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 (1995): 449. http://dx.doi.org/10.1016/0191-8869(95)90049-7.

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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.

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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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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.

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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.

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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.

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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.

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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.

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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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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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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 (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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Kokkozova, Janar Janabaevna. "THEORY OF PSYCHOLOGY." Results of National Scientific Research International Journal 3, no. 4 (2024): 5–9. https://doi.org/10.5281/zenodo.10938659.

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In the digital age, social networks have become integral to adolescent life, influencing various aspects of personality development. This thesis investigates the impact of social networks on the formation of personality identity among adolescents, addressing the gap in understanding how online interactions contribute to or detract from this critical developmental phase.

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Fajaryanti, Julia, and Rogayah Rogayah. "EXPERT SYSTEM DEVELOPMENT TO IDENTIFY EMPLOYEE PERSONALITY TYPES USING DEMPSTER SHAFER THEORY." Jurnal Riset Informatika 4, no. 3 (2022): 227–34. http://dx.doi.org/10.34288/jri.v4i3.389.

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Human resources are an important asset for the company to develop and realize the company's goals. One of the efforts to optimize the capacity of employees is to know their personality. Personality is the form possessed by an individual in behaving and all the characteristics that distinguish one individual from another. Knowing the personality of employees is important for the company and the employees themselves. Because by knowing a person's personality, the company can maximize the potential of employees and can place certain positions that suit the personality of the employee. This study aims to implement dempster-shafer theory on an inference engine in building an expert system to identify employee personality types. Dempster-shafer theory can perform probability calculations so that evidence can be carried out based on the level of confidence and logical reasoning. The system developed is able to identify the personality type of the employee through the nature or symptoms that exist in the employee. In addition, the system can display the results of the diagnosis with an explanation of the personality type, its nature in work and occupations or positions that are suitable for that personality type. Based on the results of the accuracy test obtained from the comparison of expert system diagnoses with the analysis of an expert, the accuracy value reaches 85%.

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Norets, Maksim V., and Nadezhda K. Norets. "Fundamentals of AI formation: Cognitive theory of pseudo-personality." Alma mater. Vestnik Vysshey Shkoly, no. 2 (February 2024): 70–75. http://dx.doi.org/10.20339/am.02-24.070.

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The rapid development of digital intelligence forms the necessity to state the rules of its functioning, since digital intelligence itself goes through certain stages of its development, the so-called maturation. Currently, the use and functioning of artificial intelligence (AI) is practically not regulated anyhow. Ethical difficulties arise: does artificial intelligence have the right to write speeches and reports for political leaders? Will ethical issues arise when artificial intelligence and humans-beings interact? It should be taken into account that not every AI is thinking. In the process of creation and evolution of AI, the concepts of weak and strong artificial intelligence were formed (John Searle). The Turing test was proposed to determine the difference between strong and weak AI, but many weak AI systems have successfully passed it. Definitely, AI is not a person, but it is an essence that can think, develop and form the rudiments of consciousness, perception of itself and the surrounding reality. If we take it as a constant that AI is a personality, then, according to the theory of personality development, the personality should change, mainly its qualitative characteristics. The development of the personality implies the process of changing the systemic qualities of an individual as a result of his interaction with the environment. In the process of this development, consciousness and self-awareness are formed. At this stage, with the exception of physiology and anatomy, the development of a human-being as a personality and AI as a personality are quite similar. However, there is a theory of personality called social robot theories. It suggests that robots, including those with artificial intelligence, may have personality characteristics such as the ability to emotionally connect with people, perception of the environment and the ability to socially communicate. Holistic personality traits appear as a result of the joint functioning of both levels, of all existing constructs among themselves. Based on this interaction, two types of personality can be distinguished: a cognitively complex personality (a personality with a large number of constructs and complex connections between their interactions) and a cognitively simple personality (a personality with a small, simplest set of constructs). If we consider artificial intelligence according to the cognitive theory of personality, then, undoubtedly, there is a correspondence of characteristics that has a different name, but perform the same functions. Also in cognitive theory, as well as in the theory of the development of artificial intelligence, strong and weak personalities are pointed out. However, it is generally accepted that artificial intelligence still does not have a personality, because although it can imitate personality characteristics and communicate with people, this is still only an emulation. Artificial intelligence cannot feel, suffer, behave spontaneously, or demonstrate other traits of personality that are important characteristics of humans-beings.

