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Journal articles on the topic 'Personality theories'

Author: Grafiati
Published: 4 June 2021
Last updated: 14 February 2022

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1

Eysenck, H. J. "Theories of personality." Personality and Individual Differences 22, no. 6 (June 1997): 947. http://dx.doi.org/10.1016/s0191-8869(97)85270-1.

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2

Funder, David C. "Introducing Personality Theories." Contemporary Psychology: A Journal of Reviews 31, no. 10 (October 1986): 770–71. http://dx.doi.org/10.1037/024134.

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3

Fajkowska, M., and C. G. DeYoung. "Toward integrative theories of personality." Personality and Individual Differences 60 (April 2014): S17. http://dx.doi.org/10.1016/j.paid.2013.07.378.

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4

Paris, Joel. "Major theories of personality disorder." General Hospital Psychiatry 19, no. 6 (November 1997): 448–49. http://dx.doi.org/10.1016/s0163-8343(97)00063-7.

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5

Carlson, Rae. "Review of Theories of Personality." Contemporary Psychology 30, no. 12 (December 1985): 1000. http://dx.doi.org/10.1037/023443.

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6

Showers, Carolin. "Introducing Personality: Theories or Theorists?" Contemporary Psychology: A Journal of Reviews 35, no. 4 (April 1990): 367–68. http://dx.doi.org/10.1037/028480.

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7

Geller, Jeffrey L., and Len Sperry. "Major Theories of Personality Disorder." Psychiatric Services 48, no. 9 (September 1997): 1212–13. http://dx.doi.org/10.1176/ps.48.9.1212.

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8

Clarkin, John F. "Major Theories of Personality Disorder." Archives of General Psychiatry 54, no. 10 (October 1, 1997): 967. http://dx.doi.org/10.1001/archpsyc.1997.01830220093013.

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9

Steimer, Andreas, and André Mata. "Motivated Implicit Theories of Personality." Personality and Social Psychology Bulletin 42, no. 4 (March 16, 2016): 415–29. http://dx.doi.org/10.1177/0146167216629437.

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10

Enns, Carolyn Zerbe. "Toward Teaching Inclusive Personality Theories." Teaching of Psychology 16, no. 3 (October 1989): 111–17. http://dx.doi.org/10.1207/s15328023top1603_2.

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This article reviews some of the limitations and biases in mainstream personality theories and recommends teaching content that is not traditionally covered in a theories course. Through discussion of the limitations of theory and the use of expanded evaluation guidelines, students' critical thinking skills are enhanced. Inclusiveness is increased when teachers expose students to: (a) historical theories that demonstrate early respect for diversity and the role of sociocultural events in personality formation, (b) recent reformulations of traditional theory, (c) feminist approaches that focus on the relational elements of development, and (d) cognitive developmental perspectives that value desires for related-ness and strivings for independence.
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11

Guttman, Herta A. "Book Review: Personality Disorders: Major Theories of Personality Disorder." Canadian Journal of Psychiatry 51, no. 8 (July 2006): 549. http://dx.doi.org/10.1177/070674370605100813.

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12

Altunina, Inna R. "MOTIVATION PROBLEMS IN FOREIGN PERSONALITY THEORIES." RSUH/RGGU Bulletin. Series Psychology. Pedagogics. Education, no. 4 (2020): 12–28. http://dx.doi.org/10.28995/2073-6398-2020-4-12-28.

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Foreign author’s psychological theories of personality from the point of view of formulating and solving issues related to the field of motivation of human behavior are examined in the article. The theories are mainly presented, which are usually considered both in monographs devoted to theoretical issues of personality psychology, and in books, the purpose of which is to illuminate motivational issues. The provisions of these theories related to the topic of motivation are revealed and discussed. Particular attention is paid to the lack of clear scientific criteria for classifying a particular theory as a personal or motivational problem, although in fact motivation is only a particular aspect of personality psychology. In conclusion, the point is made that in modern theories of personality, the issues of motivation of human behavior are disclosed quite fully and versatile, however, there is still no unified, holistic psychological theory of motivation and a clear division of the theory into personal and motivational. The same is stated with regard to psychological theories of personality, which differ significantly from each other in terms of terminology, problems considered in them and scientific solutions offered to them.
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13

Duke, Marshall P. "Theories of Personality and Theories of Art: A Budding Consilience." Journal of Research in Personality 36, no. 1 (February 2002): 32–58. http://dx.doi.org/10.1006/jrpe.2001.2328.

