you will refer to attached project p aper , on two personality perspectives.
Step 1: Write a 12 pg pa per (not including the title and reference pa ges). You will pick one of the two personality perspectives for which you developed an Biblio graphy in the p roject and write your pap er on that perspective.
Step 2: You will also need to find 3 additional scholarly articles on your chosen personality perspective.
Step 3: When developing your pap er use the following competencies as a guide:
- Identify, understand, and discuss the major theories of personality.
- Compare and contrast the major theories of personality.
- Discuss the major principles associated with personality theory.
- Understand the historical context of personality theory development.
- Discuss personality theory with regard to current trends.
- Discuss the connection between historical and current trends in personality theory.
- Evaluate the development of personality across the lifespan.
- Analyze personality theory in the context of gender and environmental influences.
Step 4: Organize your pa per to include these main sections:
- Title p age
- Abstract (not more than 250 w ords)
- Introduction
- Literature review
- Conclusion
- Reference pa ge(s)
8
Annotated Bibliography on Behavioral and Cognitive Perspectives in Personality Research
Behavioral Perspective
Walters, S. (2020). 14.4 Behaviorist and Social-Cognitive Perspectives on Personality. Psychology-1st Canadian Edition.
Summary
Hence, this article focuses on the behavioral and social-cognitive perspectives of personality that aims for learning environmental factors influencing behavior. Walters provides different principles of behaviorism focusing on reinforcement and punishment and also includes Bandura’s social cognitive theory of learning in which observational learning and self-efficacy are the major principles. In the text the author is explaining the application of these theories in terms of the acquisition of personality and the role of cognition in modulating behavior.
Evaluation
Explaining and breaking down difficult theories and concepts, Walters then reviews behavioral and social-cognitive views. The talents stressing external factors and internal cognitive processes that contribute to personality development are equally weighed and mirror most of the options from both aspects. On balance this source serves as a useful text that organizes concepts from both earlier behavioral and later social–cognitive frameworks, and helps to explain how these contextual and internal processes might interact in personality. Thus, the addition of more recent case studies is more useful in explicating these theories given their real-world applicability, hence aligning with Serrano-Sánchez et al., 2024 regarding the role of external and environmental influences in personality development.
Serrano-Sánchez, J., Zimmermann, J., & Jonkmann, K. (2024). Personality, behavioral engagement, and psychological adaptation of high school students abroad: A longitudinal perspective on between-and within-person dynamics. European Journal of Personality, 38(1), 3-20.
Summary:
In this paper, the authors aimed at exploring the longitudinal interaction between personality and behavioral engagement, and adaptation in high school students learning in a foreign country. In the present research that employ both between and within person design, the authors assess how personality trait is related to behavioral involvement in a new culture and the consequent behavior on psychological adjustment overtime. Openness and extraversion appear to be the most useful predictor variables; the correlation analysis shows that both personality traits are related to increased levels of engagement and improved adaptation results.
Evaluation
The present study is longitudinal, which allows for gaining deeper understanding of the relationship between personality traits and behavioral adaptation throughout the subject’s lifetime in specific settings. The authors have presented clear arguments as to why personality predicts enactment of behavioral responses, and the resulting psychological consequences. It is also supporting behavioral perspectives popular with theorists by showing that firm dependable behavioral patterns can be predicted from personality characteristics regardless the environmental variability. Thus, the mentioned point of adaptation relates to the social-cognitive theory, which postulates the connection between the client’s individual traits and the environment, as Walters (2020) defines. But, it goes beyond the conventional behaviorism and embrace psychological adjustment for the efficient behavioral involvement.
Schimmack, U., & Kim, H. (2020). An integrated model of social psychological and personality psychological perspectives on personality and wellbeing. Journal of Research in Personality, 84, 103888.
Summary
Schimmack and Kim made an attempt to develop an integrated model that focuses on the interaction of social psychological and personality psychological model as to the explanation of the link between personality and well-being. In the model, patterns show how characteristic features and social processes affect one’s Good condition. In their writings, the authors claim that personalities demonstrated in personality systems, such as extraversion and neuroticism influence the ways in which people perceive, and their ability to respond to social worlds hence influencing their welfare.
Evaluation
It should be noted that this article provides an important contribution to the behavioral perspective by taking into consideration both social and personality psychological lenses. Schimmack and Kim then go on to provide compelling evidence and logical reasoning that prove why it is impossible to identify personality simply using traits, as well as how social factors come into play. Hence, their model is similar to that based on behavioral theories in that it addresses the effects they produce through interactions with the environment; however, it goes further and makes psychological well-being an essential feature of the interactions. This approach shares some consonance with Serrano-Sánchez et al. (2024) who also emphasized the dynamic relationships between person variables and contextual features when it comes to behavior and adjustment. The argument of the article can be valued for describing a broader perspective, which enriches the readers’ knowledge about the relation between personality characteristics and behavior and well-being outcomes in different social environments.
