For this worksheet task, due in Module Four, you will identify a gap in personality psychology research and begin to develop a basic research question to address the identified gap. First, review the literature from the five articles in your chosen track (three that were provided for you and two that you chose on your own). Using the Research Gap Worksheet as a guide, identify a gap in the research from your articles. Based on that research gap, develop a question to address the gap. Note: The Research Gap Worksheet is filled out to provide an example for you to follow. Use this sheet as a template by deleting the highlighted portions and replacing them with your own content. The following elements must be addressed (as also outlined in the worksheet and the Final Project I Guidelines and Rubric document): A. Identify a gap in developmental psychology research presented in the course that is unexplored or underdeveloped. B. Develop a basic research question addressing the identified gap. In other words, create a question that you could answer through research by further investigating your identified gap. Refer to the Purdue OWL website for guidance on how to properly format references in APA style. Guidelines for Submission: Fill out the provided Research Gap Worksheet by deleting the highlighted portions and replacing them with your own content.
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PSY 216 Research Gap Worksheet
This worksheet will help you complete task the Module Four Research Gap Worksheet: Identifying a
Research Gap assignment.
In order to complete this worksheet, you will need to review the five studies in your chosen track (three
of which were provided and two of which were your choice).
This worksheet is filled out to provide an example for you to follow. Use this sheet as a template by
deleting the highlighted portions and replacing them with your own content.
Gap Identification
Based upon your review of the articles in your chosen track, identify a gap in the personality psychology
research presented in the course that is unexplored or underdeveloped. For example, is there an
unexplored aspect of personality psychology you believe could be further explored?
Many studies have looked at the effects of the Big Five personality traits on parenting. Researchers have
studied how parental traits, as well as child traits, affect parenting behaviors. However, there has not
been a lot of attention given to the relationship between Big Five traits and their relationship to
attachment, and specifically if parents who develop a secure attachment to their children possess
certain Big Five traits.
Research Question
Develop a basic research question addressing the identified gap. In other words, create a question that
further investigates your identified gap and that you could answer through research.
Are parents who are higher on the Big Five traits of introversion and conscientiousness more likely to
develop secure attachments with their children?
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Inter-linkages between Attachment and the Five-Factor Model of Personality
Brittany Cole
SNHU PSY 216
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Fransson, M., Grangvist, P., Bohlin, G. & Hagekull, B. (2013). Inter-linkages between
attachment and the Five-Factor Model of Personality in middle childhood and young
adulthood: a longitudinal approach. Attachment & Human Development 15(2): 219 -239.
The purpose of the article is to create a better understanding of the association between
personality development and attachment. The article explicitly focuses on the Five-Factor of
personality and relates it to people between the ages of middle childhood and young adults. The
hypothesis of the report asserts that there is a substantial correlation between attachment and
personality aspects. The association is simultaneous and extensive and considers a variety of
other contributing factors. However, the basis of the argument is the substantial relation between
attachment and personality dimensions.
The variables that have an effect on personality and are the basis of the research are
emotions and behaviors. Emotions are of vital importance to the concept of attachment as they
are the basic guidelines of the issue. Behaviors, on the other hand, are part of an individual’s
personality. Therefore, the two variables are the basis of the research. The two variables have
been studied extensively in the Five-Factor Model of Personality. The factors considered in the
model are extraversion, neuroticism, openness to experience and conscientiousness.
The research method used in the study is the survey approach. In this instance, interviews
and questionnaires were used as data collection tools. The survey was ethical as before
conducting such an investigation there are necessary licensing requirements that need fulfilling.
While complying with the conditions, the appropriate authority will ascertain the moral aspect of
the process. More so, as a general rule in the research industry, questionnaires have to protect the
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identity of the participants. Therefore, the anonymity provided by the polls cements the ethical
aspect of the study.
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References
Fransson, M., Grangvist, P., Bohlin, G. & Hagekull, B. (2013). Inter-linkages between
attachment and the Five-Factor Model of Personality in middle childhood and young
adulthood: a longitudinal approach. Attachment & Human Development 15(2): 219 -239.
Attachment Theory and Research
Brittany Cole
SNHU PSY 216
Shaver, R. P. & Mikulincer, M. (2005). Attachment theory and research: Resurrection of the
psychodynamic approach to personality. Journal of Research in Personality. 39(2005):
22-45.
