Journal articles: '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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Mayer, John D. "The personality systems framework: Current theory and development." Journal of Research in Personality 56 (June 2015): 4–14. http://dx.doi.org/10.1016/j.jrp.2015.01.001.

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Staudinger, Ursula M., and Ute Kunzmann. "Positive Adult Personality Development." European Psychologist 10, no. 4 (January 2005): 320–29. http://dx.doi.org/10.1027/1016-9040.10.4.320.

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Abstract. Does personality stay stable after young adulthood or is there continued change throughout middle and later adulthood? For decades, this question has caused heated debate. Over the last couple of years, a consensus has emerged based on recent cross-cultural as well as longitudinal evidence. This consensus confirms that indeed there is personality change in middle and later adulthood. Many authors have labeled this change personality maturation or growth. In somewhat simplified terms the observed pattern is as follows: neuroticism declines, conscientiousness and agreeableness increase. At the same time it has been argued that this pattern of personality change is the result of coping with the developmental tasks of adulthood and, thus, increased adjustment. We would like to examine this practice of equating developmental adjustment with growth and ask how to define personality growth. To answer this question, we consult theories of personality development as well as lifespan theory.

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Haywood, H. Carl. "Review of Personality Theory, Moral Development, and Criminal Behavior." Contemporary Psychology: A Journal of Reviews 30, no. 7 (July 1985): 580–81. http://dx.doi.org/10.1037/023948.

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Temirov, T. V., and O. B. Polyakova. "Development of Conceptual Priorities of Psychological Theory of Personality." Uchenye Zapiski RGSU 18, no. 4 (December 27, 2019): 42–49. http://dx.doi.org/10.17922/2071-5323-2019-18-4-42-49.

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Bromberg, Norbert. "Book Review: Personality Theory, Moral Development, and Criminal Behavior." Journal of Psychiatry & Law 13, no. 1-2 (March 1985): 207–9. http://dx.doi.org/10.1177/0093185385013001-213.

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Franz, Carol E., and Kathleen M. White. "Individuation and attachment in personality development: Extending Erikson's theory." Journal of Personality 53, no. 2 (June 1985): 224–56. http://dx.doi.org/10.1111/j.1467-6494.1985.tb00365.x.

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Weinberger, Daniel A. "Defenses, Personality Structure, and Development: Integrating Psychodynamic Theory Into a Typological Approach to Personality." Journal of Personality 66, no. 6 (December 1998): 1061–80. http://dx.doi.org/10.1111/1467-6494.00042.

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Fujino, Masahiro, Shogo Kajimura, and Michio Nomura. "Development and Validation of the Japanese Version of the Mindful Attention Awareness Scale Using Item Response Theory Analysis." Japanese Journal of Personality 24, no. 1 (2015): 61–76. http://dx.doi.org/10.2132/personality.24.61.

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Sakurai, Ryosuke, and Takumi Watanabe. "Development of a Japanese Version of the Implicit Theory of Willpower for Strenuous Mental Activities Scale (ITW-M)." Japanese Journal of Personality 27, no. 3 (March 1, 2019): 259–62. http://dx.doi.org/10.2132/personality.27.3.9.

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Zub, Lilya O., Stanislav V. Roborchuk, and Inna O. Buzdugan. "Pedagogical Theory and Personality Development During Distance Learning Among Medical University Students." Scientific Bulletin of Mukachevo State University. Series «Pedagogy and Psychology» 7, no. 1 (March 24, 2021): 54–62. http://dx.doi.org/10.52534/msu-pp.7(1).2021.54-62.

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Pedagogical theory is one of the criteria for the development of personality, especially relevant in the period of distance education of medical students through self-fulfilment, self-education, self-esteem. The purpose of the study was to analyse the development of personality and establish the role of pedagogical theory in the development of the personality of the medical student. The basis of this purpose was proposed to include four stages of methodological justification, among which the first stage is the coverage of the individual as a concept and its features; the second stage – analysis of pedagogical theory and its significance in the education of medical students; the third stage of the study was to assess the role of distance learning, its positive aspects and shortcomings; the fourth stage is the connection of pedagogical theory with distance learning and their influence on the development of personality among medical students. The study evaluates the impact of pedagogical education on the development of the personality of a medical student during distance learning. The significant contribution of pedagogical theory (education and skill) in the development of the personality of a medical student during distance learning is substantiated. It is found out that during pedagogical education the medical student gets education by studying educational subjects, and receives personal and scientific development as a result. Under the influence of pedagogical education, the study identified comprehensive development, self-improvement, proper self-esteem, self-education, which is so necessary to achieve the goal and personal development in society. It is determined that during distance learning it is faster and more correct for a student to develop themselves as a personality. The correct approach of the teacher accelerates the process of development

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

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

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Ohnishi, Masafumi. "Structure of Trait Guilt in Adolescents: Conceptualization of Guilt and Development of Trait Guilt Scale Based on Psychoanalytic Theory." Japanese Journal of Personality 16, no. 2 (2008): 171–84. http://dx.doi.org/10.2132/personality.16.171.