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Janabaevna, Kokkozova Janar. "HISTORY AND THEORY OF PSYCHOLOGY." American Journal of Social Science and Education Innovations 6, no. 3 (2024): 119–21. http://dx.doi.org/10.37547/tajssei/volume06issue03-20.

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The study concludes that while social networks have a significant impact on adolescent personality development, the nature of this influence is complex and multifaceted. These insights contribute to a deeper understanding of the digital dimension of adolescent development, offering implications for parents, educators, and policymakers in supporting positive online experiences.

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Rista Fathika Anggrela, Faya Fadella Jasmine Budiman, and Salsabila Dwi Febriyanti. "ARISU’S PERSONALITY DEVELOPMENT ACROSS THE DEATH GAMES IN 'ALICE IN BORDERLAND'." Mahakarya: Jurnal Mahasiswa Ilmu Budaya 2, no. 2 (2021): 63–69. http://dx.doi.org/10.22515/mjmib.v2i2.4931.

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This study aimed to find the personality development of the main character in Alice in Borderland TV series, Ryohei Arisu. This research objective can further be detailed into explaining Arisu’s experiences that affect his personality, analyzing Arisu’s specific goals which lead his personality to develop, explaining how Arisu’s personality develops from the beginning until the end of the series, and showing how Arisu's personality development changes after he is transported to the Borderland. Hurlock’s (1974) Theory of Personality Development was used to find out how and why Arisu's personality develops and changes. According to the theory, there are several conditions that are responsible for a personality change, e.g.: changes in the environment, changes in social pressure, and changes in self-concept. The result of the analysis shows that Arisu's selfish, lazy, unconfident, and physically weak personality develops into confident, witty, reflexive, and incredibly responsive characters. Aside from that, Arisu also has a new sense of determination by which he wants to live his life to the fullest and carries on his friends.

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Specht, Jule, Wiebke Bleidorn, Jaap J. A. Denissen, et al. "What Drives Adult Personality Development? A Comparison of Theoretical Perspectives and Empirical Evidence." European Journal of Personality 28, no. 3 (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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Ma, Yanchu. "The Influence of Parenting Style on Children's Personality Development: based on Horney's Neurotic Theory." Journal of Education and Educational Research 4, no. 1 (2023): 69–71. http://dx.doi.org/10.54097/jeer.v4i1.10039.

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The family life environment in early childhood is an important factor that affects the personality structure of children and the way they react to society. Karen Horney's neurosis theory emphasizes the important role of family environment and early interpersonal relationship, especially parent-child relationship, in the formation and development of children's personality. This theory has certain reference value for parents to cultivate children's healthy personality. This study mainly analyzes the influence of parenting style on children's personality development.

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Fajkowska, Małgorzata. "Personality coherence: Advances in theory, assessment, and research." European Journal of Personality 36, no. 3 (2022): 267–73. http://dx.doi.org/10.1177/08902070221084520.

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This special issue of the European Journal of Personality, entitled Towards conceptualizing and assessing personality coherence and incoherence, was designed to call for new approaches to the understanding and assessment of personality coherence. Seven papers have been brought together as a result: three theoretical and four empirical Although these papers are devoted to portraying novel or expanded existing conceptual and methodological approaches to personality coherence, they also share a historic commitment to studying this phenomenon. Based on those contributions, I refer to the four topics: (1) novel, extended, validated models of personality coherence, (2) personality coherence and related constructs, (3) functional/adaptive meaning of personality coherence, and (4) assessment-related issues that help display advances in the theory, measurement, and research on personality coherence. In addition, I present four areas that have been identified as avenues for future research: (1) potentials for further developing the personality coherence field, (2) personality coherence, self, and character, (4) personality coherence and development, and (4) personality coherence across different cultures.

