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: 16 June 2025

Create a spot-on reference in APA, MLA, Chicago, Harvard, and other styles

Select a source type:

Consult the lists of relevant articles, books, theses, conference reports, and other scholarly sources on the topic 'Personality development theory.'

Next to every source in the list of references, there is an 'Add to bibliography' button. Press on it, and we will generate automatically the bibliographic reference to the chosen work in the citation style you need: APA, MLA, Harvard, Chicago, Vancouver, etc.

You can also download the full text of the academic publication as pdf and read online its abstract whenever available in the metadata.

Journal articles on the topic "Personality development theory"

1

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.

Full text
APA, Harvard, Vancouver, ISO, and other styles
2

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

Full text
APA, Harvard, Vancouver, ISO, and other styles
3

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

Full text
APA, Harvard, Vancouver, ISO, and other styles
4

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.

Full text
APA, Harvard, Vancouver, ISO, and other styles
5

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

Full text
APA, Harvard, Vancouver, ISO, and other styles
6

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

Full text
APA, Harvard, Vancouver, ISO, and other styles
7

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

Full text
APA, Harvard, Vancouver, ISO, and other styles
8

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

Full text
APA, Harvard, Vancouver, ISO, and other styles
9

Harari, Gabriella M., Sumer S. Vaid, Sandrine R. Müller, et al. "Personality Sensing for Theory Development and Assessment in the Digital Age." European Journal of Personality 34, no. 5 (2020): 649–69. http://dx.doi.org/10.1002/per.2273.

Full text
Abstract:
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
APA, Harvard, Vancouver, ISO, and other styles
10

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.

Full text
APA, Harvard, Vancouver, ISO, and other styles
More sources

Dissertations / Theses on the topic "Personality development theory"

1

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.

Full text
Abstract:
Thesis (Ph. D.)--University of Oregon, 2006.<br>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.
APA, Harvard, Vancouver, ISO, and other styles
2

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.

Full text
APA, Harvard, Vancouver, ISO, and other styles
3

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

Full text
Abstract:
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.
APA, Harvard, Vancouver, ISO, and other styles
4

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/.

Full text
Abstract:
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.
APA, Harvard, Vancouver, ISO, and other styles
5

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.

Full text
Abstract:
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.
APA, Harvard, Vancouver, ISO, and other styles
6

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/.

Full text
Abstract:
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.
APA, Harvard, Vancouver, ISO, and other styles
7

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.

Full text
Abstract:
<p> 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.</p>
APA, Harvard, Vancouver, ISO, and other styles
8

Rojas-Ferrer, Isabel. "Individual Variation In Information and Its Use." Thesis, Université d'Ottawa / University of Ottawa, 2021. http://hdl.handle.net/10393/42105.

Full text
Abstract:
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.
APA, Harvard, Vancouver, ISO, and other styles
9

Black, Candace J., Aurelio José Figueredo, and W. Jake Jacobs. "Substance, History, and Politics." SAGE PUBLICATIONS INC, 2017. http://hdl.handle.net/10150/623123.

Full text
Abstract:
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.
APA, Harvard, Vancouver, ISO, and other styles
10

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.

Full text
APA, Harvard, Vancouver, ISO, and other styles
More sources

Books on the topic "Personality development theory"

1

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

Find full text
APA, Harvard, Vancouver, ISO, and other styles
2

Allen, Bem P. Personality theories: Development, growth, and diversity. 2nd ed. Allyn and Bacon, 1997.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
3

1949-, Hindle Debbie, and Smith Marta Vaciago 1944-, eds. Personality development: A psychoanalytic perspective. Routledge, 1999.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
4

1921-, Thomas R. Murray, ed. The Encyclopedia of human development and education: Theory, research, and studies. Pergamon Press, 1990.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
5

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

Find full text
APA, Harvard, Vancouver, ISO, and other styles
6

Edward, Joyce. Separation/individuation: Theory and application. 2nd ed. Brunner/Mazel, 1992.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
7

1946-, Mendaglio Sal, ed. Dabrowski's theory of positive disintegration. Great Potential Press, 2008.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
8

Darcia, Narváez, and Lapsley Daniel K, eds. Personality, identity, and character: Explorations in moral psychology. Cambridge University Press, 2009.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
9

Nathene, Ruskin, and Turrini Patsy, eds. Separation/individuation: Theory and application. 2nd ed. Gardner Press, 1991.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
10

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

Find full text
APA, Harvard, Vancouver, ISO, and other styles
More sources

Book chapters on the topic "Personality development theory"

1

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

Full text
APA, Harvard, Vancouver, ISO, and other styles
2

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

Full text
APA, Harvard, Vancouver, ISO, and other styles
3

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

Full text
APA, Harvard, Vancouver, ISO, and other styles
4

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

Full text
APA, Harvard, Vancouver, ISO, and other styles
5

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

Full text
APA, Harvard, Vancouver, ISO, and other styles
6

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. American Psychological Association, 2015. http://dx.doi.org/10.1037/14458-010.

