The Trait Model Of Personality Wlos 2 3 Clos 1 5 Prior To Be

The Trait Model Of Personalitywlos 2 3 Clos 1 5prior To Beginn

The Trait Model of Personality [WLOs: 2, 3] [CLOs: 1, 5] Prior to beginning work on this assignment, · Read Chapter 8 in the course textbook. · Read the article Stability of Personality Traits in Adulthood: Mechanisms and Implications (Allemand, Steiger, & Hill, 2013). · Go to the Truity (n.d.) The Big Five Personality Test (Links to an external site.) , and complete the free, confidential personality test that is based on the big five theory. The results of this test may be used to aid in the completion of this assignment. Note that you do not need to register or provide personal information to obtain your results from this website. This site lists a $29 charge to take the assessment, but that is only if you want the Premium Report. You do not have to pay anything to complete the online assessment. After you have completed the assessment, click the No, just give me my results link. This link will take you to a page that will tell you how you scored on each of the five traits in the big five theory. In addition to the required sources, go to the Ashford University Library and research a minimum of one scholarly source on the trait model of personality (part one of the paper) and one scholarly resource on the big five theory of personality (part two of the paper). All required and outside sources should be properly cited in your paper. To assist you in completing the library research required for this assignment, view this Ashford University Library Quick ‘n’ Dirty (Links to an external site.) tutorial, which introduces the Ashford University Library and the research process and provides some library search tips. This assignment has two parts. In the first part, · Provide an overview of the trait model of personality in which you identify at least one principal theory and its theorist (i.e., Allport, Cattell, or Eysenck) associated with the model. (Please note that the trait model is more than just the big five—this part of the paper should cover the general history and evolution of the model.) · Compare and contrast the basic assumptions of the trait model and the psychodynamic model regarding the theorist’s explanations of personality development. · Use the scholarly sources you researched for this assignment as well as this week’s required sources to support your statements. In the second part of your paper, · Describe each of the five traits included in the big five model: o extroversion, o agreeableness, o conscientiousness, o neuroticism, and o openness to experience. (This section demonstrates your understanding of the theory, so do not just copy and paste the explanations provided on the Truity website.) · Reflect on your results from the test, on each of the five traits. · Use the scholarly sources you researched for this assignment as well as this week’s required sources to support your statements. The Trait Model of Personality paper · Must be five double-spaced pages in length (not including title and references pages) and formatted according to APA style as outlined in the Ashford Writing Center’s APA Style (Links to an external site.) resource. · Must include a separate title page with the following: o Title of paper o Student’s name o Course name and number o Instructor’s name o Date submitted For further assistance with the formatting and the title page, refer to APA Formatting for Word 2013 (Links to an external site.) . · Must utilize academic voice. See the Academic Voice (Links to an external site.) resource for additional guidance. · Must include an introduction and conclusion paragraph. Your introduction paragraph needs to end with a clear thesis statement that indicates the purpose of your paper. o For assistance on writing Introductions & Conclusions (Links to an external site.) as well as Writing a Thesis Statement (Links to an external site.) , refer to the Ashford Writing Center resources. · Must use at least two scholarly sources in addition to the course text. o The Scholarly, Peer Reviewed, and Other Credible Sources (Links to an external site.) table offers additional guidance on appropriate source types. If you have questions about whether a specific source is appropriate for this assignment, please contact your instructor. Your instructor has the final say about the appropriateness of a specific source for a particular assignment. o To assist you in completing the library research required for this assignment, view this Ashford University Library Quick ‘n’ Dirty (Links to an external site.) tutorial, which introduces the Ashford University Library and the research process and provides some library search tips. · Must document any information used from sources in APA style as outlined in the Ashford Writing Center’s Citing Within Your Paper (Links to an external site.) · Must include a separate references page that is formatted according to APA style as outlined in the Ashford Writing Center. See the Formatting Your References List (Links to an external site.) resource in the Ashford Writing Center for specifications.

Paper For Above instruction

The trait model of personality is a fundamental framework within psychology that seeks to describe human personality through stable, enduring traits. This paper explores the historical development, foundational theories, and empirical evidence supporting the trait model, especially focusing on the Big Five theory. It compares the trait model with the psychodynamic model in terms of their assumptions about personality development. Additionally, it examines the five major traits of the Big Five—extraversion, agreeableness, conscientiousness, neuroticism, and openness to experience—alongside personal reflections based on the completed personality test.

Introduction

Understanding personality has been a central concern of psychology, with numerous theories offering different perspectives. The trait model of personality emphasizes the measurement of stable characteristic patterns that differentiate individuals. This model has evolved from early theories of personality to sophisticated statistical models, notably through the development of the Big Five taxonomy. The purpose of this paper is to provide an overview of the trait model, discuss its historical evolution, compare it with the psychodynamic approach, and analyze the five traits within the Big Five framework, including reflection on personal test results.

Historical Development and Theories of the Trait Model

The trait model's roots can be traced to early 20th-century psychologists such as Gordon Allport, Raymond Cattell, and Hans Eysenck, each contributing theoretical and methodological advances. Gordon Allport (1937) was one of the first to conceptualize traits as enduring dispositions that influence behavior across different situations. Cattell (1957) utilized factor analysis—a statistical method—to identify 16 primary personality factors, laying the groundwork for modern trait theories. Eysenck (1967) proposed a hierarchical model based on two primary dimensions: extraversion-introversion and neuroticism-stability. These theories collectively contributed to a scientific understanding of individual differences, emphasizing the biological and stable nature of traits.

