1 Running Head: PERSONALITY TRAITS & SATISFACTION

Research proposal
The Relationship Between Personality Traits, Overall Happiness, on Campus Satisfaction and
campus involvement Among College Students
Belen Tamarit Couk & Leigh Ann Hartless
Emory & Henry College

PERSONALITY, SATISFACTION & INVOLMENT

PERSONALITY, SATISFACTION & INVOLMENT

Abstract
Previous research on this topic is uncertain to a degree; some has found that there is a
correlation between life satisfaction and certain personality traits such as extraversion and
neuroticism (Zhang, Denghao & He, 2010) and others have found that there is no correlation
among them at all (Patell, 2011). Happiness and life satisfaction is thoroughly sought out by
individuals, but does our happiness have to do with certain personality traits, and therefore, we
are biologically predispositioned to have overall higher or lower levels of satisfaction with life?
Because of this lingering question, the aim of this study is o find the relationship, if any, between
certain personality types, in this case the Big 5, overall life satisfaction, campus satisfaction and
campus involvement. Participants in this study were 60 undergraduate students, 33 males and 27
females from Emory & Henry College in southwest VA. It was hypothesized that those
individuals who scored higher on extraversion levels were more likely to have higher life
satisfaction levels, would be more involved on campus and would enjoy their college experience
more than those who scored lower on extraversion. Although results showed no significant
correlation between extraversion and life satisfaction and campus satisfaction, it was found that it
correlated positively with on campus involvement (r (60)= .367). Additional and interesting
results also included that conscientiousness correlated positively with life satisfaction (r (60)= .
455, p=0.000) and neuroticism correlated negatively (r (60)= -.287, p=0.026).

PERSONALITY, SATISFACTION & INVOLMENT

The Relationship between Personality Traits, Overall Happiness, on Campus Satisfaction and
campus involvement among College Students
Subjective well-being has been defined as how people experience the quality of their
lives and includes both emotional reactions and cognitive judgments (Diener, 1984).
Psychologists have defined happiness as a combination of life satisfaction and the relative
frequency of positive and negative affect (Diener, 1984). Happiness goes hand in hand with
subjective well-being and this term refers to an emotional state of well-being categorized by
happy thoughts and emotions. All humans, by nature, strive for happiness, but how is it attained?
We often base ones happiness and life satisfaction off of their personality. Its a common
conception, but hasnt necessarily been proven, that if an individual is very extraverted and open
to new experiences, they are more likely to have higher levels of happiness. Introverts are
commonly perceived to be quiet, and because they are more likely to appreciate spending time
alone and they get their energy from within rather than from others, they are sometimes seen as
unhappy and unsatisfied with life. But how accurate are these conceptions? Are certain
personality traits really related to an individuals level of happiness and overall life satisfaction?
Or is a correlation among these really just a coincidence? Do certain personality traits have to do
with campus involment?

PERSONALITY, SATISFACTION & INVOLMENT

Bahram, Hosseini, Sadeghi, Pour, Rostami, and Far, conducted a study to see if
personality factors could predict a persons overall life satisfaction. Interestingly, they found that
none can actually predict overall satisfaction; however, they can predict that some did correlate
with life satisfaction more than others such as conscientiousness and advancement seeking could
positively predict family satisfaction. Agreeableness and honesty, along with openness and
honesty could predict friend satisfaction. The extroversion personality factor and how obedient a
person is could predict school, environment, and self-satisfaction. Finally, the last thing they
found was that agreeableness and obedience could also predict self-satisfaction, more efficiently
than others. (Bahram, Hossein, Sadeghi, Pour, Rostami, and Far, 2013)
In our literature, we used a research article that aimed to find the correlation between
subjective well being and personality. This study showed that extroversion was the strongest
predictor of well-being among its participants (Zhang, Denghao & He, 2010). Another study
related to this study looked at personality traits, life satisfaction, and self-esteem. Results of this
study concluded that personality traits explained about 25% of the variance in life satisfaction
scores. Extroversion and Neuroticism were the strongest predictors of life satisfaction,
extraversion correlating positively and neuroticism correlating negatively. These results were
thought to be found because these two personality traits are the two main extremes of the
personality spectrum. (Mohsen, Samaneh, 2011).
In the previously mentioned research, and in our own study, we mention the personality
factors. The personality factors used in this study to find the relationship between personality,

