Personality development: continuity and change over the life course.

By D. McAdams, Bradley Olson. Annual Review of Psychology, 2010

819 citations recorded by the source corpus.

Subfields: Clinical Psychology, Developmental and Educational Psychology, Experimental and Cognitive Psychology

View Paper: https://www.semanticscholar.org/paper/e862ab87a6cb7739d46c5058c9502933044e9e63

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Citations in the corpus

Longitudinal Experience–Wide Association Studies—A Framework for Studying Personality Change (2020, background): “…& McCrae, 2017; Orth & Robins, 2014), most of which can be organized within a broad and inclusive hierarchical framework (Markon, Krueger, & Watson, 2005), and we also recognize the potential importance of other personality constructs (DeYoung, 2015; McCrae & Costa, 2008; McAdams & Olson, 2010).”
Personality in sport: a comprehensive review (2013, background): “Those individuals that show greater consistency in personality traits appear to be those who already display a personality profile associated with maturity low neuroticism, high agreeableness and conscientiousness (McAdams & Olson, 2010).”
Stressful Events and Temperament Change during Early and Middle Adolescence: The TRAILS Study (2012, background): “Instead, traits have generally been approached as more or less dynamic dimensions of interindividual differences (McAdams & Olson, 2010; McCrae et al., 2000; Rothbart et al, 2000).”
Core and Surface Characteristics for the Description and Theory of Personality Differences and Development (2014, background): “McAdams and Olson (2010) argue that a full accounting of human personality should consider the person from the standpoints of social actor, motivated agent and autobiographical author.”
The Science of Wisdom in a Polarized World: Knowns and Unknowns (2020, background): “Following McAdams and colleagues (McAdams, 2013; McAdams & Olson, 2010), personality can be understood from three different standpoints or levels, each of which layers upon the next to afford an incrementally more detailed understanding of human development.”
Whole Trait Theory (2014, background): “It includes variables such as goals, expectancies, competencies, and plans (Mischel, 1973), but goes beyond them to include narratives, scripts, defenses, and other variables (Demorest, Popovska, & Dabova, 2012; McAdams & Olson, 2010).”
The Behavioural Genetics of Personality Development in Adulthood—Classic, Contemporary, and Future Trends (2014, background): “That is, middle- and older-aged adults may become more inclined to protect and sustain the quality of their niches (e.g. their job, place of living, or partner; McAdams & Olson, 2010).”
Predicting early academic failure in high school from prior academic achievement, psychosocial characteristics, and behavior. (2012, background): “From an individual student narrative perspective (cf. McAdams & Olson, 2010), understanding the unique interplay of school, family, and individual academic and nonacademic factors allows schools to better know each student, be able to tell that student’s “story,” and use the aforementioned factors…”
Post–traumatic Growth as Positive Personality Change: Evidence, Controversies and Future Directions (2014, background): “…traits over time within the individual as well as the social-cognitive and contextual factors associated with different developmental pathways (McAdams & Olson, 2010; Syed & Seiffge-Krenke, 2013), they can help address the question of the extent to which the manifestation of post-traumatic…”
Life Design: A Paradigm for Career Intervention in the 21st Century (2012, background): “…positioned by five sets of distinctions that differentiate among vocational guidance, career education, and life design: actor, agent, and author (McAdams & Olson, 2010); object, subject, and project (Savickas, 201 lb); resemblance, readiness, and reflexivity (Savickas, 2011a); scores, stages,…”