Article 1: School or Work? The Choice May Change Your Personality
In this article, Golle et al. (2019) examine whether entering new environments is associated with new roles that influence people’s behaviors. Therefore, the focus is on examining whether the youth can experience changes in personality regardless of their choice of educational pathway, entering an academic-track school, or beginning racism. The study hypothesizes that, by staying in school, the youth can experience more changes in personality compared to entering vocational training. The study, therefore, adopted the use of longitudinal study design and propensity-score matching to create comparable groups before they entered one of the mentioned educational pathways and then tested the differences between those groups 6 years later. The study comprised 46 participants (Golle et al., 2019). However, the study’s finding does not support its hypothesis. The study’s finding is that vocational training contributes to positive changes in youths’ personalities.
The study argues that this is because, in vocational training, the youth are engaged in new social roles and specific environmental characteristics that demand and reward specific attitudes and behaviors (Golle et al., 2019). This implies that individuals who join vocational training appear to mature faster psychologically and show interest in several domains, such as social and enterprise, compared to those who choose the academic pathways. The study’s limitation is that it is not generalizable to the overall youth population as it comprises a few participants (46). The study recommends that future longitudinal investigations should not only replicate the work but also test potential mechanisms that might explain the findings.
Article 2: Success of Personality Development Training
In this article, Rungsong and Chomchom (2019) examine whether a high level of participation in numerous training programs positively influences students’ personalities. The study hypothesizes that a high level of the participation rate in numerous training programs results in personality improvement amongst students. The study adopted the use of qualitative and quantitative methods to find the results of its objectives. The study comprised 110 Suan Sunandha Rajabhat University students. Of these, 100 students were selected from training sessions to be sample groups for the quantitative method, while the other 10 students were selected from a variety of training sessions to be key informants of subjects in the qualitative method (Rungsong & Chomchom, 2019). Data collection was done through an interview questionnaire and the results of the study are that the personality of the majority of students improves whenever they highly participate in numerous training programs. The study concludes that engaging in fun activities significantly improves students’ personality and psychology compared to other activities. The study recommends that future works should explore more fun activities that can be adopted in schools that can significantly help to improve students’ personality and psychology. The study’s limitation is that it is not generalizable to the overall population as it comprises a fewer number of participants.
Article 3: Personal and Social Development in Physical Education and Sports
Opstoel et al. (2019) examine whether physical education and sports can help improve an individual’s personality as well as enhance his or her social development. The study hypothesizes that physical education and sports can significantly improve an individual’s personality and enhance his or her social development process. The study utilized data from 88 articles that explored numerous concepts related to personal and social development amongst individuals. The concepts were grouped into various themes including problem-solving, responsibility, goal-setting, work ethic, communication, and prosocial behavior (Opstoel et al., 2019). The aim of the study is to explore how various works examine the importance of physical education and sports on an individual’s personal and social development. The study’s finding is that physical education and sports play a major role in improving one’s personality, and enhancing his or her social development. The study recommends that future studies should investigate more concepts related to personality and social development to establish how physical education and sport play a part in their improvement. The study’s limitation is that it relies on data presented by several primary studies; therefore, there is a possibility of its finding being biased.
Article 4: Personality Traits Related to Binge Drinking
Adan et al. (2017) explore whether binge drinking negatively impacts various personality traits of adolescents and youths, both in the short-term and long-term. The study hypothesizes that binge drinking may have negative consequences on an individual’s personal and social development. The study reviews existing data on personality characteristics associated with the practice of binge drinking and its evolution to establish how the practice may affect an individual’s personality development both in the short and long-term. The study adopts the use of the big five personality model that includes dimensions, such as agreeableness, extraversion, neuroticism, openness, and conscientiousness (Adan et al., 2017). The study’s finding is that binge drinking practice negatively impacts adolescents’ and youths’ personality and social development both in the short and long term. The study, therefore, recommends that future works should explore more personality traits and ensure that their findings can be generalizable to the overall population. Since the study relied on data from other works, its limitation is that the findings might be biased and not accurate.
Adan, A., Forero, D. A., & Navarro, J. F. (2017). Personality traits related to binge drinking: a systematic review. Frontiers in Psychiatry, 8, 134. https://www.frontiersin.org/articles/10.3389/fpsyt.2017.00134/full
Golle, J., Rose, N., Göllner, R., Spengler, M., Stoll, G., Hübner, N., … & Nagengast, B. (2019). School or work? The choice may change your personality. Psychological Science, 30(1), 32-42. https://journals.sagepub.com/doi/full/10.1177/0956797618806298
Opstoel, K., Chapelle, L., Prins, F. J., De Meester, A., Haerens, L., van Tartwijk, J., & De Martelaer, K. (2019). Personal and social development in physical education and sports: A review study. European Physical Education. https://journals.sagepub.com/doi/full/10.1177/1356336X19882054
Rungsong, M. P., & Chomchom, M. N. (2019, March). The success of personality development training. In International academic multidisciplinary research conference in London 2019 (pp. 32-32). Retrieved from http://icbtsproceeding.ssru.ac.th/index.php/ICBTSLONDON/article/view/8