PERSONALITY, SATISFACTION & INVOLMENT

life satisfaction, campus satisfaction and involvement, was the Big Five personality traits;
Openness, conscientiousness, extroversion, agreeableness, and neuroticism (OCEAN). We chose
to use these factors as opposed to other because they are easily testable, they are sort of a cluster,
they are used in many studies and each factor is broad and has number of adjectives to describe
them. Each letter stands for a personality trait, these are described below. They are five broad
domains or dimensions of personality that are used to describe human personality (Costa &
McGrae, 1992). The Big Five model is able to account for different traits in personality without
overlapping. During studies, the Big Five personality traits show consistency in interviews, selfdescriptions and observations. Moreover, this five-factor structure seems to be found across a
wide range of participants of different ages and of different cultures (Schacter & Wegner, 2011)
Openness identifies with people who tend to be more open, as the term says. Openness is
associated with being very imaginative, insightful, and they tend to have a broad range of
interests. Conscientiousness is typically associated with being very aware of your surroundings.
People with this trait tend to have high levels of thoughtfulness, good impulse control, and goaldirected behaviors. This trait also tends to be associated with being very organized and mindful
or details. (Blickle, G. 1996). As for extroversion, there is a common conception of associating
people with high levels of this train to be very social. This is correct along with being easily
excited, talkative, assertive, and high in emotional expressiveness. In Agreeableness, people tend
to be very kind and trustworthy. They have a good sense of helping others and affection and are
very prosocial. Finally, Neuroticism deals with people who experience emotional instability,

PERSONALITY, SATISFACTION & INVOLMENT

anxiety, moodiness, irritability, and tend to be sadder. Depression is more common among people
who score high on this trait. (Blickle, 1996)
Purpose and Hypothesis
The purpose of this study is to find the relationship, if any, between the Big 5 personality
traits, life satisfaction, and on-campus satisfaction. Based on previous research, we hypothesize
that the higher the levels of extroversion the individual presented, the more involved they will be
on campus and the happier they will be overall. Typically, individuals associate happiness with
extroversion and openness; this study has the purpose to see if there is an actual correlation
between the two or if its just a coincidence. Previous research indicates there could be a
correlation between these factors and we are aiming to find if this is correct. The further
understanding of this topic, could provide valuable information about personality and how to
help individuals live a more satisfying life.
Method
Participants
Participants were a total of 60 undergraduate students, 33 males and 27 females, from
Emory & Henry College, a small liberal arts school in Southwest Virginia. Participants were
recruited from psychology introductory courses, residence halls, dining halls and other social
settings. According to the professors discretion, some individuals may receive extra credit for
participating in the study.

PERSONALITY, SATISFACTION & INVOLMENT

Procedure
Participants read and signed a consent form (see Appendix A) before proceeding to
participate in the study. They were informed that participation in this study is completely
voluntary and if they feel uncomfortable and/or wish to terminate their questionnaire, they may
do so at any time. Participation in this study took approximately 10 to 20 minutes. Participants
were also informed, as well as stated in the consent form, that all information gathered will be
kept completely confidential and there will be no way for the researchers or advisor to match the
questionnaire with the participants.
Materials
Satisfaction with Life Scale. The Satisfaction With Life Scale developed by Diener,
Emmons, Larsen & Griffin, in 1985 (see appendix B) is a short, 5-item questionnaire used to
determine ones overall satisfaction with life. Questions in this scale are answered in a 7 point
Likert scale with answers ranging from 1 to 7; 1 being strongly disagree and 7 being strongly
agree. Respondents answered the questions regarding the degree to which they feel they are
happy and satisfied with their life. Questions include in most ways my life is close to my ideal
NEO-FFI scale. To assess the degree to which participants are associated with each of
the Big Five personality factors (Openness, Conscientiousness, Extraversion, Agreeableness and
Neuroticism), the NEO FFI scale developed by McCrae, & Costa in 2003 (See Appendix C) was
used. This item contains 60 questions, shortened from the original 240. Questions were answered

