Relevant bibliographies by topics / Personality development theory

Contents

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

Academic literature on the topic 'Personality development theory'

Author: Grafiati
Published: 4 June 2021
Last updated: 11 February 2022

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Journal articles on the topic "Personality development theory"

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Funatsu, Mamoru. "Development of social self theory." Japanese Journal of Personality 13, no. 1 (2004): 113–15. http://dx.doi.org/10.2132/personality.13.113.

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

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Bilohur, Vlada. "Formation and development of personality established by change and growth theory." Humanities Bulletin of Zaporizhzhe State Engineering Academy, no. 76 (2019): 77–89. http://dx.doi.org/10.26661/2072-1692-2019-76-06.

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Paterson, Randolph J., and Greg Moran. "Attachment theory, personality development, and psychotherapy." Clinical Psychology Review 8, no. 6 (January 1988): 611–36. http://dx.doi.org/10.1016/0272-7358(88)90084-0.

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Abe, Jo Ann A. "Differential Emotions Theory as a Theory of Personality Development." Emotion Review 7, no. 2 (November 18, 2014): 126–30. http://dx.doi.org/10.1177/1754073914554780.

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Hendrick, Susan S. "Review of A Theory of Personality Development." Contemporary Psychology: A Journal of Reviews 40, no. 2 (February 1995): 175. http://dx.doi.org/10.1037/003442.

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Blatt, Sidney J., and Kenneth N. Levy. "Attachment Theory, Psychoanalysis, Personality Development, and Psychopathology." Psychoanalytic Inquiry 23, no. 1 (March 18, 2003): 102–50. http://dx.doi.org/10.1080/07351692309349028.

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Gilberg-Porter, Jody. "Personality theory, moral development, and criminal behavior." Journal of School Psychology 24, no. 1 (March 1986): 91. http://dx.doi.org/10.1016/0022-4405(86)90047-6.

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Okada, Ryo. "Development of Friendship Motivation Scale in the Framework of the Self-Determination Theory." Japanese Journal of Personality 14, no. 1 (2005): 101–12. http://dx.doi.org/10.2132/personality.14.101.

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Harari, Gabriella M., Sumer S. Vaid, Sandrine R. Müller, Clemens Stachl, Zachariah Marrero, Ramona Schoedel, Markus Bühner, and Samuel D. Gosling. "Personality Sensing for Theory Development and Assessment in the Digital Age." European Journal of Personality 34, no. 5 (September 2020): 649–69. http://dx.doi.org/10.1002/per.2273.

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People around the world own digital media devices that mediate and are in close proximity to their daily behaviours and situational contexts. These devices can be harnessed as sensing technologies to collect information from sensor and metadata logs that provide fine–grained records of everyday personality expression. In this paper, we present a conceptual framework and empirical illustration for personality sensing research, which leverages sensing technologies for personality theory development and assessment. To further empirical knowledge about the degree to which personality–relevant information is revealed via such data, we outline an agenda for three research domains that focus on the description, explanation, and prediction of personality. To illustrate the value of the personality sensing research agenda, we present findings from a large smartphone–based sensing study ( N = 633) characterizing individual differences in sensed behavioural patterns (physical activity, social behaviour, and smartphone use) and mapping sensed behaviours to the Big Five dimensions. For example, the findings show associations between behavioural tendencies and personality traits and daily behaviours and personality states. We conclude with a discussion of best practices and provide our outlook on how personality sensing will transform our understanding of personality and the way we conduct assessment in the years to come. © 2020 European Association of Personality Psychology
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Dissertations / Theses on the topic "Personality development theory"

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Roach, Paul David. "Evolutionary theory and birth order effects on Big Five personality traits among the Shuar of Amazonian Ecuador : the first cross-cultural test /." view abstract or download file of text, 2006. http://proquest.umi.com/pqdweb?index=null&did=1126776721&SrchMode=5&Fmt=2&retrieveGroup=0&VInst=PROD&VType=PQD&RQT=309&VName=PQD&TS=1166486945&clientId=11238.

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Thesis (Ph. D.)--University of Oregon, 2006.
Typescript. Includes vita and abstract. Includes bibliographical references (leaves 157-178). Also available for download via the World Wide Web; free to University of Oregon users.
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Kaiser, Donna Hines. "The development of family counselors during internship: A multiple case study using constructive developmental theory." W&M ScholarWorks, 2003. https://scholarworks.wm.edu/etd/1550154103.

