Overview of Personality and Adjustment.

Updated on May 09, 2023

Personality originated from Latin word "Persona" which means mask or facial cover that refers to individual external
posture. According to psychologists, personality includes thinking, perception, value, attitude, character, ability, belief,
intelligence, motivation, habit and others.
Personality originated from Latin word "Persona" which means mask or facial cover that refers to individual external
posture. According to psychologists, personality includes thinking, perception, value, attitude, character, ability, belief,
intelligence, motivation, habit and others.
Personality is the relationship between thinking, emotion and feeling with human behaviour. Personality illustrates an
individual personal characteristic. It is related to character. An individual personality can be studied through behaviour,
speech problem solving manner. -Abdul Majid (1997),
Personality as character that emerged from an individual without environment influence. Murugian (1996)
Personality as a dynamic individual behaviour which is always changing according to situation and environment, and
able to adapt oneself with the environment according to own way. - Gordon Allport (1980)
Tthe concept of personality can be summarised as overall behaviour prediction that could be observed and evaluated
objectively by others. It illustrates the overall dynamic of an individual and unique at a particular time. - Boon and Ragbir
(1998)
Personality as psycho-physical system dynamic organisation of an individual that determine behaviour and thinking.
Allport 1961, (in Mischel, 1999)
"Personality is the complex organisation of cognition, affects, and behaviours that gives direction and pattern
(coherence) to the person's life. Like the body, personality consists of both structures and processes and reflects both
nature (genes) and nurture (experience). In addition, personality includes the effects of the past, including memories
of the past, as well as constructions of the present and future."- Pervin (1996), in Mischel (1994:4)
There are many types of personality.
Among them is Carl Jung. Personality according to Carl Jung can be classified into three that are extrovert, introvert and
ambient . Ability and cognitive intelligence among intelligent students are always associated with extrovert personality
that is love to socialize, quick in giving opinion, friendly, creative and open-minded.
Eysenck and Cookson (1961) carried out a study on primary school pupils in Staffordshire and discovered that pupils
with high intelligence are extrovert.
Primary school pupils are more extroverts and managed to achieve excellent academic results (Elliot, 1972; Anthony,
1977 and Riding 1979).
In another study by Johnson (1997), found out that there is a significant correlation between personality and academic
achievement. From studies, male students are generally more aggressive compared to female students. Early studies
conducted by Eysenck (1965), on children who are 7-16 years old showed that male students are more extrovert than

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female students.
For introvert students, Rita Dunn et al., (1989), showed that intelligent students comprise of introvert where they are
incline to study independently rather than in groups.
Introvert personality is a person personality that is not comfortable with the companion of others, likes to isolate,
dislike new person, speaking in public, decrease self-trust, shy and quiet.
The characteristics of this personality are related to academic achievements.
The Basis of Personality Psychology
What is it that makes you who you are? Many factors contribute to the person you are today, including genetics,
your upbringing, and your life experiences.
Many would argue that what makes you unique is the characteristic patterns of thoughts, feelings, and
behaviors that make up your personality. While there is no single agreed-upon definition of personality, it is often
thought of as something that arises from within the individual and remains fairly consistent throughout life.
Both nature and nurture can play a role in personality, although large-scale twin studies suggest that there is a
strong genetic component.
While the exact degree varies depending on the trait, genetics does have an influence on personality. Twin and
adoption studies indicate that human personality is around 30% to 60% heritable.4
This certainly does not mean that the environment does not play a role in shaping personality. Personality traits
are complex, and research suggests that genetic and environmental factors shape traits. These two forces interact in
various ways to form our individual personalities.
One of the best-known longitudinal studies looking at the heritability of personality characteristics, the
Minnesota Study of Twins Reared Apart, has long been cited as evidence that traits are primarily inherited. However,
one recent critique has called the results into question by noting that important data about the control group was
excluded from publication.
A 2018 study published in the journal Molecular Psychiatry concluded that interactions between more than 700
genes had a greater influence on certain personality traits than cultural and environmental influences.
ACTIVITY
1. What is meant by personality?
2.As a teacher to students of various intelligence, experience and personality, what types of personality that
sometimes change as a result of factors that influenced them?
Personality Change
Are personalities born or made? The fact that children exhibit personality characteristics in infancy suggests
that genetics plays a part, but changes in personality over time also point to a nurture component as well.
Kids display early signs of their personality in the form of temperament, which is estimated to be 20% to 60%
due to genetics. Children generally have one of three basic temperaments: easy, difficult, or slow-to-warm-up.