PERSONALITY, SATISFACTION & INVOLMENT

and rated in a strongly disagree to strongly agree manor according to the degree to which they
feel identified with each certain question. This questionnaire includes questions such as I am not
a worrier and I like to be around people.
On-campus satisfaction scale. This scale was used to determine how satisfied students
are with their on-campus life (see appendix D). This questionnaire includes 10 items with
questions like how effective is teaching at your university, how helpful is your advisor,
how easy is it to register for classes etc. Questions are ranked in a 5 Likert scale with answer
choices ranging from strongly agree to strongly disagree and participants answered accordingly
to how satisfied they are with their life on campus.
Demographics. There was a questionnaire that assesses demographic information (See
Appendix E). Respondents answered questions to determine things such as sex, age, gender,
class etc. This questionnaire also includes questions to determine how much students enjoy their
residence halls and dormitories and how involved they are on campus.
Analyses
When all the data from our questionnaires was collected, we proceeded to use a single
sample t-test and one-way ANOVAs tests in order to find correlations, if any, between
Personality Traits, satisfaction with life and On-Campus Satisfaction.
Results

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To our surprise, our hypothesis was not confirmed. Results found that Extroversion did
not correlate with anything expect involvement on campus. This was a positive correlation of
r (60)= .367 with a significance value of p= .004. Also involving campus involvement, was
Conscientiousness with a positive correlation of r (60)= .262 and a significance of p= .043.
While our hypothesis was not confirmed, we did however, find a negative correlation and
a positive correlation that did correlate with overall life satisfaction. Neuroticism correlated
negatively with an r (60)= -.287 and a significance level of p= .026. Conscientiousness
correlated positively with an r (60)= .455 and a significance value of p= .000.
While conducting our tests, we found several interesting correlations among campus
satisfaction and two personality traits correlating with each other. In regards to campus
satisfaction, Conscientiousness correlated negatively with an r (60)= -.329 and a significance
of p= .010. Finally, we found that Neuroticism and Conscientiousness correlated negatively
with each other with an r (60)= -.351 and a significance of p= .006.

Discussion
Although there was little correlation with Extroversion in our findings, we found many
other significant correlations with on campus satisfaction, involvement on campus, and other
factors other than Extroversion with overall life satisfaction. In a brief summary, social aspects of
personality, such as Extroversion, Agreeableness, and Openness, tend to have less of a
correlation with life satisfaction than compared to more personal aspects of personality, such as,
Conscientiousness and Neuroticism.

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PERSONALITY, SATISFACTION & INVOLMENT

In our results, we found that the more Extroverted or Conscientious a person was, or the
higher they scored on the test, the more involved they were on campus. We also found that the
more Conscientious a person seemed to be, or scored, the more satisfied they were with their
overall life. However, the more Conscientious a person was the less campus satisfaction they
had. Meanwhile, the more Neurotic a person was/ scored, the less satisfied they are with their
overall life and they less Conscientious they tended to be.
While reviewing our findings, we found that the more positive you are in your overall life
satisfaction, the more likely you are to have a higher GPA. Overall our study proved to be
informative and provided us with shocking results. Extroversion didnt seem to correlate with
much, however, we also only ran a few analyses.
With previous studies, a larger sample size proved to generate better and more reliable
results. Since we conducted our study at a small liberal arts school, the sample size is not big
enough to se a significant correlation. Other issues with our study included our questionnaire
being longer than what most people tend to what to take, possibly making them rush through it
and not being one hundred percent honest. Also, in our questionnaire we had a dorm scale, this
should have been put with the campus satisfaction scale instead of with the demographics.
While our study provides good results, we would like to expand on it in more detail. Not
only would we include more analysis, but we would also use a different measurement of
personality. Using a different measure of personality would put more focus on one or two
personality traits rather than all five. We would also try and expand on our sample size to provide
more correlations and a better idea of them.