Full text
APA, Harvard, Vancouver, ISO, and other styles
7

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

Full text
APA, Harvard, Vancouver, ISO, and other styles
8

Shahar, Golan. "Human ecology and development within social contexts: Ecodynamics theory." In Complex depression: The role of personality dynamics and social ecology. American Psychological Association, 2024. http://dx.doi.org/10.1037/0000377-005.

Full text
APA, Harvard, Vancouver, ISO, and other styles
9

Fang, Wei-Ta, Arba’at Hassan, and Ben A. LePage. "Environmental Psychology." In Sustainable Development Goals Series. Springer Nature Singapore, 2022. http://dx.doi.org/10.1007/978-981-19-4234-1_5.

Full text
Abstract:
AbstractWe explore environmental cognition, personality traits, social norms, environmental stress, and the healing environment. Cognition is the learning process of identifying the light, sound, smell, and feel of the space around us and then forming concepts of what we sense and then create visual images in our minds of what we are perceiving. This then allows us to respond appropriately to stimuli and what we believe to be true. Therefore, we review the cognitive theory of environmental learning and then move to an exploration of the social theory associated with environmental learning and our understanding of nature. The use of different epistemological methods gradually unlocks the influencing factors of environmental behaviors, such as personality traits and social norms with the objective of explaining socialbehavior. Finally, by understanding environmental stress, it becomes apparent that humanity needs redemption and healing through the power of nature, including nourishment of phytoncide, vitamin D, and the exposure to of outdoorenvironments such as forests and oceans to reduce stress. This then helps restore our physical and mental health and strengthens our thinking and decision-making processes.
APA, Harvard, Vancouver, ISO, and other styles
10

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. Springer Netherlands, 2004. http://dx.doi.org/10.1007/978-1-4020-1958-6_12.

Full text
APA, Harvard, Vancouver, ISO, and other styles

Conference papers on the topic "Personality development theory"

1

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). Atlantis Press, 2019. http://dx.doi.org/10.2991/ielss-19.2019.16.

Full text
APA, Harvard, Vancouver, ISO, and other styles
2

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.

Full text
APA, Harvard, Vancouver, ISO, and other styles
3

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.

Full text
APA, Harvard, Vancouver, ISO, and other styles
4

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). Atlantis Press, 2017. http://dx.doi.org/10.2991/icemeet-16.2017.214.

Full text
APA, Harvard, Vancouver, ISO, and other styles
5

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). Atlantis Press, 2018. http://dx.doi.org/10.2991/ictppfms-18.2018.28.

Full text
APA, Harvard, Vancouver, ISO, and other styles
6

Liu, Miao, and Jiaqi Fang. "Innovative Exploration of Art Toy Design Based on Personality Trait Theory." In 13th International Conference on Applied Human Factors and Ergonomics (AHFE 2022). AHFE International, 2022. http://dx.doi.org/10.54941/ahfe1002280.

Full text
Abstract:
With the prosperity of Chinese cultural industry, art toys are loved by more and more people and have become an emerging industry with great market potential in the field of cultural industry. Many art toys appear in the form of personification and have certain personality which can be recognized by consumers. it is the personality perception of art toys from consumers. The purpose of this research is to explore the association rules among self-rated personality traits, personality perception to anthropomorphic art toys from respondents and preference degree to anthropomorphic art toys from respondents in order to summarize some innovative sales and design suggestions and strategies about art toys based on personality traits theory by the method of clustering analysis and Apriori algorithm. The research results provide a quantitative reference tool and design route for the IP design of art toys in order to help the development of cultural and creative product design in China.
APA, Harvard, Vancouver, ISO, and other styles
7

Zarzhevskaya, Viktoriya. "DEVELOPMENT OF THE THEORY AND PRACTICE OF EDUCATIONAL ACTIVITY." In II All-Russian Scientific and Practical Conference of students, teachers, practitioners "Education-Science-Practice". Autonomous Non-Profit Educational Organization of Higher Education "Kuban Institute of Vocational Education", 2025. https://doi.org/10.64007/conferencearticle_683d99f6e6ebe6.17919384.

