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

Author: Grafiati

Published: 4 June 2021

Last updated: 1 February 2022

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1

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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2

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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3

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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8

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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9

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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10

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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Rudolph, Karen D., and Wendy Troop-Gordon. "Personal-accentuation and contextual-amplification models of pubertal timing: Predicting youth depression." Development and Psychopathology 22, no. 2 (2010): 433–51. http://dx.doi.org/10.1017/s0954579410000167.

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AbstractThis research examined personal-accentuation and contextual-amplification models of pubertal timing, wherein personal and contextual risks magnify the effects of earlier pubertal maturation on youth depression. A sample of 167 youths (M age = 12.41 years, SD = 1.19) and their maternal caregivers completed semistructured interviews and questionnaires at two waves. Consistent with a personal-accentuation model, earlier pubertal maturation more strongly predicted subsequent depression in youths with prior depression, certain personality traits, and maladaptive stress responses than in youths without these personal risks. Several of these effects were specific to earlier-maturing girls. Consistent with a contextual-amplification model, earlier pubertal maturation more strongly predicted subsequent depression in youths exposed to recent maternal depression and family stress than in youths without these contextual risks. These findings identify key characteristics of youths and their family context that help to explain individual variation in depressive reactions to earlier pubertal maturation. More broadly, this research contributes to integrative models of depression that consider the interplay among personal vulnerability, contextual risk, and developmental transitions.

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Dixon, Paul W. "Axiomatic Construction for Language Creativity and Self-Actualization." Perceptual and Motor Skills 77, no. 1 (1993): 203–6. http://dx.doi.org/10.2466/pms.1993.77.1.203.

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Piagetian theory views intellective development in children as the unfolding of the axioms which form the basis of symbolic logic through maturation and learning. The modern derivation of set theory from these axioms may be seen as a model of how we formulate valid inferences. The axiomatic construction of the aleph null as equal to 1, which may be derived from the Cantorian algebra, can be used to extend the axiomatic basis of propositional calculus seen as the epistemological root of human knowledge by Piaget. A central postulation regarding natural languages proposed by Chomsky is the creative aspect of language. This axiomatic construction for the Continuum Hypothesis of Gregor Cantor, which permits a nonconfirmatory decision regarding this hypothesis, may be generalized to account for the various aspects of creativity in personality theory, forming (as an extension to Piaget's theory) essential mechanisms of cognition, language behaviour, and self-actualization.

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Manuck, Stephen B., Anna E. Craig, Janine D. Flory, Indrani Halder та Robert E. Ferrell. "Reported early family environment covaries with menarcheal age as a function of polymorphic variation in estrogen receptor-α". Development and Psychopathology 23, № 1 (2011): 69–83. http://dx.doi.org/10.1017/s0954579410000659.

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AbstractAge at menarche, a sentinel index of pubertal maturation, was examined in relation to early family relationships (conflict, cohesion) and polymorphic variation in the gene encoding estrogen receptor-α (ESR1) in a midlife sample of 455 European American women. Consistent with prior literature, women who reported being raised in families characterized by close interpersonal relationships and little conflict tended to reach menarche at a later age than participants reared in families lacking cohesion and prone to discord. Moreover, this association was moderated byESR1variation, such that quality of the family environment covaried positively with menarcheal age among participants homozygous for minor alleles of the twoESR1polymorphisms studied here (rs9304799, rs2234693), but not among women of otherESR1genotypes. In addition, (a) family relationship variables were unrelated toESR1variation, and (b) genotype-dependent effects of childhood environment on age at menarche could not be accounted for by personality traits elsewhere shown to explain heritable variation in reported family conflict and cohesion. These findings are consistent with theories of differential susceptibility to environmental influence, as well as the more specific hypothesis (by Belsky) that girls differ genetically in their sensitivity to rearing effects on pubertal maturation.

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14

Bleidorn, Wiebke, Theo A. Klimstra, Jaap J. A. Denissen, Peter J. Rentfrow, Jeff Potter, and Samuel D. Gosling. "Personality Maturation Around the World." Psychological Science 24, no. 12 (2013): 2530–40. http://dx.doi.org/10.1177/0956797613498396.

