PSYC 235 Week 6 Blog 2 Example

Reviewed by Allison Pemberton, PhD · Liberty University · Updated

This PSYC 235 Week 6 example is Blog 2, the second 20-point blog in Liberty University PSYC 235, a BS in Psychology course, written after chapter 8 of Bjorklund on personality and a presentation, with the 110-point Exam 3 due in the same module. The composite prompt asks whether personality is set by early adulthood or keeps changing. The entry starts from a saying the writer's father repeats, that people do not change after thirty, and tests it against a meta-analysis of longitudinal studies with more than 178,000 participants on rank-order stability and more than 242,000 on mean-level change. It explains that stability rises through early life and levels off in young adulthood, while emotional stability keeps increasing across the lifespan. A biblical image of being transformed by the renewing of the mind frames the reflection, and a response engages a classmate's blog on a grandmother's late-life openness.

CoursePSYC 235 Psychology of Adulthood (PSYC235)
Module/Week6
AssignmentBlog 2
Paper typeBlog entry and response
Lengthabout 500 words (thread and replies). Course guide: per the course guide, a blog entry posted in the online course plus a substantial response to 1 classmate's blog
FormatAPA 7 citations and reference list
Points20
SchoolLiberty University Online
ProgramBS in Psychology
Where it sitsModule/Week 6 in Liberty's published PSYC 235 course guide; current sections can differ
UpdatedOctober 2026

Free sample paper for PSYC 235 Week 6

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Blog 2: Entry and Response

PSYC 235 Psychology of Adulthood, Blog 2 (entry and one response)

Thread by [Student Name]

The blog prompt, the writer's family details and the classmate's entry are composites standing in for the course's own blog; the textbook, Scripture and published study are real; the requirements follow Liberty's public course guide for PSYC 235.

Blog Entry

Why this part earns its pointsThe entry tests a family saying against research, which keeps the reflection connected to the chapter.
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My father likes to say that people do not change after thirty. He says it about politicians, coworkers and, occasionally, about me, usually when I promise to start getting up earlier. This week's chapter made me wonder whether he is right.

Bjorklund (2015) distinguishes between two kinds of stability in personality. Rank-order stability asks whether people keep their position relative to others, so that the most outgoing person in a group of 30-year-olds is still among the most outgoing at 60. Mean-level change asks whether the average person becomes more or less of something with age, such as more agreeable or less anxious. A person can stay the same in the first sense while changing in the second.

A large meta-analysis tested both. Bleidorn et al. (2022) synthesized longitudinal studies published since 2005, covering 178,503 participants for rank-order stability and 242,542 for mean-level change. Stability increased through childhood and adolescence and reached a plateau in young adulthood, and, unlike earlier estimates, it showed little further increase after age 25. Average traits changed in the direction of greater maturity, though the total change across the lifespan was slightly smaller than earlier studies suggested. Emotional stability was the exception: it increased consistently and more substantially across the whole lifespan than researchers had previously found.

So my father is partly right. By thirty, his relative position among his friends was probably set. But the research suggests he has also become calmer, less reactive and more even-tempered, and my mother agrees. She says he used to slam doors when the car broke down, and now he just calls a mechanic and makes coffee. The study has limits; it describes averages, not any one person, and the authors themselves point to important gaps in what is known about personality development.

Romans 12:2 tells believers not to be conformed to this world but to let God reshape them as their thinking is made new (English Standard Version Bible, 2001/2016). That call assumes change remains possible at any age, and the research on emotional stability gives me one small sign that it does.

Readers: have you seen someone you know become noticeably calmer or kinder with age?

Response to Jordan

Why this part earns its pointsThe response ties the classmate's story to the distinction between rank-order and mean-level change.
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Jordan, your story of your grandmother taking up painting and traveling alone after 75, when she had been cautious her whole life, is a wonderful counterexample to the idea that people stop changing. It also illustrates the distinction in our chapter. The meta-analysis we read about found that the strongest consistent change across adulthood was in emotional stability, while broader traits changed less on average (Bleidorn et al., 2022). Your grandmother's new openness may reflect individual change that averages hide, since a meta-analysis can show little average movement in openness while some people change a great deal, perhaps sparked by new freedom after widowhood. It could also reflect what the chapter calls the influence of new roles, since widowhood brought choices she had never had. Do you think the change came from her personality itself or from her new circumstances?

