Development stability
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Personality develops through a combination of genetic and environmental factors. Genes account for about 50% of personality traits, while unique life experiences account for more than shared family environment. Personality becomes more consistent and stable from childhood through middle adulthood, plateauing around ages 50-70. While people may change in absolute terms, their relative ranking compared to peers remains fairly consistent over time.
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AERA 2014 Motivation SIG Keynote
Keynote speaker: Professor Jacquelynne S. Eccles, University of California, Irvine
Session chair: Dr. Helen Watt, Monash University
Title: The role of parents in socialization expectancies and subjective task value
When: Scheduled for Friday April 4, 12:25-1:55
Where: Philadelphia, PA Convention Center, 100 Level, 114
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The question was:
Attachment, temperament, Erikson's stages, trait theory, the Big Five - the chapter covered a lot of theories about how personality develops throughout the lifespan. These include developmental stages as well as factors, both inherited and environmental, that contribute to how we interact with the world. Considering the information in the chapter, which ideas support the notion of a stable personality? Which give more emphasis to environmental factors (e.g., caregiving) and life events? How do you use this information to make sense of the nature of personality development?
Your answer was: (or mine)
Several arguments have been made trying to discuss the stability of an individual’s personal traits throughout his/her lifetime. Although the notion of stability lies on the definition of individual personality which focuses on the day to day habitual pattern of behaviors, way of thinking and the reactions of certain occurrences, stability does not concentrate on the unchanging instances. The behaviors of the adults tend to be more stable as compared to that of kids since the young generation are encountering several issues in the environ that in one way or the other changes their personality. Time interval, sex, ethnicity, education, and secular trends are some of the ideas that work in support of the notion of a stable personality.
Most personality attributes change in predictable ways through the lifespan. The big five personality traits are directly associated with individuals’ environmental values. Traits that are correlated with a positive outcome such as conscientiousness increases with age. Personality traits are attributes that are becoming more stable with age. This stability is well affected by the surrounding environment. Active person-environment transactions occur where individuals interact with different environments and experiences that are consistent with the characteristics of their personality. Individuals gain more autonomy to select their own environment as the transition from their childhood to adulthood.
The nature of personality development is continuously changing throughout the individual lifetime. For instance, considering the sex difference of people, boys are mostly tough-minded individuals and always work towards winning, whereas girls are quite and major their focus on the personal appearance that is why girls have a sense of art in their lifetime. therefore, implies that the differences among individuals play an important role in the development of personality. As one grows, they get used .
Quick w1presentation
The document discusses four key issues in developmental psychology: continuity vs. discontinuity, nature vs. nurture, and stability vs. change. Continuity views development as gradual, while discontinuity sees it as abrupt stages. Nature refers to genetics and nurture to environment. Stability implies personalities endure while change theorists argue personalities are modified by experiences. These issues influence student behavior, as social interactions can modify personalities and continuity/discontinuity shape relationships and development in the classroom.
Intro.ppt
This document provides an overview of key concepts in developmental psychology. It defines development as changes that occur from conception through the lifespan. Development is studied through lifespan, multidimensional, multidirectional, plastic, and contextual lenses. The document outlines biological, cognitive and socioemotional processes in development and describes periods from prenatal to late adulthood. It discusses debates around nature vs nurture and continuity vs discontinuity in understanding human growth.
Cultural analysis
This article discusses how masculinity vs feminism works. (This article has not been proof read). This work was done due to a curiosity generated through communication studies in my sophomore year of college.
Nature, Nurture, & Neuroticism
1) Personality traits like neuroticism and extraversion become more stable over time from childhood through middle adulthood as genetic factors contributing to individual differences become more consistent.
2) Environmental factors also contribute to personality stability, though their influence decreases during adolescence and increases again in older age as people experience more life changes.
3) Both genetic and environmental influences work together over the lifespan to shape personality development through processes of biological maturation and experiences in social roles and relationships.
Family, Peers, Education
The document discusses how family, peers, and education influence adolescent development. It notes that families provide foundational support, while peers become increasingly important as adolescents spend more time with friends. Education also shapes adolescents by impacting future opportunities and emotional well-being. Research discussed found that having friends aids school adjustment and motivation, and that peers influence prosocial behaviors. The quality of these relationships and experiences during adolescence can significantly impact development.
Power point gendered families
This document discusses three research studies on the influence of gender roles and identities in families. The first study examined toddlers and found they begin stereotyping activities at a young age. The second studied adolescents over nine years and how their attitudes developed in relation to their birth order and parents' traditions. The third focused on how gender role conflicts in adolescent males impacted their resilience. The author conducted a survey of two families - a large family and small family - and found the large family interviewee was more influenced by brothers while growing up but now by her mother, while the small family interviewee was most influenced by his father. Families can influence gender identities through factors like family size, gender mix, values, and traditions.
