Final NG Thesis Namin........ 22222

APPROVAL SHEET This thesis entitled THE PRESONALITY TRAITS OF PSYCHOLOGY
STUDENTS prepared and submitted by JOANNE BUNAGAN, HAZEL CANCERAN, JENNIFER GABALDON, MARGIE GUTTAN, CARLA GUZMAN and MARRY GRACE
LANGCAY in partial fulfillment of the requirement for the degree Bachelor of Science in Psychology is hereby recommended for Oral Examination. ____________________ Date MARIA M. MAMBA,Ph.D. Adviser
Approved by the Tribunal on Oral Examination with the grade of ______ JOCELYN D. TUSCANO,Ph.D. Chairman FEBE MARL G. PAAT,Ph.D. Member MA. BENITA L. BALAGAN,Ph.D. Member
BABYLYN C. BAUTISTA,RGC Member
CHIRBET A. MIGUEL,MATEL Reader
Accepted in partial fulfillment for the degree, Bachelor of Science in Psychology. ARCHIMEDES C. ARTICULO, DPLA Dean,College of Arts and Sciences
ii
ACKNOWLEDGEMENT The researchers wish to express their heartfelt gratitude to the following persons who assisted them in the completion of this study: To the ever supportive dean of the College of Arts and Sciences, ARCHIMEDES C. ARTICULO, for his encouragement for the pursuit of this study; To Dr. Maria M. Mamba, adviser, who in one way or the other provided them right guidance throughout the years; To the members of the panel, Dr. Febe Marl G. Paat, Dr. Ma Benita L. Balagan, Prof. Babylin C. Bautista for being considerate in sharing their time for the completion of this study; To Prof. Chirbet Miguel for her patience because without her, this study would have not been made possible; and most especially to Dr. Jocelyn Tuscano, chairman, for her ideas and expertise in keeping this work in better shape; To their loving parents, for the unconditional love,
inspiration, encouragement and support; To all those who assisted them in making this study possible. Above all, to Almighty God for the blessings, guidance and
strength He had miraculously extended to them. JMB, HLC, JCG, MAG, CAG, MSL
iii
DEDICATION For my family, Lola and friends JMB For my family and relatives HLC For my family and close friends JCG For my family, relatives and friends MAG For my family, Mama Nina and Tops CAG For my family, relatives and friends MSL
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TABLE OF CONTENTS Page APPROVAL SHEET . ii iii iv v vii
ACKNOWLEDGEMENT . DEDICATION .
TABLE OF CONTENTS . ABSTRACT Chapter 1 INTRODUCTION Background of the study . Conceptual Framework . Statement of the Problem . Research Paradigm . Significance of the Study . Scope and Delimitation of the Study . Definition of Terms . .
1 2 3 4 5 6 6
REVIEW OF RELATED LITERATURE AND STUDIES Related Literature . Related Studies . 8 23
3 RESEARCH METHODOLOGY AND PROCEDURE Research Design . Research Locale . 33 33 v
Respondents . Research Instrument . Research Procedure . Statistical Tool .
34 34 35 35
4 PRESENTATION, ANALYSIS AND
INTERPRETATION OF DATA 36 37 41 43 45 47 49 51 53 55 57 59 61
Respondents Profile . Profile of Personality Trait .. Personality Traits of Respondents Ages 16-18 . Personality Traits of Respondents Ages 19-21 . Personality Traits of Respondents Ages 22-24 . Personality Traits of the male Respondents Personality traits of Female Respondents . .
Personality Traits of First Year Respondents . Personality Traits of Second Year Respondents. Personality Traits of Third Year Respondents . Personality Traits of Fourth Year Respondents. Personality Traits of Catholic Respondents . Personality traits of Non-Catholic Respondents. 5 SUMMARY OF FINDINGS, CONCLUSIONS AND RECOMMENDATIONS Summary of findings . Conclusion . Recommendation . Bibliography . APPENDICES A. Letter to the Respondents . B. The Questionnaire C. Curriculum Vitae . .
53 54 54 67 68 69 81 vi
ABSTRACT Title Researchers : PERSONALITY TRAITS OF PSYCHOLOGY STUDENTS : JOANNE BUNAGAN HAZEL CANCERAN JENNIFER GABALDON MARGIE GUTTAN CARLA GUZMAN MARRY GRACE LANGCAY : BACHELOR OF SCIENCE IN PSYCHOLOGY : COLLEGE OF ARTS AND SCIENCES CAGAYAN STAE UNIVERSITY CARIG, TUGUEGARAO CITY : 2011-2012 : MARIA M. MAMBA,Ph.D.
