blanch
Anton AlujaAnton Aluja
Anton Aluja
We examined how work-family conflict (WFC) mediated the relationship between social support (supervisor and family) and burnout, and how sex moderated this relationship (N = 343 Spanish workers). The results sustained hypotheses in accordance with a biosocial model of sex differences. There were full mediation effects of work interference with family (WIF) in the association of work support with burnout for men, and of family support with burnout for women. This suggests that sex moderated these mediation processes. The findings are discussed in terms of a shift in the differential assignment of family roles to men and women, despite the fact that women might be the main contributors to domestic work and related tasks.

14 October 2011 in Journal of Personality Assessment
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Anton AlujaAnton Aluja
Anton Aluja
ABAngel Blanch
Angel Blanch
This research was designed to investigate the items and factor structure of the Sensitivity to Punishment and Sensitivity to Reward Questionnaire (SPSRQ) proposed by Torrubia, Avila, Moltó, and Caseras ( 2001 Spielberger, C. D. , Gorsuch, R. L. and Lushene, R. E. 1970. Manual for the State-Trait Anxiety Inventory., Palo Alto, CA: Consulting Psychologists Press. [Google Scholar] ), as a measure of the behavioral inhibition system and behavioral activation system in Gray's reinforcement sensitivity theory. Recent studies that analyzed this instrument by exploratory and confirmatory factor analysis suggest the need for structural refinement. The Spanish version of the SPSRQ was analyzed by exploratory and confirmatory procedures in calibration (n = 2,102) and validation (n = 746) independent samples. In addition, convergent and discriminant validity was evaluated with the Zuckerman–Kuhlman Personality Questionnaire (Zuckerman, Kuhlman, Teta, Joireman, & Kraft, 1993 Torrubia, R. and Tobeña, A. 1984. A scale for the assessment of susceptibility to punishment as a measure of anxiety: Preliminary results. Personality and Individual Differences, 5: 371–375. [Google Scholar] ), the Impulsiveness, Venturesomeness and Empathy Inventory (S. B. G. Eysenck, Pearson, Easting, & Allsopp, 1985 Eysenck, S. B. G. , Pearson, P. R. , Easting, G. and Allsopp, F. J. 1985. Age norms for impulsiveness, venturesomeness and empathy in adults. Personality and Individual Differences, 6: 613–619. [Crossref], [Web of Science ®] [Google Scholar] ) the Neuroticism, Extraversion and Openness Five Factor Inventory (Costa & McCrae, 1992 Costa, P. T. and McCrae, R. R. 1992. NEO–PI–R professional manual: Revised NEO Personality Inventory (NEO–PI–R) and NEO Five Factor Inventory (NEO–FFI), Odessa, FL: Psychological Assessment Resources. [Google Scholar] ), and the Barratt Impulsiveness Scales (Barratt, 1985 Ball, S. and Zuckerman, M. 1990. Sensation seeking, Eysenck's personality dimensions and reinforcement sensitivity in concept formation. Personality and Individual Differences, 11: 343–355. [Google Scholar] ). Results showed the robustness of a 20-item structure of the SPSRQ, with satisfactory fit adjustment, validity, and reliability. The findings are discussed in terms of the better functioning and sound psychometric properties of the SPSRQ 20-item version for Gray's personality theory.

1 March 2009 in Personality and Individual Differences
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ABAngel Blanch
Angel Blanch
Anton AlujaAnton Aluja
Anton Aluja

1 March 2016 in European Journal of Personality
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JRJérôme Rossier
Jérôme Rossier
Anton AlujaAnton Aluja
Anton Aluja
ABAngel Blanch
Angel Blanch
OBOumar Barry
Oumar Barry
MHMichel Hansenne
Michel Hansenne
GKGokhan Karagonlar
Gokhan Karagonlar

1 October 2011 in Psychiatric Genetics
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Journal Article
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Anton AlujaAnton Aluja
Anton Aluja
LGLuis F. García
Luis F. García
ABAngel Blanch
Angel Blanch
JFJoan Fibla
Joan Fibla
Objective This study analyses the association between impulsive-disinhibited personality traits and the androgen receptor CAG and GGN repeat polymorphisms in both inmates and control samples. Methods We used two samples: 153 inmates (mean age= 33.31 years; standard deviation: 8.6; range: 20–63) and 108 controls (mean age= 26.71 years; standard deviation: 9.68; range: 17–53). A disinhibited personality construct was measured using the following personality scales: Sensation Seeking, Aggression-Hostility, Psychoticism, Sensitivity to Reward, Novelty Seeking and Impulsivity. A factor analysis of the six scales provided a normalized z index that was taken as a measure of impulsive-disinhibited personality. Results Our data show that inmates carrying CAG short and GGN long haplotype group (short–long haplotype) obtained higher scores on all personality scales. Differences were found for the Impulsive Sensation-Seeking scale (age-adjusted multivariate analysis, P<0.016) and z index (P<0.036). When comparing extreme groups in the impulsive-disinhibited personality index (taking the 75th percentile as a cut-off), carriers of the short–long haplotype were more prevalent in the extreme high group (30 vs. 10%: unadjusted odds ratio=3.8; 95% confidence interval=1.5–9.8; age-adjusted odds ratio=4.4; 95% confidence interval=1.6–12; P<0.004). Conclusion Our findings suggest that the androgen receptor CAG and GGN polymorphisms might influence impulsive-disinhibited personality traits.

1 January 2004 in European Journal of Psychological Assessment
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Journal Article
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Anton AlujaAnton Aluja
Anton Aluja
ABAngel Blanch
Angel Blanch
Summary: This study analyzed the relationships among Cattellian personality factors, scholastic aptitudes, study habits, and academic achievement. A total of 887 volunteer students from primary education (453 males and 434 females), enrolled in 29 public schools, participated in this research. It was found that the scholastic aptitudes were the most predictive variables of achievement, while the personality traits had a low direct contribution to academic achievement, although the students with higher scores on socialized personality traits showed better study habits than those students with lower scores on personality socialization traits. The relationship between personality and academic achievement seems to be mediated by study habits. Moreover, females obtained higher academic achievement scores than males. These differences could be explained by the fact that females showed a more socialized personality pattern and better study habits.