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Baumert, Anna, Manfred Schmitt, Marco Perugini, et al. "Integrating Personality Structure, Personality Process, and Personality Development." European Journal of Personality 31, no. 5 (2017): 503–28. http://dx.doi.org/10.1002/per.2115.

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In this target article, we argue that personality processes, personality structure, and personality development have to be understood and investigated in integrated ways in order to provide comprehensive responses to the key questions of personality psychology. The psychological processes and mechanisms that explain concrete behaviour in concrete situations should provide explanation for patterns of variation across situations and individuals, for development over time as well as for structures observed in intra–individual and inter–individual differences. Personality structures, defined as patterns of covariation in behaviour, including thoughts and feelings, are results of those processes in transaction with situational affordances and regularities. It cannot be presupposed that processes are organized in ways that directly correspond to the observed structure. Rather, it is an empirical question whether shared sets of processes are uniquely involved in shaping correlated behaviours, but not uncorrelated behaviours (what we term ‘correspondence’ throughout this paper), or whether more complex interactions of processes give rise to population–level patterns of covariation (termed ‘emergence’). The paper is organized in three parts, with part I providing the main arguments, part II reviewing some of the past approaches at (partial) integration, and part III outlining conclusions of how future personality psychology should progress towards complete integration. Working definitions for the central terms are provided in the appendix. Copyright © 2017 European Association of Personality Psychology

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den Boer, Liselotte, Theo A. Klimstra, Susan J. T. Branje, Wim H. J. Meeus, and Jaap J. A. Denissen. "Personality Maturation during the Transition to Working Life: Associations with Commitment as A Possible Indicator of Social Investment." European Journal of Personality 33, no. 4 (2019): 456–67. http://dx.doi.org/10.1002/per.2218.

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The social investment theory (SIT) proposes that personality maturation is triggered by transitions into age–graded roles and psychological commitment to these roles. The present study examines the predictions of SIT by focusing on the transition from student life to working life. We analysed three–wave longitudinal data and compared participants who made the transition into working life ( N = 226), participants who combined education with work ( N = 387), and participants who did not make the transition at all ( N = 287). In contrast to the predictions of SIT, we found no differences in personality maturation between individuals who made the transition into working life and those who did this only partly or not at all. Psychological commitment to work did not explain individual differences in personality maturation for those who made the transition (partly) into working life after controlling for multiple testing. Therefore, the present study did not support the predictions of SIT. © 2019 The Authors European Journal of Personality published by John Wiley & Sons Ltd on behalf of European Association of Personality Psychology

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17

Baumert, Anna, Manfred Schmitt, and Marco Perugini. "Towards an explanatory personality psychology: Integrating personality structure, personality process, and personality development." Personality and Individual Differences 147 (September 2019): 18–27. http://dx.doi.org/10.1016/j.paid.2019.04.016.

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18

Geukes, Katharina, Maarten van Zalk, and Mitja D. Back. "Understanding personality development." International Journal of Behavioral Development 42, no. 1 (2017): 43–51. http://dx.doi.org/10.1177/0165025416677847.

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While personality is relatively stable over time, it is also subject to change across the entire lifespan. On a macro-analytical level, empirical research has identified patterns of normative and differential development that are affected by biological and environmental factors, specific life events, and social role investments. On a micro-analytical level, however, little is known about the underlying processes driving personality development. We provide an integrative state process model of personality development that incorporates and builds on previous process approaches to personality. It integrates this micro-analytical state perspective into the well-established macro-analytical understanding of personality trait development. Specifically, we distinguish three domains of individual differences in (the level of and contingencies between) state processes: (1) Goals and Strategies, (2) Actions and Experiences, and (3) Evaluations and Reflections. These process domains build a continuous sequence, with each domain guiding state processes in the next. Each process domain itself and their dependencies within the succession may be subject to change, thereby reflecting normative (in the case of shared development in state processes) and/or differential trait development (in the case of unique development in state processes). Well-established effects of environmental and biological structures, social roles, age, and life events on personality trait development can be explained by systematic links of these macro-level determinants to the outlined micro-level state processes. This integrative, process-based approach is thought to provide a conceptual basis for empirical research aiming at a comprehensive and fine-grained process understanding of personality development across the lifespan.