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References
Bahram, E., Hosseini, H., Sadeghi, S., Pour, S.A, Rostami, H., Far, H.R.I. (2013). The
relationship between neo five-big personality factors on life-satisfaction in college
students. American Journal of Scientific Research. 2301-2005, 45-52.
Blickle, G. (1996). Personality traits, learning strategies, and performance. European Journal of
Personality, 10, 337-352.
Boyce, C.J., Wood, A.M., & Powdthavee, N. Is personality fixed? Personality changes as much
as variable economic factors and more strongly predicts changes to life satisfaction.
Personality change and well-being, 1-35.
Church, A. (1987). Personality in a non-western culture: The Philippines. Psychological Bulletin,
102 (1), 272-292.
De Feyter, T. (2012). Unraveling the impact of the Big Five personality traits on academic
performance: The moderating and mediating effects of self-efficacy and academic
motivation. Learning & Individual Differences, 22(4), 439-448.
Denghao Z., H. (2010). Personality traits and life satisfaction: A chinese case study. Social
Behavior & Personality: An International Journal, 38(8), 1119-1122.
Diener, E., & Diener, M. (1995). Cross-cultural correlates of life satisfaction and self-esteem.
Journal of Personality and Social Psychology, 68, 653-663.

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Diener, Ed (1984). "Subjective well-being". Psychological Bulletin,95 (3): 542575.

doi:10.1037/0033-2909.95.3.542.

Diseth, A. (2013). Personality as an indirect predictor of academic achievement via student

course experience and approach to learning. Social Behavior & Personality: An
International Journal, 41, 1297-1308. doi: 10.2224/sbp.2013.41.8.1297

Furnham, A. (2012). Learning style, personality traits and intelligence as predictors of college
academic performance. Individual Differences Research, 10, 117-128.

Gutie rre, J.L.G., Jime, B, M., Herna ndez, E.G., Puente, C., P. (2004). Personality and
subjective well-being: big five correlates and demographic variables. Personality and
Individual Differences, 38, 15611569. doi:10.1016/j.paid.2004.09.015

Joshanloo, M. (2011). Big Five Personality Traits and Self-Esteem as Predictors of Life
Satisfaction in Iranian Muslim University Students. Journal Of Happiness Studies, 12(1),
105-113.
Kreitler, C. (2009). Enhancing the decision-making of extroverted college students. College
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Loffredo, D., & Harrington, R. (2001). The relationship between life satisfaction, selfconsciousness, and the myers-briggs type inventory dimensions. Journal of
Psychology,135(4), 439-450.
Moneta, G.B., Rogaten, J., Spada, M.M. (2013). Academic performance as a function of
approaches to studying and affect in studying. Journal of Happiness Studies, 14 (6),
1751-1763. doi: 10.1007/s10902-012-9408-5

Nelson, P., Thorne, A. (2012). Personality and metaphor use: how extraverted and introverted
young adults experience becoming friends. European Journal of Personality, 26(6). 600612. Doi: 10.1002/per.1839
Noftle, E.E., & Robins, R.W. (2007). Personality predictors of academic outcomes: big five
correlates of gpa and sat scores. Journal of Personality and Social Psychology, 93(1).
116-113.
Patel, H. R. (2011). An investigation of the big five and narrow personality traits in relation to
life satisfaction. Master's Thesis, University of Tennessee.
http://trace.tennessee.edu/utk_gradthes/904
Schacter, Gilbert, Wegner (2011). Psychology (2nd ed.). 474475.

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Schimmack, U., Oishi, S. R., Furr, M., Funder, D. C. (2004). Personality and Life Satisfaction: A
Facet-Level Analysis. Pers Soc Psychol Bull, 30, 1062. DOI:
10.1177/0146167204264292
Smith, C.M. (1998). Sexual behaviors, extroversion, and alcohol use among college students.
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Appendix A
INFORMED CONSENT AGREEMENT
Please read this agreement carefully before you decide whether to participate in this study.
Purpose of the research study:
The purpose of this study is to find the relationship, if any, between certain personality trait (Big 5 personality
traits), on campus satisfaction and overall life satisfaction.
What you will do in the study:
In this study, you will complete three different scales and we will be using this data to examine the relationship
among them.
Time required:
This study will take 20 to 30 minutes approximately.
Risks:
Because all participants identity will be kept confidential and none of our questionnaires are controversial of any
sort, we anticipate no risk to our participants.
Benefits:
This research is guided by an interest in understanding the relationship between personality traits, life satisfaction
and on campus satisfaction. We believe that a better understanding of this topic can highly benefit individuals and
society as a whole.
Confidentiality:
All information given by participants in the study will be kept confidential. The researchers will not be asking for
names, therefore, they will not be able to associate the information with the individual participants.

