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Relevant bibliographies by topics / Personality assessment. Psychology

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Academic literature on the topic 'Personality assessment. Psychology'

Author: Grafiati

Published: 4 June 2021

Last updated: 13 February 2022

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Journal articles on the topic "Personality assessment. Psychology"

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Watkins Jr., C. Edward, and Vicki L. Campbell. "Personality Assessment and Counseling Psychology." Journal of Personality Assessment 53, no. 2 (June 1989): 296–307. http://dx.doi.org/10.1207/s15327752jpa5302_7.

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Stein, Randy, and Alexander B. Swan. "Deeply Confusing: Conflating Difficulty With Deep Revelation on Personality Assessment." Social Psychological and Personality Science 10, no. 4 (April 4, 2018): 514–21. http://dx.doi.org/10.1177/1948550618766409.

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The factors that contribute to lay expectations of personality assessments are not well understood. Five studies demonstrate that people conflate difficulty of personality assessment items with revelations of deep insights. As a result, popular yet invalid assessments of personality can be seen as “deeper” than assessments from social and personality psychology. In Study 1, participants evaluated items from a popular personality “type” assessment as more difficult and better at revealing deep insights into personality than Big-Five personality inventory items. Studies 2 and 3 replicate this effect experimentally using a manipulation of assessment items’ difficulty. Studies 4 and 5 show that the same effect also holds for a less direct method of supposed personality assessment (e.g., assessments that ask about which colors are associated with trivial concepts). Moderating factors and the popularity of shoddy personality assessments are discussed.

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Ozer, D. J., and S. P. Reise. "Personality Assessment." Annual Review of Psychology 45, no. 1 (January 1994): 357–88. http://dx.doi.org/10.1146/annurev.ps.45.020194.002041.

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Cervone, Daniel, William G. Shadel, and Simon Jencius. "Social-Cognitive Theory of Personality Assessment." Personality and Social Psychology Review 5, no. 1 (February 2001): 33–51. http://dx.doi.org/10.1207/s15327957pspr0501_3.

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This article presents a social-cognitive theory of personality assessment. We articulate the implications of social-cognitive theories of personality for the question of what constitutes an assessment of personality structure and behavioral dispositions. The theory consists of 5 social-cognitive principles of assessment. Personality assessments should (a) distinguish the task of assessing internal personality structures and dynamics from that of assessing overt behavioral tendencies, (b) attend to personality systems that function as personal determinants of action, (c) treat measures of separate psychological and physiological systems as conceptually distinct, (d) employ assessments that are sensitive to the unique qualities of the individual, and (e) assess persons in context. These principles are illustrated through a review of recent research. Social-cognitive theory is distinguished from an alternative theory of personality structure and assessment, 5-factor theory, by articulating the strategies of scientific explanation, conceptions of personality structure and dispositions, and the assessment practices that differentiate the approaches.

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Boyd, Ryan L., Paola Pasca, and Kevin Lanning. "The Personality Panorama: Conceptualizing Personality through Big Behavioural Data." European Journal of Personality 34, no. 5 (September 2020): 599–612. http://dx.doi.org/10.1002/per.2254.

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Personality psychology has long been grounded in data typologies, particularly in the delineation of behavioural, life outcome, informant–report, and self–report sources of data from one another. Such data typologies are becoming obsolete in the face of new methods, technologies, and data philosophies. In this article, we discuss personality psychology's historical thinking about data, modern data theory's place in personality psychology, and several qualities of big data that urge a rethinking of personality itself. We call for a move away from self–report questionnaires and a reprioritization of the study of behaviour within personality science. With big data and behavioural assessment, we have the potential to witness the confluence of situated, seamlessly interacting psychological processes, forming an inclusive, dynamic, multiangle view of personality. However, big behavioural data come hand in hand with important ethical considerations, and our emerging ability to create a ‘personality panopticon’ requires careful and thoughtful navigation. For our research to improve and thrive in partnership with new technologies, we must not only wield our new tools thoughtfully, but humanely. Through discourse and collaboration with other disciplines and the general public, we can foster mutual growth and ensure that humanity's burgeoning technological capabilities serve, rather than control, the public interest. © 2020 European Association of Personality Psychology

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Sarason, Irwin G. "Personality Assessment Models." Contemporary Psychology: A Journal of Reviews 40, no. 11 (November 1995): 1056–57. http://dx.doi.org/10.1037/004105.

