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Results for “Personality Development”

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At least 73 records · Page 4Linked to original sources
PubMed2004

Gay and straight possible selves: goals, identity, subjective well-being, and personality development.

This study examined the relations of the salience and elaboration of gay and straight possible selves to subjective well-being (SWB) and ego development (ED) in a sample of 107 gay men and lesbians, who wrote narrative descriptions of their straight and gay best possible selves and rated the salience of these narratives (i.e., the clarity of the mental image, how easy it was to imagine). Independent raters coded the narratives for amount of elaboration (i.e., vivid detail). The salience of the gay possible self was positively related to SWB and outness, while the salience of the straight possible self was negatively related to SWB and being out. Furthermore, the possible self variables mediated the relationship of outness to well-being. Straight self-elaboration predicted personality development concurrently and prospectively, over 2 years. Results are interpreted as indicating that, while happiness may require us to focus upon our current life goals, personality development might require an exploration of the potential sacrifices of identity.

Adolescent↗
PubMed2003

Work experiences and personality development in young adulthood.

This longitudinal study provides an analysis of the relationship between personality traits and work experiences with a special focus on the relationship between changes in personality and work experiences in young adulthood. Longitudinal analyses uncovered 3 findings. First, measures of personality taken at age 18 predicted both objective and subjective work experiences at age 26. Second, work experiences were related to changes in personality traits from age 18 to 26. Third, the predictive and change relations between personality traits and work experiences were corresponsive: Traits that "selected" people into specific work experiences were the same traits that changed in response to those same work experiences. The relevance of the findings to theories of personality development is discussed.

Adult↗
PubMed2003

Interpersonal conflict, agreeableness, and personality development.

This multimethod research linked the Big-Five personality dimensions to interpersonal conflict in childhood. Agreeableness was the personality dimension of focus because this dimension has been associated with maintaining positive interpersonal relations in adolescents and adults. In two studies, elementary school children were assessed on the Big-Five domains of personality. Study 1 (n=276) showed that agreeableness was uniquely associated with endorsements of conflict resolution tactics in children as well as parent and teacher reports of coping and adjustment. Study 2 (n=234) revealed that children's perceptions of themselves and others during conflict was influenced by their agreeableness regardless of their partner's agreeableness. Observers also reported that pairs higher in agreeableness had more harmonious, constructive conflicts. Overall findings suggest that of the Big-Five dimensions, agreeableness is most closely associated with processes and outcomes related to interpersonal conflict and adjustment in children.

Adaptation, Psychological↗
PubMed1999

Inclusive education and personal development.

Open-ended questionnaires covering mainstream educational experiences and personal development of deaf and hard-of-hearing adults were analyzed. Half of the 34 deaf and hard-of-hearing respondents altered self-labels based on changes in personal definitions rather than audiological changes. Supportive school environments and coping skills contributed to positive perceptions; nonsupportive school environments and being treated as 'different' were viewed negatively. Everyone valued contact with hearing peers. Contact with deaf peers depended on finding those with similar values. Identification with Deaf culture was nonexistent. Most noteworthy, 24 of 34 participants felt caught between the deaf and hearing worlds, indicating the need for niches in both. Implications for educators are that development of self-confidence and comfort with identity may be enhanced by validating the deafness dimension through opportunities for contact with deaf adults and positive relationships with both deaf and hearing peers.

Journal Article↗
PubMed1979

[Separation of psychopathy-like states of residual organic origin from psychogenic pathocharacterologic personality development (clinico-electroencephalographic study)].

The paper deals with a clinical and EEG characteristic of 2 groups of patients: 1) with psychopathlike conditions, due to early organic brain lesions (trauma during delivery, postnatal brain infections, etc), and 2) psychogenic pathological personality development in the presence of mild residual-organic brain insufficiency. Residual organic insufficiency in the first group is the main etiopathogenitical factor of disordered behaviour in children and adolescents. In the second group a psychogenically induced situation is one of the important factors of disturbed behaviour.

Adolescent↗
PubMed1988

Emotion cognition interaction in personality development: a discrete emotions, functionalist analysis.

In this paper we take a discrete emotions approach to personality development. We suggest that individual differences in affective organization, acquired during the course of development, result in affect-specific biases in expressive patterns and idiosyncratic perceptual organizations. These affective biases, which have a pervasive influence on a wide domain of individual and interpersonal behaviours, contribute to psychological continuities that we identify as emotional traits. An array of data in support of this proposition is detailed. We propose a developmental model of how such affective organizations may be established initially, and the mechanisms by which they become consolidated over time. A final section discusses broader implications for developmental theory.

Cognition↗
PubMed2004

Mentoring and personal development planning in postgraduate dental education: a review.

Mentoring and Personal Development Plans (PDPs) are educational tools that have been piloted in postgraduate medical education in recent years. Along with another educational tool, performance appraisal, they have been introduced nationally as part of the recent General Medical Practitioner contract of April 2003. In the light of the compulsory Continuing Professional Development and Lifelong Learning Schemes introduced recently by the General Dental Council for all dentists, mentoring and PDPs will surely have important roles to play in postgraduate dental education in the future. This article reviews the roles that mentoring and PDPs have played in postgraduate education recently.

Clinical Competence↗
PubMed1983

[Occupational stress experience and personality development in middle age].

The relationship between performance and other personality characters was investigated with regard to the vocational stress experienced by neuropsychiatric patients and normal control subjects of the same age and educational standards. Emotional lability is of outstanding importance in connection with the experience of vocational stress. In neuropsychiatric patients, concentration and memory, both of which are often assumed to deteriorate with increasing age, depend not on age but rather on the degree of depressive disturbances, inhibitions and other personality characters.

Adult↗
PubMed2006

Becoming the Harvard man: person-environment fit, personality development, and academic success.

The continuity and change of the needs and evaluations of the college environment and person-environment fit (PE fit) with the college environment were studied in a 4-year longitudinal study of students (N = 191). Perceptions of the environment changed more dramatically than corresponding self-perceived needs. PE fit demonstrated moderate levels of consistency over the 4-year span, but no significant increases in mean levels were found over time. Antecedents to PE fit in the college environment included both intelligence and openness to experience. Outcomes associated with PE fit included changes in personality traits linked to openness to experience and higher academic achievement. The implications of the findings for personality development and the relationship of PE fit to successful outcomes are discussed.

Educational Status↗