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19

Rothbart, Mary K. "Temperament, Development, and Personality." Current Directions in Psychological Science 16, no. 4 (2007): 207–12. http://dx.doi.org/10.1111/j.1467-8721.2007.00505.x.

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Understanding temperament is central to our understanding of development, and temperament constructs are linked to individual differences in both personality and underlying neural function. In this article, I review findings on the structure of temperament, its relation to the Big Five traits of personality, and its links to development and psychopathology. In addition, I discuss the relation of temperament to conscience, empathy, aggression, and the development of behavior problems, and describe the relation between effortful control and neural networks of executive attention. Finally, I present research on training executive attention.

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20

Collins, W. A., and M. R. Gunnar. "Social and Personality Development." Annual Review of Psychology 41, no. 1 (1990): 387–416. http://dx.doi.org/10.1146/annurev.ps.41.020190.002131.

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21

Jacobs, Gerard A. "The development and maturation of humanitarian psychology." American Psychologist 62, no. 8 (2007): 932–41. http://dx.doi.org/10.1037/0003-066x.62.8.932.

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22

Hartup, Willard W., and Cornelis F. M. Van Lieshout. "Personality Development in Social Context." Annual Review of Psychology 46, no. 1 (1995): 655–87. http://dx.doi.org/10.1146/annurev.ps.46.020195.003255.

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23

Caspi, Avshalom, Brent W. Roberts, and Rebecca L. Shiner. "Personality Development: Stability and Change." Annual Review of Psychology 56, no. 1 (2005): 453–84. http://dx.doi.org/10.1146/annurev.psych.55.090902.141913.

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24

Jackson, Douglas N. "Personality Development and Nonlinear Models." Psychological Inquiry 4, no. 1 (1993): 30–33. http://dx.doi.org/10.1207/s15327965pli0401_5.

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Pulkkinen, Lea. "Life‐styles in personality development." European Journal of Personality 6, no. 2 (1992): 139–55. http://dx.doi.org/10.1002/per.2410060206.

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The concept of life‐style was introduced as an integrative concept for the individual's personality characteristics, life attitudes, and everyday activities. Antisocial (AL) and socially adaptable (SAL) life‐styles were analysed based on the Jyväskylä Longitudinal data. The original sample consisted of 196 boys and 173 girls aged 8 years; 87 percent of them were followed up to the age of 26. Male life‐styles defined at age 26 by illicit behaviour and career orientation were compared and their developmental prerequisites at ages 8 and 14 were examined. The results showed that (1) dispositional, cognitive, and behavioural approaches to personality could be linked for the analysis of individual life‐styles; (2) individuals with AL compared with SAL were higher in neuroticism, more pessimistic, and more often problem drinkers and consumers of popular culture; (3) adult life‐styles were predictable on the basis of coping behaviour in childhood; (4) upbringing was related to adult life‐styles; and (5) adult life‐styles were rooted in distinctive patterns of adjustment in childhood and adolescence.

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26

Draper, Patricia, and Jay Beisky. "Personality Development in Evolutionary Perspective." Journal of Personality 58, no. 1 (1990): 141–61. http://dx.doi.org/10.1111/j.1467-6494.1990.tb00911.x.

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27

Birtchnell, John. "A theory of personality development." Personality and Individual Differences 18, no. 3 (1995): 449. http://dx.doi.org/10.1016/0191-8869(95)90049-7.

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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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Anderson, Ruth. "Role relationships and personality development." Early Child Development and Care 55, no. 1 (1990): 81–88. http://dx.doi.org/10.1080/0300443900550112.

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Ceballos, Natalie A., Rebecca J. Houston, Victor M. Hesselbrock, and Lance O. Bauer. "Brain Maturation in Conduct Disorder versus Borderline Personality Disorder." Neuropsychobiology 53, no. 2 (2006): 94–100. http://dx.doi.org/10.1159/000092217.