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14

McCrae, Robert R. "Personality Theories for the 21st Century." Teaching of Psychology 38, no. 3 (June 14, 2011): 209–14. http://dx.doi.org/10.1177/0098628311411785.

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15

Walton, H. J. "An introduction to theories of personality." Journal of Psychosomatic Research 34, no. 3 (January 1990): 345–46. http://dx.doi.org/10.1016/0022-3999(90)90096-m.

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16

LICHTENBERG, JAMES W. "On Teaching Counseling and Personality Theories." Journal of Counseling & Development 63, no. 8 (April 1985): 526–27. http://dx.doi.org/10.1002/j.1556-6676.1985.tb02753.x.

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17

Gunderson, John G., Alan Fruzzetti, Brandon Unruh, and Lois Choi-Kain. "Competing Theories of Borderline Personality Disorder." Journal of Personality Disorders 32, no. 2 (April 2018): 148–67. http://dx.doi.org/10.1521/pedi.2018.32.2.148.

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The authors review four theories that propose different conceptualizations of borderline personality disorder's (BPD) core psychopathology: excess aggression, emotional dysregulation, failed mentalization, and interpersonal hypersensitivity. The theories are compared in their ability to explain BPD's coaggregation of four usually distinct sectors of psychopathology, their high overlap with other disorders, their ability to distinguish BPD from other disorders, their integration of heritability, and their clinical applicability. The aims of this review are to increase awareness of these theories, to stimulate improved theories, and to f ster testable hypotheses so that research can advance our knowledge about BPD's core.
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18

Leck, Kira. "Teaching Personality Theories Using Popular Music." Teaching of Psychology 33, no. 1 (January 2006): 34–36. http://dx.doi.org/10.1207/s15328023top3301_8.

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19

Mathur, Pragya, Shailendra P. Jain, and Durairaj Maheswaran. "Consumers' implicit theories about personality influence their brand personality judgments." Journal of Consumer Psychology 22, no. 4 (October 2012): 545–57. http://dx.doi.org/10.1016/j.jcps.2012.01.005.

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20

Anderson, Dana D., Paul Rosenfeld, and Lori Cruikshank. "An Exercise for Explicating and Critiquing Students’ Implicit Personality Theories." Teaching of Psychology 21, no. 3 (October 1994): 174–77. http://dx.doi.org/10.1177/009862839402100314.

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Despite, its recent growth, implicit psychology is largely excluded from undergraduate personality textbooks. Students’ preconceptions about personality likely bias their evaluation of formal personality theories and are generally ignored by personality instructors. We present an exercise that requires students to critique their preconceived beliefs about personality as if these beliefs constituted formal personality theories. Students rated the assignment as difficult but though-provoking and valuable for the insight it gave them into the formal theories and their own beliefs. The exercise engenders active learning by involving students directly in the difficulties of theory construction. Students probably relate the more formal theories they learn to the existing framework of their own theories. This self-referencing should enhance memory of formal theories.
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21

Duggan, C., J. Milton, V. Egan, L. McCarthy, B. Palmer, and A. Lee. "Theories of general personality and mental disorder." British Journal of Psychiatry 182, S44 (January 2003): s19—s23. http://dx.doi.org/10.1192/bjp.182.44.s19.

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BackgroundA major short coming of current research into personality is its failure to explore the relationship between theories of general personality and mental disorder.AimsTo provide preliminary data to address this deficit.MethodIn the first of two studies, we examined the relationship between the Neuroticism, Extraversion and Other – Five-Factor Inventory (NEO–FFI) and DSM personality disorders in a consecutive series of mentally disordered offenders. In the second, we sought to separate the personality dimension neuroticism from symptoms of depressive disorder in a sample of subjects with current depression.ResultsFactors from the NEO–FFI were associated with different personality disorders in a predictable manner (first study). It was possible to identify a component of neuroticism (i.e. ‘worry’) that could be separated from depressive symptoms (second study).ConclusionsTheories of general personality theory can enlighten and refine descriptions of abnormal mental states by informing both their aetiology and their prognosis.
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22

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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23

Tang, Li, and Miki Toyama. "Development of a Motivational Regulation Strategy Scale based on Theories of Motivation." Japanese Journal of Personality 28, no. 2 (November 1, 2019): 182–85. http://dx.doi.org/10.2132/personality.28.2.12.

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24

Chiu, Chi-yue, Ying-yi Hong, and Carol S. Dweck. "Lay dispositionism and implicit theories of personality." Journal of Personality and Social Psychology 73, no. 1 (1997): 19–30. http://dx.doi.org/10.1037/0022-3514.73.1.19.

