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Relevant bibliographies by topics / Education, Educational Psychology. Psychology, Personality / Journal articles

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Journal articles on the topic 'Education, Educational Psychology. Psychology, Personality'

Author: Grafiati

Published: 4 June 2021

Last updated: 12 February 2022

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1

Kholbutaevna, Kholnazarova Matluba. "Features of personality psychology." Psychology and Education Journal 58, no. 2 (2021): 6165–69. http://dx.doi.org/10.17762/pae.v58i2.3134.

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this article is about the features of personality psychology and the factors that study them. The article also discusses the different definitions of many scholars given to the concept of personality, their differential and integral ideas from each other. The scope of the subject is sufficiently enriched by the results of various studies and researches on the formation of personality psychology. KEYWORDS: personality psychology, research, features, definition by RS Nemov, research by Z. Freud, psychosemantic methods

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2

Rauste-von Wright, Maijaliisa. "On Personality and Educational Psychology." Human Development 29, no. 6 (1986): 328–40. http://dx.doi.org/10.1159/000273108.

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3

Stojnov, Dusan. "From psychology of personality to psychology of persons." Zbornik Instituta za pedagoska istrazivanja, no. 36 (2004): 11–45. http://dx.doi.org/10.2298/zipi0436011s.

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The paper considers diverse approaches to human subjectivity conceptualization. On the one hand, a summary is made of an established psychological view of personality as an intrinsic psychological entity responsible for stylistic differences in the behavior of isolated individuals, founded on the traditional Cartesian view. On the other hand more recent views are presented, which take human subjectivity as personhood i.e. responsible action of moral subjects, placed within amongst-people space, and implying allied activity of persons in a social community. In addition, consideration is given t

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4

Esquivel, Giselle B., and Rosemary Flanagan. "Narrative methods of personality assessment in school psychology." Psychology in the Schools 44, no. 3 (2007): 271–80. http://dx.doi.org/10.1002/pits.20222.

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Norcross, John C., and Thomas J. Tomcho. "Great Books in Psychology: Three Studies in Search of a Consensus." Teaching of Psychology 21, no. 2 (1994): 86–90. http://dx.doi.org/10.1207/s15328023top2102_5.

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Three studies were conducted to determine a consensual list of psychology's great books. In the first study, 39 colleges described the composition of their undergraduate Great Books (GBs) curricula. Fifty-six percent of the 39 colleges assigned some psychology-related materials, but these materials accounted for only 4% of all readings. In the second study, 186 psychologists nominated 463 books as psychology's GBs. In the third study, 83 APA division presidents and 117 Division Two fellows rated the books and authors most frequently nominated in the second study in terms of those that undergra

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6

Flanagan, Rosemary. "Comments on the miniseries: Personality assessment in school psychology." Psychology in the Schools 44, no. 3 (2007): 311–18. http://dx.doi.org/10.1002/pits.20225.

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7

Ragland, Rachel G. "Teachers and Teacher Education in High School Psychology: A National Survey." Teaching of Psychology 19, no. 2 (1992): 73–78. http://dx.doi.org/10.1207/s15328023top1902_2.

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This study provides a description of high school psychology teachers. A questionnaire was distributed to high school principals and teachers throughout the U.S. Data were obtained on school demographics, curricula, and teacher characteristics, including academic and professional preparation and certification. A noteworthy finding was the personality-developmental orientation of most high school psychology courses. In addition, most schools have one psychology teacher, who teaches one psychology class in the social studies department. As undergraduates, most teachers majored in social studies a

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Suryaninova, T. I., and A. S. Fetisova. "Exploring Dialogic Position of Psychology Students in Educational Process." Психологическая наука и образование 26, no. 4 (2021): 80–90. http://dx.doi.org/10.17759/pse.2021260407.

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The process of psychotherapeutic practice requires the psychologist to be able to engage in dialogue. To date, no express tests have been developed to assess the dialogic position. In the course of theoretical analysis we identified the main views on understanding the dialogic position, qualities that contribute to its development (empathy, reflectivity, personality orientation in communication) and developed a projective technique for its assessment. The expression of these qualities was in- vestigated in 80 students of biotechnology and clinical psychology programmes. The sample was represen

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9

CERVONE, DANIEL. "Evolutionary Psychology and Explanation in Personality Psychology." American Behavioral Scientist 43, no. 6 (2000): 1001–14. http://dx.doi.org/10.1177/00027640021955720.

