scholarly journals Refining the maturity principle of personality development by examining facets, close others, and co-maturation

2022 ◽  
Author(s):  
Ted Schwaba ◽  
Wiebke Bleidorn ◽  
Christopher James Hopwood ◽  
Stephen N. Manuck ◽  
Aidan G.C. Wright
Keyword(s):  
Personality Trait ◽  
Longitudinal Research ◽  
Personality Development ◽  
Past Research ◽  
The Self ◽  
Self And Other ◽  
Personality Questionnaires

Across adulthood, people tend to experience psychologically adaptive personality trait change, a robust finding known as the maturity principle of personality development. We identify three open areas of inquiry regarding personality maturation and address them in a pre-registered study, using a sample of US adults ages 30-70 who completed a battery of personality questionnaires and were rated by two close others twice over an 11-to-16 year period (Nwave1 = 1,785, Nwave2 = 401). First, it is unclear whether the maturity principle applies to narrower facet-level traits, as there has been little research into facet development across adulthood. We examined 47 facet scales and found that most developed adaptively across ages 30-70, but some did not mature, and three healthy facets (Activity, Openness to Feelings, and Social Potency) declined significantly across adulthood, counter to the maturity principle. Second, no longitudinal research has tested whether personality maturation is perceived similarly by close others. We compared self- and other- rated development and found that close others perceived greater maturation than the self in Agreeableness, Conscientiousness, Neuroticism, and five facets. Finally, few studies have examined whether traits co-mature in adulthood. We found that correlated change between healthy facets was small in magnitude. Additionally, we found tighter co-maturation in other-reported development than self-reported development. We use these results and past research to expand and refine our understanding of personality maturation across adulthood.

scholarly journals The multiple interfaces of engagement: towards a new conception of gallery learning

2018 ◽  
Vol 16 (2) ◽  
pp. 240-259
Author(s):  
Christopher Whitehead ◽  
Emma Coffield
Keyword(s):  
Social Media ◽  
Mobile Applications ◽  
Longitudinal Research ◽  
Further Education ◽  
The Self ◽  
Education Students ◽  
Art Exhibition ◽  
Self And Other ◽  
Multiple Interfaces ◽  
Complex Picture

Drawing upon longitudinal research undertaken with Further Education students who visited an art exhibition, this article retheorises organised gallery learning. We argue that the significance of the gallery visit for students – and of their engagements with the exhibition and artworks – is elaborated and remediated over longer periods of time and through multiple ‘interfaces’. These include: the school or college; the gallery and the contingency of gallery events; the exhibition; internet websites, social media and mobile applications; the artwork and images of it; and an understanding of the self and other people (including the artist, teachers and gallery staff). Each of these has different possibilities that structure engagement, and sometimes interfaces ‘fail’ because of mundane contingencies or students’ dispositions. Also, interfaces don’t stand alone and need to be considered relationally for a more holistic and complex picture of ‘learning’ to emerge.

Accounts of consent: Orienting to self-other relations regarding motivations to participate in cancer bio-banking

2015 ◽  
Vol 11 (1) ◽  
pp. 69-84 ◽  
Author(s):  
Hannah Shipman ◽  
Srikant Sarangi ◽  
Angus J. Clarke
Keyword(s):  
Reflective Practice ◽  
Extreme Case ◽  
The Self ◽  
Case Formulation ◽  
Contrast Structure ◽  
Self And Other ◽  
Clinical Encounters ◽  
Rhetorical Discourse ◽  
Motivation To Participate ◽  
Significant Factors

The motivations of those who give consent to bio-banking research have received a great deal of attention in recent years. Previous work draws upon the notion of altruism, though the self and/or family have been proposed as significant factors. Drawing on 11 interviews with staff responsible for seeking consent to cancer bio-banking and 13 observations of staff asking people to consent in routine clinical encounters, we investigate how potential participants are oriented to, and constructed as oriented to, self and other related concerns (Author 2007). We adopt a rhetorical discourse analytic approach to the data and our perspective can be labelled as ‘ethics-in-interaction’. Using analytic concepts such as repetition, extreme case formulation, typical case formulation and contrast structure, our observations are three-fold. Firstly, we demonstrate that orientation to ‘general others’ in altruistic accounts and to ‘self’ in minimising burden are foregrounded in constructions of motivation to participate in cancer bio-banking across the data corpus. Secondly, we identify complex relational accounts which involve the self as being more prominent in the consent encounter data where the staff have a nursing background whereas ‘general others’ feature more when the staff have a scientific background. Finally, we suggest implications based on the disparities between how participants are oriented in interviews and consent encounters which may have relevance for developing staff’s reflective practice.