Full text
Abstract:
Now education sets itself the task of developing the personality of the child, forming his skills and qualities necessary for successful adaptation in the modern world. Preschool education is the first stage of the educational process. An individual approach to each child, the use of game teaching methods, the creation of a favorable educational environment are becoming the fundamental principles of the work of preschool institutions. One of the key trends in integrated education is the combination of play and learning processes, which contributes to the effective adaptation of children to the educational environment. The most common games for preschoolers are role-playing, didactic, active and theatrical. In the process of play activity, the child penetrates into the world of adults.
APA, Harvard, Vancouver, ISO, and other styles
8

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). Atlantis Press, 2018. http://dx.doi.org/10.2991/ictppfms-18.2018.15.

Full text
APA, Harvard, Vancouver, ISO, and other styles
9

Nguyen Thi, Toan. "BUDDHISM ETHICS AND THE PROBLEM OF BUILDING HUMAN PERSONALITY IN VIETNAM TODAY." In International Conference on Political Theory: The International Conference on Human Resources for Sustainable Development. Bach Khoa Publishing House, 2023. http://dx.doi.org/10.51316/icpt.hust.2023.37.

Full text
Abstract:
Buddhism is a great religion and throughout its history of formation and development has increasingly affirmed its important role in building human personality. With its noble and close humanistic philosophies, Buddhism has penetrated the hearts of the Vietnamese people over the past 2,000 years and become a major religion of the nation. Buddhist teachings have the effect of regulating the consciousness and moral behavior of Vietnamese people. It supports and arouses love, altruism, doing good, avoiding evil... contributing to enhancing the responsibility of each existing in society. Not only applicable among Buddhists, but the ethical content of Buddhism also has a strong influence on society. This contributes to improving the morality of each individual as well as being beneficial to building good morality in Vietnamese society. Living according to Buddhist teachings helps improve individual morality, while also building a good lifestyle for the entire society. Therefore, applying the humanistic values ​​of Buddhist ethics to build Vietnamese human personality is extremely practical and meets the urgent needs of social history.
APA, Harvard, Vancouver, ISO, and other styles
10

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). Atlantis Press, 2018. http://dx.doi.org/10.2991/ictppfms-18.2018.13.

Full text
APA, Harvard, Vancouver, ISO, and other styles

Reports on the topic "Personality development theory"

1

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.

Full text
Abstract:
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.
APA, Harvard, Vancouver, ISO, and other styles
2

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.), 2021. http://dx.doi.org/10.21079/11681/40700.

Full text
Abstract:
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.
APA, Harvard, Vancouver, ISO, and other styles
3

Kvasnytsia, Olha, Iryna Sniadanko, and Khrystyna Verbytska. THE ROLE OF SENSE OF LIFE ORIENTATIONS IN THE FORMATION OF EXISTENTIAL FULFILLMENT OF STUDENT-JOURNALISTS. Ivan Franko National University of Lviv, 2025. https://doi.org/10.30970/vjo.2025.56.13277.

Full text
Abstract:
Aim. The purpose of the article is to analyse the relationship between the level of existential fulfillment, sense- of- life and value orientations of students majoring in “Journalism”. The results of the study will contribute to the psychological preparation of students majoring in journalism for future professional activities. The article is based on the analysis of the relationship between the level of existential fulfillment, sense-of -life and value orientations of students majoring in “Journalism”. The article reveals the content and significance of existential fulfillment, sense-of-life and value orientations in the preparation of students majoring in “Journalism” for future professional activities. Methods. Theoretical (analysis of the problem on the basis of psychological and philosophical literature); empirical (fact-finding experiment, testing, survey); methods of mathematical statistics (correlation, cluster, comparative analyses). The following research methods were used: The Existence Scale (A. Lengle, K. Orgler); methodology “The Sense-of-Life Orientations” (SLO) (D. Leontief); methodology “The Diagnostics of Personality Orientation” (B. Bass); methodology “Value Orientations” (M. Rokych). Mathematical data processing and graphical presentation of the results were carried out using the computer package of statistical programs Statistica8.0. Results. The training of students majoring in “Journalism” in higher education institutions in the context of war requires the creation of basic psychological and ethical training for future journalism professionals. The results of the study of students’ sense of life and value orientations, their level of existential fulfillment will contribute to the practical content of the course of journalistic ethics, psychology for journalists, etc. Conclusion. The level of existential fulfillment of students and their system of values plays an important role in preparing them for their future professional activities. A high level of existential fulfillment of students contributes to their greater involvement in professional training, motivation to study, and the formation of their professional identity. Cognitive value. The article deals with the role of existential fulfillment of the individual and its importance in the formation of the emotional and value sphere of activity, motivation to realise personal potential and life in general. The role of existential fulfillment and value orientations in the professional development of students majoring in “Journalism” is revealed. Keywords: existence, existential fulfillment, personality orientation, values, sense-of-life orientations, professional activity, personality, journalism, student.
APA, Harvard, Vancouver, ISO, and other styles
4

