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Library of Congress Cataloging-in-Publication Data Discussion
Library of Congress Cataloging-in-Publication Data Discussion
Order ID# 45178248544XXTG457 Plagiarism Level: 0-0.5% Writer Classification: PhD competent Style: APA/MLA/Harvard/Chicago Delivery: Minimum 3 Hours Revision: Permitted Sources: 4-6 Course Level: Masters/University College Guarantee Status: 96-99% Instructions
Library of Congress Cataloging-in-Publication Data Discussion
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Perspectives on Personality
Eighth Edition
Charles S. Carver University of Miami
Michael F. Scheier Carnegie Mellon University
Acknowledgements of third-party content appear on page 282, which constitutes an extension of this copyright page.
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Library of Congress Cataloging-in-Publication Data
Names: Carver, Charles S., author. | Scheier, Michael, author. Title: Perspectives on personality / Charles S. Carver, Michael F. Scheier, University of Miami, Carnegie Mellon University. Description: Eighth Edition. | New York : Pearson, 2016. | Revised edition of the authors’ Perspectives on personality, 2012. | Includes index. Identifiers: LCCN 2016001740| ISBN 9780134415376 | ISBN 013441537X Subjects: LCSH: Personality. Classification: LCC BF698 .C22 2016 | DDC 155.2–dc23 LC record available at http://lccn.loc.gov/2016001740
10 9 8 7 6 5 4 3 2 1 EB
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ISBN-10: 0-13-441537-X ISBN-13: 978-0-13-441537-6
Editor in Chief: Ashley Dodge Program Team Lead: Amber Mackey Managing Editor: Sutapa Mukherjee Program Manager: Carly Czech Sponsoring Editor: Priya Christopher Editorial Project Manager: Michelle Hacker, iEnergizer Aptara®, Ltd. Editorial Assistant: Casseia Lewis Senior Marketing Coordinator: Susan Osterlitz Project Team Lead: Vamanan Namboodiri Project Manager: Purnima Narayanan Operations Manager: Mary Fischer
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http://lccn.loc.gov/2016001740
To Youngmee Kim
CSC
To Meredith and Jeremy, who bring great joy to my life
MFS
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9: Psychosocial Theories 125
10: The Learning Perspective 144
11: Self-Actualization and Self- Determination 164
12: The Cognitive Perspective 183
13: The Self-Regulation Perspective 201
14: Overlap and Integration among Perspectives 219
1: What Is Personality Psychology? 1
2: Methods in the Study of Personality 9
3: Issues in Personality Assessment 20
4: The Trait Perspective 30
5: The Motive Perspective 50
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6: Genetics, Evolution, and Personality 67
7: Biological Processes and Personality 86
8: The Psychoanalytic Perspective 105
Brief Contents
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3.1.4: Subjective versus Objective Measures 22
3.2: Reliability of Measurement 22 3.2.1: Internal Consistency 22 3.2.2: Inter-Rater Reliability 23
Box 3.2 A New Approach to Assessment: Item Response Theory 23
3.2.3: Stability across Time 24
3.3: Validity of Measurement 24 3.3.1: Construct Validity 25 3.3.2: Criterion Validity 25 3.3.3: Convergent Validity 26 3.3.4: Discriminant Validity 26 3.3.5: Face Validity 26 3.3.6: Culture and Validity 26 3.3.7: Response Sets and Loss of Validity 27
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3.4: Two Rationales behind the Development of Assessment Devices 28
3.4.1: Rational or Theoretical Approach 28 3.4.2: Empirical Approaches 28
3.5: Never-Ending Search for Better Assessment 29 Summary: Issues in Personality Assessment 29
4: The Trait Perspective 30 4.1: Types and Traits 30
4.1.1: Nomothetic and Idiographic Views of Traits 31
4.2: What Traits Matter? 31 4.2.1: Factor Analysis 31 Box 4.1 A Closer Look at Factor Analysis 32
4.2.2: Let Reality Reveal Itself 33 4.2.3: Start from a Theory 33 4.2.4: The Interpersonal Circle as Another
Theoretical Starting Point 35
4.3: The Five-Factor Model 35 4.3.1: What Are the Five Factors? 36
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4.4: Reflections of the Five Factors in Behavior 37 4.4.1: Extraversion and Agreeableness 37 4.4.2: Conscientiousness, Openness, and
Neuroticism 38
4.5: Relations to Earlier Trait Models 39
4.6: Other Variations 39 4.6.1: Expanding and Condensing the
Five-Factor Model 40 4.6.2: Are Superordinate Traits the Best Level
to Use? 40
4.7: Traits, Situations, and Interactionism 40 4.7.1: Is Behavior Actually Traitlike? 41
Box 4.2 How Stable Is Personality over Long Periods? 41
Preface xiii
About the Authors xv
1: What Is Personality Psychology? 1 1.1: Defining Personality 1
1.1.1: Why Use the Word Personality as a Concept? 1 1.1.2: A Working Definition 2 1.1.3: Two Fundamental Themes in Personality
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Psychology 2
1.2: Theory in Personality Psychology 3 1.2.1: What Do Theories Do? 3 1.2.2: The Role of Research in Evaluating Theories 3 1.2.3: What Else Makes a Theory Good? 4
1.3: Perspectives on Personality 5 1.3.1: Perspectives to Be Examined Here 5 1.3.2: Perspectives Reconsidered 6
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1.4: Organization within Chapters 6 1.4.1: Assessment 6 1.4.2: Problems in Behavior, and Behavior Change 7