The purpose of the study is to put into context the attachment theory as an approach to
the modern day psychodynamic. In the process, there will be a better understanding of the
psychodynamic approach and its relevance in the modern world. The hypothesis of the study
shows that the psychodynamic approach is highly applicable in the current world. The work done
by past scholars on the matter such as by John Bowlby is necessary for the study as they provide
vital insights. It is, therefore, the conclusion of the article that the psychodynamic approach is a
part of the psychology of the modern world and is a significant source of relevant data.
The variables in the study are human behavior and the conclusions on past researches on
the matter. Human behavior is essential in the concept of attachment and is the basis of the
theory. The researchers’ conclusions especially, those of John Bowlby are the guiding steps into
the results of the study. Bowlby focused on human behavior and extended Sigmund Freud’s
work. Theories on the issue by Sigmund Freud that was further expanded by John Bowlby have
created a better perception of the variables. The point of The Superego where the individual is
pushed to be obedient to rules and the authority and The Ego that creates a balance between
personal selfish demands and the real world is of utmost importance to the use of the variables.
The study was ethical in the sense that the researchers extensively cited the work of
previous scholars. In the process, the validity of the results was ascertained. It is within the
ethical demands in the academic world for individuals to give credit to the sources of their
information. Therefore, the researchers acknowledge the contribution of other people in their
work.
References
Shaver, R. P. & Mikulincer, M. (2005). Attachment theory and research: Resurrection of the
psychodynamic approach to personality. Journal of Research in Personality. 39(2005):
22-45.
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Birth Order Effects on Personality and Achievement
Brittany Cole
SNHU PSY 216
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Paulhus, L. D., Trapnell, D. P. & Chen, D. (1999). Birth Order Effects on Personality and
Achievement Within Families. Psychological Science. 10(6): 482 – 488.
The purpose of the study is to assess the psychological contribution to the difference in
personality and intelligence in people born in the same families. The basis of the argument is to
investigate the impacts of birth order on individuals’ personalities and intelligence. The
hypothesis is that firstborns are more conscientious, achieving while later-borns were noted to be
liberals, and rebellious. The conclusions of the study also placed importance on the Sulloway’s
Niche Model of Personality Development and Zajonc’s Confluence Model of Intellectual
Achievement.
The variables of the study were obedience/rebellious and intelligence. The two variables
have received extensive reviews in the past in the Sulloway’s Niche Model of Personality
Development and Zajonc’s Confluence Model of Intellectual Achievement in which the
researchers extended the impacts of birth order on people’s personalities. In Sulloway’s model,
there is a conclusion that a family environment alone is not responsible for moulding people’s
characters but their response to the parents and their desire for affection. Zajonic’s Confluence
Model, on the other hand, places importance on the alternating family dynamics. In the process,
various people react differently to the changes.
The approach used for the study consisted of observation and the review of family
records. Through the method, the researchers had a wide variety of data to apply for the study.
The observation of families provided the research with first-hand information on the matter. The
research was ethical in a sense it involved families and thus had to have their consent.
Additionally, the researchers had to have the permission of the relevant authorities to conduct the
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study. In the end, the study had the support of the participating families in addition to that of the
community.
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References
Paulhus, L. D., Trapnell, D. P. & Chen, D. (1999). Birth Order Effects on Personality and
Achievement Within Families. Psychological Science. 10(6): 482 – 488.
Brittany Cole
SNHU PSY 216
Resource Selection
Track Two: Environmental Influences of Personality
Topic One: Childhood Experiences
Fortunato, A., & Speranza, A. M. (2018). Personality Traits and Disorders in Childhood: Clinical
Evaluation and Diagnosis. Clinical Neuropsychiatry, 15(4), 222–235. Retrieved from
http://ezproxy.snhu.edu/login?url=https://search.ebscohost.com/login.aspx?direct=true&db=asn
&AN=132027386&site=eds-live&scope=site
Orth, Ulrich. (2018). The Family Environment in Early Childhood Has a Long-Term Effect on
Self-Esteem: A Longitudinal Study From Birth to Age 27 Years. Journal of Personality and
Social Psychology. 114. 637-655. 10.1037/pspp0000143.
https://www.researchgate.net/publication/312332580_The_Family_Environment_in_Early_Child
hood_Has_a_Long-Term_Effect_on_SelfEsteem_A_Longitudinal_Study_From_Birth_to_Age_27_Years
…
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