15. Personality theories

Criminology ◽  
2017 ◽  
Author(s):  
Stephen Jones
Keyword(s):  
Mental Disorder ◽  
Personality Traits ◽  
Personality Development ◽  
Personality Characteristic ◽  
Criminal Behaviour ◽  
Biological Factors ◽  
Normal People ◽  
Personality Theories

This chapter discusses the term ‘personality’, which is used to describe an individual’s temperamental and emotional attributes that are relatively consistent and that will influence behaviour, and considers the extent to which the leading psychological explanations of personality development can be related to criminal behaviour. Psychologists use different classifications—some might include considerations of biological factors or aspects of mental disorder such as psychopathy within the category of personality—and refer to a persistent or stable personality characteristic as a trait. For many years they have devised tests aimed at measuring personality traits in an attempt to test the hypothesis that people who are prone to act in an antisocial way are distinguishable from ‘normal’ people.

15. Personality theories

2021 ◽  
pp. 319-345
Author(s):  
Stephen Jones
Keyword(s):  
Mental Disorder ◽  
Personality Traits ◽  
Personality Development ◽  
Personality Characteristic ◽  
Criminal Behaviour ◽  
Biological Factors ◽  
Normal People ◽  
Personality Theories

This chapter discusses the term ‘personality’, which is used to describe an individual’s temperamental and emotional attributes that are relatively consistent and that will influence behaviour. It also considers the extent to which the leading psychological explanations of personality development can be related to criminal behaviour. Psychologists use different classifications—some might include considerations of biological factors or aspects of mental disorder such as psychopathy within the category of personality—and refer to a persistent or stable personality characteristic as a trait. For many years, they have devised tests aimed at measuring personality traits in an attempt to test the hypothesis that people who are prone to act in an antisocial way are distinguishable from ‘normal’ people.

Models of Personality Development in Emerging Adulthood

2018 ◽  
Author(s):  
Michael W. Pratt ◽  
M. Kyle Matsuba
Keyword(s):  
Emerging Adulthood ◽  
Personality Traits ◽  
Life Story ◽  
Personality Development ◽  
Emerging Adult ◽  
Late Adolescence ◽  
The Self ◽  
Personal Goals ◽  
Integrative Framework ◽  
Over Time

Chapter 2 reviews research and theory on the life story and its development and relations to other aspects of personality. The authors introduce the integrative framework of McAdams and Pals, who described three levels in a broad model of personality: personality traits; personal goals, values, and projects; and the unique life story, which provides a degree of unity and purpose to the individual’s life. This narrative, which develops in late adolescence and emerging adulthood, as individuals become able to author their own stories, includes key scenes of emotional and personal importance to provide a sense of continuity, while remaining flexible and dynamic in incorporating changes in the self over time. The chapter ends with a description of Alison, an emerging adult from our Canadian Futures Study, who illustrates these levels and what they tell about personality development during this period.

Assessing the Unacquainted: Inferred Reviewer Personality and Review Helpfulness

MIS Quarterly ◽  
2021 ◽  
Vol 45 (3) ◽  
pp. 1113-1148
Author(s):  
Angela Xia Liu ◽  
◽  
Yilin Li ◽  
Sean Xu ◽  
◽  
...  
Keyword(s):  
Personality Traits ◽  
Supervised Classification ◽  
Large Population ◽  
Superior Performance ◽  
Product Reviews ◽  
Review Helpfulness ◽  
Personality Theories ◽  
Deep Learning Model ◽  
Practical Implications

This work examines the question of who is more likely to provide future helpful reviews in the context of online product reviews by synergistically using personality theories and data analytics. It trains a deep learning model to infer a reviewer’s personality traits. This enables analyses to reveal the role of personality traits in review helpfulness among a large population of reviewers. We develop hypotheses on how personality traits are associated with review helpfulness, followed by hypotheses testing that confirms that higher review helpfulness is related to higher openness, conscientiousness, extraversion, and agreeableness and to lower emotional stability. These results suggest the appropriateness of using these five personality traits as inputs for developing a model for predicting future review helpfulness. Based on an ensemble model using supervised classification algorithms, we develop a predictive model and demonstrate its superior performance. Theoretical and practical implications are discussed.

