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Personality and Individual Differences

Code: 102578 ECTS Credits: 6
2025/2026
Degree Type Year
Psychology FB 1

Contact

Name:
Manel Monsonet Bardaji
Email:
manel.monsonet@uab.cat

Teachers

Marta Salla Martínez
Pilar Torrecilla Gonzalez
Lorena Chanes Puiggros

Teaching groups languages

You can view this information at the end of this document.


Prerequisites

There are no prerequisites specifically established for this course, but it is highly recommended to take it simultaneously with the rest of courses that make up the first semester of the first year, especially History of Psychology and Fundamentals of Psychobiology I.


Objectives and Contextualisation

At the end of this course, the student must have achieved the following objectives:
 
GENERAL OBJECTIVES:
1)     Know the different perspectives that co-exisit within the psychology of personality.
2)     Identify the complementary and differential aspects of the different perspectives of the psychology of personality.
 
SPECIFIC OBJECTIVES:
1)     Distinguish between the different perspectives of personality.
2)     Relate the different authors with their corresponding theories.
3)     Associate theory, evaluation and treatment for each perspective.
4)     Understand the historical development of perspectives.
5)     Assess the quality of the different perspectives.

Competences

  • Analyse scientific texts written in English.
  • Distinguish and relate the different focuses and theoretical traditions that have contributed to the historical development of psychology as well as its influence on the production of knowledge and professional practice.
  • Evaluate, contrast and take decision on the choice of adequate methods and instruments for each situation and evaluation context.
  • Make changes to methods and processes in the area of knowledge in order to provide innovative responses to society's needs and demands.
  • Recognise the diversity of human behaviour and the nature of differences in it in terms of normality abnormality and pathology.
  • Students must be capable of collecting and interpreting relevant data (usually within their area of study) in order to make statements that reflect social, scientific or ethical relevant issues.

Learning Outcomes

  1. Analyse a situation and identify its points for improvement.
  2. Analyse scientific texts written in English.
  3. Classify the main theoretical models that explain individual differences and personality.
  4. Evaluate different personality types.
  5. Identify and relate the personality traits of individuals.
  6. Identify assessment instruments in personality psychology.
  7. Identify situations in which a change or improvement is needed.
  8. Students must be capable of collecting and interpreting relevant data (usually within their area of study) in order to make statements that reflect social, scientific or ethical relevant issues.

Content

Definition, field of study and methods of investigation in the study of personality.
1)     Introduction to the study of personality.
2)     Introduction to methods for the study of personality.
3)     Introduction to the assessment of personality.
 
Theories and models in the psychology of personality.
4)     Introduction to the main perspectives in the psychology of personality.
5)     Dispositional perspective. Lexical approach.
6)     Dispositional perspective. Theoretical approach.
7)     Biological perspective.
8)     Personality and heatlh.
9)     Integration of different theories.

Activities and Methodology

Title Hours ECTS Learning Outcomes
Type: Directed      
Lectures 27 1.08 3
Practical sessions 6 0.24 2, 4, 3, 5
Seminars (small groups) 18 0.72 4, 6, 5
Type: Supervised      
Tutorials 7.5 0.3
Type: Autonomous      
Article readings 6.5 0.26 2
Autonomous study 82 3.28

TEACHING METHODOLOGY:
Lectures
Description and application of personality assessment tests
Discussion and tutorials
 
FORMATIVE ACTIVITIES:
Analysis of personality assessment tools and techniques
Application of personality assessment techniques
Case studies
Group discussions
Scientific readings
 

Annotation: Within the schedule set by the centre or degree programme, 15 minutes of one class will be reserved for students to evaluate their lecturers and their courses or modules through questionnaires.