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 But how much does childhood temperament influence personality later in life? A child's basic temperament is
important in determining how they interact with their environment. Because of this, these different interactions
contribute to different experiences.
While your temperament, or disposition, influences your personality, they are not the same and can be quite
different. Your temperament affects how you behave and how you interact with your environment. Your personality,
on the other hand, encompasses your beliefs, thoughts, traits, characteristics, and behaviors that develop as you age.
Let us examine the factors that could influence personality change. The changes on a person's personality are
influenced by many factors. These include:

Factors Influencing Development of Personality.

Really speaking, a human being's personality is a product of their genetic endowment and cultural
environment. As Cole and Bruce described, “from the moment of conception, it grows 'whole', having within
itself possibilities of developing into a dynamic, active, walking, talking, thinking, feeling human being, provided
that the environment furnishes the raw materials and the appropriate conditions of stimulation.”
Differences in individual personalities arise because
(i) the possibilities within themselves are different, and
(ii) the provision of raw materials and appropriate conditions of stimulation by the environment vary
widely. Guilford, for example, charted the magnitude of similarity of pairs of children with respect to
intelligence (IQ). Similarity in heredity varied from the same child (tested twice) to identical twins to
only chance similarity in a pair of unrelated children.
The difference in commonality between the second and third pairs stated above demonstrates the role of the
environment (rearing practice), while the trend from pair one to pair seven shows the role of heredity.
The following are the main factors:
Heredity.
Genetics, or the science of heredity, is a discipline contributing specific details of the impact of heredity on living
beings. Baller and Charles have compiled some general statements about the inheritance of character that are
relevant to the behavior of personality. Basically, we inherit “a tendency toward a certain structure” and “a
tendency to function in certain ways.” Specifically, these include the following:
Tendency towards a certain structure: Includes the following behaviors:
• A tendency to achieve a certain body weight.
• A tendency towards a general body type (e.g., skeletal structure, proportion of fat and muscle tissue,
and the length of limbs).
• Sex.
• Appearance (e.g., skin, hair texture and color, eye shape and color, nose shape, ear shape, head shape).

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 • Internal structure, such as the size of the heart and lungs in proportion to the body, determining the
capacity for prolonged physical effort.
Tendency to function in certain ways: Includes the following behaviors:
• Natural response (e.g., functioning of the nervous system, intelligence, predisposition to react slowly
or quickly).
• Sensory efficiency (e.g., keenness of vision, range of hearing, sensitivity of touch and smell).
• Operation of the "vegetative system" (e.g., heart and circulatory system, digestive system,
reproductive system).
• Functioning of the endocrine system (e.g., glandular secretions such as the thyroid controlling the
metabolic rate, the pituitary controlling growth, the gonads controlling sex drive and sex
characteristics, and the adrenals controlling emotional “stir-ups”).
• Rate of physical growth.
• Predisposition to certain characteristics.
Finally, a note must be added that the effects of heredity on temperamental quality are not fatalistic as these
are on the structural tendency. Medical and surgical interventions are being continuously invented to bring the
functioning of hereditary systems and mechanisms under control. Plastic surgery, for example, brings change
in inherited appearance while hormonal treatment changes the functioning of endocrine glands.
Environmental Factors
Environmental factors influence the uterine environment during the prenatal stage, causing damage
or disabilities. Cultural patterns shape the child's physical appearance during the first month. As the
child grows, they face and deal with various environmental factors.
Rearing patterns: Interactions between the infant and mother for the satisfaction of biological needs play a
significant role in personality development. Care and affection develop a sense of security. Over-indulgence or
under-indulgence of the mother in breast-feeding would determine the “oral” personality, and severity in
toilet-training leads to the “anal” personality.
Regularity in feeding practices: Develops in the child a “basic trust” in the world; irregularity would yield
“mistrust.” Similarly, toilet-training severity may cause the child to grow into a doubting and shameful person,
while training “at ease” develops autonomy.
Parent-Child Interaction
Once the child grows free of the needs of the mother, parent-child interaction assumes social dimensions.
Through these interactions, both the individual psyche and the social psyche are communicated to the child,
and the child develops in themselves “individuous” (individual self) and “socius” (social self). The effect of
parents' behavior on the child’s behavior is summarized in the following table.