Degree Institution School Year Adviser
This study was conducted to assess the personality traits of the Psychology students of the College of Arts and Sciences of Cagayan State University, Tuguegarao City, school year 2011-2012. Specifically, this study sought to answer the following: What is the demographic profile of the respondents in terms of their age, sex, year level and religion; What is the personality profile of the respondents in terms of the following Basic Personality Inventory scales, Hypochondriasis, Depression, Denial, Interpersonal Problems, Alienation, Social Introversion, Self-Depreciation and Deviation; To what extent do the following personality traits differ in the
respondents personality profile and personal profile? The problems were analyzed in an attempt to provide impetus for whatever improvement on the course maybe planned by the university. vii
The descriptive research design was used in this study. The descriptive survey is concerned with what is happening in the present times. The respondents of this study were the Psychology students of the College of Arts and Sciences, school year 2011-2012. The Inventory, researchers as the used main the questionnaire, tool. Basic The Personality questionnaire
data-gathering
consisted of twelve scales which are the Hypochondriasis, Depression, Denial, Interpersonal Problems, Alienation, Persecutory Ideas,
Anxiety, Thinking Disorder, Impulse Expression, Social Introversion, Self-Depreciation and Deviation. The researchers personally
administered the questionnaire to the respondents. Frequency counts and percentages were used to assess the
personality trait of the Psychology students in terms of their age, sex, year level and religion. The respondents have the total of 173. The largest age group is 19-21 years old with the frequency of 85 or 49.13%, followed by 16-18 with 68 or 39.30% and ages 22-24 who are only few with 20 or 11.57%. Majority of the respondents are female with 144 or 83.24 followed by the males with 29 or 16.76%. Seniors dominate the year level followed by the second year, third and first year respectively. More than onehalf or 79.99% of the respondents are Catholic while there are 45 or 26.01% of the respondents are non-Catholic. According to the findings, generally the respondents fall on the viii
average
level
in
all
personality Denial,
scales
or
traits
which
Hypochondriasis,
Depression,
Interpersonal
Problems,
Alienation, Persecutory Ideas, Anxiety, Thinking Disorder, Impulse Expression, Social Introversion, Self-Depreciation, and Deviation
measured by the Basic Personality Inventory. Across ages, majority of the respondents are on the average descriptions in all of the scales. Personality traits of the respondents when grouped according to sex generally do not vary. Regardless of year level, the
respondents are on the average level of all personality dimensions. Based on the findings, the conclusion are drawn: the Psychology students tend to have normal personality traits tendencies; sex, year level, age and religion contribute negligible difference on
personality traits; and higher year levels tend to have high levels of Deviation, Persecutory Ideas as well as Thinking Disorder.
ix
CHAPTER I THE PROBLEM AND ITS BACKGROUND Introduction Personality concerns the most important and most noticeable part of an individual's psychological life. Personality concerns whether a person is happy or sad, energetic or apathetic, small or dull. Over the years, many different definitions have been proposed for personality. Personality is the entire mental organization of a human being at any stage of his development. It embraces every phase of human character, intelligence, temperament, skill, morality and attitude that has been built up in the course of one's life. It is an individual's pattern of psychological processes arising from
motives, feelings, thoughts and other major areas of psychological function. (http://en.wikipedia.org/wiki/Personality_psychology) Every person has a unique personality which controls his/her behavior, thoughts, emotions and even unconscious feelings. It makes it possible to predict how a person will act or react under
different situations. It is the totality of a person that makes him very special as others see him. This is the sum total of his
physical, emotional, psychological and intellectual characteristics that makes him/her unique and able to interact with other living
creatures.(http://psychology.about.com/od/overviewofpersonality/a/pe rsondef.htm) Ones personality can be molded and affected by many factors. For example, genes (biological factors) and the environment where a person grows up can form one's personality. Different personalities can be divided into types, but these can hardly be used to describe a certain person's personality exactly.
(http://wilderdom.com/personality/L51WhatIsPersonality.html) Through personality, one is being identified or acknowledged because it is influenced by his behavior. The notion is that, if a person has a good behavior, his personality is more than that of a very exemplary one. Personality is a common keynote for us to know the kind of life a person has. It is the mirror of how that person behaves in his day to day life.