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25

Trzebinski, Jerzy. "Action-oriented representations of implicit personality theories." Journal of Personality and Social Psychology 48, no. 5 (1985): 1266–78. http://dx.doi.org/10.1037/0022-3514.48.5.1266.

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26

Wood, Alex, and Stephen Joseph. "Grand theories of personality cannot be integrated." American Psychologist 62, no. 1 (2007): 57–58. http://dx.doi.org/10.1037/003-066x62.1.57.

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27

Hogan, Robert. "Review of Theories of Personality (3rd ed.)." Contemporary Psychology: A Journal of Reviews 31, no. 11 (November 1986): 909. http://dx.doi.org/10.1037/024277.

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28

Hogan, Robert. "Review of Introduction to Theories of Personality." Contemporary Psychology: A Journal of Reviews 31, no. 1 (January 1986): 64. http://dx.doi.org/10.1037/024452.

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29

Herman, C. Peter. "Review of Theories of Personality (4th ed.)." Contemporary Psychology: A Journal of Reviews 35, no. 3 (March 1990): 299. http://dx.doi.org/10.1037/028416.

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30

Frederickson, Jon. "Major Theories of Personality Disorder, Second Edition." Psychiatry: Interpersonal and Biological Processes 69, no. 3 (June 2006): 274–81. http://dx.doi.org/10.1521/psyc.2006.69.3.274.

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31

BALDWIN, CYNTHIA. "Introduction to “Conflict-Laden” Theories of Personality." Journal of Humanistic Education and Development 28, no. 4 (June 1990): 188–91. http://dx.doi.org/10.1002/j.2164-4683.1990.tb00195.x.

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32

Furnham, Adrian. "The development of single trait personality theories." Personality and Individual Differences 11, no. 9 (January 1990): 923–29. http://dx.doi.org/10.1016/0191-8869(90)90273-t.

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33

Kollar, Nathan. "PERSONALITY THEORIES, RELIGIOUS EDUCATION AND OLDER ADULTS." Religious Education 81, no. 4 (September 1986): 609–24. http://dx.doi.org/10.1080/0034408600810407.

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34

No authorship indicated. "Review of A Review of Personality Theories." Contemporary Psychology: A Journal of Reviews 32, no. 12 (December 1987): 1043. http://dx.doi.org/10.1037/026623.

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35

Marsh, Mary R. "Theories of Personality: But Wherewithal the Systems?" Contemporary Psychology: A Journal of Reviews 42, no. 4 (April 1997): 345–46. http://dx.doi.org/10.1037/000467.

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36

Wang, Alvin Y. "Making Implicit Personality Theories Explicit: A Classroom Demonstration." Teaching of Psychology 24, no. 4 (October 1997): 258–61. http://dx.doi.org/10.1207/s15328023top2404_6.

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I developed a 9-item implicit personality theory (IPT) scale to demonstrate the naive, lay beliefs students have regarding the construct of personality. Students (N = 162) completed the IPT Scale during Week I and Week 16 in a Personality Theories course. Analysis of Week 1 responses showed definite student preferences for certain IPTs. Factor analysis of these data also revealed 4 relatively unique factors that accounted for 65.2% of the variance. By Week 16, students' preference for a particular explicit theory of personality related to their responses on the IPT scale. Comparison of Week 1 and Week 16 scores indicated that individual IPTs were fairly resistant to change. Pedagogically, these results demonstrate the role of IPTs in the construction and validation of explicit personality theories. Also, class discussion on topics such as individual differences, attribution theory, self-serving bias, and personal constructs are enhanced when students' IPTs are made explicit.
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37

Yolles, Maurice, and Gerhard Fink. "Migrating personality theories Part 2: towards a theory of the balanced personality?" Kybernetes 38, no. 9 (October 16, 2009): 1461–90. http://dx.doi.org/10.1108/03684920910991478.

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38

Smith, David D. "Longitudinal Stability of Personality." Psychological Reports 70, no. 2 (April 1992): 483–98. http://dx.doi.org/10.2466/pr0.1992.70.2.483.

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Estimates of the longitudinal stability of the normal adult personality decrease with increase in the length of the assessment-reassessment interval over which stability is measured, regardless of the method employed. This randomness in the evolution of personality is attributed to the inherent indeterminacy of the global dynamics of the normal human brain. The predictive power of theories of personality is fundamentally constrained. Explanatory personality theories should not be evaluated in terms of the proportion of the total variance that they predict over time but rather on the proportion of the predictable variance they account for.
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39

Goldstein, Miri D. "Forming and Testing Implicit Personality Theories in Cyberspace." Teaching of Psychology 25, no. 3 (July 1998): 216–20. http://dx.doi.org/10.1207/s15328023top2503_16.