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Tinsley, Howard E. A. "Re-Examining Roe's Theory of Personality Development and Career Choice." Journal of Vocational Behavior 51, no. 2 (October 1997): 280–82. http://dx.doi.org/10.1006/jvbe.1997.1615.

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Specht, Jule, Wiebke Bleidorn, Jaap J. A. Denissen, Marie Hennecke, Roos Hutteman, Christian Kandler, Maike Luhmann, Ulrich Orth, Anne K. Reitz, and Julia Zimmermann. "What Drives Adult Personality Development? A Comparison of Theoretical Perspectives and Empirical Evidence." European Journal of Personality 28, no. 3 (May 2014): 216–30. http://dx.doi.org/10.1002/per.1966.

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Increasing numbers of empirical studies provide compelling evidence that personality traits change across the entire lifespan. What initiates this continuing personality development and how does this development proceed? In this paper, we compare six theoretical perspectives that offer testable predictions about why personality develops the way it does and identify limitations and potentials of these perspectives by reviewing how they hold up against the empirical evidence. While all of these perspectives have received some empirical support, there is only little direct evidence for propositions put forward by the five–factor theory of personality and the theory of genotype → environment effects. In contrast, the neo–socioanalytic theory appears to offer a comprehensive framework that fits the empirical findings and allows the integration of other, more specialized, perspectives that focus on specific aspects of personality development like the role of time, systematic differences between categories of social roles or the active partake of the person himself or herself. We draw conclusions on the likely driving factors for adult personality development and identify avenues for future research. Copyright © 2014 European Association of Personality Psychology

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STETZER, FRANK C. "A PERSONALITY THEORY OF U.S. MIGRATION GEOGRAPHY." Tijdschrift voor Economische en Sociale Geografie 76, no. 1 (February 1985): 43–52. http://dx.doi.org/10.1111/j.1467-9663.1985.tb01026.x.

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Caprara, Gian Vittorio, Mariagiovanna Caprara, and Patrizia Steca. "Personality's Correlates of Adult Development and Aging." European Psychologist 8, no. 3 (January 2003): 131–47. http://dx.doi.org/10.1027//1016-9040.8.3.131.

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Three cross-sectional studies examined stability and change in personality over the course of life by measuring the relations linking age to personality traits, self-efficacy beliefs, values, and well-being in large samples of Italian male and female participants. In each study, relations between personality and age were examined across several age groups ranging from young adulthood to old age. In each study, personality constructs were first examined in terms of mean group differences accrued by age and gender and then in terms of their correlations with age across gender and age groups. Furthermore, personality-age correlations were also calculated, controlling for the demographic effects accrued by marital status, education, and health. Findings strongly indicated that personality functioning does not necessarily decline in the later years of life, and that decline is more pronounced in males than it is in females across several personality dimensions ranging from personality traits, such as emotional stability, to self-efficacy beliefs, such as efficacy in dealing with negative affect. Findings are discussed in terms of their implications for personality theory and social policy.

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Roy, Nelson. "Personality and Voice Disorders." Perspectives on Voice and Voice Disorders 21, no. 1 (March 2011): 17–23. http://dx.doi.org/10.1044/vvd21.1.17.

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It has been argued that personality, emotions, and psychological problems contribute to or are primary causes of voice disorders, and that voice disorders in turn create psychological problems and personality effects. This article provides an overview of recent concepts in personality and trait structure, briefly summarizes the “Trait Theory” which explains how personality may contribute to the development of primary muscle tension dysphonia and vocal nodules, reviews research aimed at testing the Trait Theory, and discusses clinical implications related to recognizing personality as a factor in the development, maintenance, and treatment of primary muscle tension dysphonia and vocal nodules.

