Elemente de Psihodiagnostic si Psihologie Diferentiala

Anul I, semestrul I

Cadre didactice: Conf.univ.dr. Irina Macsinga

Tipul disciplinei: Obligatorie
Numr de ore alocate: 28 de ore
Din doua in doua saptamani (1 curs si 1 seminar)
Credi te 5

Descrierea succint a disciplinei
Prin intermediul acestei discipline, masteranzii vor avea oportunitatea de a aprofunda bazele teoretice
ale metodologiei indirecte in evaluare si de a aplica acest tip de metode indirecte in evaluarea unor
aspecte ale personalitatii. Din punct de vedere al psihologiei diferentiale, masteranzii vor acumula
informatii si vor dezvolta cunostinte si tehnici specifice in surprinderea diferentelor individuale care
explica comportamentul in doua setinguri: educational si organizational.

Obiecti vele di sciplinei
Sa se familiarizeze cu principiile de construire a unei probe indirecte in evaluarea psihologica
Sa discrimineze intre metodele directe si indirecte in evaluarea psihologica
Sa aplice o metoda indirecta in evaluarea personalitatii
Sa diferentieze intre aspectele explicite si cele implicite ale cognitiei umane
Sa analizeze principalii predictori ai diferentelor individuale in plan educational si
organizational

Competene dobndite
1. Cunoatere i nelegere
Cunoaterea unor principii de fundamentare a metodelor indirecte in evaluarea personalitatii
Cunoasterea principalilor predictori ai diferentelor individuale in mediul educational
Cunoasterea principalilor predictori ai diferentelor individuale in mediul organizational
2. Explicare i interpretare
Analiza critic a unor studii realizate cu ajutorul unor metode indirecte
Familiarizarea cu tehnica de aplicare a unei metode indirecte
3. Instrumental-aplicative
Efectuarea unor activiti practice de testare psihologica utilizand metode directe si indirecte;
Realizarea unor studii aplicative in mediul educational
4. Atitudinale
Manifestrea unei atitudini responsabile fata de cunoastere
Manifestarea unei atitudini pozitive fa de cercetarea tiinific n psihologie

Coninutul tematic al disciplinei
Perioada Temati c i bibliografie recomandat
Sptmna 2
Curs 1 Cunoasterea explicita versus cunoasterea implicit a
Natura, diferente, memorie explicita vs. implicita, invatarea explicita vs. implicita, motivatia
explicita vs. implicita

De citit:
Ziori, E si Dienes, Z. (2008). How does prior knowledge affect implicit and explicit concept
learning?. Quarterly Journal of Experimental Psychology, vol.61, 601-624
Capner, M., Scarcia, M si Graham, D. (2007). Establishing the psychometric properties of

measures of implicit memory. Australian Journal of Psychology, vol.59, 51-62
Lustig, C. (2001). Implicit memory is not immune to interference. Psychological Bulletin, 618-
628

Seminar 1 Masuratori ale memoriei implicite: valoare diagnost ica

Sptmna 4
Curs 2 Cunoasterea implicita in mediul educational
Definire, specific, importanta, efecte, nevoia implicita si explicita de autoimplinire

De citit:
Brunstein, J . si Maier, G. (2005). Implicit and self-attributed motives to achieve: two separate
but interacting needs. Journal of Personality and Social Psychology, vol.89, 205-222
Somech, A. si Bogler, R. (1999). Tacit knowledge in academia: its effects on student learning
and achievement. J ournal of Psychology, vol. 133, 605-621
Seminar 2 Masuratori ale cunoasterii implicite in mediul educational

Sptmna 6
Curs 3 Cunoasterea implicita in mediul organizat ional
Natura, specific, relevanta in procesele organizationale

De citit:
Kerr, M. (1995). Tacit knowledge as a predictor of managerial success: A filed study.
Canadian Journal of Behavioural Science, vol. 27, 35-51
Lubit, R. (2001). Tacit Knowledge and knowledge Management. Organizational Dynamics, vol.
29, 164-179
Seminar 3 Masuratori ale cunoasterii implicite in mediul organizational

Sptmna 8
Curs 4 Predictori ai dif erentelor individuale in educatie: abilitatile, nevoia de
cunoastere si st rategiile de invatare
Definire, nevoia de cunoastere, strategii de autoreglare, performanta academica

De citit:
Unnikrishnan, N. Si Ramnarayan, S. (2000). Individual Differences in Need for Cognitionand
Complex Problem Solving. J ournal of Research in Personality, 34, 305-328
Winne, P. (19960. A meta-cognitive view of individual differences in self-regulated learning.
Learning and Individual Differences, vol.8, 327-353
Chamoro-Premuzic, T. si Furnham, A. (2005). Personality and Intellectual Competence. New
J ersey: Lawrence Erlbaum
Curseu, P. (2004). Nevoia de stimulare cognitiva: delimitari conceptuale si consideratii privind
evaluarea. Creier, Cognitie, Comportament, 121-139
Cacciopo, J ., Petty, R., Feinstein, J . si J arvis, B. (1996). Dispozitional differences in cognitive
motivation: the life and times of individuals varying in need for cognition. Psychological
Bulletin, 119, 197-253
Seminar 4 Inteligent a academica auto-atribuita

