The relationship between personality traits and criminal behavior has been a common research topic. As much as evidence suggests that certain negative personality traits may increase the probability of criminal behavior in individuals, less is known about the impact of more positive traits. Recently, interest has grown in examining the potential relationship between optimism, pessimism, and college students’ criminal behavior. This literature review aims to delve into what is known on the topic, including analyses of theoretical perspectives, research findings, and potential implications for intervention and prevention.
Several perspectives have been suggested to explain the relationship between personality traits and criminal behavior. One such theory is the General Aggression Model (GAM). The theory suggests that personality traits may influence the mental and psychological processes involved in aggressive behavior (Coyne et al., 2020). The GAM model suggests that optimistic individuals are less likely to participate in aggressive behavior. This is because they are less likely to view situations as threatening. Pessimistic individuals, on the other hand, have a higher chance of displaying aggression since they usually view situations as threatening.
Another perspective proposed to explain the relationship between personality traits and criminal behavior is the General Strain Theory. Robert Merton proposed this theory. It suggests that people undergoing stressful life events are more likely to experience negative emotions, increasing the likelihood of exhibiting violence or aggressive behavior (Sigfusdottir et al., 2012). The theory affirms that individuals with negative personality traits may be more likely to go through stressful life events leading to a risk of an increase in aggressive or criminal behavior.
In contrast, the Social Learning Theory proposed by Albert Bandura seeks to disprove the two theories discussed above. This theory insists on the relevance of nurture over nature. It proposes that criminal behavior is learned through social interactions and reinforcement rather than being predetermined by personality traits and stressors, as suggested by the GAM and General Strain Theory (Akers & Jennings, 2015). As such, optimistic individuals are more likely to have positive interactions, which will reinforce positive behavior. Pessimists may be more likely to associate negatively with others, thereby receiving reinforcement for antisocial, aggressive, or criminal behavior.
In addition to that, the Biosocial Theory is another perspective that addresses the relationship between personality traits and criminal behavior. M. M. Linehan proposed this theory in 1993. It takes on the view that biological and environmental factors collectively contribute to criminal behavior. Environmental factors refer to the various conditions in the physical and social environment that may increase the likelihood of criminal behavior. They include poverty, social disadvantage, and peer influence, among others.
According to Raine (2013), the theory proposes that individuals with certain biological traits, such as low serotonin levels or high testosterone levels, are more likely to experience environmental factors. This subsequently leads to criminal behavior. The Biosocial theory further suggests that biological factors may partially influence personality traits and associations with environmental factors resulting in criminal behavior.
Another theoretical perspective is the Social Control Theory by Ivan Nye. According to social control theory, people are inherently predisposed to commit crimes but are discouraged by social interactions and institutions that promote adherence to societal norms (Costello $ Laub, 2020). According to this notion, those with solid social ties, such as close family ties or membership in social organizations, are less likely to commit crimes. According to the social control theory, psychological qualities like impulsivity or poor self-control may be lessened by social ties, decreasing a person’s likelihood of committing a crime.
Finally, Labeling Theory is another alternative that explains the relationship between personality traits, such as optimism and pessimism, and criminal behavior. Proposed by Howard Becker in 1963, the labeling theory states that those who have their behavior classified as deviant or criminal by society are more likely to carry on with it (Nickerson & Becker, 2021). According to this idea, people classified as deviant or criminal may internalize these labels, making them more inclined to continue engaging in illegal activity. The labeling theory postulates that rather than personality qualities being the main predictor of criminal activity, the labeling and societal reaction to such behavior may considerably influence a person’s future behavior.
Numerous researchers have examined the connection between college students’ personality traits, such as optimism and pessimism, and criminal activity. Optimism was negatively correlated with self-reported delinquent behavior, while pessimism was positively correlated with delinquent behavior in a study of 445 college students. (Wozniak, 2016). Similarly, a different study discovered that optimistic college students were less likely to engage in risky activities like substance abuse. (Sharma et al., 2021).
A study of a sample of male convicts’ criminal behavior and psychological attributes was conducted in 2014. According to Pratt et al. (2014), inmates scoring highly on extraversion and neuroticism scales were likelier to commit crimes. In contrast, inmates who scored well on conscientiousness and agreeableness scales were less likely to commit crimes. As much as this study does not relate directly to college students’ likelihood to engage in crime, it confirms a relationship between personality traits and criminal behavior.
In a separate study, Skeem et al. (2014) examined the association between personality traits and aggressive behavior in a sample of adolescents involved in the juvenile court system. It was found that those who scored highly on tests related to empathy were less likely to participate in violent activity. The study further revealed that adolescents who performed well on tests of insensitivity and cold-bloodedness were more likely to engage in violent behavior. This study seems to be most relevant to examining the tendency of college students to engage in criminal activity. This is because the sample population used in the study bares the most similarity to college students, including age and physical features.