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Watkins Jr., C. Edward, Vicki L. Campbell, and Michaelene Manus. "Personality Assessment Training in Counseling Psychology Programs." Journal of Personality Assessment 55, no. 1-2 (September 1990): 380–83. http://dx.doi.org/10.1080/00223891.1990.9674076.

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Watkins, C. Edward, Vicki Campbell, and Michaelene Manus. "Personality Assessment Training in Counseling Psychology Programs." Journal of Personality Assessment 55, no. 1 (September 1, 1990): 380–83. http://dx.doi.org/10.1207/s15327752jpa5501&2_36.

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Edwards, Daniel W., Brian A. Dahmen, Richard L. Wanlass, Lori A. Holmquist, John J. Wicks, Christine Davis, and Thomas L. Morrison. "Personality Assessment in Neuropsychology." Assessment 10, no. 3 (September 2003): 222–27. http://dx.doi.org/10.1177/1073191103254491.

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Wiggins, J. S., and A. L. Pincus. "Personality: Structure and Assessment." Annual Review of Psychology 43, no. 1 (January 1992): 473–504. http://dx.doi.org/10.1146/annurev.ps.43.020192.002353.

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Dissertations / Theses on the topic "Personality assessment. Psychology"

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Grezmak, Tiffany. "Construct Validation of the Cleveland Adaptive Personality Questionnaire using the Personality Assessment Inventory." Cleveland State University / OhioLINK, 2021. http://rave.ohiolink.edu/etdc/view?acc_num=csu1619442899037883.

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Shoots-Reinhard, Brittany. "Personality Certainty: Increasing the Predictive Utility of Personality Inventories." The Ohio State University, 2012. http://rave.ohiolink.edu/etdc/view?acc_num=osu1337350429.

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Ingram, Lindsay D. Weathers Frank W. "Investigation of trauma type differences using the Personality Assessment Inventory." Auburn, Ala., 2008. http://repo.lib.auburn.edu/EtdRoot/2008/SPRING/Psychology/Thesis/Ingram_Lindsay_35.pdf.

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Coles, Rebecca-Louise. "Risk assessment, personality disorder, and key developmental variables." Thesis, University of Birmingham, 2011. http://etheses.bham.ac.uk//id/eprint/1732/.

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This thesis examined the relationship between key developmental variables, dynamic risk factors, and personality. First, a detailed review of the literature pertaining to these areas is presented. A narrative review with systematic search strategies was compiled due to the breath of the topic areas. Second, an empirical research project was conducted to investigate the relationship between key developmental variables, dynamic risk factors on the Stable-2007 (formally Stable-2000 and Sex Offender Needs Assessment Rating) (Hanson & Harris, 2001; Hanson, Harris, Scott, & Helmus, 2007), and personality disorders measured using the Million Multiaxial Clinical Inventory (MCMI-III) (Millon, Millon, Davis, & Grossman, 1997). The research had a secondary aim to evaluate whether any of the variables could be used to predict treatment attrition. The Challenge project data was utilised for this research which comprised information on 106 sex offenders both child molesters (n=69) and rapists (n=37). The research demonstrated number of relationships between personality disorder, key developmental variables, and the Stable-2007 items. There were very few significant associations between any of the variables and treatment attrition. Third, a case study aimed to demonstrate the practical utility of Stable 2007 discussed in Chapter 1 and researched in Chapter 2 is presented and relevant interventions are discussed. Fourth, a critique of a psychometric measure, the Stable-2007 is provided, which demonstrates continuing advances and validation of dynamic risk assessments. Finally, an overall discussion of each of the chapters is provided.

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Reinecke, Charlene Rene. "The alignment of mind style with four categories of registration in South African psychology." Thesis, Stellenbosch : Stellenbosch University, 2001. http://hdl.handle.net/10019.1/52482.

