Feist−Feist: Theories of
Personality, Seventh
EditionV. Learning Theories 18. Kelly: Psychology of
Personal Constructs(^554) © The McGraw−Hill
Companies, 2009
A
rlene, a 21-year-old college student majoring in engineering, was balancing a
heavy academic schedule with a full-time job. Her life suddenly became even
more hectic when her 10-year-old car broke down. Now she faces an important de-
cision. As she interprets her world, she sees that she has several choices. She could
have her old car repaired; she could borrow money to purchase a nearly new used
car; she could walk to and from school and work; she could ask friends for trans-
portation; she could quit school and move back home with her parents; or she could
choose among several other options.
The process by which Arlene (or anyone) makes a decision is comparable to
those processes followed by scientists when they approach a problem. Like a good
scientist, Arlene followed several steps of decision making. First, she observed her
environment: (“I see that my car won’t run”). Next, she asked questions (“How can
I stay in school and keep my job if my car won’t run?” “Should I have my old car re-
paired?” “Should I buy a newer car?” “What other options do I have?”). Third, she
anticipated answers (“I can have my old car fixed, buy a newer one, rely on friends
for transportation, or quit school”). Fourth, she perceived relationships between
events (“Quitting school would mean moving back home, postponing or giving up
my goal of becoming an engineer, and losing much of my independence”). Fifth, she
hypothesized about possible solutions to her dilemma (“If I have my old car repaired,
it might cost more than the car is worth, but if I buy a late-model used one, I’ll have
to borrow money”). Sixth, she asked more questions (“If I buy a different car, what
make, model, and color do I want?”). Next, she predicted potential outcomes (“If I
buy a reliable car, I will be able to stay in school and continue my job”). And finally,
she attempted to control events (“By purchasing this car, I will be free to drive to
work and earn enough money to stay in school”). Later, we return to Arlene’s
dilemma, but first we look at an overview of personal construct theory as postulated
by George Kelly.
Overview of Personal Construct Theory
George Kelly’s theory of personal constructs is like no other personality theory. It
has been variously called a cognitive theory, a behavioral theory, an existential theory,
and a phenomenological theory. Yet it is none of these. Perhaps the most appro-
priate term is “metatheory,” or a theory about theories. According to Kelly, all peo-
ple (including those who build personality theories) anticipate events by the
meanings or interpretations they place on those events (Stevens & Walker, 2002).
These meanings or interpretations are called constructs. People exist in a real world,
but their behavior is shaped by their gradually expanding interpretation or construc-
tionof that world. They construe the world in their own way, and every construction
is open to revision or replacement. People are not victims of circumstances, because
alternative constructions are always available. Kelly called this philosophical posi-
tion constructive alternativism.
Constructive alternativism is implied by Kelly’s theory of personal constructs,
a theory he expressed in one basic postulate and 11 supporting corollaries. The basic
postulate assumes that people are constantly active and that their activity is guided
by the way they anticipate events.
548 Part V Learning Theories