Personality Theories (Annotated Bibliography Sample)
The assignment was about providing 8 Annotated Bibliographies. This was through summarizing and briefly CRITIQUING eight to ten references that were to be used in writing of the thesis paper. The assignment also included providing a summary of each article, including the student’s specific concerns/accolades about methodology or conclusions. The summary was also include a brief statement of relevance to the thesis.
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Personality Theory: Annotated Bibliography and Thesis Statement
Student’s Name
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Personality Theory: Annotated Bibliographies and Thesis Statement
Thesis Statement
The knowledge of personality theories is of great significance since such theories are important in real practice more so in the treatment of various mental illnesses, including depression, personality, anxiety, and somatic and somatoform disorders.
Bibliography 1
Kaur, A., & Noman, M. (2022). Teaching personality theories for engagement in higher order thinking skills. Scholarship of Teaching and Learning in Psychology. https://psycnet.apa.org/record/2022-33377-001
Theories of personality may often be difficult and esoteric for learners to grasp for practical application. Nevertheless, good teaching strategies can provide better results. The article's main purpose was to determine if the higher-order thinking module of learning encourages involvement with higher-order reasoning abilities and influences academic achievement. For data collection, a post-test control group approach and face-to-face interviews were used. The study consisted of 68 in-service teachers where 35 belonged to the experimental group while 33 belonged to the control group (Kaur & Noman, 2022) . Data was gathered throughout the course of in five semesters in the midst of two academic years. From the analysis of the data, the experimental class considerably outperformed the comparison group on the test and indicated more involvement in the higher-order thinking abilities. The qualitative results indicate that the learning module generated interactive, significant, and profound learning chances for higher-order reasoning. The article concludes that, by utilizing tasks that involve higher-order thinking abilities, the instructional module may successfully promote critical reading and comprehension of the theories of personality.
Concerns on the Methodology and Conclusion
This study is effective as it provides clear evidence-based research on the effectiveness of utilizing higher-order thinking module for teaching personality theories. The methodological approach is also effective as it involves first hand data collection which leads to high accurate and reliable data. However, one significant concern in this part is the small sample size,
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