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.], 2021. http://dx.doi.org/10.31812/123456789/4453.

Full text
Abstract:
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.
APA, Harvard, Vancouver, ISO, and other styles
5

Sara-Kennedy, Edward. How Do Disruptive Innovators Prepare Today’s Students to be Tomorrow’s Workforce?: Coschool's Edumoción Centering The Emotion in Education. Inter-American Development Bank, 2023. http://dx.doi.org/10.18235/0004779.

Full text
Abstract:
Latin America and the Caribbean are facing numerous challenges, such as low-quality education, poor well-being, and non-peaceful and exclusive societies. The causes are complex, yet connected to outdated, ineffective, and underfinanced education systems. The emotional strain of the pandemic continues to create new challenges and unearth problems that have long been neglected. There is an urgent need for a disruptive solution that supports educators, parents, and students to overcome existing problems as well as better prepare them for uncertain times that lie ahead. In this brief, we introduce Edumoción, Coschools unique pedagogical model and solution which centers the emotion in education. Through the development of educators socioemotional and professional skills and well-being, teachers can better support students development of socioemotional, academic, and global competencies. Through Edumoción learning platform and community, educators are provided with the tools, knowledge, and a support network to develop professionally and personally. The Edumoción methodology enables teachers to cascade skills and knowledge to their students in safe and inclusive learning environments.
APA, Harvard, Vancouver, ISO, and other styles
6

Sikora, Yaroslava B., Olena Yu Usata, Oleksandr O. Mosiiuk, Dmytrii S. Verbivskyi, and Ekaterina O. Shmeltser. Approaches to the choice of tools for adaptive learning based on highlighted selection criteria. [б. в.], 2021. http://dx.doi.org/10.31812/123456789/4447.

Full text
Abstract:
The article substantiates the relevance of adaptive learning of students in the modern information society, reveals the essence of such concepts as “adaptability” and “adaptive learning system”. It is determined that a necessary condition for adaptive education is the criterion of an adaptive learning environment that provides opportunities for advanced education, development of key competencies, formation of a flexible personality that is able to respond to different changes, effectively solve different problems and achieve results. The authors focus on the technical aspect of adaptive learning. Different classifications of adaptability are analyzed. The approach to the choice of adaptive learning tools based on the characteristics of the product quality model stated by the standard ISO / IEC 25010 is described. The following criteria for the selecting adaptive learning tools are functional compliance, compatibility, practicality, and support. By means of expert assessment method there were identified and selected the most important tools of adaptive learning, namely: Acrobatiq, Fishtree, Knewton (now Wiliy), Lumen, Realize it, Smart Sparrow (now Pearson). Comparative tables for each of the selected tools of adaptive learning according to the indicators of certain criteria are given.
APA, Harvard, Vancouver, ISO, and other styles
7

Demeuov, Аrman, Ordenbek Mazbayev, Gulbanu Aukenova, Ihor Kholoshyn, and Iryna Varfolomyeyeva. Pedagogical possibilities of tourist and local history activities. EDP Sciences, 2021. http://dx.doi.org/10.31812/123456789/4620.

