Personality and Individual Differences
Code: 102578Credits: 6
| Degree programme | Type | Course |
|---|---|---|
| Psychology | FB | 1 |
Contact lecturer
- Name :
- Marta Salla Martínez
- Email :
- marta.salla@uab.cat
Teaching staff
- Estibaliz Royuela Colomer
- Manel Monsonet Bardaji
- Pilar Torrecilla Gonzalez
- Débora Perez Garcia
- Lorena Chanes Puiggros
Group languages
You can consult this information at the end of the 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
Learning outcomes
- Classify the main theoretical models that explain individual differences and personality.
- Identify and relate the personality traits of individuals.
- Evaluate different personality types.
- Identify assessment instruments in personality psychology.
- Analyse scientific texts written in English.
- 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.
- Identify situations in which a change or improvement is needed.
- Analyse a situation and identify its points for improvement.
Contents
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: Psychoanalytic perspective
5) Phenomenological-Humanistic perspective
6) Learning perspective
7) Social learning perspective.
8) Dispositional perspective. Lexical approach.
9) Dispositional perspective. Theoretical-biological approach
10) Personality and health
11) Personality and gender perspective
12) Integration of theories.
Learning activities and methodology
| Title | Hours | ECTS | Learning outcomes |
|---|---|---|---|
| Tutorials | 7.5 | 0.3 | |
| Article readings | 8 | 0.32 | |
| Practical sessions | 6 | 0.24 | |
| Seminars (small groups) | 18 | 0.72 | |
| Lectures | 25.5 | 1.02 | |
| Autonomous study | 82 | 3.28 |
Assessment
Continuous assessment activities
| Title | Weight | Hours | ECTS | Learning outcomes |
|---|---|---|---|---|
| EVIDENCE 4: Oral defense, collective, in-class during last seminar session | 10% | 0 | 0 | 1, 2, 3, 4, 6, 7, 8 |
| EVIDENCE 1: Written test about the contents of Block A, written, individual, in-class first assessment period | 35% | 1.5 | 0.06 | 1, 2, 3, 4, 6 |
| EVIDENCE 5: Peer-review, written, collective, in-class during last practical session | 10% | 0 | 0 | 1, 2, 3, 4, 6, 7, 8 |
| EVIDENCE 3: Seminars report, written, collective, To be submitted online on November/December | 10% | 0 | 0 | 2, 3, 4, 6, 7, 8 |
| EVIDENCE 2: Written test about the contents of Block B + competence T01 (reading and comprehension of scientific articles in English), written, individual, in-class second assessment period | 35% | 1.5 | 0.06 | 1, 2, 3, 4, 5, 6 |
CONTINUOUS ASSESSMENT (CA)
Continuous Assessment (CA) will consist of the following:
Evidence 1: In-person written examination – BLOCK A
Evidence 2: In-person written examination – BLOCK B + competency T01 (reading and comprehension of scientific articles in English)
Evidence 3: Group seminar report
Evidence 4: In-person oral examination – Group seminar defense
Evidence 5: In-person written examination – Group peer review of classroom practice
Distinction: Students with the highest Continuous Assessment grades (EV1+EV2+EV3+EV4+EV5), from 9.00 onwards, will be awarded Honors.
Resit: Evidence 1 and/or Evidence 2 (only those not passed). Evidences 3, 4 and 5 are not recoverable.
• According to the Faculty assessment guidelines, a course is considered passed in Continuous Assessment (0–10 scale) only if the student obtains a minimum overall grade of 5.0 and a grade equal to or higher than 4.0 in each in-person assessment contributing 20% or more of the Continuous Assessment grade. If this requirement is not met, the maximum grade to be recorded in the academic record will be 4.5 points. Therefore, the course will be considered passed when the weighted average of Continuous Assessment (EV1+EV2+EV3+EV4+EV5) is 5.00 or higher. However, a minimum grade of 4.00 must be obtained in both EV1 and EV2.
• Submission of the group practical report (EV3) is mandatory in order to be graded for EV4 and EV5.
• Attendance in person is required for assessment of Evidences 1, 2, 4 and 5.
• Students who have submitted evidence of learning with a weight equal to or greater than 4 points (40%) are considered "evaluable". Therefore, students who have not appeared for either EV1 or EV2 will be considered "non-evaluable".