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References

Bjorklund, B. R. (2015). The journey of adulthood (8th ed.). Pearson.

Bleidorn, W., Schwaba, T., Zheng, A., Hopwood, C. J., Sosa, S. S., Roberts, B. W., & Briley, D. A. (2022). Personality stability and change: A meta-analysis of longitudinal studies. Psychological Bulletin, 148(7-8), 588-619. https://doi.org/10.1037/bul0000365

English Standard Version Bible. (2016). Crossway. (Original work published 2001)

What the PSYC 235 Week 6 instructions ask

Blog 2 is due in Module/Week 6 of PSYC 235 for 20 points, together with the 110-point Exam 3, after chapter 8 of Bjorklund on personality and one presentation. It is the second of the course's three blogs, which fall in Modules/Weeks 2, 6 and 8. As with the first, each student posts an entry and then writes a substantial response to one classmate's blog. The guide leaves the entry's length open and asks only that responses be substantial, so the standard is thoughtful engagement with the chapter rather than a word count, and a clear point of view. Because the exam shares the week, a focused entry on one question works better than a broad survey.

How this PSYC 235 Week 6 example is built

The entry opens with the father's saying and the writer's doubt about it, then summarizes what the chapter says about stability and change in personality traits. The meta-analysis supplies the evidence: how rank-order stability and average levels of traits change across the lifespan, and what the authors found about emotional stability in particular. The writer applies the findings to the father's own life, notes a limit of the research, and brings in a biblical concept about transformation. A question for readers closes the entry. The response engages a classmate's blog about a grandmother who became more open in her seventies and asks what drove the change.

PSYC 235 Week 6 grading rubric: where the points go

Blog 2's 20 points reward an entry that thinks with the chapter on personality: accurate use of terms such as rank-order stability and mean-level change, a clear connection to the student's own observations and, where used, research described carefully. Graders also look for a substantial response to a classmate that adds something to their reflection. Informal tone is acceptable, but claims about research should be accurate and cited. A biblical reflection is welcome where it fits, though the guide's requirement for an integrated biblical concept applies to the forums, not the blogs. Clear writing completes the grade, and a response that asks a genuine question invites the classmate to keep thinking.

PSYC 235 Week 6 help: mistakes that cost points

Personality blogs often confuse two different questions: whether people keep their rank compared with others, and whether the average person changes. A person can stay more outgoing than friends while everyone becomes calmer with age. Use the chapter's terms to keep these apart, and say which one your example illustrates. If you cite a study, say what kind of change it measured and over what ages. Personal examples work well here, but describe family members respectfully. In the response, connect the classmate's example to a specific finding or concept from the chapter. Keep the entry focused, since the personality blog shares its module with the third exam and both deserve attention.

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PSYC 235 Week 6 questions, answered

What is PSYC 235 Blog 2?

The second of three PSYC 235 blogs, worth 20 points in Module/Week 6, reflecting on the chapter about personality in adulthood, with a substantial response to one classmate's blog.

Where can I find a free PSYC 235 Week 6 sample paper?

This page carries a full PSYC 235 Week 6 blog on whether personality changes after thirty, drawing on a large meta-analysis of longitudinal studies, with a response to a classmate, is on this page.

Does personality change in adulthood?

Bleidorn and colleagues' synthesis of long-term studies showed that rank-order stability rises through early life and plateaus in young adulthood, while emotional stability keeps increasing across the lifespan.

What is the difference between rank-order stability and mean-level change?

Rank-order stability asks whether people keep their position relative to others over time, while mean-level change asks whether a group's average level of a trait rises or falls.

What else is due in PSYC 235 Module/Week 6?

The third of PSYC 235's four 110-point exams, covering the personality chapter among others; like the rest it is open book, has 55 items and allows a second attempt.

Use it as a model, or ask for your own

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