(http://managementconsultingcourses.com/Lesson31Personality&ItsTheor ies.pdf)
Conceptual Framework The study was conducted to find out the personality profile of the Psychology students of the College of Arts and Sciences, Cagayan State University, Carig Campus. The concept that could best explain this is that of Douglas N. Jackson. Personality is one that reflects a variety of interpersonal, 2
cognitive,
and
value
orientations,
which
affect
an
individuals
functioning. It determines ones ability to function in a wide range of settings from It work, organizational, one good in leadership, leadership, and social
situations.
also
makes
discipline,
dependability, and the ability to make a good impression on others. It demonstrates a variety of cognitive, social and value
orientations, which affect an individuals functioning.
Statement of the Problem This study attempted to determine the personality profile of the Psychology students of the College of Arts and Sciences, Cagayan State University, Carig Campus, School Year 2011-2012. Specifically, problems: 1. What is the demographic profile of the respondents in terms of: a. Age b. Sex c. Year level d. Religion 2. What proportion of respondents exhibit the different levels of the following personality traits a. Hypochondriasis 3 it sought to find answers to the following
b. Depression c. Denial d. Interpersonal problem e. Alienation f. Persecutory ideas g. Anxiety h. Thinking disorder i. Impulse expression j. Social introversion k. Self-depreciation l. Deviation 3. What are the levels of personality traits of respondents
belonging to different profile groups?
Paradigm of the Study

PERSONAL PROFILE AGE SEX YEAR LEVEL RELIGION
PERSONALITY TRAIT
Figure1. Paradigm of the Study This study explored the personality profile of the respondents. It also aimed to determine the respondents' differences in the
Personality scales when grouped according to age, gender, year level and religion.
Significance of the Study Every individual's personality can be very complicated yet it is what makes one special. Through the study of personality profile of the Psychology students of Arts and Sciences, School Year 20112012, students may gain awareness about their uniqueness as well as their similarities, and differences with their colleagues and other people around them. To the students, this may help them know their own personality and how would they behave in such manner appropriate to them. To the guidance center, this study may provide a factual basis for counseling. These students may encounter problems and can use this as a tool to help them solve their conflicts. To the parents, this may serve as their basis to help them identify the kind or type of personality their child portrays. To the teachers, this may help them understand why there are such students who find it difficult to study, despite the attention given to them by the teacher. 5
To
the
future
researchers,
this
may
serve
as
guide
in
conducting similar studies.
Scope and Delimitation This study was limited only to the Psychology students of the College of Arts and Sciences, Cagayan State University, Carig
Campus, School Year 2011-2012.
Definition of Terms Alienation. It is a withdrawing or separation of a person or a person's affections from an object or position of former attachment Anxiety. It is a painful or apprehensive uneasiness of mind usually over an impending or anticipated ill. Denial. It is an unconscious defense mechanism characterized by refusal feelings Depression. It is a common mental disorder that presents with depressed mood, loss of interest or pleasure, feelings of guilt or low self-worth, disturbed sleep or appetite, low energy, and poor concentration. Deviation. It is the act of deviating or turning aside. It is an 6 to acknowledge painful realities, thoughts, or
abnormality; a departure. It is a attitude. It is a
deviant behavior or
divergence from an accepted political
policy or party line. Hypochondriasis. It is the belief and fear of serious illness which lasts for six months, beyond and despite medical reassurance. Impulsive Expression. It is characterized by actions based on sudden desires, whims, or inclinations rather than careful thought. It is inclined to act on impulse rather than thought. It is motivated by or resulting from impulse. Interpersonal Problems. It is a disagreement or differing views between two or more people over a particular idea, thought, or action. Persecutory Ideas. It is of relating to, or having persecution Self-Depreciation. It is a disparagement or undervaluation of oneself and one's abilities. Social Introversion. It is sheathed. Thinking Disorder. It is a problem whereby a persons thinking about a situation is faulty, illogical, or nonproductive; errors in a persons thinking that cause them problems in dealing with everyday life and other people. 7 the condition of being folded inward or
CHAPTER 2 REVIEW OF RELATED LITERATURE AND STUDIES This chapter presents related literature and studies reviewed for the purpose of enhancing, supplementing and guiding the
researchers in the pursuit of the study.
Related Literature Personality refers to the unique organization of relatively enduring psychological characteristics possessed by an individual, as revealed by his interaction with the environment. The definition takes into account several factors: (1) No two people are exactly alike; each has a unique pattern by psychological characteristics (2) Each person maintains a certain consistency, an identifiably that endures through time, by which he can be recognized (3) To understand personality, we must not only identify an individual's psychological characteristics, we must also discover how they relate and interact with one another; personality is organized (4)
Personality and the characteristics and organization to which it refers are constructs; we infer then and their properties from
observable behavior (Doyle, McKeachie, 1981). In addition, Personality type refers to the psychological
classification of different types of people. It is distinguished from personality traits which come in different levels or degrees.