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 Parenting Style Characteristics

Rejective Submissive, aggressive, adjustment difficulties,

feelings of insecurity, sadistic, nervous, shy, stubborn,
noncompliant.
Over-protective, Infantile and withdrawing, submissive, feelings of
"babying" insecurity, aggressive, jealous, difficult adjustment.
Dominating parents Dependable, shy, submissive, polite, self-conscious,
uncooperative, tense, bold, quarrelsome,
disinterested.
Submissive parents Aggressive, careless, disobedient, independent, self-
confident, forward in making friends, neurotic.

Harmonious, well- Submissive, good adjustment, calm, happy,

adjusted compatible, cooperative, superior adjustment,
independent.
Child accepted Socially acceptable, faces future confidently.

Parents play with child Security feelings, self-reliant.

Logical, scientific Self-reliant, cooperative, responsible.

approach
Consistent strict Good adjustment.
discipline
Giving child Good adjustment, self-reliant, security feelings,
responsibility.

The formation of a sense of "socius" in children is influenced by their social class, with nuclear families
being overindulgent and introverted, while joint families are social and accommodating. Middle-class
parents instill self-direction and decision-making power, while lower-class families may develop an
attitude of control. These differences also influence achievement motivation. Gender roles are
learned through cultural expectations, such as boys becoming boys and girls becoming girls. Our
reactions to situations reveal how personalities are unknowingly shaped.
Sibling Relations
Research shows that sibling relationships in homes create an environment that can lead to
overprotection, self-centeredness, jealousy, and overtaxing expectations. Children in intermediate
positions may experience mixed experiences and inferiority feelings, while the youngest may be
spoiled. Studies suggest first-born children contribute more geniuses, while last-born children tend to
be more creative and expressive.
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 Neighborhood
Neighborhoods offer a child's first exposure to a larger cultural environment, exposing them to
different family styles and fostering their development. Neighborhoods are more objective than
parents, treating children as individuals and focusing on behavior.
Peer Group
The peer group is a social group of individuals of similar age, often unrelated biologically but socially.
Through interaction, children learn to conform to group norms, take turns, and coordinate activities.
This process shapes behavior according to group standards and preferences. The peer group persists
throughout life, changing with maturity but influencing individuals to live up to their group reputation.
School
Childhood is marked by play and schooling, where children learn behavior patterns for adulthood.
Schooling teaches punctuality, regularity, and scheduling through the bell. It also teaches authority,
respect for rules, and sometimes questions home norms. Schools can conflict with family norms,
leading to concealment of facts or half-truths. Each school has its personality and develops traits such
as achievement motivation, creative expression, and a carefree attitude.
Mass Media
School and mass media influence a child's cultural development, exposing them to diverse forms and
styles. This exposure creates creative tensions, affecting their ego. Heredity influences ability levels
and physical characteristics more than environment, while psychological and affective traits are
influenced more by environment.
Check Your Progress 3
a) Write your answer in the space provided below.
b) Compare your answer with those given at the end of the unit.
Write down the names of the environmental factors affecting the growing personality of an individual.
Personality Characteristics
What exactly makes up a personality? Traits and patterns of thought and emotion play important roles, and so
do these fundamental characteristics of personality:
Consistency: There is generally a recognizable order and regularity to behaviors. Essentially, people act in the
same way or in similar ways in a variety of situations.
Both psychological and physiological: Personality is a psychological construct, but research suggests that it is
also influenced by biological processes and needs.

