Relevant bibliographies by topics / Maturation (Psychology) Personality development

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  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
  5. Conference papers

Academic literature on the topic 'Maturation (Psychology) Personality development'

Author: Grafiati
Published: 4 June 2021
Last updated: 1 February 2022

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Journal articles on the topic "Maturation (Psychology) Personality development"

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McCrae, Robert R. "The maturation of personality psychology: Adult personality development and psychological well-being." Journal of Research in Personality 36, no. 4 (2002): 307–17. http://dx.doi.org/10.1016/s0092-6566(02)00011-9.

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Van Dijk, Marloes P. A., William W. Hale, Skyler T. Hawk, Wim Meeus, and Susan Branje. "Personality Development from Age 12 to 25 and its Links with Life Transitions." European Journal of Personality 34, no. 3 (2020): 322–44. http://dx.doi.org/10.1002/per.2251.

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During adolescence and young adulthood, individuals show personality changes and experience various life transitions. Whereas personality might affect the timing of life transitions, life transitions might also induce personality maturation. We examined Big Five personality maturation from age 12 to 25 using a 9–year longitudinal study of Dutch youths from two cohorts ( n 1 = 683, MageT1 = 12.70; n 2 = 268, Mage T1 = 16.87). We linked personality maturation to the incidence and timing of four transitions: first romantic relationship, leaving the parental home, first job, and first cohabitation or marriage. Results indicated increases in mean levels, rank–order stabilities and profile stability of personality between age 12 and 25, which were largely replicated across the cohorts. Very few associations between personality and life transitions existed. However, higher mean–level Extraversion predicted leaving the parental home and starting the first romantic relationship, an earlier age when starting the first job, and an earlier average timing of transitions. Regarding social investment effects, we only found that those who never experienced a romantic relationship at age 25 decreased, while those who did increased in profile stability over time. These results suggest that personality consistently matures during adolescence and young adulthood and that higher Extraversion predict greater readiness for new steps towards adulthood.
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Huisman, J., J. D. Bosch, and H. A. Delemarre-V. D. Waal. "Personality Development of Adolescents with Hypogonadotropic Hypogonadism." Psychological Reports 79, no. 3_suppl (1996): 1123–26. http://dx.doi.org/10.2466/pr0.1996.79.3f.1123.

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Hypogonadotropic hypogonadism is a disorder of puberty characterized by absence of spontaneous sexual maturation. 8 male adolescents with this disorder, who were treated with pulsatile GnRH administration, were examined psychologically by means of standardized interviews. Problems were found in the development of independence (specifically relating to own body image and social functioning) and in identity development (particularly on personal characteristics).
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Staudinger, Ursula M., and Ute Kunzmann. "Positive Adult Personality Development." European Psychologist 10, no. 4 (2005): 320–29. http://dx.doi.org/10.1027/1016-9040.10.4.320.

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Abstract. Does personality stay stable after young adulthood or is there continued change throughout middle and later adulthood? For decades, this question has caused heated debate. Over the last couple of years, a consensus has emerged based on recent cross-cultural as well as longitudinal evidence. This consensus confirms that indeed there is personality change in middle and later adulthood. Many authors have labeled this change personality maturation or growth. In somewhat simplified terms the observed pattern is as follows: neuroticism declines, conscientiousness and agreeableness increase. At the same time it has been argued that this pattern of personality change is the result of coping with the developmental tasks of adulthood and, thus, increased adjustment. We would like to examine this practice of equating developmental adjustment with growth and ask how to define personality growth. To answer this question, we consult theories of personality development as well as lifespan theory.
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Costa, Paul T., Robert R. McCrae, and Corinna E. Löckenhoff. "Personality Across the Life Span." Annual Review of Psychology 70, no. 1 (2019): 423–48. http://dx.doi.org/10.1146/annurev-psych-010418-103244.