Promoting Multicultural Personality Development: A Strengths-Based, Positive Psychology Worldview for Schools

2008 ◽  
Vol 12 (2) ◽  
pp. 2156759X0801200
Author(s):  
Joseph G. Ponterotto ◽  
David E. Mendelowitz ◽  
Ernest A. Collabolletta
Keyword(s):  
United States ◽  
Positive Psychology ◽  
Personality Traits ◽  
School Counseling ◽  
School Counselors ◽  
Culturally Diverse ◽  
Personality Development ◽  
The United States ◽  
Multicultural Personality ◽  
Personality Research

This article extends the relevance of multicultural development to the Strengths-Based School Counseling (SBSC; Galassi & Akos, 2007) perspective. A relatively new construct for school counselors, the “multicultural personality” (MP), is introduced and defined. The MP is conceptualized as a cluster of narrow personality traits that can be subsumed under broader models of personality. Research has found that MP development is correlated with coping, adapting, and thriving in increasingly culturally diverse environments such as the United States. Suggestions for integrating MP development across the guiding principles of SBSC are presented.

scholarly journals Personality development from 12 to 18 years of age: changes in mean levels and structure of traits

2004 ◽  
Vol 18 (6) ◽  
pp. 445-462 ◽  
Author(s):  
Jüri Allik ◽  
Kaia Laidra ◽  
Anu Realo ◽  
Helle Pullmann
Keyword(s):  
Personality Traits ◽  
Personality Development ◽  
The Self ◽  
Age Changes ◽  
Cross Sectional ◽  
Adult Personality ◽  
12Th Grade ◽  
Self Reports ◽  
Change In The Mean ◽  
The Mean

The Estonian NEO‐FFI was administered to 2650 Estonian adolescents (1420 girls and 1230 boys) aged from 12 to 18 years and attending 6th, 8th, 10th, or 12th grade at secondary schools all over Estonia. Although the mean levels of personality traits of Estonian adolescents were quite similar to the respective scores of Estonian adults, there was a developmental gap in Agreeableness and Conscientiousness. Three of the five personality dispositions demonstrated a modest cross‐sectional change in the mean level of the trait scores: the level of Openness increased and the levels of Agreeableness and Conscientiousness decreased between 12 and 18 years of age. Although the five‐factor structure of personality was already recognizable in the sample of 12‐year‐old children, it demonstrated only an approximate congruence with the adult structure, suggesting that not all children of that age have developed abilities required for observing one's own personality dispositions and for giving reliable self‐reports on the basis of these observations. The self‐reported personality trait structure matures and becomes sufficiently differentiated around age 14–15 and grows to be practically indistinguishable from adult personality by the age of 16. Personality of adolescents becomes more differentiated with age: along with the growth of mental capacities the correlations among the personality traits and intelligence become smaller. Copyright © 2004 John Wiley & Sons, Ltd.

scholarly journals Theories of Personality

2020 ◽  
Author(s):  
Cassandra M Brandes ◽  
Kathleen Wade Reardon ◽  
Jennifer L Tackett
Keyword(s):  
Mental Health ◽  
Academic Achievement ◽  
Individual Differences ◽  
Life Course ◽  
Personality Traits ◽  
Interpersonal Relationships ◽  
Personality Development ◽  
Adult Individual ◽  
Foundational Research ◽  
The Life Course

The study of personality development has seen significant advances in the last two decades. For many years, youth and adult individual differences were studied from separate theoretical standpoints. However, more recent research has indicated that teenagers display personality traits in many of the same ways as adults. These personality traits are moderately stable throughout the life course, but there are important developmental shifts in their expression, structure, and maturation, especially in adolescence. This has resulted in an effort to study youth personality “in its own right” (Tackett, Kushner, De Fruyt, & Mervielde, 2013). Early personality associations with important lifelong outcomes including academic achievement, mental health, and interpersonal relationships further underscore the importance of studying traits in youth. Here we discuss current consensus and controversy on adolescent personality and highlight foundational research on the topic.