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Blatt, Sidney J., John S. Auerbach, and Kenneth N. Levy. "Mental Representations in Personality Development, Psychopathology, and the Therapeutic Process." Review of General Psychology 1, no. 4 (December 1997): 351–74. http://dx.doi.org/10.1037/1089-2680.1.4.351.

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This article considers the construct of mental representation from the perspectives of psychoanalytic object-relations theory and cognitive developmental psychology and the congruence of these formulations with research and theory in cognitive science and social cognition. Concepts of mental representation are applied to the study of psychopathology, personality assessment, interpersonal relationships or attachment styles, and therapeutic progress in the long-term, inpatient treatment of seriously disturbed adolescents and young adults. Understanding of personality development, psychopathology, and the therapeutic process is greatly enhanced by this constructivist perspective, which considers the construction of mental representations or cognitive–affective schemas to be a central constituent of personality development and organization.

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Švrakić, N. M., Dragan M. Švrakić, and C. Robert Cloninger. "A general quantitative theory of personality development: Fundamentals of a self-organizing psychobiological complex." Development and Psychopathology 8, no. 1 (1996): 247–72. http://dx.doi.org/10.1017/s0954579400007070.

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AbstractA general theory of personality and its development is described in terms of four quantitative dimensions of temperament and three quantitative dimensions of character. The four temperament dimensions (harm avoidance, novelty seeking, reward dependence, and persistence) are moderately heritable, moderately stable throughout life, and invariant despite sociocultural influences. The three character dimensions (self-directedness, cooperativeness, and self-transcendence) mature in a stepwise manner from early childhood throughout adulthood. Transitions between levels of maturity are nonlinear functions of temperament, specific genetic influences, social learning, and random life events. Personality development is quantitatively formulated in terms of nonlinear dynamics of a complex adaptive system. The psychosocial interpretation of personality as a fitness-optimizing process is described and illustrated in terms of available data about the development of different personality configurations. Several quantitative predictions of this theory of personality development are tested, including the sequence of emergence of the different character dimensions, individual differences in the development of stable temperament configurations, and the effects of sociocultural influences. The theoretical predictions agree with available empirical data and suggest many hypotheses for future developmental research, including etiological, dynamic, and therapeutic studies.

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Bleidorn, Wiebke, and Christopher James Hopwood. "Using Machine Learning to Advance Personality Assessment and Theory." Personality and Social Psychology Review 23, no. 2 (May 23, 2018): 190–203. http://dx.doi.org/10.1177/1088868318772990.

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Machine learning has led to important advances in society. One of the most exciting applications of machine learning in psychological science has been the development of assessment tools that can powerfully predict human behavior and personality traits. Thus far, machine learning approaches to personality assessment have focused on the associations between social media and other digital records with established personality measures. The goal of this article is to expand the potential of machine learning approaches to personality assessment by embedding it in a more comprehensive construct validation framework. We review recent applications of machine learning to personality assessment, place machine learning research in the broader context of fundamental principles of construct validation, and provide recommendations for how to use machine learning to advance our understanding of personality.

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Garipova, Yulia. "IMPLICIT THEORY OF PERSONALITY AS A PREREQUISITE FOR PEDAGOGICAL INTUITIONS DEVELOPMENT." Vestnik of Samara State Technical University. Psychological and Pedagogical Sciences, no. 4 (December 2019): 43–59. http://dx.doi.org/10.17673/vsgtu-pps.2019.4.3.

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Ackerman, Phillip L. "A theory of adult intellectual development: Process, personality, interests, and knowledge." Intelligence 22, no. 2 (March 1996): 227–57. http://dx.doi.org/10.1016/s0160-2896(96)90016-1.

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Angi, Paulette. "Erikson's Theory of Personality Development as applied to the black child." Perspectives in Psychiatric Care 14, no. 4 (April 27, 2009): 184–85. http://dx.doi.org/10.1111/j.1744-6163.1979.tb01547.x.

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Willems, Kim, Gilbert Swinnen, Wim Janssens, and Malaika Brengman. "Fashion Store Personality: Scale Development and Relation to Self-Congruity Theory." Journal of Global Fashion Marketing 2, no. 2 (May 2011): 55–65. http://dx.doi.org/10.1080/20932685.2011.10593083.

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Temirov, T. V. "Prospects of Development of the Theory of Personality in Russian Psychology." Uchenye Zapiski RGSU 18, no. 4 (December 27, 2019): 5–11. http://dx.doi.org/10.17922/2071-5323-2019-18-4-5-11.

