Unit 1: Foundations of Personhood and Self-

Knowledge

Module Overview
This module invites you to critically explore the multi-dimensional concept of the self—
physical, emotional, social, and spiritual—and to engage intellectually with the
development of personality through the enduring nature versus nurture debate. It
encourages students to examine major personality theories, recognize their own personality
traits, and reflect on how self-awareness influences personal growth and social interactions.
The module fosters deep introspection and analytical thinking essential for understanding
the complexities of personhood.

By the end of this module, students will be able to:

 Define the self and explain the concept of self-awareness within various dimensions
of personhood.
 Analyze the roles of nature and nurture in personality development.
 Identify and apply key personality theories including Psychoanalytic, Trait,
Humanistic, and Social Cognitive models.

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  Assess their own personality traits using frameworks such as the Big Five model.
 Reflect on their personality and self-awareness to understand personal identity and
interpersonal dynamics.

👉 Module Content

1. Defining the Self: Physical, Emotional, Social, and

Spiritual Aspects
 Explore how the self is a complex system that includes bodily existence, feelings,
social roles, and spiritual experiences.
 Intellectual challenge: How do conflicting aspects within the self-influence identity
and behavior?

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Defining the Self: Physical, Emotional, Social, and Spiritual
Aspects
The self is one of the most fundamental yet complex concepts in human life. Across
cultures, disciplines, and historical traditions, people have tried to answer the question:
“Who am I?” The self is not a single, simple entity but rather a system of interconnected
dimensions—physical, emotional, social, and spiritual. These aspects shape human identity
and influence behavior, sometimes in harmony and at other times in conflict.
Understanding how these dimensions interact provides insight into personal development
and the challenges of maintaining a coherent sense of self.

The Physical Self: Bodily Existence and Identity

The physical self refers to the body as the tangible foundation of identity. It encompasses
one’s biological makeup, health, appearance, and abilities. From a psychological
perspective, body image significantly shapes self-concept and self-esteem (Cash & Smolak,
2011). For instance, individuals who view their physical bodies positively often demonstrate
higher confidence and stronger social interactions. Philosophically, Maurice Merleau-
Ponty (1962) argued that the body is not just a vessel but the very medium through which
we experience and engage with the world. Thus, physical existence is deeply tied to
personal identity, influencing how people perceive themselves and how they are perceived
by others.

The Emotional Self: Feelings as the Core of Subjective Experience

The emotional aspect of the self deals with affective states such as joy, anger, fear, and love.
Emotions guide decision-making, shape interpersonal relationships, and contribute to well-
being. According to Daniel Goleman’s (1995) framework of emotional intelligence, the
ability to recognize, regulate, and express emotions is central to personal and social success.
Emotional awareness creates authenticity, while emotional regulation fosters resilience.
Yet, emotions can also become sources of conflict—when one’s feelings clash with rational
thought or social expectations, individuals may experience inner tension that influences
their behavior and identity formation.

The Social Self: Roles, Relationships, and Collective Identity

The social self emerges in the context of relationships, roles, and cultural expectations.
George Herbert Mead (1934) introduced the idea of the “social self” as the product of
interactions with others, particularly through the process of role-taking and the
internalization of the “generalized other.” Identity is shaped by family, peers, institutions,

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and cultural norms. This means that the self is not purely individual but also collective. For
example, a student, parent, or professional may define themselves largely in terms of their
roles and responsibilities. However, when social roles conflict with personal desires or
values, individuals often experience identity crises, which Erik Erikson (1968) described as
central to human psychosocial development.

The Spiritual Self: Meaning, Purpose, and Transcendence

The spiritual self refers to one’s sense of meaning, purpose, and connection to something
greater than the individual. William James (1902) described spiritual experience as the
search for significance beyond the material and temporal world. For many, spirituality
provides moral grounding, resilience in times of suffering, and a sense of unity with others
or the divine. In modern psychology, spiritual well-being has been linked to mental health
and life satisfaction (Pargament, 2007). However, spirituality can also create inner conflict,
especially when personal beliefs diverge from societal norms or when individuals struggle
with existential doubts.