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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 (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 (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 (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 (1985): 224–56. http://dx.doi.org/10.1111/j.1467-6494.1985.tb00365.x.

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Vivsiannuk, V., O. Rovinsky, L. Potravna, et al. "THE IMPACT OF PEDAGOGICAL EDUCATION ON PERSONALITY DEVELOPMENT AMONG MEDICAL STUDENTS." Znanstvena misel journal, no. 78 (May 29, 2023): 57–61. https://doi.org/10.5281/zenodo.7980669.

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The article evaluates the impact of pedagogical education on the formation of personality of a medical student. Pedagogical theory is one of the criteria for the formation of personality, especially in the period of remote education of students of physicians through self -realization, self -education, self -esteem, etc., which is relevant in the present. Our purpose was to analyze the development of personality, to establish the role of pedagogical theory in the development of personality of the student-medical. The basis of this goal we propose 2 stages of methodological justification in which the first stage is the coverage of personality as a concept and its peculiarities; The second stage included the analysis of pedagogical theory and its role in the raised student of the physician. The significant role of pedagogical theory (education and skill) in the formation of a student's personality is justified. It was found out that during pedagogical education the medical student receives education through the study of educational topics, as a result, both personal development and scientific. Under the influence of pedagogical education, comprehensive development, self -improvement, proper self -esteem, self -education, which is so necessary for the realization of the set goal and personal development in society were revealed. It is revealed that during the study period, a student - a doctor understands his role in society and in the choice of learning, which helps him to form himself as "personality" faster and more correctly. The correct approach of the teacher accelerates the formation process.

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Utomo, Mochammad Ibnu Prasetyo, Muizzu Nurhadi, and Dheny Jatmiko. "Arvin's Realistic Personality Development in Donald Ray Pollock’s The Devil All the Time." Cultural Narratives 1, no. 1 (2023): 33–42. http://dx.doi.org/10.59066/cn.v1i1.450.

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The purpose of this research is to analyse the personality development and the factors that influence the personality development of Arvin, in The Devil All the Time by Donald Ray Pollock. The researcher sets three formulations of the problem to be analysed the first is identifying Arvin’s basic personality. The second is identifying Arvin's personality development. Third is identifying the factors that cause Arvin's personality development. To analyze the formulation of the problem, the researcher uses character theory and characterization to identify Arvin's basic personality, then uses Elizabeth B. Hurlock's personality development theory to identify personality development and the factors that influence Arvin's personality development. The results of this study found that the first is Arvin's basic personality, namely innocent child, obeying his father's orders, and having strong faith. Second is Arvin's personality development, namely from an innocent child to a skeptical mind, from a faithfulness child to a rebellious child, and from having strong faith to losing faith. Third, factors that influence Arvin's development are physical changes, changes in the family, changes in the environment, and significant people. However, from the four personality development factors that the researcher found, significant people have the most influence on Arvin's personality development. The conclusion is that Arvin experienced personality development from a good child to a realistic and rude child, this factor was caused by a significant person, namely his father.

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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 (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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Kim, Joo Young, Yerin Yhee, and Sung-Byung Yang. "ExploringHotel Vibes:Dimensions and Scale Development Hotel Personality." Journal of Smart Tourism 4, no. 4 (2024): 17–33. https://doi.org/10.52255/smarttourism.2024.4.4.4.

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While numerous studies on the brand personality of hotels have measured the characteristics of hotel corporate brands based on Aaker's (1997) brand personality scale, little empirical research has been conducted on hotel personality at an individual property level, particularly reflecting the regional traits of hotels. In this study, we developed a valid hotel personality scale to overcome the limitations. The study supports self-congruity theory in the hotel context testing the new scale on travelers’ self-congruity and booking intention. Additionally, the study investigated whether confirmation bias moderates self-congruity and behavioral intention. The results demonstrated that hotel personality comprises four characteristics: authenticity, wildness, welcoming, and inspiring. These new dimensions significantly influence travelers’ cognitive processes concerning final booking intentions. This updated hotel personality scale will help hotel managers identify each hotel's personality and understand travelers’ cognitive interpretation of their hotel selection.