Summary: What Is Personality Psychology? 7
2: Methods in the Study of Personality 9 2.1: Gathering Information 9
2.1.1: Observe Yourself and Observe Others 9 2.1.2: Depth Through Case Studies 9 2.1.3: Depth from Experience Sampling 10 2.1.4: Seeking Generality by Studying
Many People 10
2.2: Establishing Relationships among Variables 11 2.2.1: Correlation between Variables 12 2.2.2: Two Kinds of Significance 14 2.2.3: Causality and a Limitation on Inference 14 2.2.4: Experimental Research 15 2.2.5: Recognizing Types of Studies 16
Box 2.1 Correlations in the News 17 2.2.6: What Kind of Research Is Best? 17 2.2.7: Experimental Personality Research and
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Multifactor Studies 17 2.2.8: Reading Figures from Multifactor
Research 18 Summary: Methods in the Study of Personality 19
3: Issues in Personality Assessment 20 3.1: Sources of Information 20
3.1.1: Observer Ratings 20
Box 3.1 What Does Your Stuff Say about You? 21 3.1.2: Self-Reports 21 3.1.3: Implicit Assessment 21
Contents viii Contents
4.7.2: Situationism 41 4.7.3: Interactionism 41 4.7.4: Other Aspects of Interactionism 43 4.7.5: Was the Problem Ever Really as Bad as
It Seemed? 43
4.8: Interactionism as Context-Dependent Expression of Personality 43
4.8.1: Fitting the Pieces Together 44
Box 4.3 Theoretical Issue: What Really Is a Trait? 45
4.9: Assessment from the Trait Perspective 46 4.9.1: Comparing Individuals Using
Personality Profiles 46
4.10: Problems in Behavior, and Behavior Change, from the Trait Perspective 47
4.10.1: The Five-Factor Model and Personality Disorders 47
4.10.2: Interactionism in Behavior Problems 47 4.10.3: Behavior Change 48
4.11: Problems and Prospects for the Trait Perspective 48 Summary: The Trait Perspective 49
5: The Motive Perspective 50 5.1: Basic Theoretical Elements 51
5.1.1: Needs 51 5.1.2: Motives 51 5.1.3: Press 52
5.2: Needs, Motives, and Personality 52 5.2.1: Motive States and Motive Dispositions 52 5.2.2: Measuring Motives Using the Thematic
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Apperception Test 53
5.3: Studies of Specific Dispositional Motives 53 5.3.1: Need for Achievement 53 5.3.2: Need for Power 55 5.3.3: Need for Affiliation 57 5.3.4: Need for Intimacy 57 5.3.5: Patterned Needs 58
5.4: Implicit and Self-Attributed Motives 59 5.4.1: Incentive Value 59 5.4.2: Implicit Motives Are Different from
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Self-Attributed Motives 59
5.5: Approach and Avoidance Motives 60 5.5.1: Approach and Avoidance in
Other Motives 61
5.6: Motives and the Five-Factor Trait Model 61 5.6.1: Traits and Motives as Distinct and
Complementary 61
5.7: Personology and the Study of Narratives 62
5.8: Assessment from the Motive Perspective 62
Box 5.1 The Process Underlying the TAT or the PSE 63
5.8.1: Other Implicit Assessments 63
5.9: Problems in Behavior, and Behavior Change, from the Motive Perspective 64
5.9.1: The Need for Power and Alcohol Abuse 64 5.9.2: Focusing on and Changing Motivation 64
RUBRIC
Excellent Quality 95-100%
Introduction 45-41 points
The background and significance of the problem and a clear statement of the research purpose is provided. The search history is mentioned.
Literature Support 91-84 points
The background and significance of the problem and a clear statement of the research purpose is provided. The search history is mentioned.
Methodology 58-53 points
Content is well-organized with headings for each slide and bulleted lists to group related material as needed. Use of font, color, graphics, effects, etc. to enhance readability and presentation content is excellent. Length requirements of 10 slides/pages or less is met.
Average Score 50-85%
40-38 points More depth/detail for the background and significance is needed, or the research detail is not clear. No search history information is provided.
83-76 points Review of relevant theoretical literature is evident, but there is little integration of studies into concepts related to problem. Review is partially focused and organized. Supporting and opposing research are included. Summary of information presented is included. Conclusion may not contain a biblical integration.
52-49 points Content is somewhat organized, but no structure is apparent. The use of font, color, graphics, effects, etc. is occasionally detracting to the presentation content. Length requirements may not be met.
Poor Quality 0-45%
37-1 points The background and/or significance are missing. No search history information is provided.
75-1 points Review of relevant theoretical literature is evident, but there is no integration of studies into concepts related to problem. Review is partially focused and organized. Supporting and opposing research are not included in the summary of information presented. Conclusion does not contain a biblical integration.
48-1 points There is no clear or logical organizational structure. No logical sequence is apparent. The use of font, color, graphics, effects etc. is often detracting to the presentation content. Length requirements may not be met
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