The Challenge of Conflicting Aspects of the Self

While each dimension contributes to a holistic sense of identity, they do not always align
harmoniously. A person may experience conflict between physical desires and spiritual
values, between emotional impulses and social expectations, or between personal
authenticity and external pressures. For instance, someone may feel strong emotional love
for another person, but social or spiritual commitments may prevent them from acting on
these feelings. These internal conflicts shape behavior by forcing individuals to negotiate,
prioritize, and integrate competing aspects of themselves. Psychologists describe this
process as identity integration, the effort to create coherence among multiple, and
sometimes contradictory, facets of the self (McAdams, 2013).

Worksheet 1: Defining the Self

1. Describe the physical, emotional, social, and spiritual aspects of yourself as an
aspiring educator. How do these dimensions influence your identity and role as a
future teacher?
________________________________________________________________________
________________________________________________________________________
________________________
________________________________________________________________________
____________________________________________________
2. Reflect on a time when an aspect of yourself conflicted with another in your
educational experiences or in your interactions with students or peers. How did this
internal conflict affect your behavior, decision-making, or approach to teaching?
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 ________________________________________________________________________
____________________________________________________________
________________________________________________________________________
__________________________
3. How can understanding and balancing the different dimensions of yourself
contribute to your effectiveness and responsibility as an education student in
Guimaras State University?
________________________________________________________________________
________________________________________________________________________
__________-

References

 Cash, T. F., & Smolak, L. (2011). Body Image: A Handbook of Science, Practice, and
Prevention. Guilford Press.
 Erikson, E. H. (1968). Identity: Youth and Crisis. W. W. Norton & Company.
 Goleman, D. (1995). Emotional Intelligence. Bantam Books.
 James, W. (1902). The Varieties of Religious Experience. Harvard University Press.
 McAdams, D. P. (2013). The Redemptive Self: Stories Americans Live By. Oxford
University Press.
 Mead, G. H. (1934). Mind, Self, and Society. University of Chicago Press.
 Merleau-Ponty, M. (1962). Phenomenology of Perception. Routledge.
 Pargament, K. I. (2007). Spiritually Integrated Psychotherapy: Understanding and
Addressing the Sacred. Guilford Press.


👉
2. Personality: Nature versus Nurture
 Examine the debate on the extent to which genetics (nature) and environment
(nurture) shape personality.
 Discuss scientific findings from psychology and behavioral genetics.
 Challenge: To what extent can individuals change their personality traits?
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Personality: Nature versus Nurture
The question of what shapes personality—our genetic inheritance or our environment—
has long been debated in psychology. Personality refers to the characteristic patterns of
thoughts, feelings, and behaviors that make each individual unique. While some theorists
emphasize biological predispositions (nature), others highlight the role of environment,
culture, and experiences (nurture). Modern research in psychology and behavioral genetics
suggests that both nature and nurture contribute to personality, but in complex and
dynamic ways.

The Case for Nature: Genetic Influences

The “nature” side of the debate argues that personality is largely shaped by genetic factors.
Behavioral genetics studies, especially those involving twins, provide strong evidence for
heritability. Research consistently shows that identical twins, even when raised apart,
display striking similarities in personality traits (Bouchard & McGue, 2003). For instance,
the Minnesota Twin Study found that about 40–60% of the variance in personality traits
can be attributed to genetic factors (Tellegen et al., 1988).

From a biological perspective, personality traits have been linked to brain structures and
neurochemical systems. For example, extraversion has been associated with dopamine
activity, while neuroticism has been linked to sensitivity in the amygdala and serotonin
regulation (DeYoung & Gray, 2009). These findings suggest that our biological makeup
places significant constraints on the range of personalities we may develop.

The Case for Nurture: Environmental Influences

On the other hand, the “nurture” perspective emphasizes the importance of environment,
learning, and culture in shaping personality. Social learning theorists, such as Albert
Bandura (1977), argue that individuals develop personality traits by observing others and
through reinforcement or punishment. Parenting style, peer influence, socioeconomic
conditions, and cultural norms all play a role in personality development.