Personality and Personality Disorder

2020 ◽  
pp. 119-130
Author(s):  
Joel Paris
Keyword(s):  
Borderline Personality Disorder ◽  
Personality Disorder ◽  
Personality Traits ◽  
Mood Disorders ◽  
Suicidal Behavior ◽  
Borderline Personality ◽  
Clear Cut ◽  
Normal People ◽  
Affective Instability

Personality traits differ among normal people, and one should only diagnose a personality disorder (PD) in the presence of a clear-cut impairment of functioning. Most of these disorders lie on a spectrum with traits, but those that cause prominent symptoms present more often in psychiatry The most clinically important category of PD is borderline personality disorder (BPD), but this condition is widely underdiagnosed. Since these patients often present with depression and/or affective instability, clinicians often see them as suffering from mood disorders, and treat them unsuccessfully with antidepressants. However, this population, which shows repetitive suicidal behavior, needs to be correctly diagnosed to be referred for specialized psychotherapy.

scholarly journals Memory and Personality Development in Adulthood: Evidence From Four Longitudinal Studies

2020 ◽  
Vol 76 (1) ◽  
pp. 88-97
Author(s):  
Yannick Stephan ◽  
Angelina R Sutin ◽  
Martina Luchetti ◽  
Antonio Terracciano
Keyword(s):  
Longitudinal Study ◽  
Personality Traits ◽  
Memory Performance ◽  
Meta Analysis ◽  
Personality Development ◽  
The United States ◽  
Personality Change ◽  
Delayed Recall ◽  
Lower Baseline ◽  
Wisconsin Longitudinal Study

Abstract Objectives Personality traits have been related to concurrent memory performance. Most studies, however, have focused on personality as a predictor of memory; comparatively less is known about whether memory is related to personality development across adulthood. Using 4 samples, the present study tests whether memory level and change are related to personality change in adulthood. Method Participants were drawn from 2 waves of the Wisconsin Longitudinal Study Graduates (WLSG; N = 3,232, mean age = 64.28, SD = 0.65) and Wisconsin Longitudinal Study Siblings (WLSS; N = 1,570, mean age = 63.52, SD = 6.69) samples, the Midlife in the United States (MIDUS; N = 1,901, mean age = 55.43, SD = 10.98), and the Health and Retirement Study (HRS; N = 6,038, mean age = 65.47, SD = 8.28). Immediate and delayed recall and the 5 major personality traits were assessed at baseline and follow-up. Results There was heterogeneity in the associations across samples. A meta-analysis of latent change in the four samples indicated that lower baseline memory performance was related to an increase in neuroticism (B = −0.002; 95% CI = −0.004, −0.0008) and a decrease in agreeableness (B = 0.004; 95% CI = 0.002, 0.007) and conscientiousness (B = 0.005; 95% CI = 0.0008, 0.010). In addition, declines in memory were related to steeper declines in extraversion (B = 0.06; 95% CI = 0.003, 0.11), openness (B = 0.04; 95% CI = 0.007, 0.069), and conscientiousness (B = 0.05; 95% CI = 0.019, 0.09). Discussion The present study indicates that poor memory and declines in memory over time are related to maladaptive personality change. These associations, however, were small and inconsistent across samples.

scholarly journals Are All Kids Alike? The Magnitude of Individual Differences in Personality Characteristics Tends to Increase from Early Childhood to Early Adolescence

2017 ◽  
Vol 31 (4) ◽  
pp. 313-328 ◽  
Author(s):  
René Mõttus ◽  
Christopher J. Soto ◽  
Helena R. Slobodskaya ◽  
Mitja Back
Keyword(s):  
Early Childhood ◽  
Individual Differences ◽  
Personality Traits ◽  
Age Differences ◽  
Early Adolescence ◽  
Personality Development ◽  
General Pattern ◽  
Childhood And Adolescence ◽  
Personality Psychology ◽  
The Usa

Do individual differences in personality traits become more or less pronounced over childhood and adolescence? The present research examined age differences in the variance of a range of personality traits, using parent reports of two large samples of children from predominantly the USA and Russia, respectively. Results indicate (i) that individual differences in most traits tend to increase with age from early childhood into early adolescence and then plateau, (ii) that this general pattern of greater personality variance at older childhood age is consistent across the two countries, and (iii) that this pattern is not an artefact of age differences in means or floor/ceiling effects. These findings are consistent with several (noncontradictory) developmental mechanisms, including youths’ expanding behavioural capacities and person–environment transactions (corresponsive principle). However, these mechanisms may predominantly characterize periods before adolescence, or they may be offset by countervailing processes, such as socialization pressure towards a mature personality profile, in late adolescence and adulthood. Finally, the findings also suggest that interpreting age trajectories in mean trait scores as pertaining to age differences in a typical person may sometimes be misleading. Investigating variance should become an integral part of studying personality development. Copyright © 2017 European Association of Personality Psychology

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