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Trait stability and maturation are fundamental principles of contemporary personality psychology and have been shown to hold across many cultures. However, it has proven difficult to move beyond these general findings to a detailed account of trait development. There are pervasive and unexplained inconsistencies across studies that may be due to ( a) insufficient attention to measurement error, ( b) subtle but age-sensitive differences in alternative measures of the same trait, or ( c) different perspectives reflected in self-reports and observer ratings. Multiscale, multimethod—and ideally multinational—studies are needed. Several hypotheses have been proposed to account for trait stability and change, but supporting evidence is currently weak or indirect; trait development is a fertile if sometimes frustrating field for theory and research. Beyond traits, there are approaches to personality development that are of interest to students of adult development, and these may be fruitfully addressed from a trait perspective.
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Durbin, C. Emily, Brian M. Hicks, Daniel M. Blonigen, Wendy Johnson, William G. Iacono, and Matt McGue. "Personality Trait Change across Late Childhood to Young Adulthood: Evidence for Nonlinearity and Sex Differences in Change." European Journal of Personality 30, no. 1 (2016): 31–44. http://dx.doi.org/10.1002/per.2013.

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We explored patterns of self–reported personality trait change across late childhood through young adulthood in a sample assessed up to four times on the lower order facets of Positive Emotionality, Negative Emotionality (NEM), and Constraint (CON). Multilevel modelling analyses were used to describe both group– and individual–level change trajectories across this time span. There was evidence for nonlinear age–related change in most traits, and substantial individual differences in change for all traits. Gender differences were detected in the change trajectories for several facets of NEM and CON. Findings add to the literature on personality development by demonstrating robust nonlinear change in several traits across late childhood to young adulthood, as well as deviations from normative patterns of maturation at the earliest ages. Copyright © 2015 European Association of Personality Psychology
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Kornadt, Anna E., Birk Hagemeyer, Franz J. Neyer, and Christian Kandler. "Sound Body, Sound Mind? The Interrelation between Health Change and Personality Change in Old Age." European Journal of Personality 32, no. 1 (2018): 30–45. http://dx.doi.org/10.1002/per.2135.

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Personality development is characterized by increasing maturation, that is, people become more conscientious, agreeable and emotionally stable as they age. In late life, however, these trends seem to be reversed. Because many changes and transitions in older age are related to health, we investigated correlated changes in health problems and personality traits, the sources of health changes in later life and the directionality of effects. Our sample consisted of older adult twins, aged 64–85 years at time 1 ( n = 410; 135 male/275 female; 134 monozygotic/63 dizygotic twin pairs), assessed at two different time points about five years apart, and we ran bivariate latent change and latent change twin model analyses. Increasing health problems were associated with decreases in agreeableness, extraversion, emotional stability and conscientiousness. Changes in health problems were only due to environmental influences, implying that the association between health and personality changes was exclusively environmental. Directional effects were largely absent, but health and personality were significantly related at the second measurement occasion (age 69–89 years). Our results support the link between health change and personality change in late life and spark the assumption of normative personality adaptations to deterioration of health status as a means of developmental regulation. Copyright © 2017 European Association of Personality Psychology
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McCrae, Robert R., Paul T. Costa, Martina Hr̆ebíc̆ková, et al. "Age differences in personality traits across cultures: self‐report and observer perspectives." European Journal of Personality 18, no. 2 (2004): 143–57. http://dx.doi.org/10.1002/per.510.

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Using self‐report measures, longitudinal studies in the US and cross‐sectional studies from many cultures suggest that the broad factors of Neuroticism, Extraversion, and Openness to Experience decline from adolescence to adulthood, whereas Agreeableness and Conscientiousness increase. Data are inconsistent on the rate of change during adulthood, and on the generalizability of self‐report findings to informant ratings. We analysed cross‐sectional data from self‐reports and informant ratings on the Revised NEO Personality Inventory in Czech (N = 705) and Russian (N = 800) samples. Some curvilinear effects were found, chiefly in the Czech sample; informant data generally replicated self‐reports, although the effects were weaker. Although many of the details are not yet clear, there appear to be pan‐cultural trends in personality development that are consistent with the hypothesis of intrinsic maturation. Copyright © 2004 John Wiley & Sons, Ltd.
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Imhof, Eric A., and Robert P. Archer. "Correlates of the MMPI-A Immaturity (IMM) Scale in an Adolescent Psychiatric Sample." Assessment 4, no. 2 (1997): 169–79. http://dx.doi.org/10.1177/107319119700400206.