Cognitive Perspective
Walters, S. (2020). 14.4 Behaviorist and Social-Cognitive Perspectives on Personality. Psychology-1st Canadian Edition.
Summary
Besides behavioral points of view, reading Walters’ article, one can identify the social-cognitive approach to personality, which has been briefly described as the role of thought patterns and beliefs, which are another type of cognitive processes. The very importance of Bandura’s reciprocal determinism hypothesis is analyzed in the text; according to this hypothesis, personal factors, behavior, and environment are not just interdependent but actively interact with each other. In his analysis Walters focuses at the role of self-efficacy and outcome expectations in personality and behavior with a clear accent to how individual’s assessment of the situation occurs.
Evaluation
Walters has also done an excellent job in explaining the social-cognitive perspective of the cognitive processes as influenced by the environment to produce personality. The best understanding is received due to the explanation of reciprocal determinism, which helps to provide clear and easily comprehensible information about the constant interchange of actions and thoughts. This source can also be of great use in supplementing the cognitive theories, which explains the interactions between the internal cognition and the outer actions and contexts. Whereas a traditional behaviorist model would outline how behavior is influenced solely by external stimuli, a cognitive model of personality does precisely that while encompassing additional cognition-based aspects – as pointed out in Schimmack & Kim (2020) – that relate to cognition appraisal theory.
Serrano-Sánchez, J., Zimmermann, J., & Jonkmann, K. (2024). Personality, behavioral engagement, and psychological adaptation of high school students abroad: A longitudinal perspective on between-and within-person dynamics. European Journal of Personality, 38(1), 3-20.
Summary
The article of Serrano-Sánchez and collogues focuses not only on behavioral involvement but also on the ways high school students learn to think in a different culture. In their study, Yinons et al. examine how different thinking patterns like self-observations and reconstructions influence the students’ psychological time perspectives. It is shown that skill in metacognition and the ability to self-regulate and to objectively analyze one’s thinking process are critical to one’s effectiveness in a new environment.
Evaluation
Inasmuch as this is true, the present article will be of great importance to the development of the cognitive perspective because it also underscore the aspect of thought process in coping with emergent and complex contexts. The reserved special token of the study on self-reflection and cognitive appraisal is consistent with cognitive theories that have proposed that cognitive, internal processes play on influencing behavior and psychological consequences. This particular method of studying the development of CAGS unequivocally supports the concept of cognitive flexibility’s dynamic nature, which is important when entering novel social environments. It also supports Walters’ discussion and empirical component on the social cognition perspective that emphasizes the imprint of cognition on personality and behavior.
Schimmack, U., & Kim, H. (2020). An integrated model of social psychological and personality psychological perspectives on personality and wellbeing. Journal of Research in Personality, 84, 103888.
Summary
When synthesizing their model, Schimmack and Kim have pointed to the fact that there are specific thinking mechanisms that act as outstanding bridges between personality traits and well-being. The model also depicts how cognitive and behavioral assessments of social transactions and contexts affect the well-being of the individual, and based on the analyses, personality is claimed to affect these assessments. The authors stress that cognitive mechanisms, as interpretation and appraisal of social stimuli, are also relevant to the model that explains the impact of the personality traits on well-being.
Evaluation
In my synthesis of the literature on personality and subjective well-being, Schimmack and Kim’s model fits well as a cogent framework by which the cognitive processes involved in the link between personality and well-being might be explained. This emphasis on cognitive evaluations corresponds with cognitive theories that base thoughts and perceptions as the key drivers of exploration, as well as the behavioral and emotional consequences of such a course of action. This article contributes to the existing cognitive perspectives by incorporating social psychological aspects and can thus be considered more inclusive and comprehensive in comparing personality traits and cognitive processing to wellbeing. The findings extend Serrano-Sánchez et al. research by emphasizing the role of cognitive re-estimations in developing resilience to new circumstances and improving one’s psychological wellness.
References
Walters, S. (2020). 14.4 Behaviourist and Social-Cognitive Perspectives on Personality. Psychology-1st Canadian Edition.
Serrano-Sánchez, J., Zimmermann, J., & Jonkmann, K. (2024). Personality, behavioral engagement, and psychological adaptation of high school students abroad: A longitudinal perspective on between-and within-person dynamics. European Journal of Personality, 38(1), 3-20.
Schimmack, U., & Kim, H. (2020). An integrated model of social psychological and personality psychological perspectives on personality and wellbeing. Journal of Research in Personality, 84, 103888.