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 Affects behaviors and actions: Personality not only influences how we move and respond in our environment,
but it also causes us to act in certain ways.
Multiple expressions: Personality is displayed in more than just behavior. It can also be seen in our thoughts,
feelings, close relationships, and other social interactions.
Ego Defense Mechanism
The ego defense Mechanism is a way of
reducing anxiety by distorting reality
and some of the main defense
Mechanisms are mentioned below:
Repression – Anxiety-provoking
thoughts are dismissed by the
unconscious and people become
unaware of them
Projection – People tend to attribute
their traits to others.
Denial – People don’t accept reality and
deny it completely.
Reaction Formation- People defend
against anxiety by behaving opposite to
their true feelings.
Rationalization – People try to make
unreasonable feelings rational and
reasonable.
Importance of Personality Psychology
Personality psychologists often look at
how personality varies from one individual to
the next, as well as how it may be similar. These
professionals may also be tasked with the assessment, diagnosis, and treatment of personality disorders.
Understanding personality also allows psychologists to predict how people will respond to certain situations and the
sorts of things they prefer and value. To get a sense of how researchers study personality psychology, it will be helpful
to learn more about some of the most influential personality theories.
Personality Characteristics
What exactly makes up a personality? Traits and patterns of thought and emotion play important roles, and
so do these fundamental characteristics of personality:
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Consistency: There is generally a recognizable order and regularity to behaviors. Essentially, people act in the
same way or in similar ways in a variety of situations.
Both psychological and physiological: Personality is a psychological construct, but research suggests that it
is also influenced by biological processes and needs.
Affects behaviors and actions: Personality not only influences how we move and respond in our
environment, but it also causes us to act in certain ways.
Multiple expressions: Personality is displayed in more than just behavior. It can also be seen in our thoughts,
feelings, close relationships, and other social interactions.
Recap
Your temperament includes the basic dispositional traits that you are largely born with. It is temperament that
influences how you behave, your social interactions, and how you respond to the environment. Such experiences then
play a part in shaping the development of your personality.
Personality Trait Changes
When it comes to some of the broad, dominant traits, change tends to be difficult. When it does occur, these
changes tend to be very subtle.
A very extroverted person, for example, might become somewhat more reserved over time. This does not
mean that they will transform into an introvert. It simply means that a subtle shift has occurred, and the person's
extroversion has been slightly modified. The individual is still outgoing and gregarious, but they might find that they
also enjoy solitude or more quiet settings on occasion.
Research suggests that people do tend to become more introverted as they grow older.
Donnellan MB, Lucas RE. Age differences in the Big Five across the life span: evidence from two national samples. In
both of these examples, the individual's core personality trait has not changed altogether. Instead, changes over time,
often the result of experiences, have led to subtle shifts in these central traits.
Theories of Personality Psychology
A number of theories have emerged to explain the aspects of personality. Some are focused on explaining how
personality develops, while others are concerned with individual differences in personality.
Trait Theories of Personality
The trait theories of personality center on the idea that personality is comprised of broad traits or dispositions.
Various theories have been proposed to identify which attributes are key components of personality, as well as
attempts to determine the total number of personality traits.
Psychologist Gordon Allport was one of the first to describe personality in terms of individual traits. In his
dispositional perspective, Allport suggested that there are different kinds of traits: common, central, and cardinal.

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 Common traits are shared by many people within a particular culture. Central traits are those that make up an
individual's personality. Cardinal traits are those that are so dominant that a person becomes primarily known for those
characteristics.
An example of a cardinal trait is Mother Teresa. She was so well-known for her charitable work that her name
became almost synonymous with providing service to those in need.
Allport suggested that there were as many as 4,000 individual traits. Psychologist Raymond Cattell proposed that
there were 16. Cattell also believed that these traits exist on a continuum and that all people possess each trait in
varying degrees. A psychologist named Hans Eysenck would narrow the list of traits further, suggesting there were
only three: extroversion, neuroticism, and psychoticism.
Today, the "Big Five" theory is perhaps the most popular and widely accepted trait theory of personality. The theory
proposes that personality is made up of five broad personality dimensions:
✓ Agreeableness
✓ Conscientiousness
✓ Extroversion
✓ Neuroticism
✓ Openness
The Big Five theory states that each trait exists as a broad continuum. An individual's personality will fall
somewhere on the spectrum for each trait. For example, you might be high in extroversion, conscientiousness, and
agreeableness, but somewhere in the middle for openness and neuroticism.
Research published in 2018 analyzed studies involving the Big Five and, based on their findings, suggests that
these traits contribute to four types of personality: average, reserved, self-centered, and role model.1
Theories of Personality Development
Freud's theory of psychosexual development is one of the best-known personality theories—but also one of
the most controversial. According to Freud, children progress through a series of stages of personality development.
At each stage, libidinal energy (the force that drives all human behaviors) becomes focused on specific
erogenous zones. Successful completion of a stage allows a person to move on to the next phase of development.
Failure at any stage can lead to fixations that can impact someone's adult personality.
Erik Erikson, another psychologist, described eight psychosocial stages of life. With Erikson's theory, each stage
plays a significant role in the development of a person's personality and psychological skills.
During each psychosocial stage, an individual will face a developmental crisis that serves as a turning point in
their development. Successfully completing each stage leads to the development of a healthy personality.
While Freud's theory suggested that personality is primarily formed and set in stone at an early age, Erikson
believed that personality continued to develop throughout life. Erikson was also more interested in how social

