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Individual Differences in Education - EDU00057I

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  • Department: Education
  • Credit value: 20 credits
  • Credit level: I
  • Academic year of delivery: 2024-25
    • See module specification for other years: 2023-24

Module summary

The aim of this module is to introduce students to the key concepts in the psychology of individual differences. It will build on students' understanding of the ways individual variations in learning needs and preferences manifest themselves in Education. The module will examine classic and contemporary research on personality and intelligence. A key focus of the module will be on research methods appropriate for measuring individual differences. This includes measurement practices that underpin different theoretical perspectives, including cross-cultural issues.

Related modules

Pre-requisite modules

  • None

Co-requisite modules

Prohibited combinations

  • None

Module will run

Occurrence Teaching period
A Semester 2 2024-25

Module aims

The aim of this module is to introduce students to the key concepts in the psychology of individual differences. It will build on students' understanding of the ways individual variations in learning needs and preferences manifest themselves in Education. The module will examine classic and contemporary research on personality and intelligence. A key focus of the module will be on research methods appropriate for measuring individual differences. This includes measurement practices that underpin different theoretical perspectives, including cross-cultural issues.

Module learning outcomes

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

  • Discuss the major theoretical perspectives on individual differences (e.g., theories of intelligence, personality, motivation, emotions).

  • Examine the way personality and intelligence influence education.

  • Understand the implications of individual differences, educational diversity and atypical development for teachers and educational psychologists.

  • Describe research methods appropriate for the study of individual differences.

Academic and graduate skills

Students will have learned how to:

  • Formulate academic arguments in written and oral form.

  • Manage a range of sources and critically evaluate the reliability and validity of these in informing and supporting academic argumentation.

  • Analyse the ways in which theories and data from different disciplines can inform each other and enhance understanding (in this case, of educational diversity.

  • Use the Virtual Learning Environment (VLE) website, and the Internet effectively.

Module content

The following is indicative of the different topics that will be covered:

  • Intelligence, basic concepts and life outcomes.

  • Personality: basic concepts and life outcomes.

  • Controversies in individual differences.

  • Optimism and happiness.

  • Empathy.

  • Creativity and motivation.

  • Controversies in the study of individual differences.

Indicative assessment

Task % of module mark
Essay/coursework 100

Special assessment rules

None

Indicative reassessment

Task % of module mark
Essay/coursework 100

Module feedback

Individual written feedback reports, with follow-up tutor meeting, if necessary. The feedback is returned to students in line with university policy. Please check the Guide to Assessment, Standards, Marking and Feedback for more information.

Indicative reading

Day, L., Maltby, J., Macaskill, A. (2017). Personality, Individual Differences and Intelligence (4th Ed.). Pearson.

Gaines, S.T. (2019). Personality Psychology: The Basics. Routledge.

Haslam, N., Smillie, L., & Rust, J., Kosinski, M., & Stillwell, D. (2020). Modern Psychometrics: The Science of Psychological Assessment (4th Ed.). Routledge.

Song, J. (2017). An Introduction to Personality, Individual Differences, and Intelligence (2nd Ed.). Sage.


The information on this page is indicative of the module that is currently on offer. The University constantly explores ways to enhance and improve its degree programmes and therefore reserves the right to make variations to the content and method of delivery of modules, and to discontinue modules, if such action is reasonably considered to be necessary. In some instances it may be appropriate for the University to notify and consult with affected students about module changes in accordance with the University's policy on the Approval of Modifications to Existing Taught Programmes of Study.