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The Immaturity ( IMM) scale was developed for the Minnesota Multiphasic Personality Inventory-Adolescent (MMPI-A) to provide an objective measure of ego development or maturation. The present study examines the concurrent validity of the IMM scale based on a residential treatment sample of 66 adolescents, ages 13 through 18 years. Participants were administered the MMPI-A, the Defining Issues Test (DIT), a short form of the Washington University Sentence Completion Test (WUSCT), the Extended Objective Measure of Ego Identity Status-2nd Revision (EOM-EIS-2), and standardized measures of intelligence and reading ability. The results of this study provide evidence of the concurrent validity of the IMM scale, and a number of correlate descriptors are reported for the IMM scale.
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Enns, Carolyn Zerbe. "Twenty Years of Feminist Counseling and Therapy." Counseling Psychologist 21, no. 1 (1993): 3–87. http://dx.doi.org/10.1177/0011000093211001.

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This article summarizes the history and current status of feminist counseling and psychotherapy. It describes the formation and development of feminist therapy during the 1970s, compares early commitments with aspects of change and maturation during the second decade, and reviews areas of agreement and disagreement during the 1980s and early 1990s. Initial feminist efforts resulted in the creation of an overarching philosophical framework for feminist psychotherapy. The second decade was marked by rapid expansion and the application of feminist therapy to diverse populations and problems as well as the integration of feminist philosophy with mainstream psychotherapeutic systems. Feminist therapists developed more complex models of personality, diagnosis, and ethical behavior and engaged in the examination and revision of early commitments. This review draws on the literatures of both social work and psychology and discusses the contribution of counseling psychologists to feminist therapy. It also addresses theoretical issues, research, training needs, and the role of advocacy and activism in feminist therapy.
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Dissertations / Theses on the topic "Maturation (Psychology) Personality development"

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Geise, Aaron C. "Personal growth and personality development well-being and ego development /." Diss., Columbia, Mo. : University of Missouri-Columbia, 2008. http://hdl.handle.net/10355/5667.

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Thesis (M.A.)--University of Missouri-Columbia, 2008.<br>The entire dissertation/thesis text is included in the research.pdf file; the official abstract appears in the short.pdf file (which also appears in the research.pdf); a non-technical general description, or public abstract, appears in the public.pdf file. Title from title screen of research.pdf file (viewed on August 12, 2009) Includes bibliographical references.
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Phebus, John B. "Development of traits and motives across the lifespan." Click here for download, 2008. http://proquest.umi.com/pqdweb?did=1490083931&sid=1&Fmt=2&clientId=3260&RQT=309&VName=PQD.

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Colborn, Robert Mark. "Adult Development of Positive Personality Traits Through Character Formation Mentoring." ScholarWorks, 2016. https://scholarworks.waldenu.edu/dissertations/2442.

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Positive psychologists have published hundreds of empirical studies correlating positive personality traits with improved outcomes in mental health, physical health, academic and career success, resilience, relationships, and personal happiness. But there remains a dearth of research on the emergence and development of positive personality traits. This grounded theory, qualitative research sought to discover whether positive personality traits can be developed in adult mentoring relationships. Sixteen participants responded in structured interviews about the benefits of their mentoring experiences, and in addition to performing coding analysis as described by Strauss and Corbin (1990), the researcher also compared the answers to Peterson and Seligman's taxonomy of positive traits (2004). Unprompted participant responses overwhelmingly asserted increase of positive traits, as well as five other benefit categories. Improved traits appeared across a wide range of mentee characteristics, and situations, including negative ones, as long as mentors communicated unconditional positive regard and possessed desirable competencies. Social considerations of this research include the possibility that, in combination with therapies to address negative aspects of a client situation, therapists using intentional positive trait development could support recovery, resilience, hope, wisdom, thriving, and all of the benefits positive psychology has correlated to the presence of positive personality traits. Future studies building on this research may include a longitudinal study to understand what situations and character types are most conducive for positive trait development, as well as questions regarding which traits appear in which mentoring situations.
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Watson, Jackie R. (Jackie Rieves). "An Investigation of the Relationship Between Personality and the Use of Learning During the Life Transitions of Adults." Thesis, North Texas State University, 1985. https://digital.library.unt.edu/ark:/67531/metadc331609/.