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Voluntary Participation:
Participation in this study is completely voluntary.
Right to withdraw from the study:
All participants have the right to withdraw from the study at any point and time.
Payment:
No payment will be received for participation in this study.
By signing below, you admit that you have read and understood the explanation of this study and agree to
participate.
Signature

Date

Please tear off the bottom of this form at the dotted line if you would like to have the contact information below.

Who to contact if you have questions about the study:

If you have any questions about the research, either now or later, please contact Leigh Ann Hartless:
lhartless12@ehc.edu or Belen Couk: bcouk12@ehc.edu

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Appendix B
Below are five statements with which you may agree or disagree. Using the 1-7 scale below,
indicate your agreement with each item by placing the appropriate number on the line
preceding that item. Please be open and honest in your responding. Remember answers are
confidential. The 7-point scale is:
1=strongly disagree
2=disagree
3=slightly disagree
4=neither agree nor disagree
5=slightly agree
6=agree
7=strongly agree
1) ______ In most ways my life is close to my ideal.
2) ______ The conditions of my life are excellent.
3) ______ I am satisfied with my life.
4) ______ So far I have gotten the important things I want in life.
5) ______ If I could live my life over, I would change almost nothing.

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Appendix C

Directions: Read the sentences below. The answers range from Strongly Disagree
(SD) to Strongly Agree (SA). Decide how much the sentence sounds like you, then
circle the correct response.
SD = if you Strongly Disagree or the statement is false.
D = if you Disagree or the statement is mostly false.
N = if you are Neutral, you cannot decide, or the statement is equally true and false.
A = if you Agree, or the statement is mostly true.
SA= if you Strongly Agree or the statement is definitely true.
1

I am not a worrier

SD

SA

I like to have a lot of people around me

SD

SA

I don't like to waste my time daydreaming

SD

SA

I try to be courteous to everyone I meet

SD

SA

I keep my belongings neat and clean

SD

SA

I often feel inferior to others

SD

SA

I laugh easily

SD

SA

Once I find the right way to do something, I stick to it

SD

SA

I often get into arguments with my family and friends

SD

SA

10

I am pretty good about pacing myself to get things done on

time

SD

SA

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11

When I'm under a great deal of stress, I feel like I am going

to pieces

SD

SA

12

I don't consider myself "light hearted"