Assessment

Continous Assessment Activities

Title Weighting Hours ECTS Learning Outcomes
EVIDENCE 1: Written test about the contents of Block A, written, individual, in-class first assessment period 40% 1.5 0.06 4, 3, 6, 5
EVIDENCE 2: Written test about the contents of Block B + competence T01 (reading and comprehension of a scientific article in English), written, individual, in-class second assessment period 40% 1.5 0.06 2, 4, 3, 6, 5
EVIDENCE 3: Seminars report, written, collective, To be handed in-class December 15% 0 0 4, 6, 5, 8
EVIDENCE 4: Peer-review, written, collective, in-class during last practical session 5% 0 0 1, 4, 6, 5, 7

Continuous assessment (CA) will consist of the following:
Evidence 1: Written test BLOCK A
Evidence 2: Written test  BLOCK B + competence T01: reading and comprehension of a scientific article in English
Evidence 3: Seminars report 
Evidence 4: Peer-review, in-class activity

Resit: Evidence 1 and/or Evidence 2
·       The course will be considered passed when the weighted average of the continuous assessment (EV1+EV2+EV3+EV4) is 5.00 or higher
·       Students that have handed in at least one learning evidence with a weight equal to 4 points (40%) will be eligible for assessment. This means having handed in the EV1 or the EV2
·       Students that have not handed any of the two main evidences (nor EV1 neither EV2) will be considered non-eligible for assessment.
·       Resit: Students will be eligible for resit if the have handed in evidence with a weighting equal to or above 2/3 of the total grade (that is, having handed in both EV1 and Ev2) and have obtained a grade below 5.00 but equal to or above 3.50.
        o   EV1, EV2: Reassessment of the block or blocks failed.
        o   EV3, EV4: Non-reassessable
The grade of the reassessed evidence/s(resit) will replace the grade originally obtained and the weighted average will be recalculated the same way as that for the continuousassessment.
 
Those students having obtained the highest weighted average grades ofthe continuous assessment (EV1+EV2+EV3+EV4), with a minimum of 9.00, will receivehonorary enrollment. If the number of honorary enrollment awarded under this criterion does not exceed the maximum, those students having obtained a grade between 8.00 and 8.99 who wish will be offered the possibility to opt for honor enrollment by doing a brief oral exam. 

Single Assessment (SA) will consist of the following:
Evidence 1: Written test BLOCK A (40%)
Evidence 2: Written test  BLOCK B + competence T01: reading and comprehension of a scientific article in English (40%)
Evidence 3: Seminars report (15%)
Evidence 4: Peer-review (5%)
Duration: 5 hours. To be done during the second assessment period.

Resit: Same as for CA.

THE SINGLE ASSESSMENT IS REQUESTED ONLINE (E-FORM) IN THE SPECIFIC PERIOD (more information on the Faculty website)

Schedule of the return:

Evidence 1: Return of the results of the evidence will be made both in the theory session after the evidence date and with tutoring (QD2, weeks 9-10).
Evidence 2: Return with tutoring (QD2, week 20).
Evidence 3 and 4: Activities linked to the seminars. Return with tutoring and rubric (QD2, week 20).

Use of Artificial Intelligence (AI) for the preparation of Ev3 and Ev4 assignments: The use of Artificial Intelligence (AI) technologies is permitted exclusively for support tasks, such as information searches, adaptation, and proofreading, as long as the reason for their use is explained. Therefore, it will be mandatory to clearly identify which sections were generated with this technology, specify the tools used, and include a critical reflection on how these issues influenced the process and the final outcome of the activity. Lack of transparency in the use of AI in assessable evidence will be considered a breach of academic honesty and may result in a partial or total penalty in the activity grade, or greater sanctions in serious cases. 

THE DELIVERY OF THE TRANSLATION OF THE IN-PRESENTIAL EVALUATION TESTS WILL BE CARRIED OUT IF THE REQUIREMENTS ESTABLISHED IN ARTICLE 263 ARE COMPLIED WITH AND YOUR REQUEST IS MADE IN WEEK 4 ONLINE (E-FORM) (more information on the Faculty website).

A SUMMARY TEST IS NOT CONSIDERED.

https://www.uab.cat/web/estudiar/graus/graus/avaluacions-1345722525858.html


Bibliography

Manual of reference:
Carver, C.S. & Scheier, M.F. (2016). Perspectives on personality. New York: Pearson.