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Zielinski, Dianne. "Can Playing Games Help Students Master Concepts from General Psychology Classes?" International Journal of Game-Based Learning 9, no. 2 (2019): 55–72. http://dx.doi.org/10.4018/ijgbl.2019040104.

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As part of a final project for a general psychology course, students were required to play a game, either digital/video or on a board. Students selected their own games, and were asked to identify psychological principles in their game play. Topics included the brain, sensation and perception, human development, learning, motivation, intelligence, personality, and mental disorders. Students successfully applied all topics to game play, but to varying degrees. Student discussions on the brain and intelligence were well covered. Discussions on personality and psychological disorders issues were

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11

Shavinina, Larisa, and Even Loarer. "Psychological Evaluation of Educational Multimedia Applications." European Psychologist 4, no. 1 (1999): 33–44. http://dx.doi.org/10.1027//1016-9040.4.1.33.

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This paper describes the psychological evaluation of educational multimedia applications, which has the potential to be a new direction for applied psychology, arising as it does at the intersection of multimedia technology, education, and psychology, including general, cognitive, developmental, educational, and personality psychology. The paper analyzes the current situation in the field of educational multimedia, and proposes a framework for psychological evaluation of educational multimedia applications. The proposed approach to psychological evaluation of the quality of educational multime

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Shavinina, Larisa V. "A New Wave of Innovations in Psychology: High Intellectual and Creative Educational Multimedia Technologies." Review of General Psychology 5, no. 3 (2001): 291–315. http://dx.doi.org/10.1037/1089-2680.5.3.291.

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This article describes high intellectual and creative educational multimedia technologies (HICEMTs), which will constitute one of the innovative breakthroughs in science and technology of the 21st century and will lead to a new wave of innovations in psychology. HICEMTs appear at the intersection of many subdisciplines of psychology (including general, cognitive, developmental, educational, personality, media, cyber, and applied), education, and multimedia. The general and specific nature of HICEMTs is considered. The importance of HICEMTs is discussed from technological, economic, societal, e

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Griggs, Richard A., Sherri L. Jackson, and Merle E. Meyer. "High School and College Psychology: Two Different Worlds." Teaching of Psychology 16, no. 3 (1989): 118–20. http://dx.doi.org/10.1207/s15328023top1603_3.

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More than 300 public high schools were surveyed about psychology classes, with approximately 60% of the schools responding. The faculty for these courses are invariably in social studies departments, have little undergraduate or graduate coursework in psychology, and generally are not aware of the APA high school psychology program. The one-semester course emphasizes personality and developmental psychology and, to a lesser extent, social psychology, learning, and health. This personality–developmental focus and the resulting lack of student preparation for the more science-oriented college co

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Wagner, Richard V., and Arline L. Bronzaft. "Sprinkling Psychology Courses with Peace." Teaching of Psychology 14, no. 2 (1987): 75–81. http://dx.doi.org/10.1207/s15328023top1402_2.

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The field of psychology has paid little attention to the most crucial issue facing our world: the threat of nuclear devastation. We propose that psychology teachers help to promote a more active consideration of psychology and peace/war in the nuclear age by including the topic in their courses. We suggest specific ways to incorporate this issue into psychology courses, with special reference to courses in social psychology and personality.

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Mõttus, René, Anu Realo, Uku Vainik, Jüri Allik, and Tõnu Esko. "Educational Attainment and Personality Are Genetically Intertwined." Psychological Science 28, no. 11 (2017): 1631–39. http://dx.doi.org/10.1177/0956797617719083.

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Heritable variance in psychological traits may reflect genetic and biological processes that are not necessarily specific to these particular traits but pertain to a broader range of phenotypes. We tested the possibility that the personality domains of the five-factor model and their 30 facets, as rated by people themselves and their knowledgeable informants, reflect polygenic influences that have been previously associated with educational attainment. In a sample of more than 3,000 adult Estonians, education polygenic scores (EPSs), which are interpretable as estimates of molecular-genetic pr

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Torrey, Jane W. "Phases of Feminist Re-Vision in the Psychology of Personality." Teaching of Psychology 14, no. 3 (1987): 155–60. http://dx.doi.org/10.1207/s15328023top1403_6.