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DeGraffe, Herbert. "The Relationship Between Athletic Development Personality Factors and Decision Making." ScholarWorks, 2017. https://scholarworks.waldenu.edu/dissertations/3487.

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Ineffective leadership that results from personality defects, ineffective core executive functions, and emotional decision making can lead to destructive actions and executive failures that affect organizational effectiveness. The purpose of this correlational study was to determine if athletic development personality factors correlate with decision making at the executive leadership level. The research questions focused on determining if there was a relationship between athletic development personality factors and decision making. Social exchange theory, social representations theory, and leadership theories comprised the theoretical framework. Participants included 124 executive decision-makers from the United States, the United Kingdom, South Africa, India, and Singapore who completed an online survey measuring self-assessed athletic development personality factors. The data analysis strategy using multiple regression showed that, while each variable was a positive significant predictor of personality factors, the regression approach eliminated redundant predictors from the 5 variable model. The resulting 3 variable model was significant; focus, ethicalness, and leadership found decision making scores to be higher for respondents with highest scores for focus personality (β = .43, p = .001) and ethicalness personality (β = .28, p = .001) and leadership personality (β = .21, p = .001) significantly contributed to the model. Organizational leaders might use the findings of this study on these key personality factors to enhance their knowledge and increase the relationship paths for positive social change by informing leadership development programs and executive training through educational strategies and best practices.
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Bewsey, Kyle. "Exploring Psychopathic Personality Traits and Moral Development in a Non-criminal Sample." Thesis, University of North Texas, 2013. https://digital.library.unt.edu/ark:/67531/metadc271780/.

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This study explored psychopathic personality traits among a non-criminal, college undergraduate sample. Much research has been done on conceptualizing the construct of psychopathy, but this work has been conducted primarily with incarcerated individuals using a structured interview, The Psychopathy Checklist – Revised (PCL-R; Hare, 1991, 2003). The goal of the current study was to assess psychopathic traits among non-criminal individuals using The Self-Report Psychopathy Scale - Version Four (SRP-IV; Paulhus, Neumann, & Hare, in press), and compare how SRP-IV scores were associated with a well recognized semi-structured interview for psychopathy, The Psychopathy Checklist – Screening Version (PCL: SV; Hart, Cox, & Hare, 1995). The study also examined whether psychopathic personality traits could be predicted using a measure of normal-range personality, based on the five-factor model (FFM; Digman, 1990), and a measure developed by Loevinger (1976) related to ego development. Five-Factor Model Rating Form (FFMRF; Mullins-Sweat, Jamerson, Samuel, Olson, & Widiger, 2006) scores and Total Protocol Ratings (TPR score) on the Washington University Sentence Completion Test (WUSCT; Hy & Loevinger, 1996) were used to predict psychopathy scores. Correlations of SRP-IV scores and PCL: SV scores with FFMRF scores and WUSCT TPR scores were also examined for their uniformity. As predicted, there were significant, negative correlations between FFM domains, Agreeableness and Conscientious, and SRP-IV scores, as well as significant, negative correlations between WUSCT TPR scores and SRP-IV scores. These correlations ranged from small to strong for both SRP-IV overall scores and for SRP-IV factor scores (i.e., Interpersonal Manipulation, Callous Affect, Erratic Lifestyle, and Criminal Tendencies). Additionally, FFM domain scores and WUSCT TPR scores significantly predicted SRP-IV scores. FFM domains, Agreeableness and Conscientiousness, and WUSCT TPR scores, were the strongest predictors of SRP-IV scores. Similar results were found when FFM domain scores and WUSCT TPR scores predicted SRP-IV factor scores. Results also indicated Agreeableness and Conscientious explained an additional 24% of the variance in psychopathy scores, after controlling for WUSCT TPR scores. Conversely, WUSCT TPR scores explained an additional 5% of the variance in psychopathy scores after controlling for Agreeableness and Conscientiousness. Finally, as predicted, the differences in correlations between psychopathy scores (i.e., PCL: SV, SRP-IV), and Agreeableness, Conscientiousness, and WUSCT TPR scores were not statistically significant providing evidence that correlates of psychopathic traits can be measured among non-criminal individuals using a self-report measure, the SRP-IV, and that these findings are concordant with those based on a standardized structured assessment for psychopathy. Limitations of the study, implications, and recommendations for future research are also discussed.
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Davidsson, Julia. "The Role of Major Life Events and Brain Development on Personality Trait Change in Adulthood : Insights from Personality Neuroscience." Thesis, Högskolan i Skövde, Institutionen för biovetenskap, 2019. http://urn.kb.se/resolve?urn=urn:nbn:se:his:diva-17324.