For instance, collectivist cultures may promote traits like conformity and cooperation,
while individualistic cultures encourage independence and assertiveness (Markus &
Kitayama, 1991). Life experiences such as trauma, education, or major life transitions can
also reshape personality by altering coping strategies and worldviews.
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The Middle Ground: Interaction of Nature and Nurture

Most psychologists today agree that nature and nurture interact dynamically in shaping
personality. This interactionist perspective recognizes that genetic predispositions may
create tendencies, but environmental influences determine how these tendencies are
expressed. For example, a child genetically inclined toward introversion may become more
socially confident if raised in a supportive, encouraging environment.

Epigenetics further blurs the line between nature and nurture by showing that
environmental factors can affect how genes are expressed. Stress, diet, and social
conditions may activate or suppress genetic tendencies, meaning that our personality is
never entirely fixed by our DNA (Meaney, 2010).

The Challenge: Can Personality Traits Change?

A critical question in the debate is whether individuals can change their personality traits.
Traditional personality theories, such as the Big Five model, suggest that traits are
relatively stable across the lifespan (Costa & McCrae, 1992). However, more recent
longitudinal research indicates that personality can change gradually, particularly through
intentional effort or significant life experiences.

For instance, Roberts et al. (2017) found that people often become more conscientious and
emotionally stable as they age, a process known as the “maturity principle.” Additionally,
psychological interventions, such as cognitive-behavioral therapy (CBT), have been shown
to reduce neuroticism and increase traits like openness and self-control (Roberts et al.,
2017). This suggests that while genetics provide a foundation, individuals have some
capacity to reshape aspects of their personality, especially when motivated by personal
goals or supported by structured interventions.

Remember…

The nature versus nurture debate in personality highlights the complexity of human
development. While genetics provide a strong foundation, environment and life experiences
play a crucial role in shaping and modifying personality. Modern science views personality
as the product of both inherited traits and environmental influences, constantly interacting
throughout life. Importantly, individuals are not prisoners of their biology or upbringing—
while change may be gradual and effortful, personality traits can evolve, offering hope for
personal growth and transformation.

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Worksheet 2: Nature vs. Nurture Reflection
1. Reflect on how your genetic traits and environmental experiences have shaped your
personality and approach to learning and teaching. How do these influences affect
your identity as a future educator? __________
2. Provide specific examples from your life that illustrate the impact of both genetics
(nature) and environment (nurture) on your development as a student and person.
3. As a future teacher, how can understanding the dynamic between genetics and
environment help you support the diverse personalities and learning needs of your
students?
4. Discuss whether you believe personality traits can change over time and what role
education might play in facilitating positive personality and behavioral growth in
students.

References

 Bandura, A. (1977). Social Learning Theory. Prentice-Hall.

 Bouchard, T. J., & McGue, M. (2003). Genetic and environmental influences on
human psychological differences. Journal of Neurobiology, 54(1), 4–45.
 Costa, P. T., & McCrae, R. R. (1992). Revised NEO Personality Inventory (NEO PI-
R) and NEO Five-Factor Inventory (NEO-FFI). Psychological Assessment Resources.
 DeYoung, C. G., & Gray, J. R. (2009). Personality neuroscience: Explaining
individual differences in affect, behavior, and cognition. The Cambridge Handbook
of Personality Psychology, 323–346.
 Markus, H. R., & Kitayama, S. (1991). Culture and the self: Implications for
cognition, emotion, and motivation. Psychological Review, 98(2), 224–253.
 Meaney, M. J. (2010). Epigenetics and the biological definition of gene ×
environment interactions. Child Development, 81(1), 41–79.
 Roberts, B. W., Luo, J., Briley, D. A., Chow, P. I., Su, R., & Hill, P. L. (2017). A
systematic review of personality trait change through intervention. Psychological
Bulletin, 143(2), 117–141.
 Tellegen, A., Lykken, D. T., Bouchard, T. J., Wilcox, K. J., Segal, N. L., & Rich, S.
(1988). Personality similarity in twins reared apart and together. Journal of
Personality and Social Psychology, 54(6), 1031–1039.

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👉
3. Major Personality Theories
 Psychoanalytic Theory: Freud’s concepts of the unconscious, id, ego, and superego.
 Trait Theory: Focus on the Big Five personality traits (Openness,
Conscientiousness, Extraversion, Agreeableness, Neuroticism).
 Humanistic Theory: Emphasis on self-actualization, free will, and the positive
potential of humans (Rogers, Maslow).
 Social Cognitive Theory: Bandura’s ideas of observational learning, self-efficacy,
and reciprocal determinism.