SD

SA

13

I am intrigued by the patterns I find in art and nature

SD

SA

14

Some people think I am selfish and egotistical

SD

SA

15

I am not a very methodological person

SD

SA

16

I rarely feel lonely or blue

SD

SA

17

I really enjoy talking to people

SD

SA

18

Letting students hear controversial speakers can only

confuse and mislead them

SD

SA

19

I would rather cooperate with others than compete against

them

SD

SA

20

I try to perform all tasks assigned to me conscientiously

SD

SA

21

I often feel tense and jittery

SD

SA

22

I like to be where the action is

SD

SA

23

Poetry has little or no effect on me

SD

SA

24

I tend to be cynical and skeptical of others' intentions

SD

SA

25

I have a clear set of goals and work toward them in an

orderly fashion

SD

SA

26

Sometimes I feel completely worthless

SD

SA

27

I usually prefer to do things alone

SD

SA

28

I often try new foreign foods

SD

SA

29

I believe that most people will take advantage of you if you

SD

SA

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let them
30

I waste a lot of time before settling down to work

SD

SA

31

I rarely feel fearful or anxious

SD

SA

32

I often feel as if I'm bursting with energy

SD

SA

33

I seldom notice the moods or feelings that different

environments produce

SD

SA

34

Most people I know like me

SD

SA

35

I work hard to accomplish my goals

SD

SA

36

I often get angry at the way people treat me

SD

SA

37

I am a cheerful, high-spirited person

SD

SA

38

I believe we should look to our religious authorities for

decisions on moral issues

SD

SA

39

Some people think of me as cold and calculating

SD

SA

40

When I make a commitment, I can always be counted on to

follow through

SD

SA

41

Too often, when things go wrong, I get discouraged and feel

like giving up

SD

SA

42

I am not a cheerful optimist

SD

SA

43

Sometimes when I am reading poetry or looking at a work

of art, I feel a chill or wave of excitement

SD

SA

44

I'm hard headed and tough minded in my attitudes

SD

SA

45

Sometimes I am not as dependable or reliable as I should be

SD

SA

46

I am seldom depressed

SD

SA

47

My life is fast paced

SD

SA

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48

I have little interest in speculating on the nature of the

universe or the human condition

SD

SA

49

I generally try to be thoughtful and considerate

SD

SA

50

I am a productive person who always get the job done

SD

SA

51

I often feel helpless and want someone to solve my

problems

SD

SA

52

I am a very active person

SD

SA

53

I have a lot of intellectual curiosity

SD

SA

54

If I don't like people, I let them know it

SD

SA

55

I never seem to be able to get organized

SD

SA

56

At times I have been so ashamed I just want to hide

SD

SA

57

I would rather go my own way than be a leader of others

SD

SA

58

I often enjoy playing with theories or abstract ideas

SD

SA

59

If necessary, I am willing to manipulate people to get what I

want

SD

SA

60

I strive for excellence in everything I do

SD

SA

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Appendix D
Please answer the following questions as honestly and accurately as possible.
1. How effective is the teaching within your major at this university?
a. Extremely effective
b. Very effective
c. Moderately effective
d. Slightly effective
e. Not at all effective
2. How effective is the teaching outside your major at this university?
a. Extremely effective
b. Very effective
c. Moderately effective
d. Slightly effective
e. Not at all effective
3. How well do the classrooms at this university meet the learning needs of students?
a. Extremely well
b. Very well
c. Moderately well
d. Slightly well
e. Not at all well

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4. How helpful is your academic advisor?

a. Extremely helpful
b. Very helpful
c. Moderately helpful
d. Slightly helpful
e. Not at all helpful
5. How easy it is to register for courses at this university?
a. Extremely easy
b. Very easy
c. Moderately easy
d. Slightly easy
e. Not at all easy
6. How safe do you feel on campus?
a. Extremely safe
b. Very safe
c. Moderately safe
d. Slightly safe
e. Not at all safe
7. How helpful is the staff at the on-campus health center?
a. Extremely helpful
b. Very helpful
c. Moderately helpful

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d. Slightly helpful
e. Not at all helpful
8. How useful are the services provided by the on-campus career center?
a. Extremely useful
b. Very useful
c. Moderately useful
d. Slightly useful
e. Not at all useful
9. How easy it is to obtain the resources you need from the university library system?
a. Extremely easy
b. Very easy
c. Moderately easy
d. Slightly easy
e. Not at all easy
10. Overall, are you satisfied with your experience at this university, neither satisfied nor
dissatisfied with it, or dissatisfied with it?
a. Extremely satisfied
b. Moderately satisfied
c. Slightly satisfied
d. Neither satisfied nor dissatisfied
e. Slightly dissatisfied
f. Moderately dissatisfied

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g. Extremely dissatisfied

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Appendix E
Please provide answers about yourself for the following questions. Your identity will
be kept confidential and your answers will not put you at risk for identification.

Please indicate your age: ___________.

What class are you at Emory & Henry? (Please circle one.)

First Year

Sophomore

Junior

Senior

Please indicate your gender: ___________.

What is your overall GPA? ___________.

Please rate the following as accurately as possible.
1. How involved do you think you are on Emory & Henry campus?
A. Not at all
B. Little
C. Average
D. Decently
E. Very Much

2. How much do you enjoy your room?

A. Not at all

B. Little
C. Average
D. Decently
E. Very Much
3. How much do you enjoy your residence hall, overall?
A. Not at all
B. Little
C. Average
D. Decently
E. Very Much
4. How much do you think your dorm-mates enjoy their rooms in your
dormitory?
A. Not at all
B. Little
C. Average

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D. Decently
E. Very Much

5. How much do you think your dorm-mates enjoy your residence hall,
overall?
A. Not at all
B. Little
C. Average
D. Decently
E. Very Much