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Describe the characteristics of the main or central research quest
Describe the characteristics of the main or central research question in a qualitative study.
One of the characteristics of a qualitative research question focuses on a one-one-one interviews to understand the perspective of the underlying inquiry. A qualitative research question is based on being able to discover problems and opportunities from the perspective of the research respondents. Qualitative research question are open-ended in nature, which means that they are able to respond to questions without limitations. Besides, they are easily understood by respondents and do not need to clarify (Creswell & Poth, 2016).
State your proposed qualitative research question.
What is the experience of young, under the age of 25, entry level woman who are highly motivated to help with on an organization performance?
Describe the characteristics of the qualitative interview and the types of questions used in a qualitative interview.
Characteristics of qualitative research include data collection from the natural setting. The researcher takes an active role in collection of data from the participant’s right from their natural setting. The researcher collects data based on awareness of the underlying business context. The researchers must practice patience throughout the interview period. The researchers must be empathetic and can use multiple methods to collect data. The researchers design and develop the process, which means the process is not static and is subject to evolution over time. The researcher must also collaborate with the participants and maintain ethics throughout the process (Creswell & Poth, 2016).
Types of qualitative research questions include exploratory which seeks to understand something without influencing the results with preconceived notions. Another type of question is the predictive questions which seek to understand the outcome surrounding a topic. Interpretive questions that gathers feedback on a certain phenomenon without influencing the outcome.
Creswell, J. W., & Poth, C. N. (2016). Qualitative inquiry and research design: Choosing among five approaches. Sage publications.
Learning Objectives
After completing this chapter, you should be able to:
Understand how kinds of temperament are associated with principles of reciprocal relationships and
goodness of �it.
Outline Erikson’s stages of psychosocial development.
Articulate and evaluate the theoretical ideas of Marcia and Levinson.
Compare and contrast trait and type theories and how they each assess personality.
Outline the evidence for the emergence of self-awareness and summarize demographic differences in
self-esteem.
De�ine ethnic identity and understand how it in�luences identity development.
11Personality, the Self, and MoralDevelopment
iStock/Thinkstock
Distinguish among behaviors that are indicative of different stages of moral development.
Prologue
Try for a moment to describe a person without referring to physical characteristics. Words s ...
Creating effective learning environmentAssignment How Will .docx
Creating effective learning environment
Assignment: How Will You Respond? Grade k-3
Imagine you are the grade level team leader and one of your colleagues is Mr. Willard.
Response to the following questions. Using APA style helpful reference or other reference. (150-300 words)
1. Explains the advice you would provide Mr. Willard using the response to behavior strategies you read about this week or other reference?
2. Three strategies he could implement when these behaviors occur with student is blurting out and being off task.
3. At least two strategies you feel would not be best for handling student behavior.
Helpful Reference
Long, N. J. (2015). Perspectives on conflict in the classroom after fifty years. Reclaiming Children & Youth, 24(1), 9–14.
Szwed, K., & Bouck, E. C. (2013). Clicking away: Repurposing student response systems to lessen off-task behavior. Journal of Special Education Technology, 28(2), 1–12.
Reinke, W. M., Herman, K. C., & Stormont, M. (2013). Classroom-level positive behavior supports in schools implementing SW-PBIS: Identifying areas for enhancement. Journal of Positive Behavior Interventions, 15(1), 39–50.
Chapter 5
Gender and Gender Roles
Sex, Gender, and Gender RolesSex: whether one is biologically female, male, or intersexGenetic sex: chromosomal and hormonal sex characteristicsAnatomical sex: our physical sex; gonads, uterus, vulva, vagina, or penisGender: social and cultural characteristics associated with being male or femaleGender identity: gender one believes self to be
2
Sex and Gender IdentityAssigned genderBased on anatomical appearanceGender variationsGender identityInternalized feeling of femaleness or malenessGender roleThe attitudes, behaviors, rights, and responsibilities that society associates with each sexInfluenced by culture, age, ethnicity, other factors
3
Gender-RolesGender-role stereotype: A rigidly-held oversimplified belief concerning all males or all femalesGender-role attitude:The belief one has for self and others concerning what’s appropriate for male or female traitsGender-role behavior:Activities or behaviors a person engages in as a female or male
4
Masculinity and FemininitySexes seen as polar opposites in traditional Western view, e.g. “opposite sex”Different qualities associated with different gendersSexismSome qualities are biologically based, some culturally based
Gender and Sexual OrientationGender, gender identity, and gender role are conceptually independent of sexual orientationHowever, many assume they are closely relatedHeterosexuality has been assumed to be part of masculinity and femininityTherefore, some believe that gay men can’t be masculine and lesbian women can’t be feminine.
