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Related Concept Videos

Introduction to Personality Psychology01:29

Introduction to Personality Psychology

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Personality encompasses a set of enduring traits and behavioral patterns that define how individuals think, feel, and interact, ultimately shaping their unique identities. The concept of personality has deep historical roots, deriving from the Latin term "persona," which means "mask." This term initially referred to the roles played by actors in ancient theater, signifying the different facets individuals display in various contexts.
Early Theories of Personality
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Social Cognitive Perspective on Personality01:30

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Social cognitive perspectives on personality emphasize the importance of conscious awareness, beliefs, expectations, and goals in shaping behavior. These perspectives incorporate behaviorist principles, such as learning through reinforcement and conditioning, but extend beyond them by highlighting human reasoning and planning. Unlike traditional behaviorist views, social cognitive theory focuses on how individuals reflect on their past experiences and plan for future outcomes by considering...
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Self-Evaluation: Self-Enhancement and Self-Verification03:00

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Social psychologists have documented that feeling good about ourselves and maintaining positive self-esteem is a powerful motivator of human behavior (Tavris & Aronson, 2008). In the United States, members of the predominant culture typically think very highly of themselves and view themselves as good people who are above average on many desirable traits (Ehrlinger, Gilovich, & Ross, 2005). Often, our behavior, attitudes, and beliefs are affected when we experience a threat to our...
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Social Foundations of Self II: The Generalized Other01:20

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According to George Herbert Mead, as children progress beyond the game stage, they develop a more comprehensive understanding of societal rules and norms. This cognitive and social development enables them to internalize the expectations of the broader community, refining their ability to regulate behavior.Consistent participation in organized activities is crucial in helping children recognize that their actions are not isolated but contribute to a more significant, interconnected group...
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Socioemotional Development during Infancy01:30

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Socio-emotional development in infancy is primarily shaped by early emotional responses and social connections, with temperament playing a central role. Temperament refers to the consistent patterns in an individual's emotional and behavioral responses, observable even in infancy. By examining temperament, researchers can better understand an infant's unique ways of interacting with the world, influencing subsequent personality and socio-emotional growth.
Primary Temperament Types
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Erikson's Theory on Socioemotional Development during Childhood01:28

Erikson's Theory on Socioemotional Development during Childhood

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Erik Erikson, a stage theorist, adapted Freud's theory to emphasize social factors in personality development throughout life, a concept known as psychosocial development. Unlike Freud, who focused on early childhood, Erikson believed that personality evolves across eight life stages, each marked by a specific challenge or "crisis." Successful resolution of each stage fosters competence, while failure may lead to feelings of inadequacy.
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Problem-Solving Before Instruction PS-I: A Protocol for Assessment and Intervention in Students with Different Abilities
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Personality Development during Teacher Preparation.

Roisin P Corcoran1, Joanne O'Flaherty2

  • 1School of Education, Johns Hopkins University, Baltimore MD, USA.

Frontiers in Psychology
|November 24, 2016
PubMed
Summary
This summary is machine-generated.

Pre-service teachers

Keywords:
IPIP Big-Five factor markersacademic attainmentlatent growth curve analysispersonality traitssocial desirability

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Area of Science:

  • Educational Psychology
  • Teacher Education
  • Personality Research

Background:

  • Understanding personality development in educators is crucial for effective teacher preparation.
  • Longitudinal studies are needed to track personality changes during teacher training.
  • The influence of social desirability and academic attainment on personality traits warrants investigation.

Purpose of the Study:

  • To examine personality trajectories of pre-service teachers over three years of teacher preparation.
  • To investigate the relationship between personality traits, social desirability, and academic attainment in student teachers.

Main Methods:

  • A 3-year longitudinal study involving 305 undergraduate pre-service teachers (Class of 2017).
  • Utilized IPIP Big-Five factor markers to assess personality traits.
  • Examined correlations between personality, social desirability, and prior academic achievement.

Main Results:

  • No significant longitudinal changes were observed in the Big-Five personality factors (extraversion, agreeableness, conscientiousness, emotional stability, openness to experience).
  • Social desirability was found to predict agreeableness and emotional stability with small to moderate effect sizes.
  • Academic attainment did not emerge as a strong predictor of personality traits.

Conclusions:

  • Teacher preparation programs do not appear to significantly alter pre-service teachers' core personality traits over three years.
  • Academic achievement is not a reliable indicator of personality development in this cohort.
  • Findings have implications for teacher selection, training, and the understanding of personality stability in educational contexts.