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Relevant bibliographies by topics / Personality development

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Academic literature on the topic 'Personality development'

Author: Grafiati

Published: 4 June 2021

Last updated: 29 July 2024

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Journal articles on the topic "Personality development"

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R, Sharma. "Personality Development through Ayurveda." Journal of Natural & Ayurvedic Medicine 6, no. 3 (July 5, 2022): 1–6. http://dx.doi.org/10.23880/jonam-16000351.

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Personality is the trait which defines a person. According to Dunham, “Personality distinguishes us from other people and defines our general nature. Our overall personality is composed of a collection of psychological characteristics or traits that determines our personal preferences and individual style of behavior.” This writing suggests that different people exhibit different personalities and that a person’s personality comprises of a set of Physio-psychological characteristics which are determinant of a person’s preferences and his/her individual behavior. In the Indian medical system of Ayurveda, Health is the result of balanced interplay between three functional principles of body which are termed as Sharirika Dosha -Vata, Pitta, and Kapha - that regulate physical functions & Mansika Dosha- Satva, Raja and Tama – that regulate one’s psychological behavior. The relative proportion of these Sharirika & Mansika Doshas in an individual determines the person’s psychophysical constitution which is termed as Prakriti in Ayurveda. Another term, Aachara Rasayana; is a unique concept in Ayurveda that implies moral, ethical, and benevolent conduct which plays an important role in development of personality. An equilibrium state of body, mind, social and spiritual well-being is defined as Health by Ayurveda. To attain this, there has been mentioned certain codes of conduct in Ayurveda which are all together known as Sadvritta (Code of conduct). All these together helps in achieving a better framework of personality according to Ayurveda. Thus, this article aims in finding various prospects that help in development of an individual’s Personality.

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Bhoite, Dr Sudhakar D., and Lalita S. Shinde. "An Overview on Personality Development." International Journal of Trend in Scientific Research and Development Special Issue, Special Issue-FIIIIPM2019 (March 20, 2019): 138–41. http://dx.doi.org/10.31142/ijtsrd23085.

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Ozdemir, Osman, Pinar Ozdemir, Muhammed Kadak, and Serhat Nasiroglu. "Personality Development." Psikiyatride Guncel Yaklasimlar - Current Approaches in Psychiatry 4, no. 4 (2012): 566. http://dx.doi.org/10.5455/cap.20120433.

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Pinkham, Jimmy R. "PERSONALITY DEVELOPMENT." Dental Clinics of North America 39, no. 4 (October 1995): 771–87. http://dx.doi.org/10.1016/s0011-8532(22)00622-x.

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Baumert, Anna, Manfred Schmitt, Marco Perugini, Wendy Johnson, Gabriela Blum, Peter Borkenau, Giulio Costantini, et al. "Integrating Personality Structure, Personality Process, and Personality Development." European Journal of Personality 31, no. 5 (September 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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Kumar, T. Ranjith, and Dr R. Selvaraju Dr. R. Selvaraju. "Personality Development through Co-Curricular Activities." Paripex - Indian Journal Of Research 3, no. 6 (January 15, 2012): 59–61. http://dx.doi.org/10.15373/22501991/june2014/19.

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Geukes, Katharina, Maarten van Zalk, and Mitja D. Back. "Understanding personality development." International Journal of Behavioral Development 42, no. 1 (February 21, 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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Versonnen, F., and S. Tuinier. "From personality disorders towards personality development disorders." European Psychiatry 23 (April 2008): S98. http://dx.doi.org/10.1016/j.eurpsy.2008.01.727.

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Verdes, Victoria. "THE ROLE OF EDUCATION IN PERSONALITY DEVELOPMENT." International Multidisciplinary Scientific Conference on the Dialogue between Sciences & Arts, Religion & Education 1, no. 1 (2017): 51–55. http://dx.doi.org/10.26520/mcdsare.2017.1.51-55.

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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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Dissertations / Theses on the topic "Personality development"

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Kaiser, Heather Alicia Ciesielski. "Religious identity development and personality /." Available to subscribers only, 2005. http://proquest.umi.com/pqdweb?did=1208130001&sid=21&Fmt=2&clientId=1509&RQT=309&VName=PQD.