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Recent literature argues that psychology should include the distinctive and often neglected feminist perspective. McIntosh (1983) proposed five interactive phases in the development of a scholarship that incorporates the more recent and subsequent insights from the psychology of women. This article documents McIntosh's sequence of five phases by using pertinent references to the psychology of personality. The article elaborates on Phase III in which investigators study women as inherently different or deviant from men. Teachers of personality psychology should find the article helpful in recog

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Rosen (Udovenko), M. V. "Psychologist of personality development in the system of developmental learning of the D.B. Elkonin and V.V. Davydov." Fundamental and applied researches in practice of leading scientific schools 27, no. 3 (2018): 176–82. http://dx.doi.org/10.33531/farplss.2018.3.20.

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This theoretical and bibliographic work aims to discuss the Psychology of personality development in the System of Developing Education of D.B. Elkonin and V.V. Davydov. This system outlines the problem of the perception of the concept of development in society, the lack of a common understanding of what a person is, its functions, essential characteristics and stages of personality development in different areas of psychology. The reasons for the emergence of a tendency aimed at the early development of a child in society are analysed. A brief description of the personality theory of A.K. Dus

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18

Jin, Heyan. "Culture and Personality on Psychology Well-being Research." Multicultural Education Review 2, no. 1 (2010): 121–39. http://dx.doi.org/10.1080/2005615x.2010.11102872.

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19

Shavinina, Larisa. "THE PERSONALITY TRAIT APPROACH IN THE PSYCHOLOGY OF GIFTEDNESS." European Journal of High Ability 6, no. 1 (1995): 27–37. http://dx.doi.org/10.1080/0937445950060103.

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20

Harton, Helen C., and Patrick C. Lyons. "Gender, Empathy, and the Choice of the Psychology Major." Teaching of Psychology 30, no. 1 (2003): 19–24. http://dx.doi.org/10.1207/s15328023top3001_03.

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We compared male and female psychology majors to psychology minors and nonmajors to understand the trends in a growing major in which women outnumber men. A total of 451 psychology majors, minors, and nonmajors from 4 institutions completed a questionnaire measuring empathy, career goals, and perceptions of the importance of empathy for therapy. Perspective taking and a desire to enter a helping profession mediated the relation between gender and major, suggesting that personality contributes to the choice of a psychology major. Highly empathic students may choose psychology because they belie

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21

Hedges, Patricia. "Personality Discovery: Personality Patterns in Teachers and Their Pupils." Pastoral Care in Education 15, no. 3 (1997): 17–22. http://dx.doi.org/10.1111/1468-0122.00061.

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22

Liu, MengZhen, Gianna Rea-Sandin, Johanna Foerster, et al. "Validating Online Measures of Cognitive Ability in Genes for Good, a Genetic Study of Health and Behavior." Assessment 27, no. 1 (2017): 136–48. http://dx.doi.org/10.1177/1073191117744048.

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Genetic association studies routinely require many thousands of participants to achieve sufficient power, yet accumulation of large well-assessed samples is costly. We describe here an effort to efficiently measure cognitive ability and personality in an online genetic study, Genes for Good. We report on the first 21,550 participants with relevant phenotypic data, 7,458 of whom have been genotyped genome-wide. Measures of crystallized and fluid intelligence reflected a two-dimensional latent ability space, with items demonstrating adequate item-level characteristics. The Big Five Inventory que

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23

Kikinezhdi, Oksana. "Development of the egalitarian personality of a future educator: history, achievements and prospects of the department of psychology." HUMANITARIUM 43, no. 1 (2019): 7–22. http://dx.doi.org/10.31470/2308-5126-2019-43-1-7-22.

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The article deals with the problem of the egalitarian personality development of a future educator, upon which the staff of the psychology department of Ternopil Volodymyr Hnatiuk National University is working. The historical milestones of the development of the psychology department, its achievements and prospects have been described. In the context of humanistic and cognitive psychology theoretical and methodological aspects of the vocational training of future educators to create the egalitarian educational environment for children and youth which is relevant to the principles of gender eq

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24

Kilmartin, Christopher T., and Daniel Dervin. "Inaccurate Representation of the Electra Complex in Psychology Textbooks." Teaching of Psychology 24, no. 4 (1997): 269–70. http://dx.doi.org/10.1207/s15328023top2404_11.

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In their discussion of Freud's theory, authors of introductory psychology, developmental psychology, and personality textbooks often refer to the female version of the Oedipus complex as the Electra complex. However, it was actually Carl Jung who coined this term, which was later rejected by Freud and even ignored by Jung himself. A survey of a sample of recent psychology textbooks reveals that a substantial number of authors attribute the Electra complex term to Freud. Teachers of psychology would do well to correct this common distortion for students.