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interactions influenced the development of personality and was primarily concerned with the development of what he
called ego identity.
Cattell's 16 Personality Factors
The 16 personality factors are different dimensions that make up personality. These include factors such as
emotional stability, perfectionism, reasoning, and warmth.
People have long been interested in understanding human personality. As a result, numerous theories have
been developed to explain how personality develops and influences behavior.
One such theory was proposed by psychologist Raymond Cattell, who created a taxonomy of 16 different
personality traits that could be used to describe and explain individual differences between people's personalities.
This discussion explores the trait approach to personality and the 16 factors of personality that Cattell
identified. It also discusses uses for the 16PF Questionnaire and what your results on the test might mean.
The Trait Approach to Personality
Psychologists have long debated exactly how personality should be defined and described. One of these key ideas is
known as the trait theory of personality.
According to trait theory, human personality is composed of a number of broad traits or dispositions.
Some of the earliest of these trait theories attempted to describe every single trait that might possibly exist. For
example, psychologist Gordon Allport identified more than 4,000 words in the English language that could be used to
describe personality traits.
While this approach was good at identifying different types of traits, it is unwieldy and difficult to use. Many of these
traits, for example, are highly similar, making it difficult to distinguish some traits from others. Such ambiguity also
makes it difficult to study these personality traits.
(a) Sheldon’s Classification
William H. Sheldon also classified certain body types and gave certain personality characteristics. He also
classified human beings into certain types according to their physical structures and attached certain
temperamental characteristics to them as given in figure

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 Somatotype Physical traits Psychological traits
Ectomorphic characterized as skinny, weak, and usually tall described as intelligent, gentle and calm,
with low testosterone levels but self-conscious, introverted and
anxious.

Mesomorphic characterized as naturally hard and strong, described as competitive, extroverted,

with even weight distribution, muscular, and tough.
thick-skinned, and as having good posture
with narrow waist
Endomorphic characterized as fat, usually short, and having described as outgoing, friendly, happy
difficulty losing weight and laid-back, but also lazy and selfish

The approach adopted by the above psychologists to classify on the basis of correlation between structure
of the body and personality characteristics, is lopsided. It is somewhat misleading. There does not exist such
perfect body-mind or body-heart correlation as the propagators of these approaches have assumed.
(b) Psychodynamic Perspective
From the psychodynamic perspective, human behaviour is the product of
interaction among various personality components. According to Freud,
human personality comprises three significant components that are id, ego
and superego.
(i) Id
Id is assumed as all neutral elements in the mind of an individual. From the
psychoanalysis point of view, the id characteristics of a person existed since
birth. Id is assumed as a natural element structure, inherited and exists in all
human beings. Id is not well arranged, not rationale and full of orientation for
satisfaction.
(ii) Ego
Ego is different from id. Ego does not exist during birth. On the other hand, it consciously developed in stages. Ego is
full of perception. Ego developed through social interaction and identification with others, and the surrounding
objects.
(iii) Super Ego
Super ego is the third structure in psychoanalysis thinking behaviour. Super ego is similar to an individual conscience.
Super ego is the root of good moral enhancement. The function of super ego is to control ego and id. Super ego reacts
like parents, always reminding situation, atmosphere, event, perception, thinking, emotion, feeling, attitude and
behaviour. Backing super ego is controlling image.
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ACTIVITY
State the concept introduced by Psychodynamic Theory.
(c) Trait and Social Behaviouristic Perspective
(i) Trait Theory
According to the American Psychiatric Association, personality trait is a prominent personality revealed in various
social contexts. In other words, an individual possesses characteristics that could determine behaviour. For
example a friendly person can be a good listener and is interested in what other individual says.

