Big Five theory of personality
Big Five theory of personality
Description
List and define the five traits included in the Big Five theory of personality. What are the limitations of this approach?.
List and define three of Henry Murray’s needs. For one of the needs, provide an example of an occupation that would help to satisfy that need and explain why. For another need, describe how the need can cause trouble for a person in an occupational role.
WEEK 7 Study Notes CHAPTER 8: TRAIT AND SKILL ASPECTS I. Early history of trait approaches A. Hippocrates described four bodily “humors” (sanguine, melancholic, choleric, phlegmatic) to explain temperament B. Theophrastus created “character sketches” which we still recognize today C. Forward-thinking individuals like Darwin, Galton, and Freud, along with the development of statistical techniques, set the stage for modern trait-theory II. Beginnings of the modern trait approach A. Jung’s use of the terms “introversion” and “extraversion” and his concepts of “sensing-intuiting” and “thinking-feeling” set in motion the modern study of personality traits B. Allport identified thousands of personality adjectives in the English language as a means of understanding personality 1. Was very aware of human complexity (and no fan of the behaviorists or Cattell) 2. Allport simplified or defined personality in terms of functional equivalence; traits which groups of individuals shared he called “common traits” 3. Allport argued the importance of an idiographic approach to personality; he looked at people’s “personal dispositions”; the most powerful of these he termed “cardinal dispositions” C. Cattell used factor analysis to derive “traits” from Allport’s list of personality adjectives; based on his analyses he argued that there are 16 basic personality traits 1. Cattell coined the terms Q-data (questionnaire data), T-data (test data), and L-data (life data) to describe the various types of information one should have to adequately measure personality Ill. The Big Five A. Over the past four decades a vast body of research has converged on the idea that five dimensions are adequate for describing personality in a broad, general sense. 1. The “Big 5” are generally termed: Extraversion, Agreeableness, Openness, Neuroticism, and Conscientiousness a. perhaps the agreement re: five broad traits is due to the implicit personality theories of the raters (that is, what we “see” and “don’t see” may be biased in ways we don’t recognize) 2. Note that the Big 5 are general categories– even Big 5 proponents recognize that they are not sufficient to fully explain personality (for example, six facets make up each Big 5 dimension) 3. The Big Five has been shown to be useful in applied contexts (far example, these five traits can predict individuals’ career pathways) B. Not all theorists think S is the correct number of dimensions 1. Cattell continues to assert that there are 16 basic personality dimensions 2. Eysenck believed that all characteristics derive from only three basic traits which are based on biological systems): extraversion, neuroticism, and psychoticism a. while researchers continue to try to understand if their is a biological basis of Eysenck’s personality traits, evidence is still not conclusive IV. Other ways of looking at personality A. Types: he idea that there are discrete categories of people 1. A example of types are Type A or Type B personality (which are addressed more fully in Chapter 12) B. Motives: internal psycho-biological forces that help induce particular behavior patterns 1. Murray describes these motives as “needs “ (nAch, nPower, nAff, etc.) 2. Cantor describes these motives as “life tasks” 3. Emmons calls them “personal strivings” C. Expressive style: individual patterns in gesturing, body incline, voice cues, etc. 1. expressiveness (the ease with which people’s emotions are “read” from behavior” involves intensity, expansiveness, animation, and dynamism in math verbal and nonverbal behaviors 2. expressive style is related to various personality traits, including extraversion and dominance D. Skills: abilities which differ from person to person 1. intelligence is a much-studied ability; some theories argues that there are various types of intelligence 2. ‘social intelligence” or “emotional intelligence” combine ideas of nontraditional intelligence with ideas of nonverbal social skills Copyright © 2003 Pearson Education, Inc.
| Excellent | Good | Fair | Poor | ||
| Main Postinga | 45 (45%) – 50 (50%)
Answers all parts of the discussion question(s) expectations with reflective critical analysis and synthesis of knowledge gained from the course readings for the module and current credible sources.
Supported by at least three current, credible sources.