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Gilson, Gregory C. "Spiritual development by personality type." Online full text .pdf document, available to Fuller patrons only, 2003. http://www.tren.com.

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Creswell, Amy. "Biblical analyses of various psychological systems." Online full text .pdf document, available to Fuller patrons only, 2000. http://www.tren.com.

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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.
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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Owens, Courtney Elizabeth. "Development of a model of work-personality." Thesis, University of Manchester, 2019. https://www.research.manchester.ac.uk/portal/en/theses/development-of-a-model-of-workpersonality(0f2e4027-3bac-4200-b6b6-29597fbfabeb).html.

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Personality is important to job performance; meta-analyses published over the years repeatedly showed that self-rated personality traits can significantly predict overall job performance (Barrick & Mount, 1991; Barrick, Mount, & Judge, 2001). Despite their significance, these same meta-analyses, generally showed personality only had a small effect on overall job performance. The exception was conscientiousness, which had a less than medium effect. However, there is also a growing body of evidence suggesting that other-ratings of personality can show higher concurrent validities than self-ratings. Meta-analytic results showed that personality can have a large effect on overall job performance, if the personality traits are rated by others (Connelly & Ones, 2010). Moreover, concurrent validities increased when utilising narrow measures of both personality (Judge, Rodell, Klinger, Simon, & Crawford, 2013) and job performance (Bartram, 2005). In this study, the author examined the suggestion from meta-analyses that observer-ratings, rather than self-ratings, provide greater explanatory power when predicting job performance. Further, the concurrent validities of using narrow personality traits (facets) as predictors of narrow measures of job performance were investigated. This study comprised 1,041 participants, of which 92% were employed in a UK police organisation. Employees provided self-ratings and identified two co-workers and a manager who could provide other-ratings of personality and job performance. Online questionnaires measured 71 personality facets of the 11+ Factor Model (Irwing & Booth, 2013) and Bartram's (2005) Great Eight factors of job performance. Arguably the most comprehensive measure of personality, the 11+ Factor Model is comprised of 11 factors and 74 facets. Items from the International Personality Item Pool (IPIP; Goldberg, 1999) were utilised to create scales for each of the 74 personality facets. A planned missing data design was implemented to improve response rates (Graham, Taylor, Olchowski, & Cumsille, 2006). Measurement models were estimated first, followed by testing of the structural models (J. C. Anderson & Gerbing, 1988) to estimate the combined effects of personality facets on each of the job performance outcomes. Since cross-validation is a powerful approach for evaluating models (Millsap & Meredith, 2007), all models were cross-validated on two datasets. Fifty-two personality facets were identified and cross-validated. Some of these facets provided superior prediction over factors, when predicting narrow measures of job performance. The facets of integrity, leadership, harm avoidance and empathy explained much of the variance in the Great Eight job competencies. In some cases, self-ratings of personality provided superior prediction over other-ratings.

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Carlson, Marianne. "Trait inferences from descriptions of behavior when some trait-specific information is withheld." Thesis, Georgia Institute of Technology, 1990. http://hdl.handle.net/1853/28872.

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Shebaya, Mariam. "Leadership development : the role of developmental readiness, personality dispositions,and individual values." Thesis, Aston University, 2011. http://publications.aston.ac.uk/16039/.

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Increased awareness of the crucial role of leadership as a competitive advantage for organisations (McCall, 1998; Petrick, Scherer, Brodzinski, Quinn, & Ainina, 1999) has led to billions spent on leadership development programmes and training (Avolio & Hannah, 2008). However, research reports confusing and contradictory evidence regarding return on investment and developmental outcomes, and a lot of variance has been observed across studies (Avolio, Reichard, Hannah, Walumbwa, & Chan, 2009). The purpose of this thesis is to understand the mechanisms underlying this variability in leadership development. Of the many factors at play in the process, such as programme design and delivery, organisational support, and perceptions of relevance (Mabey, 2002; Day, Harrison, & Halpin, 2009), individual differences and characteristics stand out. One way in which individuals differ is in their Developmental Readiness (DR), a concept recently introduced in the literature that may well explain this variance and which has been proposed to accelerate development (Avolio & Hannah, 2008, 2009). Building on previous work, DR is introduced and conceptualised somewhat differently. In this study, DR is construed of self-awareness, self-regulation, and self-motivation, proposed by Day (2000) to be the backbones of leadership development. DR is suggested to moderate the developmental process. Furthermore, personality dispositions and individual values are proposed to be precursors of DR. The empirical research conducted uses a pre-test post-test quasi-experimental design. Before conducting the study, though, both a measure of Developmental Readiness and a competency profiling measure are tested in two pilot studies. Results do not find evidence of a direct effect of leadership development programmes on development, but do support an interactive effect between DR and leadership development programmes. Personality dispositions Agreeableness, Conscientiousness, and Openness to Experience and value orientations Conservation, Open, and Closed Orientation are found to significantly predict DR. Finally, the theoretical and practical implications of findings are discussed.

