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Within personality psychology, personal construct theory (PCT) or personal construct psychology (PCP) is a theory of personality and cognition developed by the American psychologist George Kelly in the 1950s. [1] The theory addresses the psychological reasons for actions. [2]
It is underpinned by the personal construct theory developed by George Kelly, first published in 1955. [3] A grid consists of four parts: A topic: it is about some part of the person's experience. A set of elements, which are examples or instances of the topic. Working as a clinical psychologist, Kelly was interested in how his clients ...
[12] The term "meaning-making" has also been used by psychologists influenced by George Kelly's personal construct theory. [13] In a review of the meaning-making literature published in 2010, psychologist Crystal L. Park noted that there was a rich body of theory on meaning-making, but empirical research had not kept pace with theory ...
In 1955, George Kelly published his theory about how humans create personal constructs. This was a more general cognitive theory based on the idea that each individual's psychological processes are influenced by the way they anticipate events. This lays the groundwork for the ideas of personal constructs. [2]
The constructivist classroom also focuses on daily activities when it comes to student work. Teaching methods also emphasize communication and social skills, as well as intellectual collaboration. [3] This is different from a traditional classroom where students primarily work alone, learning through repetition and lecture.
In psychology, a construct, also called a hypothetical construct or psychological construct, is a tool used to facilitate understanding of human behavior. A psychological construct is a label for a domain of behaviors. Behavioral sciences use constructs such as conscientiousness, intelligence, political power, self-esteem, and group culture.
Authentic instruction will take on a much different form than traditional teaching methods. In the traditional classroom, students take a passive role in the learning process. Knowledge is considered to be a collection of facts and procedures that are transmitted from the teacher to the student.
In psychology, constructivism refers to many schools of thought that, though extraordinarily different in their techniques (applied in fields such as education and psychotherapy), are all connected by a common critique of previous standard approaches, and by shared assumptions about the active constructive nature of human knowledge.