John L. Holland introduced "RIASEC' personality model which is widely used in vocational counselling and
comprises the following issues:
RIASEC' Model
Realistic Physical, material orientation, masculine
Researcher Scientific, technical, methodology
Artistic Writing, drawing, singing and others
Social Upbringing, support, assistance, remedial
Enterprising Arranging, activate, motivation
Conventional Clerical, extensive orientation

(ii) Behaviourist Theory

Behaviourist describes personality as response to external stimulus. According to Skinner, human behaviour is
attained from operational habit that emphasises enhancement after each individual reaction.
(d). Cognitive and Humanistic Perspective
(i) Intellect Theory.
From cognitive aspect, human behaviour can be explained by the urge of individual cognition on surrounding
world especially pertaining to human beings.
(ii) Humanistic Theory.
According to humanistic psychology, the individual plays an active role to determine their behaviour.
Humanistic psychology emphasises on individual subjective experience and not determining behaviour. Among
the pioneers of this view are Abraham Maslow and Carl Rogers.
(e). The 16 Personality Factors
Psychologist Raymond Cattell analyzed Allport's list and whittled it down to 171 characteristics, mostly by eliminating
terms that were redundant or uncommon. He then used a statistical technique known as factor analysis to identify
traits that are related to one another. With this method, he was able to whittle his list to 16 key personality factors.1
According to Cattell, there is a continuum of personality traits. In other words, each person contains all of these 16
traits to a certain degree, but they might be high in some traits and low in others.

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The following personality trait list describes some of the descriptive terms used for each of the 16 personality
dimensions described by Cattell.
1. Abstractedness: Imaginative versus practical
2. Apprehension: Worried versus confident
3. Dominance: Forceful versus submissive
4. Emotional stability: Calm versus high-strung
5. Liveliness: Spontaneous versus restrained
6. Openness to change: Flexible versus attached to the familiar
7. Perfectionism: Controlled versus undisciplined
8. Privateness: Discreet versus open
9. Reasoning: Abstract versus concrete
10. Rule-consciousness: Conforming versus non-conforming
11. Self-reliance: Self-sufficient versus dependent
12. Sensitivity: Tender-hearted versus tough-minded
13. Social boldness: Uninhibited versus shy
14. Tension: Inpatient versus relaxed
15. Vigilance: Suspicious versus trusting
16. Warmth: Outgoing versus reserved
The 16 factors identified by Cattell were based on the original list of personality traits described by Gordon Allport.
However, other researchers believe these 16 factors can be further reduced to fewer dimensions that underpin
personality. The five-factor model is one example.

The 16PF Personality Questionnaire

Cattell developed an assessment based on these 16 personality factors. The test is known as the 16PF Personality
Questionnaire and is still frequently used today, especially in career counseling, marital counseling, and in business for
employee testing and selection.
The test is composed of forced-choice questions in which the respondent must choose one of three different
alternatives. Personality traits are then represented by a range and the individual's score falls somewhere on the
continuum between highest and lowest extremes.

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The scores can be interpreted using a number of different systems, depending upon why the test is being used. Some
interpretive reports take a clinical approach looking at
personality, while others are more focused on topics such
as career selection, teamwork development, and
leadership potential.
Research has supported the test's validity, including its
use in career development and personality.
Other Personality Tests
There are also many other personality assessments
available. Like the 16PF Questionnaire, they tend to
evaluate different dimensions or traits, although the
specific traits included on each test vary. Some of the most
popular personality tests include:
The Myers-Briggs Type Indicator (MBTI)
The HEXACO Personality Inventory
The Revised NEO Personality Inventory
The Eysenck Personality Inventory
The DISC Personality Test
Uses for the 16 Factors
The 16 Personality Factors (16PF) has a variety of uses, including:
Career development: The assessment can provide insights that help people determine which careers suit their talents
and interests.
Industrial and organizational settings: The questionnaire is sometimes used to evaluate job candidates to determine if
they are a good fit for particular roles.
Personality assessment: The questionnaire can be useful for better understanding different aspects of personality.
Research: The 16 factor questionnaire is also used as a research tool when investigating different aspects of personality
and behavior.
Try this link https://openpsychometrics.org/tests/16PF.php
ACTIVITY
1. Explain personality based on the three significant components proposed by Sigmund Freud.
2. Explain “The Big Five” personality model.
3. Differentiate the views between cognitive and humanistic perspectives on personality.
Test Interpretation

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Several reports can be generated to help interpret the test results for different purposes, including clinical reports,
career development reports, leadership reports, and personality interpretations.
The 16PF Questionnaire takes approximately 30 to 50 minutes to administer. It can be taken on a computer, but it can
also be taken in pencil-and-paper form. It is often administered and interpreted by a trained professional but can also
be self-administered.
Each personality factor is scored on a 10-point scale. A score below four is considered low, and a score above seven is
considered high. The context, interaction, and overall score also need to be considered in addition to the scores on
each factor.
It is important to remember that high doesn't correspond to "good" and low doesn't correspond to "bad." Each scale
has its own meaning, so it is important to use a scoring guide to determine what your score indicates.