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In a three stage investigation the relationship between personality type and the use of learning as a coping device during the life transitions of adults was studied. Based on the assumption that a paper and pencil device could be constructed to achieve the same or nearly the same results that have been achieved through interviews with adult learners, the first two stages of this investigation involved the construction and validation of an instrument, the Adult Development Learning Inventory (ADLI), to measure the use of learning during life transitions of adults. The inventory has five subsections: a demographic profile, Life Events, Coping Strategies, Learning Activities, and Adulthood Tasks. Content validity of the ADLI was established through both the theory based in adult learning and developmental psychology and the panel of experts. Construct validation tools included principal component factor analysis and the Kruskal-Wallis ANOVA with age as the variable of discrimination. The instrument was capable of differentiating among age groups' perception of the tasks in the adult life cycle. For internal consistency, reliability estimates ranged from .83 to .94 for the subsections of the ADLI. Stage III of the investigation explored the relationship between the ADLI and personality as measured by the Myers-Briggs Type Indicator (MBTI) which was based on the typology suggested by Carl Jung. The findings suggested only limited relationships between personality and the extent of learning activities. Specifically adults with the dominant function of Intuition can be categorized as high activity learners. The results of limited relationships between learning and personality type can perhaps be attributed to the fact that overwhelmingly (98%) these adult samples were involved in some type of learning not in spite of their life circumstances but because of them.
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Flint-Taylor, Jill Verena. "Career development : personality, the organizational context and their interaction." Thesis, King's College London (University of London), 1998. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.299291.

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Scotten, Sandey A. "A study of the impact and value of a personal development program on adolescents." Thesis, University of British Columbia, 1988. http://hdl.handle.net/2429/28279.

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Adolescence has been characterized as a formative time of stress, anxiety, and change. Any index of adolescent development confirms the fact that this is a difficult developmental period. Youths are dealing with demands from a myriad of directions and thus require guidance and skill to optimally grow through this stage. An affective, personal development program designed to address adolescent needs is investigated in this study. Although the literature supports the need for affective, developmental education, little empirical evidence exists to document the impact, value and validity of such educational programs. This study tested a hypothesis that an affective, personal development program would enhance the overall psychological well-being of adolescent participants. A secondary hypothesis was that this educational training would have a differential outcome for gender. Sixty nine subjects, aged fourteen to nineteen, completed the Personal Orientation Inventory: 37 females, 26 males, and 6 returnees. The POI is purported to measure positive mental health; the interviews and questionnaires were designed to reflect the participants' self-perceived gains. Statistical analyses indicated significant positive changes on all POI scales for the pooled male and female scores. Gender differences were found, favoring females, on the two POI major scales and six of the ten subscales. All findings, qualitative and quantitative, indicate that an affective personal development program does enhance personal and interpersonal growth, thus the overall psychological well-being of adolescents. This program, although beneficial to both males and females, appears to have a more favorable outcome for females.<br>Education, Faculty of<br>Curriculum and Pedagogy (EDCP), Department of<br>Graduate
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Bullock, Robert. "The Development of Job-Based Psychological Ownership." Thesis, Seattle Pacific University, 2016. http://pqdtopen.proquest.com/#viewpdf?dispub=10002516.