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Makin, P. J. "Career development, personality, and commitment to the organisation." Thesis, University of Bradford, 1987. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.376690.

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Alves, Ballón Tedesqui Rafael. "Personality, Deliberate Practice, and Expertise Development in Sport." Thesis, Université d'Ottawa / University of Ottawa, 2019. http://hdl.handle.net/10393/38702.

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Conscientiousness-related personality traits are relevant predictors of many outcomes in achievement domains outside sport. They have also been associated with several outcomes in sport, however, their relative role on athletes’ deliberate practice (DP) and other criteria of expertise development has not been investigated. The overall aim of this dissertation was to examine the role of conscientiousness-related traits on sport expertise development. It had six specific purposes: (a) to examine the structural validity of conscientiousness-related measures; (b) to understand whether athletes’ DP amounts, skill level, and other criteria of expertise development could be predicted by these measures; (c) to identify the best personality predictor and combination of predictors that explained the maximal variance in different criteria of expertise development; (d) to examine whether grit facets predicted athletes’ practice engagement across a demanding sport season; (e) to explore coaches’ perspectives on the behavioural indicators of conscientious, gritty, and self-controlled athletes in training; and (f) to explore coaches’ views about how these personality traits may impact athletes’ quantity and quality of practice and development toward higher skill levels. The dissertation used a sequential explanatory mixed-methods design, wherein Phase 1 (Articles 1, 2, and 3) quantitatively pursued purposes (a) to (c), Phase 2 (Article 4) addressed (d), and Phase 3 (Article 5) qualitatively addressed (e) and (f). Article 1 tested the factor structure of the Brief Self-Control Scale in sport and showed distinct associations between self-control variables and (a) sport-specific practice amounts, (b) engagement in various practice contexts, and (c) threats to commitment to one’s sport, in a diverse sport sample. Article 2 conducted factor analyses of the Grit Scale in sport and examined a full latent variable model showing associations between grit variables and several criteria of expertise development. In particular, perseverance of effort associated with athletes’ weekly amounts of DP, engagement in different practice contexts, and skill level, while consistency of interests associated with athletes’ commitment to their sport. Article 3 comprised two studies. In Study 1, path analyses were used to assess the role of conscientiousness on criteria of expertise development. At the broad level, conscientiousness predicted athletes’ engagement in practice contexts and commitment to their sport; at the facet-level, achievement-striving was the best predictor of athletes’ weekly DP and engagement in practice contexts. The systematic test of the role of self-control (Article 1), grit (Article 2), and conscientiousness (Article 3, Study1) for key criteria of expertise development culminated with Study 2 of Article 3, which reported comparative analyses of the predictive ability of self-control, grit, and conscientiousness facets—which had shown to be significant predictors when assessed separately—for the criterion measures of sport expertise. Study 2 showed that (a) perseverance of effort was the best predictor of athletes’ weekly DP, engagement in mandatory practice, and the only predictor of higher skill level, (b) achievement-striving best predicted athletes’ engagement in optional practice, and (c) consistency of interests best predicted athletes’ commitment to their sport. Article 4 tested whether athletes’ self-reported levels of grit (broad and facets) were longitudinally associated with their coach-reported practice engagement throughout one sport season. Perseverance of effort was the grit variable most related to indicators of practice engagement, the only variable related to overall practice engagement across three time points, and the only variable marginally associated with athletes’ stability of practice engagement over time. Article 5 explored coaches’ views about the behavioural indicators of athletes’ conscientiousness, grit, and self-control in the daily training environment and how these traits impacted athletes’ training and development. Coaches described (a) conscientious athletes as systematic and detail-oriented, highly considerate of others, and highly engaged in self-regulation; (b) gritty athletes as those who persevere despite adversity and work hard in practice; and (c) self-controlled athletes as those who control impulses, resist temptations, and delay gratification. Coaches believe grit, conscientiousness, and self-control play important roles on athletes’ development toward higher skill levels, but results generally highlighted the preponderance of perseverance of effort. Potential mechanisms (e.g., conscientiousness—self-regulation—practice quality and conscientiousness—self-regulation—skill level) were highlighted to help explain the personality-expertise link found in Phases 1 and 2. This dissertation contributed to the literature on sport expertise by parsimoniously identifying conscientiousness-related personality traits that were associated with measures of athletes’ practice quantity, quality, and stability, commitment to sport, and higher skill level. Although several facets (i.e., perseverance of effort, consistency of interests, achievement-striving, self-discipline, and dutifulness) showed associations with practice and performance-related outcomes, this dissertation generally highlighted the role of grit facets. In particular, while perseverance of effort was the best predictor of athletes’ amounts of DP, the only grit variable associated with quality practice engagement over time, and the only predictor of higher skill level, consistency of interests was the best predictor of commitment variables. Furthermore, results based on coaches’ descriptions (a) provided behavioural indicators of conscientiousness-related traits that serve as reference points for practitioners aiming to help athletes develop desirable traits, (b) suggested that gritty athletes ‘work hard’ and conscientious athletes ‘work smart’, and (c) proposed mechanisms to explain the personality-expertise link found in the quantitative studies. Taken together, the results of this dissertation suggest that the tendency to persevere despite adversity and mindfully use self-regulated processes seems to be a powerful predisposition for athletes’ development toward expert levels of performance.

