Due Sunday, October 30, 2022, 11:59 PM Time Remaining 1 Day

Due Sunday October 30 2022 1159 Pmtime Remaining 1 Day 1 Houri Ex

I expect you to track your learning in this course in a journal. I want you to record your thoughts about what you learned from this course. (This is sort of a metacognition exercise.) You can do this within the discussion thread or upload a Word document or by hand (e.g., in a notebook). This journal should be separate from your class notes. If you are searching for what to write about, you can start by answering questions such as: · What did you learn? · What did you find interesting? · What was meaningful to you? · What will you do with the information? · How will you change because of what you learned? · How can the information apply to real-world (including personal) issues?

Examples of what you could write include, but are not limited to: · summarizing interesting concepts from the readings in your own words. · jotting down thoughts/reactions from class activities and discussions. · recording your results from personality inventories and explaining what those results mean. · drawing a diagram or model of a particular theory and adding your notes about it. · critiquing existing theories or creating your theory of personality. There is no designated structure to this assignment, but I want your writing to be thoughtful, deliberate, and above all, meaningful. I’d also like you to emphasize application to real-world issues. Pay attention to your writing quality (e.g., spelling, grammar, punctuation, etc.).

Although there is no specified length requirement, good entries will typically be at least half a page. You do not need to write down what you learned from every class period; however, write what you learned in each chapter or weekly session.

Paper For Above instruction

Engaging in reflective journaling about course learnings is a valuable exercise that fosters deeper understanding and personal growth. This particular assignment encourages students to document their thoughts, insights, and evolving comprehension of the material covered throughout the course. The practice aligns closely with metacognitive strategies, allowing learners to assess their grasp of concepts, recognize areas for improvement, and connect theoretical knowledge to real-world contexts.

The primary purpose of this journal is to promote deliberate reflection rather than rote memorization. Students should aim to record their reflections thoughtfully, focusing on what they have learned from each chapter or weekly session. This may include summarizing key concepts in their own words, highlighting interesting or surprising ideas, and examining how these insights resonate with personal experiences or broader societal issues. For example, a student might reflect on how personality theories explain their behavior or influence their interactions in daily life. Such reflections deepen understanding and enable learners to see the relevance of academic material beyond classroom discussions.

In addition to summarizations, students are encouraged to document their reactions to class activities and discussions. This could involve noting moments of realization, questioning assumptions, or evaluating the strengths and limitations of specific theories. Recording results from personality assessments and interpreting what they reveal about oneself can also be meaningful. For instance, analyzing personality inventory outcomes can lead to insights about personal traits and behavioral tendencies, fostering self-awareness.

Visual representations, such as diagrams or models of theories, serve as effective tools for consolidating knowledge. Creating these visuals, accompanied by notes, helps in grasping complex concepts and identifying connections between ideas. Similarly, critiquing existing theories or proposing new perspectives demonstrates critical thinking and engagement with the subject matter.

Effective reflection emphasizes the application of learned concepts to practical situations. For example, understanding personality theories can improve interpersonal skills, inform career decisions, or help in managing relationships. When writing your journal, aim for clarity and coherence, paying careful attention to spelling, grammar, and punctuation to communicate your thoughts effectively.

Though there is no strict length requirement, entries should be substantial enough—typically at least half a page—to meaningfully capture insights. It is not necessary to document every class or chapter but rather focus on significant learnings and reflections from each session or topic. Ultimately, this exercise promotes active engagement with the course material, encouraging students to connect academic theories to their own lives and the larger world, fostering a richer educational experience.

References

• Costa, P. T., Jr., & McCrae, R. R. (1998). The NEO Personality Inventory-Revised (NEO-PI-R). Psychological Assessment Resources.
• Gray, J. A. (1987). The Neuropsychology of Anxiety: An Enquiry into the Functions of the Septo-Hippocampal System. Oxford University Press.
• McAdams, D. P. (2006). The Person: A New Introduction to Personality Psychology. Wiley.
• Pinel, J. P. J. (2017). Biopsychology (10th ed.). Pearson.
• Rogers, C. R. (1961). On becoming a person: A therapist's view of psychotherapy. Houghton Mifflin.
• Vedantam, S. (2010). The Hidden Brain: How Our Unconscious Minds Elect Presidents, Control Markets, Wage Wars, and Shape Our Decisions. Spiegel & Grau.
• John, O. P., & Srivastava, S. (1999). The Big Five Trait taxonomy: History, measurement, and theoretical perspectives. In L. A. Pervin & O. P. John (Eds.), Handbook of Personality: Theory and Research (2nd ed., pp. 102–138). Guilford Press.
• Peterson, C., & Seligman, M. E. P. (2004). Character Strengths and Virtues: A Handbook and Classification. Oxford University Press.
• Bandura, A. (1986). Social foundations of thought and action: A social cognitive theory. Prentice-Hall.
• Cherry, K. (2020). Personality psychology: Defining and studying individual differences. Verywell Mind. https://www.verywellmind.com