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The relationship between personality trait change and major life events is currently undergoing extensive investigations within the field of personality psychology. A debate has risen regarding whether or not major life events can bring about trait change, and how typical trait change patterns over the adult lifespan can be explained. It is valuable to understand how traits change because they predict important future outcomes. The Five-Factor Theory described by McCrae and Costa (2008a) states that traits are purely biological entities, and trait change is explained to result from processes of intrinsic biological maturation, unaffected by life events. This thesis reviewed the literature regarding the relationship of trait change and life events, and the research of potential biological bases of traits in the brain together with a brain developmental perspective of intrinsic maturation. Gaining an insight in the relationship between personality traits and the brain is a goal within a young field of research called personality neuroscience, and an agenda of the Five-Factor Theory. Major life events do cause trait change, but the relationship is complex. A brain developmental perspective of intrinsic maturation did not entirely correspond with patterns of typical trait change in young adulthood. The Five-Factor Theory is challenged and modifications are suggested. Neurobiological correlates of five-factor traits reveal issues and potentials for future research.
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Lancaster, Dennis Lark. "Using Psychosocial Development Theory and Personality Typology in Identifying At-Risk Characteristics of College Honors Students." Thesis, Lindenwood University, 2015. http://pqdtopen.proquest.com/#viewpdf?dispub=3682287.

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While substantiating the effectiveness of honors programs to increase learning among the academically gifted, assessment and any associated outcomes should also be effectively used to understand the psychosocial development challenges of these students and, at the same time, increase their learning in and out of the honors environment. Robinson's (1997) research showed that, saddled with the typical college student's at-risk characteristics, e.g., first-generation status, low-income, financial limitations, etc., gifted students also face unique adjustment challenges in terms of their social development. These challenges include habits and attitudes associated with and/or resulting from not having to work at their studies in high school, such as `grade shock,' mediocrity, and an expectation of naturally being at the top of their class; not knowing their strengths and weaknesses due to a lack of academic challenge; not experiencing having to ask for help; and having multiples gifts and talents that are or can be channeled in multiple directions. This mixed methods study examined how educators may be able to use psychosocial student development theory and research in the use of personality type assessment instruments, such as the Myers-Briggs Type Indicator to support these students whose unique attitudes and behaviors put them at risk of losing their educational and career opportunities.

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Harrison, James Ray. "Structural Aspects of Loevinger's Model of Ego Development." Thesis, North Texas State University, 1985. https://digital.library.unt.edu/ark:/67531/metadc504211/.

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The study reviews the structural and psychometric underpinnings of Loevinger's theory of ego development. It is noted that the current literature investigating the validity of Loevinger's model has not adequately addressed the structural assumptions of the theory. "Process" variables are hypothesized to vary depending on the process of structural change. Two such variables, cognitive complexity and the organization of cognitive constructs, were measured in 73 college students, staff, and faculty members in three North Texas institutions. Level of ego development, measured by the Washington University Sentence Completion Test, was assessed in each subject and the pattern of cognitive complexity and construct organization was evaluated across ego levels. Results offer only limited support for the stage model's structural assumptions. Discussion highlights several inadequacies in Loevinger's instrument and offers a direction for possible revision. Implications of the results are examined in terms of current theoretical issues.
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Rojas-Ferrer, Isabel. "Individual Variation In Information and Its Use." Thesis, Université d'Ottawa / University of Ottawa, 2021. http://hdl.handle.net/10393/42105.