Gender and Sexual OrientationStudies show a link between individuals’Negative attitudes towards gay and lesbian peopleAnd those individuals’ adherence to traditional gender roles
Gender TheoryWhat is our relationship between our biological sex as male o.
12 Young Adulthood
Young adulthood brings changes in physical, cognitive, and social development. Physically, people reach peak strength and health in their 20s and 30s. Cognitively, skills are at their highest, and postformal thinking emerges. Socially, most people focus on careers, relationships, and starting families. Intimacy becomes an important task as friendships and romantic partnerships form. Parenthood involves new responsibilities and transitions as identities expand to include work and family roles.
Power point; gendered families
The document discusses three studies on the influence of family on gender identity and roles. The first study examined toddlers' knowledge of gender stereotypes related to household activities. The second was a long-term study of adolescents' traditional attitudes related to birth order and parent interactions. The third focused on gender role conflicts for adult males transitioning from adolescence to adulthood. The author conducted a survey of two families, a large family of six and a small family of four, and found that siblings and parents can influence gender identity, but factors like family size, gender mix, values, and traditions also affect the level of influence.
Identity FormationErikson Identity versus Role ConfusionDurin
Identity Formation
Erikson: Identity versus Role Confusion
During Erikson’s fifth stage of psychosocial development, Identity versus Role Confusion, adolescents have two alternatives: They can either establish a clear and definite identity or experience role confusion, which is a failure to form a stable and secure identity (Erikson, 1950b, 1968). During this stage, adolescents are figuring out who they are and who they want to be. Understandably, this can be difficult for young men and women who are experiencing changes in almost every area of life.
Marcia’s Theory of Identity Formation
While Erikson spent his career examining ways in which we as individuals learn about ourselves through a series of crises, James Marcia theorized four identity statuses critical to identity development (Kroger & Marcia, 2011; Marcia, 2010). With a focus on adolescence (the time during which Erikson believed individuals struggle the most with identity), Marcia (1980) sees identity in terms of two distinct sets of criteria: crisis or commitment, present or absent. Marcia defines crisis as a period in which adolescents consciously choose between two alternatives. He defines commitment as a psychological investment in a course of action or an ideology. For example, you may have known what you wanted to study in college, enrolled in that major, and never had a second thought about it. Others may be unsure, trying out several majors before settling.
As a researcher, Marcia conducted long interviews with adolescents. Based on the information he gathered, he proposed *four different arenas within which identity is formed, and four separate statuses (also referred to as coping strategies).
Arenas of Identity Formation:
· Work/vocation
· Politics
· Faith/religion
· Gender roles*
Statuses or Coping Strategies for Identity Formation:
1. Identity diffusion. Marcia considered identity diffusion to be the least advanced status. It includes adolescents who have not formed and are not trying to form commitments; they tend to move from one thing to another. While these individuals may seem to be carefree, their lack of commitment impairs their ability to form close relationships. This stage is often characteristic of younger adolescents as well as older adolescents who drift through life and who can become alienated and rebellious.
2. Foreclosure. Individuals who fall in the foreclosure category make commitments without considering alternatives. Instead, they take the word of those around them, believing that they know what is best. These commitments are usually established early in life and are often based on the person’s identification with parents, teachers, or religious leaders who have made a strong impression on them. One example is someone who takes over a family business without considering any other options. These individuals are not necessarily unhappy, but they do have a tendency to display “rigid strength,” meaning they are happy and self-satisfied, but at the same ...
Development of gender roles
This document discusses several theories around the development of gender roles in children: psychoanalytic theory, behavioral theory, social learning theory, and cognitive learning theory. It explores how gender roles are adopted between 15-36 months through social learning and reinforcement. Key influences that shape gender role perceptions are discussed, as well as how gender identity may change from early childhood through adolescence. Observable behaviors that could indicate changes in gender identity are also outlined.
Child development, chapter 10, Caprice Paduano
This chapter discusses social development in preschool-aged children. It covers how children develop their self-concept, gender identity, and sense of morality during this stage. Children learn to engage in social relationships with peers and begin to understand other people's perspectives. The chapter also examines parenting styles, play, aggression, and cultural differences in child-rearing practices during the preschool years.
Child development, chapter 10, paduano
This chapter discusses social development in preschool-aged children. It covers how children develop their self-concept, gender identity, and sense of morality during this period. Children learn to engage in social relationships with peers and begin to understand other people's perspectives. The chapter also examines parenting styles, play behaviors, aggression, and cultural differences in child-rearing practices during the preschool years.
Ppt ch11 parenting_socialization
The document provides instructions for a final reflection paper assignment in a course on families. It includes guidelines for the paper such as length, required sources and readings. It poses questions for students to address related to defining families, challenges facing families, and future career applications of course content. It also summarizes key concepts from the course readings, including parenting roles, child socialization theories, gender socialization and ethnic socialization processes. Students are instructed to observe family socialization patterns over the weekend.