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Sutin, A. R., A. B. Zonderman, L. Ferrucci, and A. Terracciano. "Personality Traits and Chronic Disease: Implications for Adult Personality Development." Journals of Gerontology Series B: Psychological Sciences and Social Sciences 68, no. 6 (2013): 912–20. http://dx.doi.org/10.1093/geronb/gbt036.

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Dudek, Stephanie Z., Michael Strobel, and Antoinette D. Thomas. "Chronic Learning Problems and Maturation." Perceptual and Motor Skills 64, no. 2 (1987): 407–29. http://dx.doi.org/10.2466/pms.1987.64.2.407.

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An analysis of test scores of a longitudinal sample of normal children, who placed in the lowest quartile of the class on the California Achievement Test and children in the highest quartile yielded significant differences on three perceptual-motor tests and on Piaget's preoperational and precausal tests at Kindergarten level. Although matched for IQ in Kindergarten, significant IQ differences appeared in Grade 1 and continued to increase over 5 yr., as those on other tests. Cattell's Early School Personality Questionnaire indicated that low achievers were significantly less mature and more tense and anxious than high achievers from Grades 1 through 5. Maturational lag is hypothesized for retardation of learning.

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Apostal, Robert A. "Status of Career Development and Personality." Psychological Reports 63, no. 3 (1988): 707–14. http://dx.doi.org/10.2466/pr0.1988.63.3.707.

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This study examined Myers-Briggs Type Indicator scores of men and women college students in a course on career development across selected variables related to career status. The variables were decidedness on college major, expressed interests and perceived competencies. The Indicator and an information form on career status were administered. Scores were converted to continuous scores on each of the four scales, Extraversion-Introversion, Sensing-Intuition, Thinking-Feeling, and Judgment-Perception. Also, regular scoring procedures classified subjects into personality type and combination type categories. Career status and personality relationships were then examined using analysis of variance and chi squared. Several significant relationships were found and their use for personality and self-concept exploration in career development was supported.

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34

Rothbart, Mary K., and Stephan A. Ahadi. "Temperament and the development of personality." Journal of Abnormal Psychology 103, no. 1 (1994): 55–66. http://dx.doi.org/10.1037/0021-843x.103.1.55.

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Jensen-Campbell, Lauri A., Katie A. Gleason, Ryan Adams, and Kenya T. Malcolm. "Interpersonal Conflict, Agreeableness, and Personality Development." Journal of Personality 71, no. 6 (2003): 1059–86. http://dx.doi.org/10.1111/1467-6494.7106007.

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Thorne, Avril. "Personal Memory Telling and Personality Development." Personality and Social Psychology Review 4, no. 1 (2000): 45–56. http://dx.doi.org/10.1207/s15327957pspr0401_5.

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Although personal memories have been appreciated bypsychologists for nearly a century, their significance for personality development has tended to be relegated to internalized representations of early childhood experiences. Recent research, however, suggests that adolescence and early adulthood are the most memorable parts of the life span and perhaps the broadest period of memory telling. This article integrates recent work in cognitive and developmental psychology into a framework for studying how and why tellers proffer and make sense of momentous emotional events, and how families and friends collude in self-making. Promising areas for future research include individual differences in readiness for memory telling, gendered ecologies of memory telling, the developmental significance of parents' stories, and reconciling personal memories and personality traits. Personal memory telling is not just for fun and entertainment, but, more important, drives social and emotional development in concrete moments of social life.

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Nallan, Gary B. "Review of Social and Personality Development." Contemporary Psychology: A Journal of Reviews 40, no. 5 (1995): 484. http://dx.doi.org/10.1037/003680.

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Fabry, R. "Adult personality development: Applications volume 2." Personality and Individual Differences 17, no. 5 (1994): 725. http://dx.doi.org/10.1016/0191-8869(94)90157-0.

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Mccormick, Iain, and Giles St J. Burch. "Personality-focused coaching for leadership development." Consulting Psychology Journal: Practice and Research 60, no. 3 (2008): 267–78. http://dx.doi.org/10.1037/1065-9293.60.3.267.