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Schoen, Jeremy L., Jennifer Lynn Bowler, and Marieke Catharine Schilpzand. "Conditional Reasoning Test for Creative Personality: Rationale, Theoretical Development, and Validation." Journal of Management 44, no. 4 (January 13, 2016): 1651–77. http://dx.doi.org/10.1177/0149206315618012.

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The innovations of creative individuals are regarded as vital for business functioning and survival. To this end, efforts have been made to design measures of creative personality in hopes of predicting creative performance. Current measures of creative personality all reside at the explicit level, yet theory and research both suggest that a large proportion of personality can also be conceptualized at the implicit level. We address this issue by presenting a theoretical basis for creative personality that operates on an implicit level. Using conditional reasoning methodology, we describe five cognitive biases that serve as justification mechanisms for creative personality. Next, we link implicit creative personality to creative abilities through a developmental process. We then test this model and our new measure of creative personality in five different studies. Our results provide evidence in support of an implicit component of creative personality and suggest that it is a substantial predictor of creative performance. Finally, we describe the management and human resources implications of the conceptualization of creative personality as an implicit construct.

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Pourhosein, Reza, Shahin Mohammadi-Zarghan, Mehrnoosh Soufiabadi, and Mohammad Atari. "Ego development and aesthetic judgment styles in Iranian adults." Psychological Thought 10, no. 1 (April 28, 2017): 80–89. http://dx.doi.org/10.5964/psyct.v10i1.213.

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The theory of ego development presents a comprehensive framework to understand personality development throughout the stages of life. In this developmental theory, the ego is considered a cognitive-based structure and the primary synthesizing and regulating agent in personality development. Art appreciation and aesthetic judgment are considered to have personality correlates and developmental aspects. The current study aimed to examine the association between ego development and aesthetic judgment styles in adults. We recruited 202 adults from a community sample in Tehran, Iran. The age of participants in this study ranged from 18 to 64 (M = 29.5, SD = 8.9). Consistent with our hypotheses, results indicated that concrete aesthetic judgment was negatively associated with ego development. Moreover, analytical and emotional aesthetic judgment styles were positively correlated with ego development. In conclusion, individuals who scored higher in ego development tended to use more advanced aesthetic judgment styles when exposed to art.

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Dimitrijevic, Aleksandar. "Boundaries of the personality and their early development." Psihologija 36, no. 4 (2003): 425–36. http://dx.doi.org/10.2298/psi0304425d.

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The first part of this paper reviews different notions of personality boundaries in dynamic psychology. Although the explicit treatment of this topic was scarce, three different approaches may be discerned. Paul Federn's introduction of the concept, the notion of boundaries in object relation theories, and various contemporary notions subsumed under the heading ?relational theories.? In the second part, the author reviews both experimental and clinical research and theory regarding the emergence of personality boundaries during the first eight weeks of development. Special attention is paid to the importance of developmentally most primitive mental representations of skin experiences for this process.

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Kandler, Christian, Julia Zimmermann, and Dan P. McAdams. "Core and Surface Characteristics for the Description and Theory of Personality Differences and Development." European Journal of Personality 28, no. 3 (May 2014): 231–43. http://dx.doi.org/10.1002/per.1952.

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Individual differences in personality are often described on the basis of a small set of dimensional core characteristics that are commonly defined as largely consistent patterns of thoughts, feelings and actions across time and situations. Some theoretical approaches even consider them to provide the biologically founded basis for individual differences in so–called surface characteristics such as self–related evaluations, social attitudes, values, goals or interests, which are commonly hypothesized to be less stable or more environmentally malleable than core characteristics. We examine these hypotheses by reviewing findings about potential core and surface characteristics on the basis of four criteria: (i) level of stability in individual differences; (ii) level of heritability; (iii) direction of causation; and (iv) shared genetic variance. The results from our review call into serious question the labelling of some sets of constructs as either core or surface characteristics of personality. Although certain dimensions—often labelled as basic traits (e.g. extraversion)—are systematically linked to more specific characteristics (e.g. social attitudes and interests), the so–called basic traits do not appear to provide an essential basis (i.e. the more stable and genetically anchored source) for these characteristics. We argue for more integrative models of personality in adulthood. Copyright © 2014 European Association of Personality Psychology

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Maksymenko, S. D. "General psychological theories of development, study and education." Fundamental and applied researches in practice of leading scientific schools 27, no. 3 (June 29, 2018): 221–35. http://dx.doi.org/10.33531/farplss.2018.3.28.