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Daubermann, Bettina Pamela. "A psychobiographical study of William Wilberforce." Thesis, Nelson Mandela Metropolitan University, 2013. http://hdl.handle.net/10948/d1020857.

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The proposed study is of a psychobiographical nature and employs a qualitative research approach. The individual that forms the subject of this study is William Wilberforce. A social activist most of his life, Wilberforce is best known for his voice and works behind the abolition of the slave trade in 1807 and the abolition of slavery in 1833. His ambitious nature, social eloquence and verbal intellect resulted in him being elected as a member of parliament in the House of Commons in England during the period 1780 to 1825. Transformed by the Christian faith in 1885, Wilberforce came to the realization he had received a calling from God to speak up for those who could not with a specific task set out before him which was to abolish slavery. It was the purpose of the present research to explore and describe Wilberforce’s psychological development across his life-span according to Carl Rogers’ (1961) personality theory of optimal development. Salient aspects of Wilberforce’s life were related and compared to components of the theory so as to explore and describe the degree of optimal development that Wilberforce reached at different points in his life and whether he could be described as a fully functioning person. According to Rogers’ theory William Wilberforce was chosen as the research subject for his historical contribution to mankind by his devotion to the moral enhancement of his country.

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Books on the topic "Personality development"

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

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Wrightsman, Lawrence S. Adult personality development. London: Sage, 1994.

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Wrightsman, Lawrence S. Adult personality development. London: Sage, 1994.

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Shaffer, David. Social & personality development. 3rd ed. Pacific Grove, Calif: Brooks/Cole, 1994.

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Shaffer, David R. Social & personality development. 3rd ed. Pacific Grove, Calif: Brooks/Cole Pub., 1994.

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K, Mroczek Daniel, and Little Todd D, eds. Handbook of personality development. Mahwah, N.J: Lawrence Erlbaum, 2006.

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

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MacDonald, Kevin B. Social and Personality Development. Boston, MA: Springer US, 1988. http://dx.doi.org/10.1007/978-1-4757-0292-7.

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Shaffer, David R. Social and personality development. 4th ed. Belmont, CA: Wadsworth Pub., 2000.

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Shaffer, David R. Social and personality development. 2nd ed. Pacific Grove, Calif: Brooks/Cole Pub. Co., 1988.