Major Personality Theories

Personality psychology seeks to explain the consistent patterns of behavior, thought, and
emotion that define individuals. Over the years, several major theories have emerged, each
offering distinct perspectives on how personality develops and operates. Among the most
influential are Freud’s psychoanalytic theory, trait theory, humanistic theory, and social
cognitive theory. These frameworks differ in focus—ranging from unconscious conflicts to
observable traits, human potential, and social learning—yet together they provide a
comprehensive understanding of personality.

Psychoanalytic Theory: Freud’s Unconscious Mind

Sigmund Freud’s psychoanalytic theory was one of the first systematic attempts to explain
personality. Central to his view was the concept of the unconscious, a reservoir of thoughts,
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desires, and memories outside conscious awareness (Freud, 1923/1961). Freud proposed a
structural model of personality composed of three parts:

 Id: The primitive and instinctual component, driven by pleasure and immediate
gratification.
 Ego: The rational mediator that balances the demands of the id, superego, and
reality.
 Superego: The moral conscience, internalized from societal and parental standards.

Freud believed that much of personality development arises from conflicts among these
structures, particularly during early childhood. Though criticized for lack of scientific
evidence, psychoanalytic theory remains influential in highlighting the role of unconscious
processes and early experiences in shaping personality.

Trait Theory: The Big Five

Trait theorists focus on describing personality in terms of stable characteristics rather than
hidden motives. The Big Five model has emerged as the most widely accepted framework,
supported by extensive empirical research (McCrae & Costa, 2008). The five broad
dimensions are:

1. Openness to Experience – curiosity, imagination, and willingness to try new things.

2. Conscientiousness – organization, responsibility, and goal-directed behavior.
3. Extraversion – sociability, assertiveness, and positive emotions.
4. Agreeableness – compassion, cooperation, and trust in others.
5. Neuroticism – tendency toward anxiety, moodiness, and emotional instability.

Research shows these traits are relatively stable across the lifespan and have biological and
genetic underpinnings (McCrae & Costa, 2003). The Big Five also predict important life
outcomes, such as academic performance, career success, and health behaviors (Roberts et
al., 2007).

Humanistic Theory: The Positive Potential of Humans

Humanistic theorists, including Carl Rogers and Abraham Maslow, emphasized the
inherent goodness of people and their drive toward growth. Rogers (1951) introduced the
concept of the self-concept, arguing that congruence between the real self and ideal self
fosters well-being. Central to his view was unconditional positive regard, the acceptance
and support of individuals regardless of their behavior.

Maslow (1943) developed the hierarchy of needs, culminating in self-actualization—the

realization of one’s full potential. Humanistic theory emphasizes free will, personal growth,
and the belief that humans strive to live meaningful and fulfilling lives. While sometimes
criticized as overly optimistic, it remains influential in counseling, education, and positive
psychology.

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Social Cognitive Theory: Learning and Self-Efficacy

Albert Bandura’s social cognitive theory integrates behavioral and cognitive perspectives,
highlighting the role of learning and cognition in personality. Bandura (1986) emphasized
three core concepts:

 Observational Learning: People learn behaviors and attitudes by watching others

(e.g., the Bobo doll experiment).
 Self-Efficacy: Belief in one’s ability to succeed in specific situations, which
influences motivation and resilience.
 Reciprocal Determinism: Personality is shaped by the interaction of personal
factors, behavior, and the environment.

This theory underscores the importance of social context, modeling, and self-regulation,
offering a flexible account of how personality can adapt and change.

Major personality theories differ in their focus—psychoanalysis on unconscious conflict,

trait theory on measurable characteristics, humanism on human potential, and social
cognitive theory on learning and environment. Each provides valuable insights: Freud
emphasized the depth of the unconscious; trait theorists provided a scientific structure;
humanists highlighted growth and free will; and Bandura showed the role of learning and
self-efficacy. Together, these perspectives illustrate the complexity of personality and the
multiple factors—biological, psychological, and social—that shape who we are.