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Thesis (MA)--University of Stellenbosch, 2001.
ENGLISH ABSTRACT: This study explores the possible alignment between mind style and four specialization categories within the profession of psychology. The Mind Style model of Anthony F. Gregorc, serving as a key to better understand an individuals' constitution, constitutes the theoretical underpinning of the investigation. The model divides specific perceptual and ordering qualities into four mediation channels or mind styles: Concrete Sequential (CS), Abstract Sequential (AS), Abstract Random (AR), and Concrete Random (CR). The Gregorc Style Delineator, an instrument measuring the perceptual qualities of concreteness and abstractness, and the ordering qualities of sequentialness and randomness, was administered to 68 students registered for the Clinical, Counselling, Educational, and Industrial Psychology masters study programmes at the University of Stellenbosch. The primary research objectives included determining the mind styles of the four specialization groups, and ascertaining whether the four groups displayed distinguishing dominant mind style preferences. Secondary research objectives explored the relationships between and interactions with the words of the Gregorc Style Delineator and the four specialization groups. The reasons of the four groups for studying their chosen specialization fields were also noted. The data was analysed using the SPSS. Findings revealed no significant differences between the mind styles of the four groups. The Abstract Random mind style was found to be the dominant mind style for all four of the specialization groups. The secondary research objectives similarly found no significant evidence in support of clear descriptive delineations between the four specialization groups. Regarding mind style, a perceptual-ordering aspect of personality, it would thus appear that psychologistsin- training, and therefore psychologists, are undifferentiated. On the whole the results of this study indicate that psychologists in various registration categories are more similar than different. Recommendations were made for further study and research.
AFRIKAANSE OPSOMMING: Hierdie studie stelondersoek in na die moontlike verwantskap tussen verstandstyl en vier spesialiseringskategorieë binne die sielkunde professie. Die 'Mind Style' model van Anthony F. Gregorc, wat dien as 'n sleutel na 'n betere insig betreffende 'n persoon se samestelling, vorm die teoretiese onderstutting van die ondersoek. Die model verdeel bepaalde perseptuele- en ordeningskwaliteite in vier bemiddelingskanale of verst and style: Konkreet-Opeenvolgend (CS), Abstrak-Opeenvolgend (AS), Abstrak-Lukraak (AR), en Konkreet-Lukraak (CR). Die Gregorc Style Delineator, 'n instrument wat konkrete en abstrakte perseptuele eienskappe, en opeenvolgende en lukrake ordeningseienskappe meet, is toegepas op 68 studente wat geregistreer was in die Kliniese, Voorligting, Opvoedkundige, en Industriële Sielkunde meesters studieprogramme aan die Universiteit van Stellenbosch. Primêre navorsingsdoelstellings het die vasstelling van die verstandstyle vir die vier groepe ingesluit, asook die bepaling van moontlike onderskeidende dominante verstandstyl voorkeure vir elke groep. Sekondêre navorsingsdoelstellings het die verhoudings en interaksies van die woorde van die Gregorc Style Delineator met die vier spesialiseringsgroepe ondersoek. Die steekproef se redes vir die studie van hul gekose spesialiseringsvelde is ook genoteer. Dataanalise is gedoen met behulp van die SPPS. Bevindings het geen beduidende verskille tussen die verstandstyle van die vier groepe aangedui nie. Die Abstrak-Lukraak verstandstyl was geidentifiseer as die dominante verst andstyI vir al vier spesialiseringsgroepe. Die sekondêre navorsingsdoelstellings het eweneens geen beduidende bewys bevind ter ondersteuning van 'n duidelik omskrywende deliniasie tussen die vier spesialiseringsgroepe nie. Ten opsigte van verstandstyl, 'n perseptueel-ordenings aspek van persoonlikheid, wil dit dus voorkom of sielkundiges-in-opleiding, en dus sielkundiges, ongedifferensieerd is betreffende verstandstyl. In die geheel dui die resultate van die huidige studie aan dat sielkundiges van verskeie registrasiekategorieë meer eenders as verskillend is. Aanbevelings is gemaak ten opsigte van verdere studie en navorsing.