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Book chapters on the topic "Personality development"

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Fontana, David. "Personality Development." In Personality in the Workplace, 15–43. London: Macmillan Education UK, 2000. http://dx.doi.org/10.1007/978-0-333-99384-2_2.

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Robinson, Oliver. "Personality Development." In Development Through Adulthood, 157–89. London: Macmillan Education UK, 2013. http://dx.doi.org/10.1007/978-1-137-29121-9_7.

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Idnani, Shruti, Teresa Lillis, and James Gerhart. "Personality Development." In Encyclopedia of Evolutionary Psychological Science, 1–5. Cham: Springer International Publishing, 2017. http://dx.doi.org/10.1007/978-3-319-16999-6_2402-1.

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Rinn, Anne N. "Personality Development." In Social, Emotional, and Psychosocial Development of Gifted and Talented Individuals, 39–65. New York: Routledge, 2021. http://dx.doi.org/10.4324/9781003238058-5.

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Fishbein, Harold D. "Personality Development." In The Psychology of Infancy and Childhood, 101–53. London: Routledge, 2022. http://dx.doi.org/10.4324/9781003044574-3.

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Idnani, Shruti, Teresa Lillis, and James Gerhart. "Personality Development." In Encyclopedia of Evolutionary Psychological Science, 5912–16. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-319-19650-3_2402.

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Chuanhua, Gu. "Personality Development." In The ECPH Encyclopedia of Psychology, 1–3. Singapore: Springer Nature Singapore, 2024. http://dx.doi.org/10.1007/978-981-99-6000-2_800-1.

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Wolman, Benjamin B. "Child Development." In Personality Dynamics, 117–29. Boston, MA: Springer US, 1992. http://dx.doi.org/10.1007/978-1-4899-2341-7_5.

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Patching, Keith. "Personality Types." In Management and Organisation Development, 250–67. London: Palgrave Macmillan UK, 1999. http://dx.doi.org/10.1007/978-1-349-27315-7_10.

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Little, Betsi. "Normative Personality Development." In Encyclopedia of Personality and Individual Differences, 3261–64. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-319-24612-3_1864.

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Conference papers on the topic "Personality development"

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Makarevics, Valerijs, and Dzintra Ilisko. "Creative Imagination and its Development in Ontogenesis." In Rural environment. Education. Personality. Latvia University of Life Sciences and Technologies. Faculty of Engineering. Institute of Education and Home Economics, 2018. http://dx.doi.org/10.22616/reep.2018.027.

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Zhao, Gaimei, and Yaodong Wang. "Analysis on Paul’s Personality Development from Freud’s Personality Structure Theory." In Proceedings of the 1st International Symposium on Innovation and Education, Law and Social Sciences (IELSS 2019). Paris, France: Atlantis Press, 2019. http://dx.doi.org/10.2991/ielss-19.2019.16.

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Kuravatti, Paramma B., and Rajkumar P. Malipatil. "Factors Affecting Of Personality Development." In Third International Conference on Current Trends in Engineering Science and Technology ICCTEST-2017. Grenze Scientific Society, 2017. http://dx.doi.org/10.21647/icctest/2017/49030.

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Sturdee, Miriam, Matthew Ivory, David Ellis, Patrick Stacey, and Paul Ralph. "Personality Traits in Game Development." In EASE 2022: The International Conference on Evaluation and Assessment in Software Engineering 2022. New York, NY, USA: ACM, 2022. http://dx.doi.org/10.1145/3530019.3530042.

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Lasauskiene, Jolanta. "An Innovative Pedagogical Design of Intercultural Competence Development in Music Teacher Education." In Rural environment. Education. Personality. Latvia University of Life Sciences and Technologies. Faculty of Engineering. Institute of Education and Home Economics, 2018. http://dx.doi.org/10.22616/reep.2018.025.

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Krpalek, Pavel, and Katarina Krpalkova-Krelova. "The Factor of Finance and Entrepreneurship in Terms of Human Capital Development." In Rural environment. Education. Personality. Latvia University of Life Sciences and Technologies. Faculty of Engineering. Institute of Education and Home Economics, 2018. http://dx.doi.org/10.22616/reep.2018.046.