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<p> Psychological ownership has come to light as an important state with strong implications on employee attitudes and behaviors. However, relatively little attention has been paid towards the process by which employees come to develop feelings of psychological ownership towards their work, particularly regarding the role played by individual traits in this process. Ownership theorists claim that personality and disposition should matter (Mayhew, Ashkanasy, Bramble, &amp; Gardner, 2007; Pierce &amp; Jussila, 2011), yet these claims remain largely untested. The purpose of the current investigation is to address these gaps by exploring how employee disposition and job design contribute to the development of job-based psychological ownership. Employing a cross-sectional approach, data were collected using an online survey where participants were asked to complete measures of trait positive affectivity (PA), job characteristics, work experiences, and job-based psychological ownership. Because the study focused on job-related phenomenon, participants were required to work full-time in a location other than their home to be considered for this study. The final 426 participants (60.4% male, 39.6% female) had an average tenure of 5.04 years (SD = 5.03) and represented a wide range of industries and job levels (23.7% entry-level, 31.0% individual contributor, 17.8% supervisory, 10.8% mid-level manager, 2.8% senior manager, 13.8% technical or professional). Hypotheses were tested using bootstrapped regression analyses and structural equation modeling. Results indicated that job autonomy has a positive effect on job-based psychological ownership (B = 0.501, CI 0.415 to 0.594) through three mediated paths: investment of ideas, effort, and self into one&rsquo;s work (B = 0.252, CI 0.178 to 0.349), experienced control and influence over one&rsquo;s work (B = 0.214, CI 0.137 to 0.293), and intimate knowledge and understanding of one&rsquo;s job (B = 0.036, CI 0.003 to 0.082). Employee PA significantly moderated the mediated path from autonomy to ownership through experienced control (Index of ModMed = 0.017, CI 0.000 to 0.045), such that control mattered more for high-PA employees. Exploratory analyses suggest that PA may play a dual role &ndash; as a moderator of autonomy&rsquo;s effects on control (B = 0.052, CI 0.009 to 0.100), and as an indirect effect on ownership itself. For example, high-PA employees reported greater investment of self in their work, which in turn predicted job-based psychological ownership (B = 0.255, CI 0.177 to 0.361). Ultimately, job autonomy stood out as having a particularly strong and consistent positive effect on job-based psychological ownership. Results suggest that all employees, from the most enthusiastic to the most apathetic can experience this positive psychological state. That is, as long as they are afforded a high level of autonomy in deciding how to plan and carry out their work.</p>
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Pullmann, Helle. "The development of intelligence and personality traits among Estonian schoolchildren." Tartu : Tartu University Press, 2005. http://catalog.hathitrust.org/api/volumes/oclc/68813466.html.

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Kail, Eric Guy. "Does Personality Predict Perceived Performance Change Following a Leader Development Intervention?" NCSU, 2007. http://www.lib.ncsu.edu/theses/available/etd-03142007-130439/.

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The purpose of the research has been to investigate personality as a predictor for perceived performance change following a leader training program. A sample of 363 leaders attended a five day leader development training program at a centralized location. Approximately 90-120 days after returning to work in their organizations, participating leader received a 360-degree assessment in order to determine that amount of perceived performance change. Personality was measured using the CPI260, and results were mapped onto the Five Factor model of personality. Personality was investigated both as dimensions of the Five Factor model and as types. Personality types were determined via cluster analysis. Personality was further investigated as a moderating the relationship between self-other rating discrepancy and perceived performance change. Results suggest that personality, either by dimension or type, can be used as a predictor in determining perceived performance change following a leader development intervention. Personality was not found to moderate the relationship between self-other rating discrepancy and perceived performance change. Implications for theory and practice as well as recommendations for further research are presented.
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Killingsworth, Scott Adamson. "Learning orientation : college climate antecedents, development-related outcomes, and malleability." Thesis, Georgia Institute of Technology, 2000. http://hdl.handle.net/1853/28981.

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Books on the topic "Maturation (Psychology) Personality development"

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Wrightsman, Lawrence S. Personality development in adulthood. Sage Publications, 1988.