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Diehl, Manfred, and Karen Hooker. "Adult Personality Development: Dynamics and Processes." Research in Human Development 10, no. 1 (2013): 1–8. http://dx.doi.org/10.1080/15427609.2013.760256.

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McAdams, Dan P. "Tracing Three Lines of Personality Development." Research in Human Development 12, no. 3-4 (2015): 224–28. http://dx.doi.org/10.1080/15427609.2015.1068057.

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Lüdtke, Oliver, Ulrich Trautwein, and Nicole Husemann. "Goal and Personality Trait Development in a Transitional Period: Assessing Change and Stability in Personality Development." Personality and Social Psychology Bulletin 35, no. 4 (2009): 428–41. http://dx.doi.org/10.1177/0146167208329215.

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Schmidt, Louis A. "Personality development from multiple perspectives and contexts." New Ideas in Psychology 53 (April 2019): 1. http://dx.doi.org/10.1016/j.newideapsych.2018.08.002.

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Le, Kimdy, M. Brent Donnellan, and Rand Conger. "Personality Development at Work: Workplace Conditions, Personality Changes, and the Corresponsive Principle." Journal of Personality 82, no. 1 (2013): 44–56. http://dx.doi.org/10.1111/jopy.12032.

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Blackburn, Ronald. "Personality Assessment in Violent Offenders: The Development of the Antisocial Personality Questionnaire." Psychologica Belgica 39, no. 2-3 (1999): 87. http://dx.doi.org/10.5334/pb.946.

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Gifford, Robert. "Environmental Psychology and Sustainable Development: Expansion, Maturation, and Challenges." Journal of Social Issues 63, no. 1 (2007): 199–212. http://dx.doi.org/10.1111/j.1540-4560.2007.00503.x.

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Epstein, Seymour. "Recommendations for the Future Development of Personality Psychology." Journal of Research in Personality 30, no. 3 (1996): 435–46. http://dx.doi.org/10.1006/jrpe.1996.0031.

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McAdams, Dan P. "Three Lines of Personality Development." European Psychologist 20, no. 4 (2015): 252–64. http://dx.doi.org/10.1027/1016-9040/a000236.

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Abstract. The paper outlines a new and broadly inclusive conceptual itinerary for the scientific study of personality development across the human life course. From the standpoint of the person as a social actor, a first line of development runs from the temperament dimensions observed in infancy through the establishment of adult personality traits, tracking a movement toward greater elaboration and regulation of the person’s socio-emotional performance style. A second line of development traces continuity and change in the motivated agent, running from the child’s consolidation of theory of mind, through an age 5–7 shift, to the articulation in adolescence and adulthood of life goals and values. From the perspective of the autobiographical author, a third line of personality development runs from the sharing of episodic memories between preschool children and their parents to the emergence of autobiographical reasoning skills in adolescence, ultimately resulting in the construction of an integrative life story, or narrative identity. The itinerary expands the purview of personality development beyond the canonical trait concept to encompass contemporary theories and findings in evolutionary psychology, sociology, and motivational psychology, as well as the study of cognitive development in children, moral development, political orientations, religious attitudes and practices, autobiographical memory, and the master narratives of culture.

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Slobodskaya, Helena R. "Personality development from early childhood through adolescence." Personality and Individual Differences 172 (April 2021): 110596. http://dx.doi.org/10.1016/j.paid.2020.110596.

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Hudson, Sheena, and Kerr Inkson. "Overseas Development Workers: ‘Big Five’ Personality Scores." Journal of Pacific Rim Psychology 1, no. 1 (2007): 5–9. http://dx.doi.org/10.1375/prp.1.1.5.

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AbstractTo test hypotheses formulated by Ones and Viswesvaran (1997), a cohort of 47 selected volunteer overseas development workers from New Zealand completed the NEO PI-R ‘Big Five’ personality inventory. In line with hypotheses, these workers were significantly higher than population norms on openness and its six subfacets, and on agreeableness and the subfacet of tender-mindedness, but contrary to hypotheses, they were not significantly different on either neuroticism or conscientiousness. The article argues for further research in this field.

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