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Namazbaeva, Jamilya Idrisovna. "Cultural-historical psychology as a basis of the humanization of the education system in Kazakhstan." Moscow University Pedagogical Education Bulletin, no. 2 (June 29, 2014): 117–25. http://dx.doi.org/10.51314/2073-2635-2014-2-117-125.

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The article elucidates the importance of psychological science and practice for Kazakhstan society development. The problems of personality, human potential and psychological situation in the society are indicated. Current psychological issues of education in higher educational organization are reflected. The breakthrough trends of psychological science and practice will result modernization of current society.

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26

Barnett, Mark A., Jill Knust, Tiffany McMillan, Jane Kaufman, and Christina Sinisi. "Research Findings in Developmental Psychology: Common Sense Revisited." Teaching of Psychology 15, no. 4 (1988): 195–97. http://dx.doi.org/10.1207/s15328023top1504_4.

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A total of 415 high school and college students completed the Childhood and Adolescence Research Test (CART), a 90-item true–false exam concerning research findings reported in developmental psychology textbooks. The results suggest that many of the research findings presented in these textbooks, like many of those presented in personality textbooks (Barnett, 1986), may already be known to individuals with limited training in psychology. An important implication of these findings for teachers of developmental psychology is noted.

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Kaplan, Seth A., Alicia A. Stachowski, and Jill C. Bradley-Geist. "A Classroom Activity to Demonstrate Self-Other Agreement in Personality Judgments." Teaching of Psychology 39, no. 3 (2012): 213–16. http://dx.doi.org/10.1177/0098628312450441.

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This article describes a classroom activity to demonstrate (dis)agreement in personality judgments, using an exercise derived from Watson’s research on the accuracy of rating strangers’ personalities. On the first day of class, undergraduate students in psychology courses rated their own personality and the personality of a classmate, using items from the International Personality Item Pool (IPIP). Across five samples, self-other correlations were strong for extraversion but varied for the other four traits. Comparisons with control groups on relevant test items provided preliminary evidence t

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Platonova, Raisa I., Vitaly F. Vasyukov, Vladimir V. Vorozhikhin, Roza Sh Akhmadieva, Lyudmila A. Donskova, and Lidia Zdanovskaya. "Metaphorical cards as innovative educational technology for students’ social intelligence developing." Cypriot Journal of Educational Sciences 16, no. 4 (2021): 1926–35. http://dx.doi.org/10.18844/cjes.v16i4.6059.

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This article aims to identify the features of using metaphorical cards for the development of students’ social skills studying in university. The methods of research included testing and observation methods that allow to identify the levels of formation of students’ social intelligence structural components effectively; to determine the features of changes in the perception and control of their own and others' emotional and behavioral reactions, as well as the level of development of understanding of emotional expression. The study shows that the technology of using metaphorical cards is one o

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Staats, Arthur W. "Personality Theory, Abnormal Psychology, and Psychological Measurement." Behavior Modification 17, no. 1 (1993): 8–42. http://dx.doi.org/10.1177/01454455930171003.

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30

Reinehr, Robert C. "Demonstrating Personality Scale Validation Procedures." Teaching of Psychology 18, no. 4 (1991): 241–42. http://dx.doi.org/10.1207/s15328023top1804_14.

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A technique is described for demonstrating personality scale validation techniques to students in introductory psychology classes. This technique promotes a better grasp of the principles of test validation, as evidenced by better class discussion, better written reports, and improved examination grades. Introducing practical applications before presenting theoretical constructs is an effective approach to the teaching of personality scale validation techniques.

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KVAS, Olena, Violeta HORODYSKA, Svitlana IVAKH, Anna FEDOROVYCH, Ivanna ZEMAN, and Iryna SVISTELNYK. "Modeling of Information Support for the Development of Creative Abilities in Students in the Context of Philosophy Education." WISDOM 19, no. 3 (2021): 139–50. http://dx.doi.org/10.24234/wisdom.v19i3.492.