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Fetiadi, Shella Silvia, Dian Annisa Nur Ridha, Ken Widyatwati, and M. Suryadi. "Adaptasi Psikologi Tokoh Kuramoto Hari dalam Film Kudakechiru Tokoro Wo Misete Ageru Karya Sutradara Sabu (Kajian Psikologi Sastra)." KIRYOKU 9, no. 1 (2025): 319–30. https://doi.org/10.14710/kiryoku.v9i1.319-330.

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This study aims to analyze developmental stages of Kuramoto Hari's character in Kudakechiru Tokoro Wo Misete Ageru in terms of Erik Erikson's personality development theory. This research is a literature study. The method used in this research is literary sociology, because the formal object in this research is related to the psychological aspects of the character. The theories used in this research are narrative structure theory and Erik Erikson's personality development theory to analyze the personality development experienced by the main character Kuramoto Hari in Kudakechiru Tokoro Wo Misete Ageru by director Sabu. Based on the analysis in this study, there are of Kuramoto Hari's personality development using Erik Erikson's theory of personality development which consists of eight stages. This movie tells the story of Kuramoto Hari's time in high school aged around 15 years old until Kuramoto Hari becomes a mother aged around 40 years old. So that the author only analyzes three stages of Erik Erikson's personality development, namely from stage five aged 12-18 years, stage six aged 18-35 years, and stage seven 35-64 years. Kuramoto Hari successfully passed all three stages.

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Wahyuni, Mayang, and Muhd Al-Hafizh. "Caitlin's Personality Development Depicted In The Novel Hold Still (2009) By Nina LaCour According to Hurlock's Personality Development Theory." English Language and Literature 14, no. 1 (2025): 53. https://doi.org/10.24036/ell.v14i1.132908.

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This study aims to analyze the process of personality development by the main character, Caitlin, in the novel Hold Still (2009). This analysis reveals how the main character goes through the process of personality development when she loses her best friend. This analysis is a text-based interpretation based on the concept of personality development theory proposed by Elizabeth. B. Hurlock (1974). This analysis uses fictional devices such as characters, plots, and settings to help the analysis process to explore an issue. The results of the study indicate that the main character goes through a process of personality development through several factors such as The change of significant people, strong motivation, and a change of Self-concept.

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Saraswati, Aulia Rizkika, Rita Munifah Ramadhan, Muhammad Rizal Aulia Rahman, and Bakhrudin All Habsy. "Teori Kepribadian Jung Dalam Perkembangan Kepribadian Berdasarkan Perspektif Multibudaya." Sociocouns: Journal of Islamic Guidance and Counseling 4, no. 1 (2024): 1–16. http://dx.doi.org/10.35719/sjigc.v4i1.134.

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Carl Jung's theory of personality is the existence of a totality of personality called the psyche, which consists of a number of different but interconnected systems that greatly determine a variety of human behavior, thoughts, feelings and activities. This theory contains the unconscious, conscious and archetypes which are very useful for counseling techniques about behavior determined by cultural, biological or instinctive motivations. This research aims to understand the theory of personality in development expressed by Carl Jung and can help explain psychoanalytic counseling from a multicultural perspective. The method used is a qualitative method with a literature study accompanied by provision of journal sources made no more than the last 10 years. The final result of this research is to discuss theories and types of development according to Carl Jung, the structure of personality development, and Jung’s personality theory from a multicultural perspective.

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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 (1998): 1061–80. http://dx.doi.org/10.1111/1467-6494.00042.

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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 (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 (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 (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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Retnomurti, Ayu Bandu, and Nurmala Hendrawaty. "Psychological Approach in Personality Development of Theodore Decker’s Character in “The Goldfinch”." Scope : Journal of English Language Teaching 7, no. 1 (2022): 24. http://dx.doi.org/10.30998/scope.v7i1.12825.