Full text
Abstract:
In the new socio-economic conditions in the education system, forms of organization of tourist and local history activities are developing, which are based on traditions, experience of extracurricular and extracurricular work, taking into account the changes that have occurred in the country. Life requires that the tasks facing educational institutions are resolved quickly and have not just any solution, but one that optimizes the pedagogical process. At the same time, these requirements come into conflict with the state of the education system, the limited ability of most parents to create conditions for the full development of the child. The tasks facing the education system can be implemented in tourism and local history activities. The main task is to create the necessary conditions for the comprehensive development of the child’s personality, his social adaptation in the process of participation in various types of tourist and local history activities. However, the school teacher is not ready to organize and conduct tourist and local history activities at school, as he is not professionally prepared for this activity. Questions of the organization, forms and methods of teacher training for the organization of tourist and local history activities are practically not reflected in the educational and methodological literature. There are no scientific studies that would allow us to effectively solve the pedagogical tasks of preparing the organizers of tourist and local history activities in the school.
APA, Harvard, Vancouver, ISO, and other styles
8

Marienko, Maiia V., Yulia H. Nosenko, and Mariya P. Shyshkina. Personalization of learning using adaptive technologies and augmented reality. [б. в.], 2020. http://dx.doi.org/10.31812/123456789/4418.

Full text
Abstract:
The research is aimed at developing the recommendations for educators on using adaptive technologies and augmented reality in personalized learning implementation. The latest educational technologies related to learning personalization and the adaptation of its content to the individual needs of students and group work are considered. The current state of research is described, the trends of development are determined. Due to a detailed analysis of scientific works, a retrospective of the development of adaptive and, in particular, cloud-oriented systems is shown. The preconditions of their appearance and development, the main scientific ideas that contributed to this are analyzed. The analysis showed that the scientists point to four possible types of semantic interaction of augmented reality and adaptive technologies. The adaptive cloud-based educational systems design is considered as the promising trend of research. It was determined that adaptability can be manifested in one or a combination of several aspects: content, evaluation and consistency. The cloud technology is taken as a platform for integrating adaptive learning with augmented reality as the effective modern tools to personalize learning. The prospects of the adaptive cloud-based systems design in the context of teachers training are evaluated. The essence and place of assistive technologies in adaptive learning systems design are defined. It is shown that augmented reality can be successfully applied in inclusive education. The ways of combining adaptive systems and augmented reality tools to support the process of teachers training are considered. The recommendations on the use of adaptive cloud-based systems in teacher education are given.
APA, Harvard, Vancouver, ISO, and other styles
9

Kharkivska, Alla A., Liudmyla V. Shtefan, Muntasir Alsadoon, and Aleksandr D. Uchitel. Technology of forming future journalists' social information competence in Iraq based on the use of a dynamic pedagogical site. [б. в.], 2020. http://dx.doi.org/10.31812/123456789/3853.

Full text
Abstract:
The article reveals scientific approaches to substantiating and developing technology to form social information competence of future Iraqi journalists based on using a dynamic pedagogical site. After pre-interviewing students of the Journalism Faculty at Al-Imam Al-Kadhim University College for Islamic Sciences in Baghdad, the authors came to the conclusion there are issues on defining the essence of social information competences. It is established that the majority of respondents do not feel satisfied with the conditions for forming these competences in the education institutions. At the same time, there were also positive trends as most future journalists recognized the importance of these professional competences for their professional development and had a desire to attend additional courses, including distance learning ones. Subsequently, the authors focused on social information competence of future journalists, which is a key issue according to European requirements. The authors describe the essence of this competence as an integrative quality of personality, which characterizes an ability to select, transform information and allows to organize effective professional communication on the basis of the use of modern communicative technologies in the process of individual or team work. Based on the analysis of literary sources, its components are determined: motivational, cognitive, operational and personal. The researchers came to the conclusion that it is necessary to develop a technology for forming social information competence of future journalists based on the use of modern information technologies. The necessity of technology implementation through the preparatory, motivational, operational and diagnostic correction stages was substantiated and its model was developed. The authors found that the main means of technology implementation should be a dynamic pedagogical site, which, unlike static, allows to expand technical possibilities by using such applications as photo galleries, RSS modules, forums, etc. Technically, it can be created using Site builder. Further research will be aimed at improving the structure of the dynamic pedagogical site of the developed technology.
APA, Harvard, Vancouver, ISO, and other styles
10

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), 2021. http://dx.doi.org/10.35489/bsg-rise-ri_2021/024.

Full text
Abstract:
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.
APA, Harvard, Vancouver, ISO, and other styles
You might also be interested in the extended bibliographies on the topic 'Personality development theory' for particular source types:
Journal articles Dissertations / Theses Books
We offer discounts on all premium plans for authors whose works are included in thematic literature selections. Contact us to get a unique promo code!

To the bibliography