• Resit eligibility: students who have completed assessment activities representing at least two-thirds of the total grade (i.e., EV1 and EV2) and obtained a final grade below 5.00 and equal to or above 3.50 may apply.
- EV1, EV2: Resit of the block(s) not passed.
- EV3, EV4, EV5: Not recoverable.
The grade obtained in the resit evidence will replace the original grade and the final weighted grade will be recalculated in the same way as for Continuous Assessment.
SINGLE ASSESSMENT (SA)
EV1: Written examination on BLOCK A contents, written, individual, in person (40%)
EV2: Written examination on BLOCK B contents + competency T01 (reading and comprehension of scientific articles in English), written, individual, in person (40%)
EV3: Practical report, written, individual, in person (20%)
Maximum duration: 5 hours. To be completed during the second assessment period.
Review of the final grade will be carried out through a tutorial session or rubric (QD1, week 20).
The same resit system as for CA will apply.
The same non-assessable criteria as for CA will apply.
SINGLE ASSESSMENT MUST BE REQUESTED ONLINE (E-FORM) DURING THE SPECIFIED PERIOD (more information on the Faculty website).
Feedback schedule:
Evidence 1: Feedback on results will be provided both in the theory session following the assessment date and through a tutorial session (QD1, weeks 10–11).
Evidence 2: Feedback through tutorial session (QD1, week 20).
Evidences 3, 4 and 5: Activities linked to seminars. Feedback through tutorial session and/or rubric (QD1, week 20).
Use of Artificial Intelligence (AI) for EV3: the use of AI technologies is permitted exclusively for support tasks, such as information searching, text adaptation or correction, provided that the reason for their use is explained. Therefore, it is mandatory to clearly identify which parts were generated using this technology, specify the tools used, and include a critical reflection on how they influenced both the process and the final outcome of the activity. Lack of transparency regarding the use of AI in assessable activities will be considered academic dishonesty and may result in partial or total penalties in the activity grade, or more severe sanctions in serious cases.
THE TRANSLATION OF IN-PERSON ASSESSMENT TESTS WILL BE PROVIDED ONLY IF THE REQUIREMENTS ESTABLISHED IN ARTICLE 263 ARE MET AND THE REQUEST IS SUBMITTED ONLINE (E-FORM) (more information on the Faculty website).
NO SYNTHESIS EXAMINATION IS PROVIDED.
https://www.uab.cat/web/estudiar/graus/graus/avaluacions-1345722525858.html
https://www.uab.cat/doc/DOC_PautesAvaluacio_2026
Bibliography
Manual of reference:
Carver, C.S. & Scheier, M.F. (2016). Perspectives on personality. New York: Pearson.
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
not applicable
Course groups and languages
The information provided is provisional until November 30. After this date, you will be able to consult the language of each group through this link. To access the information, you will need to enter the course CODE
| Type of teaching | Group | Language | Semester | Shift |
|---|---|---|---|---|
| (TE) Theory | 1 | Catalan | first semester | morning-mixed |
| (TE) Theory | 2 | Catalan | first semester | morning-mixed |
| (TE) Theory | 3 | Catalan | first semester | morning-mixed |
| (TE) Theory | 4 | Catalan | first semester | morning-mixed |
| (TE) Theory | 5 | Spanish | first semester | morning-mixed |
| (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/Spanish | 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/Spanish | first semester | morning-mixed |
| (SEM) Seminars | 214 | Catalan | first semester | morning-mixed |
| (SEM) Seminars | 311 | Catalan | first semester | morning-mixed |
| (SEM) Seminars | 312 | Catalan/Spanish | first semester | morning-mixed |
| (SEM) Seminars | 313 | Catalan | first semester | morning-mixed |
| (SEM) Seminars | 314 | Catalan/Spanish | first semester | morning-mixed |
| (SEM) Seminars | 411 | Catalan/Spanish | first semester | morning-mixed |
| (SEM) Seminars | 412 | Catalan/Spanish | first semester | morning-mixed |
| (SEM) Seminars | 413 | Catalan | first semester | morning-mixed |
| (SEM) Seminars | 414 | Catalan/Spanish | first semester | morning-mixed |
| (SEM) Seminars | 511 | Spanish | first semester | morning-mixed |
| (SEM) Seminars | 512 | Spanish | first semester | morning-mixed |
| (SEM) Seminars | 513 | Spanish | first semester | morning-mixed |