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Individuals within a population can vary in the way that they acquire, store, and act on information from the environment. Researchers have commonly looked at differences in genetic architecture, physical environment, or personality as possible causes of individual variation in cognition. Though cognition is defined as a suite of mechanisms involving the processing of information, we have yet to asses information (i.e. a numerical measure of the uncertainty of an outcome) as a possible cause of individual variation in cognition. This thesis seeks to understand the causes of individual variation in cognition by using approaches that allow quantifying and/or manipulating information acquisition or its use. In Chapter 1, I look at the link between information gathering and exploratory personality by testing the correlation between activity in a novel environment and attraction to novelty in wild-caught black-capped chickadees (Poecile atricapillus). My results validate exploratory personality assessed in an open field test as a measure of information gathering. Fast exploration of a novel environment was positively correlated with novelty seeking, suggesting that exploration is an information gathering strategy. In Chapter 2, I test for experience with informative vs non-informative cues as a cause for individual differences in decision making and learning performance. Here, I manipulated the informational properties (i.e. presence and number of reliable cues) of the developmental environment of juvenile captive zebra finches (Taenopygia guttata). This rare longitudinal and experimental examination of the effect of informative versus non-informative cues during development suggests that experience with informative cues can cause increased discrimination learning accuracy and decision-making speed later in life. Finally, in Chapter 3 I looked into individual variation in information use and decision making using a game theoretic approach. Using a producer-scrounger game, groups of zebra finches were exposed to varying seed distributions. Individual strategy choice in a social-foraging game was not significantly correlated with an individual’s experience with informative cues or learning performance. Still, contrary to my predictions, fear response significantly predicted strategy choice where more fearful individuals were more likely to choose a producer strategy. By addressing information as a parameter, my results suggest that information can affect individual variation depending on context.
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Black, Candace J., Aurelio José Figueredo, and W. Jake Jacobs. "Substance, History, and Politics." SAGE PUBLICATIONS INC, 2017. http://hdl.handle.net/10150/623123.

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The aim of this article is to examine the relations between two approaches to the measurement of life history (LH) strategies: A traditional approach, termed here the biodemographic approach, measures developmental characteristics like birthweight, gestation length, interbirth intervals, pubertal timing, and sexual debut, and a psychological approach measures a suite of cognitive and behavioral traits such as altruism, sociosexual orientation, personality, mutualism, familial relationships, and religiosity. The biodemographic approach also tends not to invoke latent variables, whereas the psychological approach typically relies heavily upon them. Although a large body of literature supports both approaches, they are largely separate. This review examines the history and relations between biodemographic and psychological measures of LH, which remain murky at best. In doing so, we consider basic questions about the nature of LH strategies: What constitutes LH strategy (or perhaps more importantly, what does not constitute LH strategy)? What is gained or lost by including psychological measures in LH research? Must these measures remain independent or should they be used in conjunction as complementary tools to test tenets of LH theory? Although definitive answers will linger, we hope to catalyze an explicit discussion among LH researchers and to provoke novel research avenues that combine the strengths each approach brings to this burgeoning field.
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Oram, Leatrice. "A Method to My Quietness: A Grounded Theory Study of Living and Leading with Introversion." Antioch University / OhioLINK, 2016. http://rave.ohiolink.edu/etdc/view?acc_num=antioch1471601040.

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Books on the topic "Personality development theory"

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H, Bryson Charles, ed. A theory of personality development. New York: Wiley, 1994.

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Developmental theory and clinical process. New Haven: Yale University Press, 1985.

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F, Rychlak Joseph, ed. Personality development and psychopathology: A dynamic approach. 2nd ed. Boston: Houghton Mifflin Co., 1985.

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The psychotherapist's interventions: Integrating psychodynamic perspectives in clinical practice. Northvale, N.J: J. Aronson, 1998.

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H, McFadden Susan, ed. The role of emotions in social and personality development: History, theory, and research. New York: Plenum Press, 1995.

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Greenspan, Stanley I. The development of the ego: Implications for personality theory, psychopathology, and the psychotherapeutic process. Madison, Conn: International Universities Press, 1989.

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G, Siegel Miriam, and Rosenblum Andrew, eds. The evolution of character: Birth to 18 years : a longitudinal study. Madison, Conn: International Universities Press, 1992.

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Inside out and outside in: Psychodynamic clinical theory and psychopathology in contemporary multicultural contexts. 3rd ed. Lanham: Rowman & Littlefield Publishers, Inc., 2011.

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Invitation to psychodynamic psychology. Northvale, N.J: J. Aronson, 1995.

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Cramer, Phebe. The development of defense mechanisms: Theory, research, and assessment. New York: Springer-Verlag, 1991.