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Creativity is defined as a general ability that combines general intelligence, personality traits, and the ability to think productively. The creativity of psychology students is a mandatory characteristic of a holis- tic personality because of the appropriate psychological and pedagogical conditions and the high level of formation of his professional and personal qualities. The purpose of the article is to systematise the process of increasing the creativity of psychology students with the help of mechanisms and elements of the func- tional model of IDEF0 in the context of the philosophy of e

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32

Ehly, Stewart W., Timothy Z. Keith, Thomas M. Reimers, and Stephen J. DeKrey. "Personality Inventory for Children-Short Form: Useful for Educational Screening?" Journal of Psychoeducational Assessment 4, no. 3 (1986): 203–10. http://dx.doi.org/10.1177/073428298600400303.

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33

Barnett, Mark A. "Commonsense and Research Findings in Personality." Teaching of Psychology 13, no. 2 (1986): 62–64. http://dx.doi.org/10.1207/s15328023top1302_2.

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A total of 377 high school and college students completed the Personality Research Test, a 60-item true-false exam concerning research findings reported in psychology of personality textbooks. The results suggest that much of what personality textbooks purport to teach undergraduates about research findings in the area may already be known to them through common informal experiences.

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34

Miller, Nancy B., and Linda K. Silverman. "Levels of personality development." Roeper Review 9, no. 4 (1987): 221–25. http://dx.doi.org/10.1080/02783198709553056.

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35

Teglasi, Hedwig, April G. Simcox, and Na-Young Kim. "Personality constructs and measures." Psychology in the Schools 44, no. 3 (2007): 215–28. http://dx.doi.org/10.1002/pits.20218.

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Schmidt, Charles P. "Book Review: The Musical Temperament: Psychology and Personality of Musicians." International Journal of Music Education os-27, no. 1 (1996): 56–58. http://dx.doi.org/10.1177/025576149602700107.

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37

Shaver, Phillip, and Clyde Hendrick. "Sex and Gender. Volume 7 in Review of Personality and Social Psychology Series." Family Relations 37, no. 1 (1988): 115. http://dx.doi.org/10.2307/584440.

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38

McAdams, Dan P. "The role of narrative in personality psychology today." Narrative Inquiry 16, no. 1 (2006): 11–18. http://dx.doi.org/10.1075/ni.16.1.04mca.

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Over the past 25 years, narrative theories and methods have helped to revitalize the discipline of personality psychology by providing new tools and concepts for discerning the inner patterning and meaning of human lives and by helping to recontextualize personality studies in terms of culture, gender, class, ethnicity, and the social ecology of everyday life. This article (a) briefly traces recent historical developments in personality psychology as they relate to the increasing influence of narrative approaches; (b) describes a three-tiered conceptual framework for understanding personality

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39

Royadi, Dedi, Mohd Nasrun Mohd Nawi, and Fitria Supyaningsih. "Measurement of Reliability of Test Instruments Through Management of Education and Psychology." Aptisi Transactions on Management (ATM) 2, no. 2 (2018): 149–58. http://dx.doi.org/10.33050/atm.v2i2.788.

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    At this time in the world of work or in job management workers are required to be able to solve problems that mean that in education and psychology management must be able to build or develop instruments in all fields of management. The development of measurement instruments in the field of psychology and education many assume the use of unidimensional measurements, which conceptually formulated that there is one type of ability factor, personality, character, and attitude measured by one measurement instrument. This study aims to allow readers to understand the not

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40

Furnham, Adrian, and Tomas Chamorro-Premuzic. "Personality, intelligence and general knowledge." Learning and Individual Differences 16, no. 1 (2006): 79–90. http://dx.doi.org/10.1016/j.lindif.2005.07.002.

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Zeer, E. F., and E. E. Symanyuk. "Formation of Personalized Neuroeducational Results of Students’ Educational Activities in a Professional School." Izvestia Ural Federal University Journal Series 1. Issues in Education, Science and Culture 27, no. 3 (2021): 124–32. http://dx.doi.org/10.15826/izv1.2021.27.3.062.

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The article analyses the psychological and pedagogical features of personalized neuro-education. In pedagogical psychology, personalized education and neuro-education are considered separately, in the article-in the relationship based on the integration of meta-subject results of educational activity. The meaning-forming factor of their association is the development of personality in the projection of the socio-professional future. Much attention was paid to individual learning trajectories and personalized neuro-educational technologies. The formation of personalized educational results of s

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KLINE, P., and C. COOPER. "RIGID PERSONALITY AND RIGID THINKING." British Journal of Educational Psychology 55, no. 1 (1985): 24–27. http://dx.doi.org/10.1111/j.2044-8279.1985.tb02602.x.