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In this article, I describe an exercise for Social, Personality, and Introductory Psychology classes. In this exercise, students form implicit personality theories (IPTs) based on information provided by social psychologists on their internet home pages. As part of the exercise, students also compose a personal home page and describe the IPTs that are likely to emerge from the information they present. Students reported that the exercise was enjoyable and enhanced their understanding of the influence of IPTs on impression formation.
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40

GUO, Fengbo, Zhen ZHANG, Sheng YUAN, Yiming JING, and Yiwen WANG. "The theories and neurophysiological mechanisms of narcissistic personality." Advances in Psychological Science 24, no. 8 (2016): 1246. http://dx.doi.org/10.3724/sp.j.1042.2016.01246.

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41

Maddi, Salvatore R. "Taking the theorizing in personality theories seriously: Comment." American Psychologist 61, no. 4 (2006): 330–31. http://dx.doi.org/10.1037/0003-066x.61.4.330.

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42

ZUCKER, ROSS. "Unequal Property and Subjective Personality in Liberal Theories." Ratio Juris 6, no. 1 (March 1993): 86–117. http://dx.doi.org/10.1111/j.1467-9337.1993.tb00139.x.

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43

Erskine, Richard G. "The Therapeutic Relationship: Integrating Motivation and Personality Theories." Transactional Analysis Journal 28, no. 2 (April 1998): 132–41. http://dx.doi.org/10.1177/036215379802800206.

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44

Loevinger, Jane. "In Defense of the Individuality of Personality Theories." Psychological Inquiry 7, no. 4 (October 1996): 344–46. http://dx.doi.org/10.1207/s15327965pli0704_7.

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45

Furnham, Adrian, Victoria Kirkby, and Alastair Mcclelland. "Non-expert's theories of three major personality disorders." Personality and Mental Health 5, no. 1 (November 30, 2010): 43–56. http://dx.doi.org/10.1002/pmh.150.

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46

Paddock, John R., Sophia Terranova, and Lance Giles. "SASB Goes Hollywood: Teaching Personality Theories through Movies." Teaching of Psychology 28, no. 2 (April 2001): 117–21. http://dx.doi.org/10.1207/s15328023top2802_11.

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47

Fabry, R. "Adult personality development: Theories and concepts volume 1." Personality and Individual Differences 17, no. 5 (November 1994): 725. http://dx.doi.org/10.1016/0191-8869(94)90156-2.

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48

ŞİMŞİR, Zeynep. "Counselor Candidates' Journey of Self-Awareness: Personality Theories." Kuramsal Eğitimbilim 14, no. 3 (June 15, 2021): 308–22. http://dx.doi.org/10.30831/akukeg.862571.

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49

Zhang, Zhen, and Jianxin Zhang. "LAY THEORIES OF PERSONALITY AND HELPING AMONG CHINESE UNDERGRADUATES." Social Behavior and Personality: an international journal 36, no. 9 (January 1, 2008): 1189–90. http://dx.doi.org/10.2224/sbp.2008.36.9.1189.

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In all agencies, lay beliefs of a person are closely related to frequency, tendency and quality of prosocial behaviors. Potential helpers who hold an incremental theory of personality (belief that a person's attributes are malleable), will be more willing to help socially stigmatized groups than those who hold an entity theory of personality (belief that a person's attributes are fixed (Karafantis & Levy, 2004; West, 2003). Based on this recent evidence, we examined the relationship between lay theories of personality and helping in a Chinese population.
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50

Carver, Charles S. "Impulse and Constraint: Perspectives From Personality Psychology, Convergence With Theory in Other Areas, and Potential for Integration." Personality and Social Psychology Review 9, no. 4 (November 2005): 312–33. http://dx.doi.org/10.1207/s15327957pspr0904_2.

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A behavioral dimension of impulse versus constraint has long been observed by personality psychologists. This article begins by reviewing processes underlying this dimension from the perspectives of several personality theories. Some cases of constraint reflect inhibition due to anxiety, but some theories suggest other roots for constraint. Theories from developmental psychology accommodate both possibilities by positing 2 sorts of control over action. These modes of influence strongly resemble those predicated in some personality theories and also 2 modes of function that are asserted by some cognitive and social psychological theories. Several further literatures are considered, to which 2-mode models seem to contribute meaningfully. The article closes by addressing questions raised by these ideas, including whether the issue of impulse versus constraint applies to avoidance as well as to approach.
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