Stability of the BFI over time.
This study examined changes in personality traits over 12 years in older adults aged 60-64 at baseline. It assessed stability and change through structural equation modeling. It found both stability and change - stability coefficients were around .70, indicating traits largely maintained their rankings over time but were not perfectly stable. Some traits like Openness and Conscientiousness showed increases in interindividual differences over time. Correlated changes were found between changes in different personality traits, suggesting personality changes are interconnected. The study provides evidence that personality is both stable and changes in older age.
Child development, chapter 16, paduano
The document summarizes key aspects of social development during adolescence, including identity formation, relationships with family and peers, sexuality, dating, and more. It discusses Erikson's stages of psychosocial development and how adolescents develop a sense of self through exploring different roles and forming a sense of identity. Peer relationships and conformity to peers also increase in importance during adolescence as individuals separate from parents and seek independence.
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Throughout the session, participants will discover how this synergy empowers testers to automate repetitive tasks, enhance testing accuracy, and expedite the software testing life cycle. Topics covered include the seamless integration process, practical use cases, and the benefits of harnessing AI-driven automation for UiPath testing initiatives. By attending this webinar, testers, and automation professionals can gain valuable insights into harnessing the power of AI to optimize their test automation workflows within the UiPath ecosystem, ultimately driving efficiency and quality in software development processes.
What will you get from this session?
1. Insights into integrating generative AI.
2. Understanding how this integration enhances test automation within the UiPath platform
3. Practical demonstrations
4. Exploration of real-world use cases illustrating the benefits of AI-driven test automation for UiPath
Topics covered:
What is generative AI
Test Automation with generative AI and Open AI.
UiPath integration with generative AI
Speaker:
Deepak Rai, Automation Practice Lead, Boundaryless Group and UiPath MVP
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Development stability
- 1. Personality Development Two questions of personality development How do we come to have the personalities we do? 1. Personality class provided various theoretical perspectives 2. Genes and gene-environment transactions What happens to personality across development? Change Stability Person-environment transactions
- 9. Rank-Order Stability of Personality Roberts, B. & DelVecchio, W. (2000). The rank-order consistency of personality traits from Childhood to old age: A quantitative review of longitudinal studies. Psychological Bulletin, 126, 3-25. Meta-analysis (combines multiple studies) 152 longitudinal studies 3,217 test-retest correlations Organized according to Big Five
- 11. Relative Stability of Personality
- 13. Relative Stability of Personality
- 14. Relative Stability of Personality
- 15. Relative Stability of Personality
- 17. Relative Stability of Personality Important conclusions: Trait consistency increases with age 0.31 in childhood 0.54 in college years 0.64 at age 30 Plateaus between 50 and 70 at .74 The longer the interval the lower the stability Personality more stable than temperament No differences among Big 5
- 19. Example: Stability in Children McCrae, R.R., Costa, P.T., Terracciano, A., Parker, W.D., Mills, C.J., de Fruyt, P., & Mervielde, I. (2002). Personality trait development from age 12 to age 18: Longitudinal, cross-sectional, and cross-cultural analyses. Journal of Personality and Social Psychology, 83 , 1456-1468. Longitudinal study of intellectually gifted students 4 years: 12 to 16 N = 230 NEO-PI-R
- 20. Example: Stability in Children
- 21. Example: Stability in Children
- 22. Example: Stability in Children
- 23. Example: Stability in Children
- 24. Example: Stability in College Students Robins, R.W., Fraley, R.C., Roberts, B.W., & Trzesniewski, K.H. (2001). A longitudinal study of personality change in young adulthood. Journal of Personality, 69 , 617-640. Longitudinal study of college students N = 270 Assessed when first entered college and 4 years later FFI
- 25. Example: Stability in College Students
- 26. Example: Stability in College Students
- 27. Mean-level Consistency of Personality Srivastava, S., John, O.P., Gosling, S.D., & Potter, J. (2003). Development of personality in early and middle adulthood: Set like plaster or persistent change? Journal of Personality and Social Psychology, 84 , 1041-1053 Internet study N = 132,515 Aged 21 to 60 (cross-sectional) Completed BFI on-line Aimed at countering C & M—no changes after 30
- 28. Mean-level Stability of Personality
- 29. Mean-level Stability of Personality
- 30. Mean-level Stability of Personality
- 31. Mechanisms of Continuity Environmental stability Three types of person-environment transactions Reactive Different individuals exposed to the same environment, experience it, interpret it, and react to it differently Example: schemas Evocative An individual's personality evokes distinctive responses form others Examples: coercive child, happy child Proactive/Selective Individuals select or create environments of their own