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Houston, Hailee Echo. "PRELIMINARY STUDY OF MAIN SCALES AND SUB-SCALES OF THE CLEVELAND ADAPTIVE PERSONALITY INVENTORY." Cleveland State University / OhioLINK, 2016. http://rave.ohiolink.edu/etdc/view?acc_num=csu1462794904.

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Roberts, Dennis C. "Preliminary Development of a Q-Sort Measure of the Adlerian Concept of Personality Priorities: The Adlerian Personality Priorities Q-Sort (APPQs)." Antioch University / OhioLINK, 2011. http://rave.ohiolink.edu/etdc/view?acc_num=antioch1311882487.

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Meadows, Jamie Heather. "The five factor model and personality pathology : the role of dysfunction in the determination of dependent personality disorder /." free to MU campus, to others for purchase, 1999. http://wwwlib.umi.com/cr/mo/fullcit?p9946280.

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Gluszik, Laura A. "Dependent personality inventory-revised (DPI-R) incorporating a dimensional model in the assessment of dependent personality disorder /." Cleveland, Ohio : Cleveland State University, 2009. http://rave.ohiolink.edu/etdc/view?acc_num=csu1270666735.

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Thesis (M.A.)--Cleveland State University, 2009.
Abstract. Title from PDF t.p. (viewed on April 15, 2010). Includes bibliographical references (p. 38-49). Available online via the OhioLINK ETD Center and also available in print.

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Speer, Susan Natalie 1949. "Art as a means of eliciting and interpreting early recollections in Adlerian life style assessment." Thesis, The University of Arizona, 1993. http://hdl.handle.net/10150/278375.

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This study was conducted to develop a method of using art to elicit and interpret Early Recollections in Adlerian Life Style Assessment. A convenient sample of four graduate students participated in the study which was divided into three consecutively conducted interviews: (1) The Family Constellation; (2) The Painting and Conjoint Interpretation of Early Recollections; (3) The Post-Assessment Interview. Drawing and painting have long been recognized as expressions of the self or of lifestyle. Life Style in Individual Psychology is representative of an individual's subjective reality; how that reality influences one's aims; and how one goes about achieving them. The findings of this study indicate that this methodology, in which the recollection is visually recreated and conjointly interpreted, is facilitative not only of recall and expression of emotion, but also helps participants achieve for themselves, insights into their Life Style.

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Books on the topic "Personality assessment. Psychology"

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The psychology of personality: An epistemological inquiry. New York: Columbia University Press, 1987.

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Managing personality. New Brunswick, NJ: AldineTransaction, 2009.

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1937-, Epting Franz R., ed. Personal construct psychology: Clinical and personality assessment. New York, N.Y: Human Sciences Press, 1987.

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M, Buss David, ed. Personality psychology: Domains of knowledge about human nature. 4th ed. New York: McGraw-Hill Higher Education, 2009.

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Larsen, Randy J. Personality psychology: Domains of knowledge about human nature. 3rd ed. Boston: McGraw Hill, 2008.

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M, Buss David, ed. Personality psychology: Domains of knowledge about human nature. 2nd ed. Boston: McGraw-Hill, 2005.

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Larsen, Randy J. Personality psychology: Domains of knowledge about human nature. 4th ed. New York: McGraw-Hill Higher Education, 2009.

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M, Buss David, ed. Personality psychology: Domains of knowledge about human nature. New York: McGraw-Hill, 2002.

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Personality assessment in depth: A casebook. New York, NY: Brunner-Routledge, 2013.

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Pelt, Tamise Van. Birth pattern psychology: Personality assessment through the birth chart. Gloucester, Mass: Para Research, 1985.

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Book chapters on the topic "Personality assessment. Psychology"

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Ben-Porath, Yossef S., and James N. Butcher. "Personality Assessment." In Introduction to Clinical Psychology, 141–72. Boston, MA: Springer US, 1995. http://dx.doi.org/10.1007/978-1-4899-1573-3_6.