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Pridane, Aija. "Development of Learning and Feedback Giving Skills in Home Economics and Technologies Education." In Rural environment. Education. Personality. Latvia University of Life Sciences and Technologies. Faculty of Engineering. Institute of Education and Home Economics, 2018. http://dx.doi.org/10.22616/reep.2018.039.

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Stige-Skuskovnika, Vita. "The Development Trends of Management of the Institutions of Vocational Music Education in Latvia." In Rural environment. Education. Personality. Latvia University of Life Sciences and Technologies. Faculty of Engineering. Institute of Education and Home Economics, 2018. http://dx.doi.org/10.22616/reep.2018.016.

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Fotova Čiković, Katerina. "The Impact of Personality Traits and Internal Locus of Control on Entrepreneurial Intention." In 8th International Scientific Conference ERAZ - Knowledge Based Sustainable Development. Association of Economists and Managers of the Balkans, Belgrade, Serbia, 2022. http://dx.doi.org/10.31410/eraz.s.p.2022.73.

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A country’s economic growth and development are closely linked to entrepreneurship and innovation, which is why entrepreneurs are recognized as one of the key drivers of the economy. Moreover, job creation, employment and innovation of products and services not only affect the national economy but also the global economy. Having that in mind, it is comprehensible why the ability to understand and predict entrepreneurial intention (EI) turned into a central category that is widely researched in the literature. The main goal of this PRISMA-guided systematic literature review is to identify, present and qualitatively analyse relevant papers regarding entrepreneurial intention, personality traits and especially the internal locus of control. Moreover, other goals are to highlight the importance and influence of personality traits and the internal locus of control on entrepreneurial intentions and to present the findings regarding the interrelatedness of entrepreneurial intention, internal locus of control and personality traits. This article uses a systematic review according to the PRISMA statement guidelines with stringent selection criteria to include relevant articles on the impact of personality traits and internal locus of control on entrepreneurship (i.e. entrepreneurial intentions). The two largest scientific databases, i.e. Scopus and Clarivate Web of Science databases have been explored with the key phrases „PERSONALITY TRAITS“, “INTERNAL LOCUS OF CONTROL” and “ENTREPRENEURIAL INTENTION”. This PRISMA method led to a total of 9 relevant papers regarding the impact and influence of personality traits and internal locus of control on entrepreneurship (i.e. entrepreneurial intentions). The scientific contribution of this paper is mirrored in the presentation of these relevant articles, their findings and in raising awareness among academic members, researchers and governments across the globe regarding the traits that impact entrepreneurial intentions, with a special focus on the findings regarding the internal locus of control. This article provides practical implications for national governments regarding their entrepreneurial policies, support system and climate.

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Avota, Baiba. "Evaluation of Readiness for the Professional Development of Medical Practitioners in Terms of Distance Learning." In Rural environment. Education. Personality. Latvia University of Life Sciences and Technologies. Faculty of Engineering. Institute of Education and Home Economics, 2018. http://dx.doi.org/10.22616/reep.2018.040.

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Reports on the topic "Personality development"

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TOTROVA, Z. H. ON THE ISSUE OF WORLDVIEW AS AN INDICATOR OF PERSONAL DEVELOPMENT. Science and Innovation Center Publishing House, April 2022. http://dx.doi.org/10.12731/2077-1770-2021-14-1-2-38-46.

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The anthropological theme is updated during periods of paradigm instability, which is characteristic of the modern period of history. The purpose of the article is to consider the worldview as an indicator of personality development, which involves solving problems of defining concepts: personality, the structure of the worldview and the factors of its formation. Research methods are philosophical and general logical. Research results. Worldview, as the highest stage of human development, is characterized by consistency and theoretical justification. Among the factors that create a personality, the person himself is decisive, making himself the object of critical analysis, becoming a formative subject, which indicates his spiritual (personal) maturity.

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Nagahi, Morteza, Raed Jaradat, Mohammad Nagahisarchoghaei, Ghodsieh Ghanbari, Sujan Poudyal, and Simon Goerger. Effect of individual differences in predicting engineering students' performance : a case of education for sustainable development. Engineer Research and Development Center (U.S.), May 2021. http://dx.doi.org/10.21079/11681/40700.