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Book chapters on the topic "Personality development theory"

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Abbott, Tina. "Psychoanalytic theory." In Social and Personality Development, 33–50. London: Routledge, 2021. http://dx.doi.org/10.4324/9781003209300-5.

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Harris, Judith Rich. "Modular Theory of Social Development." In Encyclopedia of Personality and Individual Differences, 2956–59. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-319-24612-3_1550.

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Harris, Judith Rich. "Modular Theory of Social Development." In Encyclopedia of Personality and Individual Differences, 1–4. Cham: Springer International Publishing, 2017. http://dx.doi.org/10.1007/978-3-319-28099-8_1550-1.

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Wang, Wei-Dong, Fan Feng, Xue-Yu Lv, Jin-Hua Zhang, Lan Hong, Gui-Xia Li, and Jian Wang. "The Theory and Practice of Personality Development Measurements." In Quantitative Psychology Research, 389–98. Cham: Springer International Publishing, 2016. http://dx.doi.org/10.1007/978-3-319-38759-8_29.

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Telias, Rozei. "Moreno’s theory of the development of the self." In Moreno’s Personality Theory and Its Relationship to Psychodrama, 98–115. New York: Routledge, 2018.: Routledge, 2018. http://dx.doi.org/10.4324/9781351021104-4.

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Griffin, Paul W., Daniel K. Mroczek, and Kristen Wesbecher. "Personality development across the lifespan: Theory, research, and application." In APA handbook of clinical geropsychology, Vol. 1: History and status of the field and perspectives on aging., 217–34. Washington: American Psychological Association, 2015. http://dx.doi.org/10.1037/14458-010.

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Epstein, Seymour. "Implications of cognitive-experiential self-theory for personality and developmental psychology." In Studying lives through time: Personality and development., 399–438. Washington: American Psychological Association, 1993. http://dx.doi.org/10.1037/10127-033.

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Petrides, K. V., Chris J. Jackson, Adrian Furnham, and Stephen Levine. "Development of a Short Form of the Eysenck Personality Profiler via Structural Equation Modeling." In Mathematical Modelling: Theory and Applications, 221–39. Dordrecht: Springer Netherlands, 2004. http://dx.doi.org/10.1007/978-1-4020-1958-6_12.

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Walton, Kate E., and Kimberly A. Billera. "Personality Development During the School-Aged Years: Implications for Theory, Research, and Practice." In The Springer Series on Human Exceptionality, 93–111. Cham: Springer International Publishing, 2016. http://dx.doi.org/10.1007/978-3-319-28606-8_4.

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Eysenck, Sybil B. G. "The I₇: Development of a measure of impulsivity and its relationship to the superfactors of personality." In The impulsive client: Theory, research, and treatment., 141–49. Washington: American Psychological Association, 1993. http://dx.doi.org/10.1037/10500-009.

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Conference papers on the topic "Personality development theory"

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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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Yaakub, C. Y., N. Sulaiman, and C. W. Kim. "A study on personality identification using game based theory." In 2010 2nd International Conference on Computer Technology and Development (ICCTD). IEEE, 2010. http://dx.doi.org/10.1109/icctd.2010.5646417.

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Li, Dan. "Personality Development Theory and Its Enlightenments to the Children's Education." In 2016 2nd International Conference on Economics, Management Engineering and Education Technology (ICEMEET 2016). Paris, France: Atlantis Press, 2017. http://dx.doi.org/10.2991/icemeet-16.2017.214.

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Arsaliev, Shavadi. "Ethnopedagogical Theory As A Factor In Personality Formation And Development." In International Scientific Congress «KNOWLEDGE, MAN AND CIVILIZATION». European Publisher, 2021. http://dx.doi.org/10.15405/epsbs.2021.05.249.

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Irina, Krasnoschechenko, Arpentieva Mariam, Moiseeva Irina, Spihenkova Maria, and Kosov Alexandr. "Transgression and transcendence in development of a psychologically safety personality." In International Conference on the Theory and Practice of Personality Formation in Modern Society (ICTPPFMS 2018). Paris, France: Atlantis Press, 2018. http://dx.doi.org/10.2991/ictppfms-18.2018.28.