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Ozer, Daniel J. "Construct Validity in Personality Assessment." In Personality Psychology, 224–34. New York, NY: Springer US, 1989. http://dx.doi.org/10.1007/978-1-4684-0634-4_17.

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Tice, Dianne M. "Metatraits: Interitem Variance as Personality Assessment." In Personality Psychology, 194–200. New York, NY: Springer US, 1989. http://dx.doi.org/10.1007/978-1-4684-0634-4_14.

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Polzehl, Tim. "Personality Assessment in Psychology." In T-Labs Series in Telecommunication Services, 1–19. Cham: Springer International Publishing, 2014. http://dx.doi.org/10.1007/978-3-319-09516-5_1.

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Fischer, Constance T. "Personality and Assessment." In Existential-Phenomenological Perspectives in Psychology, 157–78. Boston, MA: Springer US, 1989. http://dx.doi.org/10.1007/978-1-4615-6989-3_10.

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Ben-Porath, Yossef S., and James N. Butcher. "The Historical Development of Personality Assessment." In Clinical Psychology, 121–56. Boston, MA: Springer US, 1991. http://dx.doi.org/10.1007/978-1-4757-9715-2_5.

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Cheung, Fanny M., and Yuen Wan Ho. "Culturally Relevant Personality Assessment." In Diversity in Harmony - Insights from Psychology, 211–29. Chichester, UK: John Wiley & Sons, Ltd, 2018. http://dx.doi.org/10.1002/9781119362081.ch11.

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Johnson-Greene, Douglas, and Pegah Touradji. "Assessment of personality and psychopathology." In Handbook of rehabilitation psychology., 195–211. Washington: American Psychological Association, 2010. http://dx.doi.org/10.1037/15972-012.

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Craig, Robert J. "Assessment of Abuse, Aggression, and Lethal Violence." In Personality-guided forensic psychology., 221–75. Washington: American Psychological Association, 2005. http://dx.doi.org/10.1037/10829-008.

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Krishnamurthy, Radhika, Stephen E. Finn, and Filippo Aschieri. "Therapeutic Assessment in Clinical and Counseling Psychology Practice." In The Wiley Handbook of Personality Assessment, 228–39. Chichester, UK: John Wiley & Sons, Ltd, 2016. http://dx.doi.org/10.1002/9781119173489.ch17.

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Conference papers on the topic "Personality assessment. Psychology"

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Tarasova, Natalia V. "Assessment Of Meta-Subject Outcomes Of Students’ Extracurricular Activities: Foreign And Domestic Experience." In Psychology of Personality: Real and Virtual Context. European Publisher, 2020. http://dx.doi.org/10.15405/epsbs.2020.11.02.94.

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Sodiya, Adesina, H. O. D. Longe, Adebukola Onashoga, Oludele Awodele, and L. O. Omotosho. "An Improved Assessment of Personality Traits in Software Engineering." In InSITE 2007: Informing Science + IT Education Conference. Informing Science Institute, 2007. http://dx.doi.org/10.28945/3164.

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The success or otherwise of Software Engineering (SE) activities depends on the interactions among software engineers. Consequently, effective interactions depend largely on personality traits, which is a consistent and long-lasting tendency in behaviour. In psychology, five major trait factors (The Big Five Factors) have been generally used to assess personality of people. But, these might not be adequate in SE because of the required technical and cognitive skills. In this work, we first present Cognitive Ability as an additional factor that must be measured in order to adequately assess personality in SE. A research survey was conducted in order to capture personality requirements in SE. Based on the result of the survey conducted, we develop a model for assessing personality traits in SE. We then design an assessment technique that is based on responses to some well-structured and deductive on-line questions. The implementation of the model using Visual Basic resulted in a much-needed tool that can guide intending software engineers in choosing area of specialization in SE based on their personality traits.

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Chertkova, Y. D. "Interaction Of Presentations About The Personality Traits And Self-Assessment Of Success." In ICPE 2018 - International Conference on Psychology and Education. Cognitive-Crcs, 2018. http://dx.doi.org/10.15405/epsbs.2018.11.02.18.