Over time, research focusing on the generalizability and stability of traits led to the development of the Big Five model. This model identifies five broad dimensions that summarize most personality variance across cultures and populations. The Big Five includes extraversion, agreeableness, conscientiousness, neuroticism, and openness to experience (John, Naumann, & Soto, 2008). This taxonomic approach garnered empirical support through extensive factor-analytic studies, leading to its recognition as a comprehensive framework for personality assessment.

Comparison of Trait and Psychodynamic Models

The trait and psychodynamic models differ fundamentally in their assumptions about personality development. The trait model posits that personality traits are relatively stable across time and situations, reflecting biological bases and enduring dispositions (Allemand, Steiger, & Hill, 2013). It emphasizes measurement, stability, and the observable behaviors associated with these traits. Conversely, the psychodynamic model, rooted in Freud’s theories, sees personality as the result of unconscious conflicts and early childhood experiences (Freud, 1923). It presumes that personality develops through a dynamic interplay of id, ego, and superego forces, which influence behaviors and emotional patterns. While trait theorists seek to quantify and observe consistent characteristics, psychodynamic theories focus on underlying motives and unresolved conflicts shaping personality over time.

The Big Five Traits and Personal Reflection

Extraversion

Extraversion involves sociability, assertiveness, and energetic engagement with the environment. High extraversion is associated with being outgoing and enthusiastic, whereas low extraversion indicates reserved or introverted tendencies (John et al., 2008). My test results indicated a moderate level of extraversion, suggesting I enjoy social interactions but also value solitude at times.

Agreeableness

This trait reflects compassion, cooperativeness, and kindness toward others. High agreeableness correlates with empathetic and cooperative behaviors, while low scores suggest competitiveness or skepticism (Digman, 1999). My results showed a high level of agreeableness, indicating that I tend to be empathetic and cooperative in social contexts.

Conscientiousness

Conscientiousness pertains to organization, dependability, and goal-directed behaviors. People high in conscientiousness are disciplined and reliable, whereas those low in this trait may be spontaneous or careless (Roberts, Kuncel, Shiner, Caspi, & Goldberg, 2007). My score was high, aligning with my tendency to plan, organize, and complete tasks reliably.

Neuroticism

Neuroticism involves emotional instability and vulnerability to stress. High neuroticism can lead to anxiety and mood swings, while low scores are associated with emotional stability (Costa & McCrae, 1990). My results indicated moderate neuroticism, suggesting occasional emotional fluctuations but generally steady emotional responses.

Openness to Experience

Openness refers to intellectual curiosity, creativity, and openness to new experiences. High openness correlates with creativity and adventurousness; low scores suggest preference for routine and familiarity (McCrae & Costa, 1997). I scored high on this trait, indicating a strong inclination toward new ideas and creative pursuits.

Supporting Scholarly Evidence

Research by Allemand, Steiger, and Hill (2013) demonstrates the stability of personality traits over adulthood, emphasizing their biological and environmental components. Similarly, John, Naumann, and Soto (2008) provided extensive validation for the Big Five dimensions, asserting their universality and empirical robustness. These studies support the notion that personality traits are relatively enduring and can be reliably measured across cultures and time frames, aligning with the trait model’s core principles.

Conclusion

The trait model of personality, especially exemplified by the Big Five framework, offers a comprehensive and empirically validated means of understanding individual differences. By contrasting it with psychodynamic theories, we appreciate the differences in underlying assumptions about development and stability. Reflecting on personal test results illustrates the practical application of these traits in daily life. This understanding has implications not only for psychological research but also for personal development and interpersonal relationships.

References

• Allport, G. W. (1937). Personality: A psychological interpretation. New York: Holt.
• Cattell, R. B. (1957). Personality structure and measurement: Searching for universals. Journal of Consulting Psychology, 21(2), 105–113.
• Costa, P. T., & McCrae, R. R. (1990). Influence of extraversion and neuroticism on subjective well-being: Happy and unhappy moods. Journal of Personality and Social Psychology, 59(4), 603–612.
• Digman, J. M. (1999). Higher-order factors of the Big Five. Journal of Personality and Social Psychology, 76(6), 1236–1256.
• Eysenck, H. J. (1967). The biological basis of personality. Springfield, IL: Charles C Thomas.
• John, O. P., Naumann, L. P., & Soto, C. J. (2008). Handbook of personality: Theory and research. Guilford Press.
• McCrae, R. R., & Costa, P. T. (1997). Personality trait structure as a human universal. American Psychologist, 52(5), 509–516.
• Roberts, B. W., Kuncel, N. R., Shiner, R., Caspi, A., & Goldberg, L. R. (2007). The power of personality: The comparative validity of personality traits, socioeconomic status, and cognitive ability for predicting important life outcomes. Perspectives on Psychological Science, 2(4), 313–345.
• Allemand, M., Steiger, A. E., & Hill, P. L. (2013). Stability of personality traits in adulthood: Mechanisms and implications. GeroPsych: The Journal of Gerontopsychology and Geriatric Psychiatry, 26(1), 5–13.
• John, O. P., Naumann, L., & Soto, C. (2008). The Big Five Taxonomy: History, measurement, and theoretical perspectives. In O. P. John, R. W. Robins, & L. A. Pervin (Eds.), Handbook of personality psychology (pp. 102–138). Guilford Press.