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The academic performance of engineering students continues to receive attention in the literature. Despite that, there is a lack of studies in the literature investigating the simultaneous relationship between students' systems thinking (ST) skills, Five-Factor Model (FFM) personality traits, proactive personality scale, academic, demographic, family background factors, and their potential impact on academic performance. Three established instruments, namely, ST skills instrument with seven dimensions, FFM traits with five dimensions, and proactive personality with one dimension, along with a demographic survey, have been administrated for data collection. A cross-sectional web-based study applying Qualtrics has been developed to gather data from engineering students. To demonstrate the prediction power of the ST skills, FFM traits, proactive personality, academic, demographics, and family background factors on the academic performance of engineering students, two unsupervised learning algorithms applied. The study results identify that these unsupervised algorithms succeeded to cluster engineering students' performance regarding primary skills and characteristics. In other words, the variables used in this study are able to predict the academic performance of engineering students. This study also has provided significant implications and contributions to engineering education and education sustainable development bodies of knowledge. First, the study presents a better perception of engineering students' academic performance. The aim is to assist educators, teachers, mentors, college authorities, and other involved parties to discover students' individual differences for a more efficient education and guidance environment. Second, by a closer examination at the level of systemic thinking and its connection with FFM traits, proactive personality, academic, and demographic characteristics, understanding engineering students' skillset would be assisted better in the domain of sustainable education.

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Melnyk, Maryna. Research of awareness and attitude of the pedagogical community, students and parents to the diagnosis and support of gifted personality development. Institute of Gifted Children of the National Academy of Educational Sciences of Ukraine, 2021. http://dx.doi.org/10.32405/iodnapn-zvit-2021-52.

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The paper presents the results of the survey among the pedagogical community, students and parents on awareness and attitude to the identification and support of gifted personality, conducted by the Institute of Gifted Child of NAES of Ukraine in the period from 03.09 to 30.09.2021.

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Korol, A. Non-traditional Methods of Teaching Based on Emotional and Evocative Dramatic Art in the Creative Development of the Personality. Lardy Publishing House, 2018. http://dx.doi.org/10.31812/123456789/3287.

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Non-traditional methods of teaching are ways of improvement to the activity of the individual in the process of learning and creative work. It is the result from the destruction of usual stereotypes in knowledge and skills that starts off mechanisms of spontaneous activities, an integration of logical and evocative components. Current study examines the method of emotional and evocative drama art as a way of improvement to effectiveness in the learning and creative activities of the personality.

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Бакум, З. П., and Л. О. Цвіркун. Activation of Cognitive Activity of Future Engineers During Graphical Training. Криворізький державний педагогічний університет, 2014. http://dx.doi.org/10.31812/0564/430.

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The article shows that graphic problems are powerful source and stimulating agent motivating the students for active cognitive and creative work during study of graphical disciplines; methods and techniques promoting the effectiveness of graphical preparation of future engineers, which are directed to both personality development and his further professional establishment, are suggested.

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Lavrentieva, Olena, and Oleh Tsys. The theory and practice of managing students’ independent study activities via the modern information technologies. [б. в.], 2019. http://dx.doi.org/10.31812/123456789/4552.

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Theoretical foundations and existent practical experience in providing scientifically grounded management of students' independent study activities with the use of the latest information technologies have been studied in the research. The issues of organization of various types of management of students' independent study activities have been considered. It has been reported, that there are direct, indirect, and dynamic types of management. The possibilities of ICTs in the implementation of each type of management the students' independent study activities have been shown. It has been taken into account, that the introduction of computer-oriented means of co-management and co-organization into the educational process reflects the realization student-centered concept of learning. There has been emphasized the need to use both direct and indirect types of management, which will make it possible for students to move to the position of an actor of independent study activity and capable of exercising self-government. The authors have been paid special attention to the means of developing the students' personality and forming their motivational readiness for independent study activities and self-education. It has been shown, that such necessary means include the following: to promote the development of students' self-organization, self-actualization, as well as their socialization, to encourage self-assessment and reflection throughout the process of organizing independent study activities; to personalize independent study activities, to offer personally and professionally meaningful learning tasks with clearly defined and understandable goals for a student, and to ensure their gradual complication; to create informative feedback; to strengthen students' motivation.