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Choo, Pui Kun, Zhi Ning Lou, Bradley A. Camburn, Kristin L. Wood, Ben Koo, and Francois Grey. "Ideation Methods: A First Study on Measured Outcomes With Personality Type." In ASME 2014 International Design Engineering Technical Conferences and Computers and Information in Engineering Conference. American Society of Mechanical Engineers, 2014. http://dx.doi.org/10.1115/detc2014-34954.

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The research reported here considers an experiment and subsequent data coding and analysis to extract correlations between personality type and ideation outcome from several methods. This article presents the background theory, research methodology, and empirical results associated with the experiment. The experiment is based on observations of designers developing a real product, and associated assessment tools, where the goal is to correlate the quality, quantity, and variety of design outcomes with respect to personality type. This approach lays the foundation for a tailored ideation method or a suite of ideation methods that takes advantage of the preferences and strengths of individuals. We find that there are significant correlations between type and ideation metrics and that these correlations are supported by related theory from psychology and business management.

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Mavrodiev, Stoil, and Teodor Gergov. "Self-esteem and motivation for affiliations with students from the humanities." In 7th International e-Conference on Studies in Humanities and Social Sciences. Center for Open Access in Science, Belgrade, 2021. http://dx.doi.org/10.32591/coas.e-conf.07.13137m.

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The paper interprets and explores two main constructs: “self-esteem” and “motivation for affiliation”. They are placed in the field of psychology of youth, the subjects are students of humanities. The study was conducted at Southwestern University “Neofit Rilski”, Blagoevgrad, Bulgaria. The aim of the study is to reveal the relationship between self-esteem and motivation for affiliation, as they are compared in students majoring in psychology with students majoring in pedagogy and speech therapy. Self-esteem is the core of personality, experiences and behavior. It is important for interactions in young people. The need to belong to the group (affiliation) is a prerequisite for self-knowledge and satisfies a number of basic needs. Using a standardized self-assessment test and Albert Mehrabian’s affiliation test, we track how the level of self-assessment determines affiliation needs. These: 1. Students with average and above average level of self-esteem have a higher motivation for affiliation, compared to students with low and very high level of self-esteem. 2. We assume that there will be statistically significant differences in the manifestations of the two constructs in students from the specialty of Psychology and other students from the humanities. We expect that psychology students will have average and above average levels of self-esteem, which will affect their motivation for affiliation, compared to students from the other group. The results of the research provide information about the personal development of students in the humanities, which could be used by university professors in order to optimize the learning process and create conditions for full inclusion of students in university life.

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Vodopyanova, N. E., O. O. Gofman, A. N. Gusteleva, and D. V. Serezin. "Analysis of the difficulties of distance learning of students and search for ways to coping with them." In INTERNATIONAL SCIENTIFIC AND PRACTICAL ONLINE CONFERENCE. Знание-М, 2020. http://dx.doi.org/10.38006/907345-50-8.2020.419.435.

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Changes taking place in the world transform the usual way of life and force one to adapt to new forms of work, training, leisure, etc. Despite the fact that information and communication technologies have been a popular educational tool for a long time, the transition of students from full-time to distance learning (DL) in connection with the coronavirus pandemic created a situation of high tension for a number of objective and subjective reasons: uncertainty, a threat to health, lack of real communication, technical difficulties of the DL. All of this in aggregate is considered by us as a stressful situation (SS) and determines the relevance of the study of personality factors that contribute to coping with new stresses. The purpose of the study is to identify factors of SS and resources to control it from the standpoint of maintaining the health and vitality of students. Methods: semi-standardized expert interviews with teachers, author’s questionnaire «Difficulties and resources to overcome them», questionnaire «Health» a short version of the vitality test (Osin & Rasskazova, 2013), assessment of motivation and attitude towards professional activity students (Krylova & Ignatkova, 2017). The study was carried out online in May 2020 during the transition exclusively to DUO. Sample: expert interviews with 30 teachers from universities in St. Petersburg, Tver, Yuzhno-Sakhalinsk; 82 students (age 18 — 30 years) of the Faculty of Psychology of St. Petersburg State University, College of Physical Culture and Sports of St. Petersburg State University, Sakhalin College of Arts. Results. Among the most stressful factors of emergency situations, students included social isolation, new conditions and requirements for self-organizing training, the cognitive difficulties of control tasks in an online format, an epidemiological threat to health, and an experience of anxiety and uncertainty. From the perspective of the subject-resource approach, the personal resources of coping with emergencies are determined. The obtained results formed the basis for recommendations and reconstructions of the educational process.