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Presentation of the chapter from the book by Maksymenko, S.D. (2018). Psychology of human learning: genetically-modeling approach. Kyiv. The monograph considers the personality, its sources, structural components and its inward world in terms of genetic psychology. The principles for construction of experimental genetic and genetically-modeling methods as the most adequate for explanation of laws and mechanisms of appropriation, formation and development of human abilities and genesis of personality development are presented for the first time. Genetically-original units of various abilities and “needs” as sources for stimulating activity of individual (Latin: Vis vitalis - vital power), its deepness and initial unity (synthetic character) (Latin: Vis vitae - vital force) that constitutes the personality are presented. The following fundamental analysis is made: - theory of learning as a way for development and self-realization of personality; - study as a public form for management of learning and personality development; - learning as a direct and by-product of study. The following specific peculiarities for needs (in vital force or vital power) were found: - energy informative virtues of human in onto- and phylogenesis; - genetic psychological problems, as well as personality structure were fixed; - sources and driving forces of personality activity were proved (presented); - fundamentally new personality structure, its forecast for development and life way; life (existence) of human; realization of love and needs and motivational regulators for life way of personality inward space

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Lerman, Hannah. "From Freud to Feminist Personality Theory: Getting Here from There." Psychology of Women Quarterly 10, no. 1 (March 1986): 1–18. http://dx.doi.org/10.1111/j.1471-6402.1986.tb00733.x.

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After a discussion of the impact of psychoanalysis on psychological thinking about personality theory and the changes that have been taking place within psychoanalytic theory about women, eight criteria arising out of feminist therapy theory are stated. These criteria represent suggested minimum conditions that a woman-based theory of female development and personality needs to fulfill. Freudian theory, current psychoanalytic theory, and several feminist theories are then evaluated in light of the stated criteria. The author concludes that feminists have arrived at some degree of general agreement about personality theory, although they have often arrived at their specific approaches via diverse theoretical routes.

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Hackett, Paul M. W. "BI-MODAL PERSONALITY: DEVELOPING AN UNDERSTANDING." Social Behavior and Personality: an international journal 20, no. 2 (January 1, 1992): 111–14. http://dx.doi.org/10.2224/sbp.1992.20.2.111.

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There is an increasing body of literature concerned with what has come to be known as Bi-modal, or Bi-modality, (personality) theory. This article contains a brief resume of Bi-modality Theory and its two behavior modes of Agonic and Hedonic. The development of a questionnaire to assess personal preference for operating within each modality is reported. The theory is brought to the reader's attention, and a direction in which the theory may be extended in the future is outlined. References are provided to guide those interested in further reading.

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Pos, Robert. "A Developmental Theory of Personality Producing Two Time Orientations." KronoScope 6, no. 1 (2006): 83–104. http://dx.doi.org/10.1163/156852406777505327.

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AbstractThis paper describes a theory of genetically determined personality development, including the development of two mutually exclusive time orientations: alphas preferentially relate to their present, often being inattentive to their past and future; betas preferentially relate to their future and past, and tend to be inattentive to their present. These time orientations or perspectives derive from two types of autobiographic memory materializing around age 6, which cause two types of personality. For example, the theory views alphas as extroverted and betas as introverted although there are significant differences between Jung's view of these traits and the theory's definitions. Beginning at birth, the amalgam of inborn motivational contexts induces a context-specific partitioning of reality. This is left intact when an alpha child's autobiographic memory, which is free of trans-contextual sequencing of memories, becomes active and the child's identity becomes therefore multi-focal (situational), as represented by Jung's personality model. By contrast, a beta child spontaneously produces a trans-contextual sequence of memories. The youngster's partitioned reality fuses, leading to a singular, monofocal identity, as represented by Freud's personality model. Self-reflection in adolescence makes both implicit identities self-conscious. The underlying genes possibly belong to the X-chromosome, the alpha gene being dominant and the beta gene recessive.

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Kirsh, Steven J. "Using Animated Films to Teach Social and Personality Development." Teaching of Psychology 25, no. 1 (January 1998): 49–51. http://dx.doi.org/10.1207/s15328023top2501_17.

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Students in a course on Social and Personality Development wrote term papers about 10 aspects of child and adolescent development depicted in an animated film of their choice. Film analysis required using theory and research from the course. The assignment received favorable ratings. The animated film assignment appears to improve students' understanding of course material and helps students evaluate the types of films that children frequently see.