Written clearly and concisely with no grammatical or spelling errors and fully adheres to current APA manual writing rules and style. |
40 (40%) – 44 (44%)
Responds to the discussion question(s) and is reflective with critical analysis and synthesis of knowledge gained from the course readings for the module.
At least 75% of post has exceptional depth and breadth.
Supported by at least three credible sources.
Written clearly and concisely with one or no grammatical or spelling errors and fully adheres to current APA manual writing rules and style. |
35 (35%) – 39 (39%)
Responds to some of the discussion question(s).
One or two criteria are not addressed or are superficially addressed.
Is somewhat lacking reflection and critical analysis and synthesis.
Somewhat represents knowledge gained from the course readings for the module.
Post is cited with two credible sources.
Written somewhat concisely; may contain more than two spelling or grammatical errors.
Contains some APA formatting errors. |
0 (0%) – 34 (34%)
Does not respond to the discussion question(s) adequately.
Lacks depth or superficially addresses criteria.
Lacks reflection and critical analysis and synthesis.
Does not represent knowledge gained from the course readings for the module.
Contains only one or no credible sources.
Not written clearly or concisely.
Contains more than two spelling or grammatical errors.
Does not adhere to current APA manual writing rules and style. |
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| Main Post: Timeliness | 10 (10%) – 10 (10%)
Posts main post by day 3. |
0 (0%) – 0 (0%) | 0 (0%) – 0 (0%) | 0 (0%) – 0 (0%)
Does not post by day 3. |
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| First Response | 17 (17%) – 18 (18%)
Response exhibits synthesis, critical thinking, and application to practice settings.
Responds fully to questions posed by faculty.
Provides clear, concise opinions and ideas that are supported by at least two scholarly sources.
Demonstrates synthesis and understanding of learning objectives.
Communication is professional and respectful to colleagues.
Responses to faculty questions are fully answered, if posed.
Response is effectively written in standard, edited English. |
15 (15%) – 16 (16%)
Response exhibits critical thinking and application to practice settings.
Communication is professional and respectful to colleagues.
Responses to faculty questions are answered, if posed.
Provides clear, concise opinions and ideas that are supported by two or more credible sources.
Response is effectively written in standard, edited English. |
13 (13%) – 14 (14%)
Response is on topic and may have some depth.
Responses posted in the discussion may lack effective professional communication.
Responses to faculty questions are somewhat answered, if posed.
Response may lack clear, concise opinions and ideas, and a few or no credible sources are cited. |
0 (0%) – 12 (12%)
Response may not be on topic and lacks depth.
Responses posted in the discussion lack effective professional communication.
Responses to faculty questions are missing.
No credible sources are cited. |
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| Second Response | 16 (16%) – 17 (17%)
Response exhibits synthesis, critical thinking, and application to practice settings.
Responds fully to questions posed by faculty.
Provides clear, concise opinions and ideas that are supported by at least two scholarly sources.
Demonstrates synthesis and understanding of learning objectives.
Communication is professional and respectful to colleagues.
Responses to faculty questions are fully answered, if posed.
Response is effectively written in standard, edited English. |
14 (14%) – 15 (15%)
Response exhibits critical thinking and application to practice settings.
Communication is professional and respectful to colleagues.
Responses to faculty questions are answered, if posed.
Provides clear, concise opinions and ideas that are supported by two or more credible sources.
Response is effectively written in standard, edited English. |
12 (12%) – 13 (13%)
Response is on topic and may have some depth.
Responses posted in the discussion may lack effective professional communication.
Responses to faculty questions are somewhat answered, if posed.
Response may lack clear, concise opinions and ideas, and a few or no credible sources are cited. |
0 (0%) – 11 (11%)
Response may not be on topic and lacks depth.
Responses posted in the discussion lack effective professional communication.
Responses to faculty questions are missing.
No credible sources are cited. |
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| Participation | 5 (5%) – 5 (5%)
Meets requirements for participation by posting on three different days. |
0 (0%) – 0 (0%) | 0 (0%) – 0 (0%) | 0 (0%) – 0 (0%)
Does not meet requirements for participation by posting on 3 different days. |
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| Total Points: 100 | |||||