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Frankovský, Miroslav, Zuzana Birknerová, and Milan Droppa. "Assessment of bossing and mobbing manifestations in the context of personality traits of employees." In Konference psychologie práce a organizace 2019. Brno: Masaryk University Press, 2019. http://dx.doi.org/10.5817/cz.muni.p210-9488-2019-10.

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Panferov, Vladimir N., Svetlana V. Vasileva, and Artеm S. Ivanov. "Personal predictors of consistency of personality self-assessments in professional activities of teachers: Evidence from media lectures." In The Herzen University Conference on Psychology in Education. Herzen State Pedagogical University of Russia, 2020. http://dx.doi.org/10.33910/herzenpsyconf-2020-3-81.

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Tyagi, Pawan, Wondwosen Demisse, Marzieh Savadkoohi, and Takele Gemeda. "Positive Intelligence Training to Develop Self-Awareness for Enhancing Student Learning Potential During Higher Education." In ASME 2020 International Mechanical Engineering Congress and Exposition. American Society of Mechanical Engineers, 2020. http://dx.doi.org/10.1115/imece2020-23845.

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Abstract Positive intelligence (PI) training can produce a transformative impact on college students. PI, a branch of human psychology, provides a tool to identify significant compulsive habits that can inhibit students’ learning potential and ability to understand others. This paper discusses the two training methods adopted for teaching graduate and undergraduate students. It is considered that including such training is fundamentally crucial for developing 21st century STEM workforce with a well-rounded personality. However, PI training may consume a significant class time allocated for covering course contents under the degree-specific curriculums. Starting a new course may increase the credit overload beyond the approved BS and graduate credits. This paper discusses introducing different modules in the existing classes to foster PI training. The PI training method for undergraduate students focuses on self-education via online videos and freely available content and self-assessment tests. Undergraduate students were given a set of questions to guide them about the important PI topics and to pay attention while self-learning the PI elements. The PI assignment starts with the familiarization of the Maslow hierarchy of needs governing the motivation behind human actions. This assignment mainly focuses on understanding the “sage” mode in which a human tends to utilize his/her latent and earned skills towards the attainment of goals and living life purposefully. The PI assignment had several questions on self-sabotaging “saboteurs” and judging traits that almost everyone develops as a survival mechanism while facing emotional and physical survival challenges for an extended period. During class discussion, students were exposed to their hidden/invisible saboteurs which could be easily triggered by unrealistic mental threats and thus compromise their learning function and performance. Students were asked to take free online self-assessment saboteur test to find the numerical values of their traits and do self-evaluation and plan to counteract the effect of self-sabotaging habits. PI training fulfills ABET student learning outcomes focusing on developing their life-long learning skills. This paper mainly discusses the PI training for graduate students under the mechanical engineering department. PI training is one of the first and essential modules in the mandatory MECH 500 Research Methods and Technical Communication course. Graduate students enrolled in this course are first introduced to the importance of PI and its potential impact in developing self-efficacy. After the initial introduction, graduate students are asked to do the following (a) Complete the abovementioned assignment given to the undergraduate student, (b) prepare a presentation on PI by including their insights for class discussion. After the PI training, students were asked to reflect on their competence in PI and the ability to apply it. In the survey and direct feedback, students expressed the value and appreciation for the PI training. Students also expressed the need to provide this training to large masses for developing an emotionally mature society of parents, teachers, and students, producing creative, innovative, and emphatic civilization.

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