Development and Personality: Annotated Bibliography

Corcoran R.P. and O'Flaherty J., (2016). Personality Development during Teacher Preparation. Journal of the Frontiers in Psychology. Vol. 7 Issue: 1677, pp. 1-10, doi: 10.3389/fpsyg.2016.01677

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In this 3-year longitudinal research, Corcoran et al. (2016), set to examine the development of personality during the preparation of teachers. The authors' main aim was to examine the pre-service personality trajectories of the teachers as measured using the Big-Five IPIP factor markers at the time of the preparation of teachers.

Further, the authors examined the connection existing between the students' social desirability, personality traits, and past achievements in academic (Corcoran et al., 2016). This article sets to also address the issue of limitations concerning the pre-service education of the teacher. However, the implication here is that despite the existence of an apparent value in studies like this, the clear limitations are also present. Even though the teachers ought to develop such expertise fails to tell us about how the beginning teachers and competent teachers are in every factor of Big Five, and within which areas do they require to improve their skills (Corcoran et al., 2016). Basing on the method employed by the authors in this study, this 3-year panel survey chose to invite the first year participants of the 4-year undergraduate (UG) of teacher pre-service education, the class of 2017. The authors used a sample of 305 scholars. From the results, it was suggested that openness, emotional stability, conscientiousness, agreeableness, and extraversion were found to be represented more excellently by the non-significant longitudinal mean changes (Corcoran et al., 2016). Besides, the results suggest that the social desirability has been found to be a predictor of emotional stability and agreeableness with small effect sizes to moderate effect sizes. Finally, the article concludes about the presented data as having failed to hold up on the view regarding academic attainment as a good personality traits' predictor (Corcoran et al., 2016). However, the educational implications for theory, practice, and research were considered. Further, the study also concludes that there is no added value to the pre-service personality traits of the teachers during the three tertiary education years (Corcoran et al., 2016).

Baumann C., and Harvey M., (2018). "Competitiveness vis-a-vis motivation and personality as drivers of academic performance: Introducing the MCP model," International Journal of Educational Management, Vol. 32 Issue: 1, pp.185-202, https://doi-org.ezproxy.liberty.edu/10.1108/IJEM-10-2017-0263

Baumann and Harvey (2018), sets to examine the competitiveness about personality as well as motivation to be the factors that drive academic performance: instituting the MCP model. This study aims primarily to repose on the apparent set of regulations, of both motivations as well as a personality with an intention of exploring the responsibility of ethnicity and competitiveness in connection with the educational performance of the student. In this study, the Stepwise Multiple Regression methods were employed to establish the variables, which deal with the prediction of academic performance of the student, not excluding the test on how ethnicity affects interaction (Baumann and Harvey, 2018). To keep away from the usual method variance, the author used both the separately assessed performance and the self-reported student data. Baumann and Harvey (2018), found out from the study that both extrinsic and intrinsic motivation is considerably related to the performance in academics. The study also asserted that the personality attributes of neuroticism, extraversion, agreeableness, and conscientiousness are dramatically associated with the competitiveness of the student (Baumann and Harvey, 2018).

Further, the study also declared that the interactions of ethnicity and competitiveness are positively and considerably connected with the performance (Baumann and Harvey, 2018). The implications contained in this study is that the student's competitiveness' variable need more research for better understanding of its responsibility in the educational performance (Baumann and Harvey, 2018). Further, the other limitation is that ethnicity research at the micro stage enables investigation as well as acknowledgment of "intra-national assortment" (Baumann and Harvey, 2018). The basis of the originality in this study is seen from its merging of the idea of ethnicity, competitiveness, individuality, and motivation in connection with the educational performance of the student (Baumann and Harvey, 2018). This study concludes that there is the good establishment of motivation theories of learning and that there are unambiguous practice implications: higher intrinsic motivational values offer support to the learning performance of the student (Baumann and Harvey, 2018). This study further concluded that there was less attention engaged in the competitiveness and personality in connection to performance in academics.

Matthew R. Lee, J. M. E. a. K. J. S., (2015). Integrating Social-Contextual and Intrapersonal Mechanisms of "Maturing Out": Joint Influences of Familial-Role Transitions and Personality Maturation on Problem-Drinking Reductions. Journal of Wiley Online Library, 39(9), pp. 1775-87, DOI: 10.1111/acer.12816

Matthew et al., (2015), set to examine the integration of the intrapersonal mechanisms and social-context of "Maturing Out." The primary aim of this study is to investigate if the salutary impacts of personality and role transitions take place at diverse points in the development of a young adult and whether they arbitrate the effects of one another. In this article, the participants were initially enrolled as first-year students, with the alcoholism history of the family overrepresented by (N = 489) design (Matthew et al., 2015). By employing the data's four waves at around ages 21, 25, 29 as well as 34, the cross-lagged longitudinal models gave an estimation of the potential connections amongst the transitions of the familial-role (parenthood or marriage), problem drinking and personality (neuroticism, conscientiousness, and disinhibition). From the study, Matthew et al., (2015), found that the combined support was established for roles' prediction purposes. There was no affirmation found regarding mediation for the anticipation that personality would perform the mediation of role effects. However, the outcomes failed to support the personality effect mediation by the transitions of the role. Besides, the results also showed that the alcoholism history of the family influenced these processes of mediation (Matthew et al., 2015). The authors in this paper concluded that there is a consistency of the timing differential of personality and role effects with the idea of increasing the interpersonal manipulation and lowering the contextual manipulation across development. They also concluded that pending the theory of role incompatibility, over the development process, familial roles' association with the problem drinking can gradually reflect the effects of problem-drinking on the role selection (role entry) and decreasingly reflect the impact of role entry on the problem drinking (i.e., socialization of the role) (Matthew et al., 2015). Further, this paper concluded that as the upcoming conscientiousness and disinhibiting were related to a visible growth cascade of indirect and direct effects, the results highlight their possible significance as intervention targets and etiologic mechanisms.

References

Baumann C., and Harvey M., (2018). "Competitiveness vis-a-vis motivation and personality as drivers of academic performance: Introducing the MCP model," International Journal of Educational Management, Vol. 32 Issue: 1, pp.185-202, https://doi-org.ezproxy.liberty.edu/10.1108/IJEM-10-2017-0263

Corcoran R.P. and O'Flaherty J., (2016). Personality Development during Teacher Preparation. Journal of the Frontiers in Psychology. Vol. 7 Issue: 1677, pp. 1-10, doi: 10.3389/fpsyg.2016.01677

Matthew R. Lee, J. M. E. a. K. J. S., (2015). Integrating Social-Contextual and Intrapersonal Mechanisms of "Maturing Out": Joint Influences of Familial-Role Transitions and Personality Maturation on Problem-Drinking Reductions. Journal of Wiley Online Library, 39(9), pp. 1775-87, DOI: 10.1111/acer.12816