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Victor, Baranov, Petyukova Oksana, Prizhennikova Alena Prizhennikova, and Vilskaya Natalia. "Inclusive Education in Russia: Legal Development Prospects." In International Conference on the Theory and Practice of Personality Formation in Modern Society (ICTPPFMS 2018). Paris, France: Atlantis Press, 2018. http://dx.doi.org/10.2991/ictppfms-18.2018.15.

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Ludmila, Shcherbakova, Zobova Ludmila, Evdokimova Elena, and Savintseva Svetlana. "Features of information technologies influence on social development." In International Conference on the Theory and Practice of Personality Formation in Modern Society (ICTPPFMS 2018). Paris, France: Atlantis Press, 2018. http://dx.doi.org/10.2991/ictppfms-18.2018.13.

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Nataliya, Burmistrova, Vasina Natalya, Filimonov Viacheslav, Kalnitskaya Irina, Shmakova Alexandra, and Ilina Nadezhda. "The Concept of Smart-Education for Sustainable Development." In International Conference on the Theory and Practice of Personality Formation in Modern Society (ICTPPFMS 2018). Paris, France: Atlantis Press, 2018. http://dx.doi.org/10.2991/ictppfms-18.2018.34.

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Bishop, David, and Amit Deokar. "Toward an Understanding of Preference for Agile Software Development Methods from a Personality Theory Perspective." In 2014 47th Hawaii International Conference on System Sciences (HICSS). IEEE, 2014. http://dx.doi.org/10.1109/hicss.2014.583.

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Victoria, Dodrova, Yelizarova Eugenia, Labzina Polina, and Ageenko Natalia. "Model of Studentsr Project Skills Development in the Corporate Educational Cooperation." In International Conference on the Theory and Practice of Personality Formation in Modern Society (ICTPPFMS 2018). Paris, France: Atlantis Press, 2018. http://dx.doi.org/10.2991/ictppfms-18.2018.22.

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Reports on the topic "Personality development theory"

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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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DeJaeghere, Joan, Bich-Hang Duong, and Vu Dao. Teaching Practices That Support and Promote Learning: Qualitative Evidence from High and Low Performing Classes in Vietnam. Research on Improving Systems of Education (RISE), January 2021. http://dx.doi.org/10.35489/bsg-rise-ri_2021/024.

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This Insight Note contributes to the growing body of knowledge on teaching practices that foster student learning and achievement by analysing in-depth qualitative data from classroom observations and teacher interviews. Much of the research on teachers and teaching in development literature focuses on observable and quantified factors, including qualifications and training. But simply being qualified (with a university degree in education or subject areas), or trained in certain ways (e.g., coaching versus in-service) explains very little of the variation in learning outcomes (Kane and Staiger, 2008; Wößmann, 2003; Das and Bau, 2020). Teaching is a complex set of practices that draw on teachers’ beliefs about learning, their prior experiences, their content and pedagogical knowledge and repertoire, and their commitment and personality. Recent research in the educational development literature has turned to examining teaching practices, including content knowledge, pedagogical practices, and teacher-student interactions, primarily through quantitative data from knowledge tests and classroom observations of practices (see Bruns, De Gregorio and Taut, 2016; Filmer, Molina and Wane, 2020; Glewwe et al, in progress). Other studies, such as TIMSS, the OECD and a few World Bank studies have used classroom videos to further explain high inference factors of teachers’ (Gallimore and Hiebert, 2000; Tomáš and Seidel, 2013). In this Note, we ask the question: What are the teaching practices that support and foster high levels of learning? Vietnam is a useful case to examine because student learning outcomes based on international tests are high, and most students pass the basic learning levels (Dang, Glewwe, Lee and Vu, 2020). But considerable variation exists between learning outcomes, particularly at the secondary level, where high achieving students will continue to upper-secondary and lower achieving students will drop out at Grade 9 (Dang and Glewwe, 2018). So what differentiates teaching for those who achieve these high learning outcomes and those who don’t? Some characteristics of teachers, such as qualifications and professional commitment, do not vary greatly because most Vietnamese teachers meet the national standards in terms of qualifications (have a college degree) and have a high level of professionalism (Glewwe et al., in progress). Other factors that influence teaching, such as using lesson plans and teaching the national curriculum, are also highly regulated. Therefore, to explain how teaching might affect student learning outcomes, it is important to examine more closely teachers’ practices in the classroom.
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