Drawing on both classic and current approaches, I propose a theory that integrates motivation, personality, and development within one framework, using a common set of principles and mechanisms. The ...theory begins by specifying basic needs and by suggesting how, as people pursue need-fulfilling goals, they build mental representations of their experiences (beliefs, representations of emotions, and representations of action tendencies). I then show how these needs, goals, and representations can serve as the basis of both motivation and personality, and can help to integrate disparate views of personality. The article builds on this framework to provide a new perspective on development, particularly on the forces that propel development and the roles of nature and nurture. I argue throughout that the focus on representations provides an important entry point for change and growth.
Developmental science benefits from a rich tradition of conceptual frameworks, such as Relational Developmental Systems metatheory, that seek to understand the individual ⇔ context relations that ...promote thriving across the lifespan. However, there are substantive methodological challenges associated with capturing individual‐level and contextual variables, let alone the dynamics between them. These challenges have encouraged the perpetuation of simple models that focus on either individuals or their contexts alone, or as parallel processes with little attention to the dynamics of the relations. In this paper, we engage in cross‐disciplinary dialogue between developmental and personality science (adding to recent work being done by those in personality development) and highlight the benefits that developmental science can reap by adopting several recent advancements in dynamic personality theory and the methods used to test them. In addition, we discuss what personality science might gain from applying a developmental lens to their research questions. Such integration may also help personality scientists better understand how developmental theory can complement their methods for understanding the development of individual differences over time. Ultimately, the two fields can use their similar missions of understanding the development of individual differences in order to support one another in pursuing good science.
Multiperspective frameworks, such as the social relations model, socioanalytic theory, the realistic accuracy model, the self-other knowledge asymmetry model, and the trait-reputation-identity model, ...have advanced understanding of personality over the last 40 years. Due to a resurgence of interest in multiperspective research on personality and other constructs in organizational psychology, we conducted an integrative conceptual review of these specific multirater frameworks and their application in work settings. Our review identifies similarities and differences in these frameworks and suggests that they collectively represent an invaluable resource for personality researchers and the broader field of organizational psychology. Through our review, we distinguish multiperspective frameworks from similar approaches (e.g., multirater designs), track the evolution of these frameworks, and leverage current applications of these frameworks to craft a future research agenda. Our review serves as a roadmap to help scholars apply multiperspective logic more thoroughly and systematically in personality research and beyond. We close with a discussion of practical implications. (PsycInfo Database Record (c) 2024 APA, all rights reserved).
Refining the Theory of Basic Individual Values Schwartz, Shalom H.; Cieciuch, Jan; Vecchione, Michele ...
Journal of personality and social psychology,
10/2012, Volume:
103, Issue:
4
Journal Article
Peer reviewed
Open access
We propose a refined theory of basic individual values intended to provide greater heuristic and explanatory power than the original theory of 10 values (Schwartz, 1992). The refined theory more ...accurately expresses the central assumption of the original theory that research has largely ignored: Values form a circular motivational continuum. The theory defines and orders 19 values on the continuum based on their compatible and conflicting motivations, expression of self-protection versus growth, and personal versus social focus. We assess the theory with a new instrument in 15 samples from 10 countries (N = 6,059). Confirmatory factor and multidimensional scaling analyses support discrimination of the 19 values, confirming the refined theory. Multidimensional scaling analyses largely support the predicted motivational order of the values. Analyses of predictive validity demonstrate that the refined values theory provides greater and more precise insight into the value underpinnings of beliefs. Each value correlates uniquely with external variables.
Organizations are increasingly adopting automated video interviews (AVIs) to screen job applicants despite a paucity of research on their reliability, validity, and generalizability. In this study, ...we address this gap by developing AVIs that use verbal, paraverbal, and nonverbal behaviors extracted from video interviews to assess Big Five personality traits. We developed and validated machine learning models within (using nested cross-validation) and across three separate samples of mock video interviews (total N = 1,073). Also, we examined their test-retest reliability in a fourth sample (N = 99). In general, we found that the AVI personality assessments exhibited stronger evidence of validity when they were trained on interviewer-reports rather than self-reports. When cross-validated in the other samples, AVI personality assessments trained on interviewer-reports had mixed evidence of reliability, exhibited consistent convergent and discriminant relations, used predictors that appear to be conceptually relevant to the focal traits, and predicted academic outcomes. On the other hand, there was little evidence of reliability or validity for the AVIs trained on self-reports. We discuss the implications for future work on AVIs and personality theory, and provide practical recommendations for the vendors marketing such approaches and organizations considering adopting them.