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.

Self–Other Knowledge Asymmetry (SOKA) Model

2020 ◽  
Author(s):  
Kathryn L. Bollich-Ziegler
Keyword(s):  
Personality Traits ◽  
The Self ◽  
Multiple Perspectives ◽  
Self Perception ◽  
Self And Other ◽  
Self Perceptions ◽  
Self Reports ◽  
Knowledge Asymmetry ◽  
Blind Spots

Despite the strong intuition that people know themselves well, much research in self-perception demonstrates the biases present when evaluating one’s own personality traits. What specifically are these blind spots in self-perceptions? Are self-perceptions always disconnected from reality? And under what circumstances might other people actually be more accurate about the self? The self–other knowledge asymmetry (SOKA) model suggests that because individuals and others differ in their susceptibility to biases or motivations and in the information they have access to, self- and other-knowledge will vary by trait. The present chapter outlines when and why other-perceptions are sometimes more accurate than self-perceptions, as well as when self-reports can be most trusted. Also discussed are next steps in the study of self- and other-knowledge, including practical, methodological, and interdisciplinary considerations and extensions. In sum, this chapter illustrates the importance of taking multiple perspectives in order to accurately understand a person.

The self and other-blame scales (SOBS)

1996 ◽  
Vol 11 ◽  
pp. 363s
Author(s):  
Ali Besharat ◽  
Ivan Eisler
Keyword(s):  
The Self ◽  
Self And Other ◽  
Other Blame

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 The Experienced Self and Other Scale: A technique for assaying the experience of one’s self in relation to the other

2013 ◽  
Vol 4 (2) ◽  
pp. 1
Author(s):  
Erel Shvil ◽  
Herbert Krauss ◽  
Elizabeth Midlarsky
Keyword(s):  
Sense Of Self ◽  
The Self ◽  
The Other ◽  
Factorial Structure ◽  
Factor Solution ◽  
Self And Other ◽  
Venn Diagrams ◽  
Self In Relation ◽  
Higher Power ◽  
Perception Of Self

The construct “self” appears in diverse forms in theories about what it is to be a person. As the sense of “self” is typically assessed through personal reports, differences in its description undoubtedly reflect significant differences in peoples’ apperception of self. This report describes the development, reliability, and factorial structure of the Experience of Sense of Self (E-SOS), an inventory designed to assess one’s perception of self in relation to the person’s perception of various potential “others.” It does so using Venn diagrams to depict and quantify the experienced overlap between the self and “others.” Participant responses to the instrument were studied through Exploratory Factor Analysis. This yielded a five-factor solution: 1) Experience of Positive Sensation; 2) Experience of Challenges; 3) Experience of Temptations; 4) Experience of Higher Power; and 5) Experience of Family. The items comprising each of these were found to produce reliable subscales. Further research with the E-SOS and suggestions for its use are offered.  DOI:10.2458/azu_jmmss_v4i2_shvil

scholarly journals „Es war kein Job, es war eine Berufung“ – Gouvernementale Führung, fragmentierte Subjekte und <i>contre-conduite</i> in der nichtstaatlichen Entwicklungspraxis

2019 ◽  
Vol 74 (2) ◽  
pp. 167-181
Author(s):  
Kirsten Linnemann
Keyword(s):  
Critical Distance ◽  
The Self ◽  
The Other ◽  
Self And Other ◽  
Development Professionals ◽  
Western Values ◽  
The One ◽  
And Shifts ◽  
Good Cause ◽  
Development Practice

Abstract. With their donation appeals aid organisations procure a polarised worldview of the self and other into our everyday lives and feed on discourses of “development” and “neediness”. This study investigates how the discourse of “development” is embedded in the subjectivities of “development” professionals. By approaching the topic from a governmentality perspective, the paper illustrates how “development” is (re-)produced through internalised Western values and powerful mechanisms of self-conduct. Meanwhile, this form of self-conduct, which is related to a “good cause”, also gives rise to doubts regarding the work, as well as fragmentations and shifts of identity. On the one hand, the paper outlines various coping strategies used by development professionals to maintain a coherent narrative about the self. On the other hand, it also shows how doubts and fragmentations of identity can generate a critical distance to “development” practice, providing a space for resistant and transformative practice in the sense of Foucauldian counter-conduct.

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