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LAMIELL, JAMES T. "Personality Psychology and the Second Cognitive Revolution." American Behavioral Scientist 36, no. 1 (1992): 88–101. http://dx.doi.org/10.1177/0002764292036001008.

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Stiles, William B., Karen Maitland Schilling, Leonard G. Rorer, et al. "Pluralistic Professional Education: A Modular Curriculum in Clinical Psychology." Teaching of Psychology 19, no. 4 (1992): 211–16. http://dx.doi.org/10.1207/s15328023top1904_2.

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We describe a pluralistic curriculum for doctoral education in clinical psychology. Two successful curricular innovations are highlighted. First, the usual courses in psychopathology, psychological assessment, and intervention are offered as 5-week modules. Each module covers a subtopic within the broader area (e.g., introduction to the Minnesota Multiphasic Personality Inventory as an assessment module and depression as a psychopathology module). Second, students are introduced to alternative psychotherapeutic approaches in practicum courses that integrate didactic material with supervised pr

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Rabinowitz, Fredric E. "Creating the Multiple Personality: An Experiential Demonstration for an Undergraduate Abnormal Psychology Class." Teaching of Psychology 16, no. 2 (1989): 69–71. http://dx.doi.org/10.1207/s15328023top1602_6.

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The social psychological aspects of the multiple personality disorder were demonstrated to an Abnormal Psychology class through the use of role-playing procedures. Three student volunteers played the part of an accused serial killer, and the teacher played the part of a court-appointed clinician to reenact the conditions that might encourage the manifestation of a multiple personality. Following procedures that resembled the interviewing techniques and context of the Hillside Strangler murder case, volunteers acknowledged the presence of more than one personality. The pedagogical and ethical i

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46

Cherepekhina, Olha. "PEDAGOGICAL COMPETENCE AS A COMPONENT OF PROFESSIONALISM OF PSYCHOLOGY TEACHER." Pedagogical Process: Theory and Practice, no. 3-4 (2019): 45–51. http://dx.doi.org/10.28925/2078-1687.2019.3-4.4551.

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The article studies the relevance of research of pedagogical competence of the future teacher of psychology in higher education in the context of professional component of the psychologist. The scientific approaches to the definition of the term «professionalism of the teacher of higher education» are analyzed. The activity approach is associated with the highest levels of excellence in the work, achieved in the arts and skill in professional activity. Personal approach focuses on the systematic organization of consciousness and human psyche, which includes the properties of the person as a wh

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Wicherts, Jelte M., and Harrie C. M. Vorst. "The relation between specialty choice of psychology students and their interests, personality, and cognitive abilities." Learning and Individual Differences 20, no. 5 (2010): 494–500. http://dx.doi.org/10.1016/j.lindif.2010.01.004.

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48

Wood, Robert E., and Nadin Beckmann. "Personality Architecture and the FFM in Organisational Psychology." Applied Psychology 55, no. 3 (2006): 453–69. http://dx.doi.org/10.1111/j.1464-0597.2006.00263.x.

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Embree, Marlowe C. "Implicit Personality Theory in the Classroom: An Integrative Approach." Teaching of Psychology 13, no. 2 (1986): 78–80. http://dx.doi.org/10.1207/s15328023top1302_7.

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In an attempt to increase students' awareness of their own implicit theories of personality, students in a Psychology of Personality course were asked to complete an 18-item questionnaire dealing with various issues in personality. The instructor completed the questionnaire four times, each time taking the role of a prototypical figure in personality theory (Skinner, Freud, Rogers, and Glasser). Student responses were compared to the prototypes as a vehicle for discussing the class's perspective on issues discussed in the course.

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Lykes, M. Brinton, and Abigail J. Stewart. "Evaluating the Feminist Challenge to Research in Personality and Social Psychology: 1963–1983." Psychology of Women Quarterly 10, no. 4 (1986): 393–412. http://dx.doi.org/10.1111/j.1471-6402.1986.tb00764.x.

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Multiple indices for evaluating the feminist challenge in psychology are identified, and provide a context for discussing selected aspects of research in personality and social psychology that reflect the impact of feminism on psychology. Women's involvement in the research process, the types of research methods used, and substantive concerns were examined in selected issues of the Journal of Personality and Social Psychology between 1963 and 1983. Despite a significant increase in the proportion of articles with female authors, there were no clear changes in any of the methodological variable

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