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Psychoanalytische Entwicklungspsychologie, oder, Die Schwierigkeit, erwachsen zu werden. Haag + Herchen, 1987.

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James, Oliver. They f*** you up: How to survive family life. Marlowe & Co., 2006.

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Salm, Arthur. Anyway*: *a story about me with 138 footnotes, 27 exaggerations, and 1 plate of spaghetti. Simon & Schuster Books for Young Readers, 2013.

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Salm, Arthur. Anyway: *a story about me with 138 footnotes, a few exaggerations, and 1 plate of spaghetti. Simon & Schuster Books for Young Readers, 2012.

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Kundu, C. L. Personality development. Sterling Publishers Private Ltd., 1989.

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Shaffer, David. Social & personality development. 3rd ed. Brooks/Cole, 1994.

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David, Magnusson, ed. Pubertal maturation in female development. L. Erlbaum Associates, 1990.

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The personal development group: The students' guide. Karnac, 2008.

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T, Costa Paul, and McCrae Robert R, eds. Personality in adulthood. Guilford Press, 1990.

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Book chapters on the topic "Maturation (Psychology) Personality development"

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McAdams, Dan P. "The Development of a Narrative Identity." In Personality Psychology. Springer US, 1989. http://dx.doi.org/10.1007/978-1-4684-0634-4_12.

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Ben-Porath, Yossef S., and James N. Butcher. "The Historical Development of Personality Assessment." In Clinical Psychology. Springer US, 1991. http://dx.doi.org/10.1007/978-1-4757-9715-2_5.

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Attwood, Lynne. "Soviet Psychology and Personality Development." In The New Soviet Man and Woman. Palgrave Macmillan UK, 1990. http://dx.doi.org/10.1007/978-1-349-21030-5_3.

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Helson, Ravenna. "Personality development: Adulthood and aging." In Encyclopedia of psychology, Vol. 6. American Psychological Association, 2000. http://dx.doi.org/10.1037/10521-039.

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Fonagy, Peter. "Personality development: Infancy and early childhood." In Encyclopedia of psychology, Vol. 6. American Psychological Association, 2000. http://dx.doi.org/10.1037/10521-037.

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Asendorpf, Jens B. "Personality development: Middle childhood and adolescence." In Encyclopedia of psychology, Vol. 6. American Psychological Association, 2000. http://dx.doi.org/10.1037/10521-038.

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Izard, Carroll E. "Interest-Excitement: Development, Social Relations, and Personality." In The Psychology of Emotions. Springer US, 1991. http://dx.doi.org/10.1007/978-1-4899-0615-1_5.

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Gottesman, Irving I. "Postscript: Eyewitness to the Maturation of Behavioral Genetics." In Behavior genetics principles: Perspectives in development, personality, and psychopathology. American Psychological Association, 2004. http://dx.doi.org/10.1037/10684-014.

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Wang, Wei-Dong, Fan Feng, Xue-Yu Lv, et al. "The Theory and Practice of Personality Development Measurements." In Quantitative Psychology Research. Springer International Publishing, 2016. http://dx.doi.org/10.1007/978-3-319-38759-8_29.

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Whitbourne, Susan Krauss. "Adulthood and aging: Personality processes and development." In Encyclopedia of psychology, Vol. 1. American Psychological Association, 2000. http://dx.doi.org/10.1037/10516-022.

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Conference papers on the topic "Maturation (Psychology) Personality development"

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Akopov, Garnik V. "CONTEMPLATION: THE RATIO OF CONSCIOUS AND UNCONSCIOUS." In International Psychological Applications Conference and Trends. inScience Press, 2021. http://dx.doi.org/10.36315/2021inpact010.