Worksheet 3: Personality Theories Comparison

 Summarize the main ideas of Psychoanalytic, Trait, Humanistic, and Social
Cognitive theories.
 Identify which theory you feel best explains your personality and why.
 Reflect on the practical implications of each theory in understanding others.

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References

 Bandura, A. (1986). Social Foundations of Thought and Action: A Social Cognitive

Theory. Prentice-Hall.
 Freud, S. (1961). The Ego and the Id (J. Riviere, Trans.). W.W. Norton. (Original
work published 1923).
 Maslow, A. H. (1943). A theory of human motivation. Psychological Review, 50(4),
370–396.
 McCrae, R. R., & Costa, P. T. (2003). Personality in adulthood: A Five-Factor
Theory perspective. Guilford Press.
 McCrae, R. R., & Costa, P. T. (2008). The five-factor theory of personality. In O. P.
John, R. W. Robins, & L. A. Pervin (Eds.), Handbook of Personality: Theory and
Research (pp. 159–181). Guilford Press.
 Roberts, B. W., Kuncel, N. R., Shiner, R., Caspi, A., & Goldberg, L. R. (2007). The
power of personality: The comparative validity of personality traits, socioeconomic
status, and cognitive ability for predicting life outcomes. Perspectives on
Psychological Science, 2(4), 313–345.
 Rogers, C. R. (1951). Client-Centered Therapy: Its Current Practice, Implications, and
Theory. Houghton Mifflin.

👉
4. Personality Traits: The Big Five and Others
 Introduction to the Big Five personality traits as a widely accepted model for
categorizing personality.
 Discuss strengths and limitations of trait theory.

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Personality Traits: The Big Five and Others
Introduction

Personality traits are enduring patterns of thought, feeling, and behavior that distinguish
individuals. Among the various approaches to understanding personality, trait theory is
one of the most empirically supported and widely used. At the center of this approach is the
Big Five personality traits, a model that categorizes personality along five broad
dimensions: openness, conscientiousness, extraversion, agreeableness, and neuroticism
(McCrae & Costa, 2008). This framework, also called the Five-Factor Model (FFM), has
become a cornerstone of modern personality psychology because of its cross-cultural
validity, predictive power, and utility in research and applied settings.

The Big Five Personality Traits

1. Openness to Experience – Reflects imagination, curiosity, and appreciation of new

ideas and experiences. High openness is linked to creativity and adaptability, while
low openness is associated with preference for routine and tradition.
2. Conscientiousness – Involves organization, discipline, responsibility, and goal-
directed behavior. Highly conscientious individuals are reliable and diligent,
whereas those low in conscientiousness may be more spontaneous but less
consistent.
3. Extraversion – Describes sociability, assertiveness, and energy levels. Extroverts
tend to be outgoing and energized by social interactions, while introverts prefer
solitude and quieter settings.
4. Agreeableness – Refers to compassion, cooperation, and trust. Highly agreeable
individuals are empathetic and helpful, while low agreeableness may manifest as
competitiveness or skepticism.
5. Neuroticism – Involves emotional instability, anxiety, and vulnerability to stress.
High neuroticism correlates with negative emotions, while low levels indicate
greater emotional resilience.

These five factors have been supported by cross-cultural studies and replicated across
different populations, suggesting a universal structure of personality (John, Naumann, &
Soto, 2008).

Other Trait Models

While the Big Five is dominant, other models have also contributed to the understanding of
personality. Hans Eysenck, for example, proposed a three-factor model focusing on
extraversion, neuroticism, and psychoticism (Eysenck, 1992). Raymond Cattell’s 16
Personality Factor (16PF) model offered a broader but less parsimonious framework
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(Cattell, 1957). More recently, the HEXACO model expanded on the Big Five by adding a
sixth factor, Honesty-Humility, which captures traits such as sincerity, fairness, and
modesty (Ashton & Lee, 2007). These variations highlight that while the Big Five is widely
accepted, trait theory continues to evolve.

Strengths of Trait Theory

 Empirical Support: The Big Five has strong psychometric validity and reliability
across cultures and languages (McCrae & Costa, 2008).
 Predictive Power: Traits correlate with important life outcomes, including career
success, physical health, and interpersonal relationships (Roberts et al., 2007).
 Practical Applications: Widely used in organizational psychology, education, and
counseling to assess individual differences.