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<p>The research aims to describe the personality and the personality development of Theodore Decker through psychosocial development perspectives in the main character of The Goldfinch novel. His personality becomes an example of how family and social environment contribute to the development of one’s personality. The research method used in understanding and in analysing the novel was descriptive qualitative. The research results are: According to Erik Erikson’s eight stages in psychosocial development theory, Theo has passed four major stages they are the stages of initiative vs guilt (14%), industry vs inferiority (14%), identity vs role confusion (46%), and intimacy vs isolation (29%). Theo struggles to pass the stage of identity vs role confusion. It has led him to the situation where he faces difficulties on understanding his identity and role within society. Theo is grown up as a person with less empathy for others, struggles with his drug addiction, and has trouble making commitments; Erik Erikson’s psychosocial development of the personality emphasizes the social influences in the development of the ego. Erikson’s theory of psychosocial development has eight distinct stages. Completing each step results in a healthy personality and the acquisition of the ego to resolve subsequent crises. Conversely, failure to complete a set will lead to ability reduction in completing further stages and an unhealthier personality and sense of self. Instead of focusing on sexual development, this theory is interesting in how children socialize and how social environment affects their senses.</p>

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McAdams, Dan P. "Three Lines of Personality Development." European Psychologist 20, no. 4 (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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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 (2019): 259–62. http://dx.doi.org/10.2132/personality.27.3.9.

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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 (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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Sobchik, L. N. "Theory and Practice of Psychology of Individuality." Psikhologicheskii zhurnal 43, no. 6 (2022): 119. http://dx.doi.org/10.31857/s020595920023651-2.

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Due to the pace of development and increasing complexity of production technologies, as well as with the increasing stress on the human psyche, the identification of personal characteristics plays an increasingly important role in the daily life of the country. As a result of long-term study of personality, the author created the theory of leading tеndencies as a theoretical approach in the psychology of individuality. Within the framework of this theory, the individual style of personality is manifested in the properties of temperament, continues in the character traits and creates a certain emotional and behavioral background of the formed socialized personality, that is, at the top level of its development. At the different levels of development (temperament, character, the personality) the structure of the personality is represented as manifestation polarity of the correlated opposite emotional characteristics interconnected with motivational orientation, style of interpersonal behavior and type of thinking. The becoming complicated structure of the opposed polar properties at all these levels contains the main style (individual) coloring that is the leading individual and personal tendency, which remains defining without watching the control of consciousness increasing to the highest level. In practice, personal characteristics are reflected in the quantitative indicators of the psychodiagnostic multidimensional model, which is built on survey data several mutually reinforcing and complementary techniques as verbal and projective (nonverbal). Methods of psychological diagnostics allows you to identify a holistic portrait of the individual and allows you to use the methods of mathematical analysis, which greatly increases the reliability and validity of the methods used. Digital indicators of the psychological automated expert system, consisting of a set of specially selected computerized programms, reflect a multidimensional psychodiagnostic model of personality based on the theory of leading tendencies.

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Risydah, Fadilah, and Harundin Sagala Alvinal Khairani Ahyar. "Psikoanalisis Sigmund Freud dan Implikasinya Dalam Pendidikan." Madani: Jurnal Ilmiah Multidisiplin 1, no. 6 (2023): 502–5. https://doi.org/10.5281/zenodo.8131644.

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<em>Psychoanalytic theory is a theory that seeks to explain the nature and development of human personality. The elements that are prioritized in this theory are motivation, emotions and other internal aspects. This theory assumes that personality develops when there are conflicts from these psychological aspects, which generally occur in children or at an early age. Psychoanalysis has a lot to offer education. The relationship between them is like a marriage in which both partners are aware of their mutual needs, but do not really understand each other and therefore do not understand their name together. So the stated educational goals based on psychoanalytic analysis are to provide guidance for educators and students about what to achieve, the activities they carry out, and about the progress achieved by students.</em>

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

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AMESCUA, GUADALUPE. "Autism in Gestalt Theory Towards a Gestalt Theory of Personality." Gestalt Review 3, no. 3 (1999): 226–38. http://dx.doi.org/10.2307/44394127.