In 1992, Jesús Martín-Barbero and Sonia Muñoz co-authored a book called Televisión y melodrama: géneros y lecturas de la telenovela en Colombia (Television and melodrama: genres and readings of the ...telenovela in Colombia). There, the authors proposed some ideas that allow us to understand the new forms of entertainment, typical of the culture of the algorithm, at the dawn of the TVIV era. This article is arranged in the following sections: first, by way of introduction, a distinction is made between soap opera and telenovela in order to show that the analysis of these authors applies to both audiovisual products, now in decline; secondly, the way the audio-visual transition from TVIII to TVIV has experienced a boost during the last years is shown; thirdly, how the authors' insights on television melodrama find accommodation within the Mediation Theory and in the cultural context of the 1980s and 1990s is explained; finally, the article concludes by highlighting Barbero and Muñoz's lens (on social typology of screen time and other important conceptual tools) to understand new drama series on streaming media platforms within the context of a psychologized culture.
Classical psychometrics held that scores on a personality measure were determined by the trait assessed and random measurement error. A new view proposes a much richer and more complex model that ...includes trait variance at multiple levels of a hierarchy of traits and systematic biases shaped by the implicit personality theory of the respondent. The model has implications for the optimal length and content of scales and for the use of scales intended to correct for evaluative bias; further, it suggests that personality assessments should supplement self-reports with informant ratings. The model also has implications for the very nature of personality traits.
One of the enduring missions of personality science is to unravel what it takes to become a fully functioning person. In the present article, the authors address this matter from the perspectives of ...self‐determination theory (SDT) and personality systems interactions (PSI) theory. SDT (a) is rooted in humanistic psychology; (b) has emphasized a first‐person perspective on motivation and personality; (c) posits that the person, supported by the social environment, naturally moves toward growth through the satisfaction of basic psychological needs for autonomy, competence, and relatedness. PSI theory (a) is rooted in German volition psychology; (b) has emphasized a third‐person perspective on motivation and personality; and (c) posits that a fully functioning person can form and enact difficult intentions and integrate new experiences, and that such competencies are facilitated by affect regulation. The authors review empirical support for SDT and PSI theory, their convergences and divergences, and how the theories bear on recent empirical research on internalization, vitality, and achievement flow. The authors conclude that SDT and PSI theory offer complementary insights into developing a person's full potential.
Personality theory concerns the nature of human nature and is the foundation for any discipline based on assumptions about human motivation (e.g., Anthropology, Economics, Political Science). Despite ...its central importance, personality theory has been marginalized in modern psychology. This survey of personality theory makes six points. First, personality theory is crucial for understanding life. Second, life itself is largely about competition. Third, there is competition within groups for individual status, and there is competition between groups for collective survival. Fourth, psychological research focuses on within group competition, but between group competition is ultimately more consequential. Fifth, successful within group competition depends on social skill whereas successful between group competition depends on leadership. And finally, personality determines/explains the outcome of both forms of competition, which takes us back to the beginning.
The belief that personality is fixed (an entity theory of personality) can give rise to negative reactions to social adversities. Three studies showed that when social adversity is common-at the ...transition to high school-an entity theory can affect overall stress, health, and achievement. Study 1 showed that an entity theory of personality, measured during the 1st month of 9th grade, predicted more negative immediate reactions to social adversity and, at the end of the year, greater stress, poorer health, and lower grades in school. Studies 2 and 3, both experiments, tested a brief intervention that taught a malleable (incremental) theory of personality-the belief that people can change. The incremental theory group showed less negative reactions to an immediate experience of social adversity and, 8 months later, reported lower overall stress and physical illness. They also achieved better academic performance over the year. Discussion centers on the power of targeted psychological interventions to effect far-reaching and long-term change by shifting interpretations of recurring adversities during developmental transitions.
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