Limitations of Trait Theory

 Descriptive, Not Explanatory: Trait theory describes personality differences but

offers limited explanation of how or why these traits develop (Block, 2010).
 Overemphasis on Stability: While traits are relatively stable, they may
underestimate situational influences and the potential for personality change over
time (Roberts & Mroczek, 2008).
 Reductionism: Critics argue that reducing personality to five broad dimensions
oversimplifies human complexity and ignores context-dependent variability.
 Cultural Bias: Although cross-cultural research supports the Big Five, some argue
that Western cultural perspectives shaped its development (Cheung et al., 2011).

The Big Five personality traits represent one of the most robust and widely accepted
models of personality, offering valuable insights into human behavior across cultures and
contexts. Its predictive power and practical applications make it an indispensable tool in
psychological research and practice. However, trait theory’s descriptive nature, cultural
limitations, and tendency to overlook situational influences mean it should be
complemented by other approaches. Understanding personality requires not only
categorizing traits but also exploring the dynamic interplay of biology, environment, and
context in shaping who we are.

Worksheet 4: Big Five Personality Self-Assessment

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 1. Reflect on your own personality traits—openness, conscientiousness, extraversion,
agreeableness, and neuroticism—and describe specific examples from your life that
illustrate these traits.
2. Consider how each of these traits influences your strengths and challenges as a future
educator. Which traits do you believe support your growth and effectiveness in teaching?
Which might require intentional development?
3. Identify areas for personal growth within these personality dimensions and outline
practical steps or strategies you can take to improve these areas to better fulfill your role
as a responsible and caring education student and future teacher at Guimaras State
University.

References

 Ashton, M. C., & Lee, K. (2007). Empirical, theoretical, and practical advantages of
the HEXACO model of personality structure. Personality and Social Psychology
Review, 11(2), 150–166.
 Block, J. (2010). The five-factor framing of personality and beyond: Some
ruminations. Psychological Inquiry, 21(1), 2–25.
 Cattell, R. B. (1957). Personality and motivation structure and measurement. World
Book.
 Cheung, F. M., van de Vijver, F. J., & Leong, F. T. (2011). Toward a new approach
to the study of personality in culture. American Psychologist, 66(7), 593–603.
 Eysenck, H. J. (1992). Four ways five factors are not basic. Personality and
Individual Differences, 13(6), 667–673.
 John, O. P., Naumann, L. P., & Soto, C. J. (2008). Paradigm shift to the integrative
Big Five trait taxonomy. In O. P. John, R. W. Robins, & L. A. Pervin (Eds.),
Handbook of Personality: Theory and Research (pp. 114–158). Guilford Press.
 McCrae, R. R., & Costa, P. T. (2008). The five-factor theory of personality. In O. P.
John, R. W. Robins, & L. A. Pervin (Eds.), Handbook of Personality: Theory and
Research (pp. 159–181). Guilford Press.
 Roberts, B. W., & Mroczek, D. (2008). Personality trait change in adulthood.
Current Directions in Psychological Science, 17(1), 31–35.
 Roberts, B. W., Kuncel, N. R., Shiner, R., Caspi, A., & Goldberg, L. R. (2007). The
power of personality: The comparative validity of personality traits, socioeconomic
status, and cognitive ability for predicting important life outcomes. Perspectives on
Psychological Science, 2(4), 313–345.

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References for Further Reading
 McAdams, D. P. (2015). The Art and Science of Personality Development. Guilford
Press.
 Freud, S. (1923). The Ego and the Id. Standard Edition of the Complete
Psychological Works of Sigmund Freud.
 Costa, P. T., & McCrae, R. R. (1992). NEO Personality Inventory: Professional
Manual. Psychological Assessment Resources.
 Rogers, C. R. (1961). On Becoming a Person. Houghton Mifflin.
 Bandura, A. (1986). Social Foundations of Thought and Action: A Social Cognitive
Theory. Prentice Hall.
 Tangney, J. P., & Fischer, K. W. (Eds.) (1995). Self-Conscious Emotions: The
Psychology of Shame, Guilt, Embarrassment, and Pride. Guilford Press.

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