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Kerner, Daniel, Richard Toye, Nancy Birdsall, Enrique V. Iglesias, Edgar J. Dosman, Joseph L. Love, John Toye, David H. Pollock, and Carlos Mallorquín. Raúl Prebisch: Power, Principle and the Ethics of Development: Essays in Honour of David H. Pollock Marking the Centennial Celebrations of the Birth of Raúl Prebisch. Inter-American Development Bank, January 2006. http://dx.doi.org/10.18235/0008663.

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Raúl Prebisch was one of the great figures in Latin America, a dominant regional and international personality since the 1930s, and it is therefore fitting to honor the centenary of his birth in Tucumán, Argentina in 1901 with a special lecture and conference on his life and work. Moreover, it is equally appropriate that this Prebisch Lecture be delivered by David H. Pollock, one of his closest and most distinguished collaborators over many years. Linked by a close friendship and a commitment to Latin America, Professor Pollock both witnessed and documented the Prebisch legacy as banker, thinker, institutional-builder and international diplomat.

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BESTAEVA, E. HISTORICAL AND PHILOSOPHICAL ASPECT OF THE ROLE AND IMPORTANCE OF ETHICS IN THE SYSTEM OF MODERN EDUCATION. Science and Innovation Center Publishing House, 2021. http://dx.doi.org/10.12731/2077-1770-2021-13-4-3-14-18.

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The article examines the issues of ethics in the educational process in the historical and philosophical development. The main attention is focused on the transformations taking place in the field of economics, science and technology, the meaning and significance of education, which is aimed at the formation of a morally oriented personality, is being revised in a new way. The need for ethical knowledge comes to the fore in the modern educational process, which is aimed at the formation of moral values of the younger generation.

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Varina, Hanna B., Viacheslav V. Osadchyi, Kateryna P. Osadcha, Svetlana V. Shevchenko, and Svitlana H. Lytvynova. Peculiarities of cloud computing use in the process of the first-year students' adaptive potential development. [б. в.], June 2021. http://dx.doi.org/10.31812/123456789/4453.

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Technologies based on cloud computing is one of the demanded and actively developing areas of the modern information world. Cloud computing refers to an innovative technology that allows you to combine IT resources of various hardware platforms into a single whole and provide the user with access to them via a local network or the global Internet. Cloud services from various providers offer users access to their resources via the Internet via free or shareware cloud applications, the hardware and software requirements of which do not imply that the user has high-performance and resource-consuming computers. Cloud technologies represent a new way of organizing the educational process and offers an alternative to traditional methods of organizing the educational process, creates an opportunity for personal learning, collective teaching, interactive classes, and the organization of psychological support. The scientific article is devoted to the problem of integrating cloud technologies not only in the process of training highly qualified specialists, but also in the formation of professionally important personality traits. The article describes the experience of introducing cloud technologies into the process of forming the adaptive potential of students in conditions of social constraints caused by the COVID-19 pandemic.

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Hruntova, Tetiana V., Yuliia V. Yechkalo, Andrii M. Striuk, and Andrey V. Pikilnyak. Augmented Reality Tools in Physics Training at Higher Technical Educational Institutions. [б. в.], November 2018. http://dx.doi.org/10.31812/123456789/2660.

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Research goal: the research is aimed at theoretical substantiation of applying the augmented reality technology and its peculiarities at higher technical educational institutions. Research objectives: the research is to solve the problems of determining the role and place of the technology in the educational process and its possible application to physics training. Object of research: teaching physics to students of higher technical educational institutions. Subject of research: the augmented reality technology as a component of the training process at higher educational institutions. Research methods used: theoretical methods include analysis of scientific and methodological literature; empirical methods include studying and observation of the training process. Research results: analysis of scientific publications allows defining the notion of augmented reality; application of augmented reality objects during laboratory practical works on physics is suggested. Main conclusions. introduction of the augmented reality technology in the training process at higher technical educational institutions increases learning efficiency, facilitates students’ training and cognitive activities, improves the quality of knowledge acquisition, provokes interest in a subject, promotes development of research skills and a future specialist’s competent personality.

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