In contrast, Williams et al. (2018) found contradicting results in their study of the link between optimism, pessimism, and delinquent behavior in college students. The study used self-report measures to collect data from 196 undergraduate students. The conclusions of this investigation contradicted previous ones. In the sample of college students, neither optimism nor pessimism was a meaningful predictor of criminal activity. This shows that the relationship between personality qualities and criminal behavior may not be as simple as some behavioral theories suggest.
According to the studies reviewed, optimism and pessimism are majorly associated with college students’ chances of engaging in criminal behavior. It should be noted, however, that the mechanisms underlying this link may be complicated and multi-dimensional. For example, the General Aggression Model proposes that optimism and pessimism might influence cognitive processes connected to violent conduct (Coyne et al., 2020).
Addressing these personality factors may help interventions to minimize criminal conduct among college students. One strategy is to encourage positive thinking and optimism in college students. Mongrain and Anselmo-Mathews (2012) discovered, for example, that a positive psychology intervention aimed at enhancing optimism and positive thinking was successful in reducing symptoms of depression and anxiety among college students. These findings show the potential of positive psychology therapies to address mental health issues and lower the likelihood of criminal activity among college students by fostering positive thinking and coping skills.
Another approach is to give college students the skills to manage the stress associated with pessimistic thinking and aggression. For example, mindfulness-based interventions have been discovered to have a desirable effect on stress reduction and emotion regulation among college students (Felver & Jennings, 2016). These could be integrated into more extensive prevention programs alongside other strategies to effectively address the complex factors that affect college students’ criminal behavior.
Overall, these findings imply that targeting personality qualities such as optimism and pessimism may be an essential component of interventions to lower criminal tendencies among college students. More research, however, is required to identify the most effective therapies and better understand the mechanisms behind the link between personality traits and criminal behavior in college students.
In conclusion, existing evidence reveals that optimism and pessimism may be associated with the likelihood of criminal activity among college students. Potential reasons for this link can be found in theoretical approaches such as the GAM and social learning theory. The empirical evidence is mixed, with some research indicating a significant association between optimism, pessimism, and criminal behavior and others not. Nonetheless, the potential implications for intervention and prevention efforts indicate that more research in this area is needed.
References
Akers, R. L., & Jennings, W. G. (2015). Social learning theory. The handbook of criminological theory, 230-240.
Costello, B. J., & Laub, J. H. (2020). Social control theory: The legacy of Travis Hirschi’s causes of delinquency. Annual Review of Criminology, 3, 21-41.
Coyne, S. M., Jensen, J. D., Smith, E. R., & Erickson, D. H. (2020). Development and initial validation of the General Aggression Model–Measurement Inventory (GAMMI). Psychological Assessment, 32(11), 1055–1068. doi: 10.1037/pas0000823
Felver, J. C., & Jennings, P. A. (2016). Applications of mindfulness-based interventions in school settings: An introduction. Mindfulness, 7, 1-4.
Mongrain, M., & Anselmo-Matthews, T. (2012). Do positive psychology exercises work? A replication of Seligman et al. Journal of clinical psychology, 68(4).
Nickerson, C., & Becker, H. (2021). Labeling Theory. Statistics, pp. 1, 2.
Pratt, T. C., Turanovic, J. J., Fox, B. H., & Wright, K. A. (2014). Self-control and the Commission of Serious, Violent, and Chronic Offending. Journal of Criminal Justice, 42(5), 397–408.
Raine, A. (2013). The Anatomy of Violence: The Biological Roots of Crime. Pantheon Books.
Sharma, P., Uzar, K., & Brelsford, G. M. (2021). Self-Esteem, Grit, and Optimism: Predictors of Depression and Anxiety in Emerging Adults. Journal of College Student Development, 62(5), 563-574.
Sigfusdottir, I. D., Kristjansson, A. L., & Agnew, R. (2012). A comparative analysis of general strain theory. Journal of Criminal Justice, 40(2), 117-127.
Skeem, J. L., Mulvey, E. P., & Odgers, C. L. (2014). What do we know, and what do we need to know about developmental psychopathology and juvenile justice? Annual Review of Clinical Psychology, pp. 10, 207–232.
Williams, K. E., Hickle, K. E., & Wisneski, D. C. (2018). Dispositional optimism and self-reported delinquent behavior among college students. Journal of College Student Development, 59(4), 481-486. doi 10.1353/csd.2018.0047
Wozniak, K. H. (2016). Public opinion and the politics of criminal justice policy making: Reasons for optimism, pessimism, and uncertainty. Criminology & Pub. Pol’y, 15, 179.
write