Sptmna 10
Curs 5 Predict ori ai dif erentelor indi viduale in educatie: personalitatea
Trasaturi cu valoare predictiva, modelul Big Five

De citit:
Langston, C. si Sykes, E. (1997). Beliefs and the Big Five: cognitive bases of broad individual
differences in personality. Journal of Research in Personality, 31, 141-165
Poropat, A. (2009). A meta-analysis of the Five-Factor Model of personality and academic
performance. Psychological Bulletin, vol.135, 322-338
Seminar 5 Modelul Big Five bazat pe motive si credint e

Sptmna 12
Curs 6 - Predictori ai dif erentelor individuale in organizatii: abilitatile

De citit:
Chamoro-Premuzic, T. si Furnham, A. (2005). Personality and Intellectual Competence. New
J ersey: Lawrence Erlbaum
Murphy, K. (1989). Is the relationship between cognitive ability and job performancestable over
time? Human Performance, 2, 183-200
Dilchert, S. si colaboratorii (2007). Cognitive Ability Predicts Objectively Measured

Counterproductive Work Behaviors. J ournal of Applied Psychology, 92, 616-627
Schmidt, F. (2002). The role of general cognitive ability and job performance. Human
Performance, 15, 187-210
Schmidt, F. si Hunter, J . (2004). General mental ability in the world of work. J PSP, vol.16, 163-
173
Salgado, J . si colaboratorii (2003). A Meta-Analytic Study og General Mental Ability Validity for
different occupations in the European Community. J ournal of Applied Psychology, vol.88,
1068-1081
Abraham, R. (2004). Emotional competence as antecedent to performance. Genetic, Social
and General Psychology, 130, 117-143
Rapisarda, B. (2002). The impact of emotional intelligence on work team cohesiveness and
performance. The International J ournal of Organizational Analysis
Offermann, L. (2004). The relative contribution of emotional acompetence and cognitive ability
to individual and team performance. Human Performance, vol.17, 219-243
Cote, S. Si Myners, C. (2006). Emotional intelligence, cognitive intelligence and job
performance. Administrative Science Quarterly, vol.51, 1-28
Momeni, N. (2009). The relation between managers emotional intelligence and the
organizational climate. Public Personnel Management, vol.38, 35-48
Wang, Y si Huang, T. (2009). The relationship of transformational leadership with group
cohesiveness and emotional inteliigence. Social behavior and Personality, 37, 379-392
Seminar 6 Dincolo de G in predictia perf ormantei in munca: competentele emot ionale
si sociale

Sptmna 14
Curs 7 Predictori ai dif erentelor individuale in organizatii: personalitat ea

De citit:
Dudley, N., Orvis, C. si Cortina, J . (2006). A meta-analytic investigation of conscientiousness in
the prediction of job performance. J ournal of Applied Psychology, 91, 40-57
Robertson, I., Baron, H., Gibbons, P., MacIver, R. Si Nyfield, G. (2000). Conscientiousness
and managerial performance. J ournal of Occupational and Organizational Psychology, 73,
171-180
Ones, D.S si colaboratorii ()2007. In support of personality assessment in organizational
settings. Personnel Psychology, 60, 995-1027
Hurtz, G. Si Donovan, J . (2000). Personality and J ob Performance: The Bog Five Revisited.
J ournal of Applied Psychology, 85, 869-879
Barrick, M. Si Mount, M. (1991). The Big Five personality dimensionsand job performance: A
Meta-Analysis. Personnel Psychology, 44, 1-26
J udge, T. Si colaboratorii (2007). Self-Efficacy and Work-Related Performance: the Integral
Role of Individual Differences. J ournal of Applied Psychology, 92, 107-127
Seminar 7 Modelul Big Five si perf ormanta in munca si manageriala: dif erente
interpersonale






SISTEMUL DE EVALUARE
Evaluarea sumativa
Evaluarea sumativa va lua forma unui examen scris tip grila in care itemii sunt formulati situational,
analitic si mai putin descriptiv. Continutul acestora acopera in intregime contintul cursurilor si temelor
de seminar.

RESTANE - SISTEMUL DE EVALUARE
Masteranzii care nu au promovat examenul la aceasta disciplina vor prezenta un proiect individual
aplicat, pe una dintre temele discutate in cadrul disciplinei. Pasii parcursi in acest proiect vor fi
analizati si detaliati la curs.