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Abstract For us, who work with children and adolescents, it is very important to have a developmental Gestalt theory, as well as a Gestalt approach to psychopathology. Based on the theory of contact and the self, I consider autism as a contact and boundary problem in which the child is caught right at the boundary. Thus, we can think of a Gestalt approach to autism. As a result of my experience with autistic children, I present an explanation of the development of the child utilizing a Gestalt perspective.

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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 (1997): 280–82. http://dx.doi.org/10.1006/jvbe.1997.1615.

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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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M. Taib, Maisarah, and Jusmawati Fauzaman. "Development of Indigenous Malay Work-based Personality Inventory using the Malay Personality Taxonomy: A Preliminary Finding." IIUM JOURNAL OF HUMAN SCIENCES 1, no. 1 (2019): 17–29. http://dx.doi.org/10.31436/ijohs.v1i1.40.

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Background: The expression of personality in work context may differ in general context and the transportation of western-based personality measures to non-western cultures have been found problematic in terms of their psychometric soundness. Objective: This research was conducted with the aim to develop an indigenous work-based personality inventory using the indigenously explored Malay personality taxonomy (Nefarious, Emotionality, Virtues, Indulgence, eXtraversion, and Accommodative factors; abbreviated as NEVIXA). Methods: The test was developed using American Psychological Association (APA) Standards of Educational and Psychological Testingâ€™s (2014) four main phases of test development: (1) Test conceptualization, (2) Test construction, (3) Test tryout and item analysis, and (4) Test validation. This preliminary finding, however, discussed results up to Phase 3 of the test developmentâ€”test tryout and item analysis phase. Results: Item response theory (IRT) analysis using Samejimaâ€™s graded response model (GRM) of IRT for polytomous items recorded a total of 286 items (143 English items and 143 Malay items) with appropriate item discrimination index and reliability values, namely, the Cronbach alphas and Equivalence coefficients. Conclusion: Further efforts are needed to validate the items for a full development of an indigenous work-based personality test that can be used for work-related applications. Keywords: test development, work-based personality, psycholexical approach, Malay personality taxonomy, item response theory

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Conia, Putri Dian Dia, and Meitami Sofiyanti. "GAMBARAN PEMAHAMAN TEORI PSIKOANALISIS DAN IMPLIKASINYA DALAM PENDIDIKAN PADA MATA KULIAH KARAKTERISTIK DAN KOMPETENSI USIA DEWASA PADA MAHASISWA BIMBINGAN DAN KONSELING FKIP UNTIRTA." National Conference on Applied Business, Education, & Technology (NCABET) 1, no. 1 (2021): 547–55. http://dx.doi.org/10.46306/ncabet.v1i1.43.

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One of the important materials for guidance and counseling students to learn in the Adult Age Characteristics and Competencies course is the understanding of personality theory in adulthood. One of the personality theory figures, Sigmund Freud, is the initiator of the Psychoanalytic theory, which is a theory that seeks to explain the nature and development of the human personality. Students who are already in the early adult age category, namely the age of 18 years and over, can also understand more about each other's personality by studying personality theory more deeply. The personality theory expressed by Sigmund Freud is also mandatory for students to study because it has implications for the field of education. Based on this, it is important for students who teach the Characteristics and Competencies of Adult Age courses to know more clearly about the description of personality understanding based on the Psychoanalytic theory of Sigmund Freud. The research method used is descriptive quantitative with a non-test instrument, namely interviews. Interviews were conducted with 5 students at 3rd semester majoring in Guidance and Counseling FKIP Sultan Ageng Tirtayasa University

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Lerman, Hannah. "From Freud to Feminist Personality Theory: Getting Here from There." Psychology of Women Quarterly 10, no. 1 (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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Journal articles on the topic 'Personality development theory'

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