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"In psychological science, the concept of contemplation is not included in the most important categories of psychology, such as activity, consciousness, personality. The dictionary meanings of the term “contemplation” are ambiguous. In psychology, in addition to the categorical analysis of contemplation (S.L. Rubinstein) and its attribution to fundamental concepts (A.V. Brushlinsky), there are also interpretations of contemplation, which are synonymous to intuition (A. Bergson) and meditation (V.F. Petrenko, Han F. De Wit), insight (preconceptual thinking - T.K. Rulina), mystical states (W. James, P.S. Gurevich). Contemplation, unlike intuition, meditation and insight, does not have a previous reportable history. In our studies, contemplation is considered as an unconscious mental phenomenon that exists in the forms of a process, state, and also the properties of an individual (contemplative personality). Not coinciding with the processes of attention, memory, perception, thinking, etc., contemplation, however, is activated on their basis. The difference lies in the uncontrollability of this process, since its contents are not presented to consciousness. Therefore, contemplation is also different from dreams, experiences, intentions and other internally substantive mental phenomena. Despite the fact that consciousness does not have access to the content of contemplation (access-consciousness), the process itself is realized by man. In this we see the difference between contemplation as unconscious activity and Freudian understanding of the unconscious. Other differences are: involuntary entry and random exit from the state of contemplation; emotional equipotentiality of contemplation, i.e. the invariability of the emotional background of contemplation from the beginning to the exit from it. In ontogenesis, contemplation is most clearly represented in infancy, in youth, and in old age, as well as during periods of age and other life crises. Reminiscences of students record the age range from 11 to 17 years as the most saturated with contemplation; least at the age of 6-8 years (L.S. Akopian). Contemplation as an unconscious activity periodically replaces purposeful activity, contributing to the maturation, correction, transformation of the person’s life meanings in their micro-, meso- and macro-macro dimensions. Contemplation also fulfills the function of partially liberating oneself from an excess of affairs, concerns, plans, aspirations, and other forms of conscious activity. The development of practice-oriented forms of actualization of contemplation will expand the range of psychotherapeutic methods."
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Martsinkovskaya, T. "Aesthetic Paradigm In Personality Psychology." In Psychology of subculture: Phenomenology and contemporary tendencies of development. Cognitive-Crcs, 2019. http://dx.doi.org/10.15405/epsbs.2019.07.44.

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Martsinkovskaya, T. "Information Approach To Personal Development." In Psychology of Personality: Real and Virtual Context. European Publisher, 2020. http://dx.doi.org/10.15405/epsbs.2020.11.02.53.

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Emelin, Vadim. "Development And Validation Of The Radical Attitudes Questionnaire." In Psychology of Personality: Real and Virtual Context. European Publisher, 2020. http://dx.doi.org/10.15405/epsbs.2020.11.02.26.

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Sapogova, Elena E. "Adulthood Crises: Experience, Coping, Resource Of Personal Development." In Psychology of Personality: Real and Virtual Context. European Publisher, 2020. http://dx.doi.org/10.15405/epsbs.2020.11.02.84.

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Semenova, Faizura. "Communicative Competence As A Resource Of Teenagers`Personal Development." In Psychology of Personality: Real and Virtual Context. European Publisher, 2020. http://dx.doi.org/10.15405/epsbs.2020.11.02.86.

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Shcherbakov, Andrey Viktorovich. "Conditions Of The Teacher’S Professional Skills Development As An Educator." In Psychology of Personality: Real and Virtual Context. European Publisher, 2020. http://dx.doi.org/10.15405/epsbs.2020.11.02.89.

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Tkachenko, I. V. "Resources Of Personality Development As A Factor Of Its Stress Resistance." In Psychology of Personality: Real and Virtual Context. European Publisher, 2020. http://dx.doi.org/10.15405/epsbs.2020.11.02.98.

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Alieva, Evelina F. "Methodological Approaches To Development Of Social And Communicative Personality Development Programs." In Psychology of subculture: Phenomenology and contemporary tendencies of development. Cognitive-Crcs, 2019. http://dx.doi.org/10.15405/epsbs.2019.07.4.

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Guseltseva, M. "Transdisciplinary Approach To The Study Of Personal Development In Digital Everyday Life." In Psychology of Personality: Real and Virtual Context. European Publisher, 2020. http://dx.doi.org/10.15405/epsbs.2020.11.02.38.

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