UNDERSTANDING STUDENTS' PERSONALITY

(a) Understanding Problematic Students
As a student, they have many commitments to fulfill. They will also face problems. They are not only surrounded by
peers but also different environments. As such, they will face a lot of problems. However, these problems can be
handled by the student themselves or teachers by understanding themselves, the problems face as student,
adolescence and individual.
Teachers should understand that students want to be loved and given attention. Some of them are not getting the
attention which results in them taking risky and even life-threatening actions.
(b) Approach to Handle Problematic Students
To handle problematic students, there should be effort to draw their attention. The best solution is to use
communicative approach appropriate to their personality.
Problematic students are those that have their own personality, behaviour that always observe and thinking that will
lead to presumptuous actions. As such, teachers should use effective and appropriate communication to prevent
negative personality. Teachers should also be sensitive to the students' development especially in school and be open-
minded and willing to listen to their grouses.
(c) Strategy to Enhance Positive Self-Concept in Classroom
Students view on self are still not satisfactory. Not many students practice 'self-promotion' that is the ability to state
their goal in life, ambition, needs, feeling, ability, plan and skill.
The development of self-concept is very important and should begin at primary school. This will produce students who
are confident, quality, brave, strong, competitive and having clear objectives to achieve personal aims, society and
nation and not easily influenced by negative elements.
In this topic, we have discussed the meaning of personality from various perspectives. There are differences in theories.
To sum up, personality is important to both good students as well as problematic students. Handling students' problem
through self-concept development will help them to develop good personality.
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 The Educator's Role in Developing a Balanced Personality in Students
An educator plays a crucial role in helping students develop a balanced personality by addressing multiple aspects
of their growth. Here’s how an educator can contribute to this development, with examples for each approach:
1. Promote Self-Awareness and Self-Regulation:
Self-awareness: Educators can guide students in reflective exercises such as journaling or discussions about
characters in a novel who face moral dilemmas. This helps students understand their emotions and values.
Self-regulation: Teaching students how to set realistic goals and manage their time through project scheduling
or long-term assignment planning helps them learn self-discipline and control.
2. Encourage Critical Thinking and Problem-Solving:
Critical thinking: An educator might present a case study and ask students to assess it from multiple
perspectives, teaching them how to gather information, assess sources, and think independently.
Problem-solving: Real-world scenarios in mathematics or science classes can challenge students to apply their
knowledge practically and find solutions creatively.
3. Foster Emotional Intelligence:
Recognize and manage emotions: Introducing mindfulness practices like meditation or breathing exercises at
the start of class can help students manage stress and focus better.
Empathy and understanding: Through studying diverse perspectives in history or social studies, students learn
to understand and empathize with different cultures and experiences.
4. Cultivate Social Skills:
Communication: Organizing group projects or debates helps students practice active listening and clear
articulation, building their collaboration and communication skills.
Conflict resolution: Classroom debates teach students to handle disagreements respectfully and
constructively, helping them navigate conflicts effectively.
5. Model and Teach Ethical Behavior:
Demonstrate integrity: By crediting sources during lectures or written materials, educators set an example of
ethical conduct for students to follow.
Integrate ethics lessons: Presenting ethical dilemmas in social studies or history classes encourages students
to weigh different options and consider consequences.
6. Support Creativity and Self-Expression:
Creative assignments: Allowing students to choose themes and mediums in art class or write poems or stories
based on personal experiences in literature class supports creativity.
Opportunities for self-expression: Providing avenues for students to express themselves through various
projects helps build confidence and individuality.
7. Promote Resilience and Growth Mindset:

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 Normalizing failure: Sharing stories of well-known figures who faced setbacks before succeeding shows
students that challenges are opportunities for growth.
Providing constructive feedback: Offering suggestions for improvement instead of just pointing out errors
helps students view feedback as a chance to learn and grow.
By integrating these strategies into their teaching, educators support the holistic development of students,
helping them become well-rounded individuals capable of navigating life's challenges with resilience, adaptability, and
a strong sense of self.

SUMMARY
In this topic, we had a discussion on the meaning of personality from various perspectives. There are differences
in theories.
ACTIVITY You may add your understanding for the summary
⎯ Personality is important to both good students as well as problematic students.
⎯ Handling student problem through self-concept development will help them to develop good personality.

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