Other manuals:
Larsen, R. J. & Buss, D. M. (2017). Personality psychology. New York: McGraw-Hill.
Zuckerman, M. (2005). Psychobiology of personality. Cambridge: Cambridge University Press.
Pueyo, A. A. (1996). Manual de psicología diferencial. Madrid: McGraw-Hill.
Ávia, M.D. y Sánchez-Bernardos, M.L. (1995). Personalidad: Aspectos cognitivos y sociales. Madrid: Pirámide.
Bermúdez, J., Pérez-García, A. y Sanjuán, P. (2003). Psicología de la personalidad: teoría e investigación. Madrid: UNED.
Brody, N. y Ehrlichman, H. (2000). Personality psychology: Science of individuality. New York: Pearson.
Cooper, C. (2002). Individual Differences.  London: Arnold
Eysenck, H.J. (2017). The biological basis of personality. New York: Routledge.
Eysenck, H.J. y Eysenck, M. W. (1985). Personality and individual differences. New York: Plenum Press.
Fierro, A. (1996). Manual de psicología de la personalidad. Barcelona : Paidós.
Funder, D.C. (1997). The personality puzzle. New York: W.W. Norton & Company.
Liebert, R. y Langenbach, L. (1998). Personality. Belmont: Thomson Brooks/Cole Publishing Co
Matthews, G; Deary, I.J. & Whiteman, M. C. (2003). Personality traïts. Cambridge: Cambridge UniversityPress.
Pelechano, V. (1996). Psicología de la personalidad. Barcelona: Ariel.
Pervin, L.A. (2003). The science of personality. New York: Oxford University Press.
Phares, E.J. (1991). Introduction to personality. New York: HarperCollins Publishers.
Schultz, D. P. y Schultz, S. P. (2002). Theories of personality. Belmont: Wadsworth.
Zuckerman, M. (2005). Psychobiology of personality. Cambridge: Cambridge University Press.

Software

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Groups and Languages

Please note that this information is provisional until 30 November 2025. You can check it through this link. To consult the language you will need to enter the CODE of the subject.

Name Group Language Semester Turn
(PAUL) Classroom practices 11 Catalan first semester morning-mixed
(PAUL) Classroom practices 12 Catalan first semester morning-mixed
(PAUL) Classroom practices 21 Catalan first semester morning-mixed
(PAUL) Classroom practices 22 Catalan first semester morning-mixed
(PAUL) Classroom practices 31 Catalan first semester morning-mixed
(PAUL) Classroom practices 32 Catalan first semester morning-mixed
(PAUL) Classroom practices 41 Catalan first semester morning-mixed
(PAUL) Classroom practices 42 Catalan first semester morning-mixed
(PAUL) Classroom practices 51 Spanish first semester morning-mixed
(PAUL) Classroom practices 52 Spanish first semester morning-mixed
(SEM) Seminars 111 Catalan first semester morning-mixed
(SEM) Seminars 112 Catalan first semester morning-mixed
(SEM) Seminars 113 Catalan first semester morning-mixed
(SEM) Seminars 114 Catalan first semester morning-mixed
(SEM) Seminars 211 Catalan first semester morning-mixed
(SEM) Seminars 212 Catalan first semester morning-mixed
(SEM) Seminars 213 Catalan first semester morning-mixed
(SEM) Seminars 214 Catalan first semester morning-mixed
(SEM) Seminars 311 Catalan first semester morning-mixed
(SEM) Seminars 312 Catalan first semester morning-mixed
(SEM) Seminars 313 Catalan first semester morning-mixed
(SEM) Seminars 314 Catalan first semester morning-mixed
(SEM) Seminars 411 Catalan first semester morning-mixed
(SEM) Seminars 412 Catalan first semester morning-mixed
(SEM) Seminars 413 Catalan first semester morning-mixed
(SEM) Seminars 414 Catalan first semester morning-mixed
(SEM) Seminars 511 Catalan/Spanish first semester morning-mixed
(SEM) Seminars 512 Catalan/Spanish first semester morning-mixed
(SEM) Seminars 513 Spanish first semester morning-mixed
(TE) Theory 1 Catalan first semester morning-mixed
(TE) Theory 3 Catalan first semester morning-mixed
(TE) Theory 5 Spanish first semester morning-mixed