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Deal, Kathleen Holtz. "Psychodynamic Theory." Advances in Social Work 8, no. 1 (April 30, 2007): 184–95. http://dx.doi.org/10.18060/140.

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Psychodynamic theory, a theory of personality originated by Sigmund Freud, has a long and complex history within social work and continues to be utilized by social workers. This article traces the theory’s development and explains key concepts with an emphasis on its current relational focus within object relations theory and self-psychology. Empirical support for theoretical concepts and the effectiveness of psychodynamic therapies is reviewed and critiqued. Future directions are discussed, including addressing cultural considerations, increasing research, and emphasizing a relational paradigm

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McCrae, Robert R., and Angelina R. Sutin. "A Five–Factor Theory Perspective on Causal Analysis." European Journal of Personality 32, no. 3 (May 2018): 151–66. http://dx.doi.org/10.1002/per.2134.

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Five–Factor Theory provides a broad but largely blank template for causal personality research. Within Five–Factor Theory, there are three major categories of questions: (1) how do biological structures and functions lead to trait levels? (2) how do traits and the environment give rise to acquired psychological institutions? and (3) how do personality characteristics interact with specific situations to determine behaviours and reactions? Both practical and ethical issues complicate the search for the causes of trait change. Causal explanations of the development of characteristic adaptations are likely to be incomplete, because there are many different ways in which the same adaptation may be acquired. Studies of the determinants of behaviour are usually left to social, educational, or clinical psychologists—although personality psychologists may make distinctive contributions by emphasizing the role of the individual in selecting and creating situations. A causal understanding of the functioning of the personality system is possible through the integration of many lines of evidence, but it is likely to take a very long time. In the meanwhile, personality psychologists may fruitfully pursue the identification of practical causes by which individuals with a given set of traits can optimize their adaptation. Copyright © 2018 European Association of Personality Psychology

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Roberts, Brent W., Dustin Wood, and Jennifer L. Smith. "Evaluating Five Factor Theory and social investment perspectives on personality trait development." Journal of Research in Personality 39, no. 1 (February 2005): 166–84. http://dx.doi.org/10.1016/j.jrp.2004.08.002.

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Ochse, Rhona, and Cornelis Plug. "Cross-cultural investigation of the validity of Erikson's theory of personality development." Journal of Personality and Social Psychology 50, no. 6 (June 1986): 1240–52. http://dx.doi.org/10.1037/0022-3514.50.6.1240.

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Corr, Philip J., and Andrew J. Cooper. "The Reinforcement Sensitivity Theory of Personality Questionnaire (RST-PQ): Development and validation." Psychological Assessment 28, no. 11 (2016): 1427–40. http://dx.doi.org/10.1037/pas0000273.

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Pliska, Yu. "PERSONALITY OF CREATIVE TEACHER IN FOREIGN THEORY AND PRACTICE." Bulletin of Taras Shevchenko National University of Kyiv. Social work, no. 4 (2018): 27–31. http://dx.doi.org/10.17721/2616-7786.2018/4-1/6.

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The article focuses on the fact that creativity for the teacher is a relevant component of his professional activity, a way of self-realization, sup- port in the development of the personality of others. The diversity of pedagogical activity which is directed not only at creation of pedagogical technologies, but also at values of pupils is the es- sential basis of development of personality of the creative teacher is proved. The content and structure of personality of a creative teacher in foreign theory and practice are investigated. It is proven that a creative prod- uct is the result of a specific human action that is influenced by a particular environment. personality, intelligence and temperament, as well as body structure, character traits, habits, attitudes, self-esteem, value systems, mechanisms of protection and behavior. The main components of a teacher's professional activity, in particular his knowledge and skills, namely didactic, communication, organiza- tional, scientific and creative, are distinguished. It is found that the important features of a creative teacher are the awareness of their own creative abilities and creativity, belief in themselves, respect for others, empathy, enthusiasm and expression, courage in accepting risky and non-standard situations, competence and curiosity asso- ciated with a high level of intelligence and self-perfection, attractiveness and originality, artistic sense and creative imagination, 'open mind' and independence of thinking, tolerance, self-organization, activity, vitality and flexibility at work. It is proved that the creative teacher is characterized by high level of pedagogical creativity, possesses the traits of creative personality, mo- tives, abilities that contribute to successful creative pedagogical activity.

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Journal articles on the topic 'Personality development theory'

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