For example, there are two types of people, the introverts and the extroverts. According to trait theories, introversion and
extroversion are part of continuous dimension, with many people in the middle. The idea of psychological types originated in the
theoretical work of Carl Jung and William Martson. It can be also used to predict real life outcomes. Developing a theory and learning to use it in understanding the data points. Conflicting test finding can often be resolved by turning to theory and a deeper
understanding of people's functioning (Gordon Allport). Like Allport, Raymond Catell is an academic researcher who
considers traits to be the basic elements of personality. Also like Allport, Catell has noted the distinction between traits common to most people in a culture and those that are relatively unique to the individual. However, Catell has conducted his research with a
slightly different goal in mind to discover and identify the basic elements of the human personality. Unlike other personality
theorists, Catell did not begin with notions about the make-up of human nature and then set out to measure those features; rather he borrowed the approach taken by other sciences. He argued that we must use empirical methods to determine the make-up of personality instead of relying on intuition. Just as chemist (Catell's first degree was in chemistry) did not begin by guessing what chemical elements exist, so psychologist should not begin with preconceived personality traits. 9
Psychologist
have
identified
and
researched
hundreds
of
personality traits. Although you originally measured ten traits, you might conclude that you were actually measuring two larger
personality dimensions, one having to do with achievement and the other with warmth. This is very simple illustration of Catell's basic approach. By analyzing data from various sources with factor analysis, he has attempted to determine how many of these basic elements there are. It is these source traits, he believed that ultimately constitute the human personality. During the last years, conformity about the basic personality traits has emerged. It has been made stated that they are and the
extroversion, openness to
neuroticism, experience.
agreeableness, dimensions
conscientiousness are stable across
These
lifespan and directly related to behavior. They also seem to have a physiological base (Revelle & Loftus, 1992).
The five factors are the following: Extroversion The extroverts tend to be more physically and verbally active whereas the introverts are independent, reserved, steady and like being alone. The person in the middle of the dimension likes a mix between social situations and solitude (Howard & Howard, 1998). 10
Extroverts
are
adventurous,
assertive,
frank,
sociable
and
talkative. Introverts are quiet, reserved, shy and unsociable. Agreeableness The agreeableness scale is a linked to altruism, nurturance, caring and emotional support versus hostility, indifference, selfcenteredness and jealousy. Agreeable people are altruistic, gentle, kind, sympathetic and warm. Conscientiousness The conscientious, focused person is concentrating on only a couple of goals and strives hard to perceive them. He is career oriented, while the flexible person is more impulsive and easier to persuade from one task to another. Conscientiousness has been linked to educational achievement and particularly to the will to achieve (Howard & Howard, 1998). The more conscientious a person is the more competent, dutiful, orderly, responsible and thorough he is. Neuroticism The people with a tendency towards neuroticism are more
worried, temperamental and prone to sadness (Howard & Howard, 1998). Emotional stability is related to calm, stable and relaxed persons, whereas neuroticism is linked to anger, anxiousness and depression. The name neuroticism doesn't refer to any psychiatric defect. A more proper term could be negative affectivity or nervousness (McCrae & John, 1992). 11
Openness People with a high openness have broader interests, are liberal and like novelty. This factor relates to intellect, openness to new ideas, cultural interest, educational aptitude and creativity (
Howard & Howard, 1998 ). These individuals are cultured, aesthetic, intellectual and open. The openness to experience can be connected to activities like writing, science and art (Wallach & Wing, 1969). Personality traits are expressed in learning styles, which are in turn reflected in learning strategies, which eventually produce a certain learning outcome. ( DeRaad & Schouwenburg 1996 ).
Personality traits serve as directors and blocks of motivation and learning strategies ( Mumford & Gustafson 1998 in Blickle, 1996 ). Conscientiousness and openness to experience are of special educational interest. ( DeFruyt & Mervielde, 1996 ). Blickle (1996) has compared the Five Factor Model personality traits with learning strategies and learning outcome. He found that particularly
conscientiousness and openness were related to learning style. The student's personality was related to learning outcome immediate by learning strategies. Conscientiousness is related to work discipline, interest in subject matter, concentration and considering studying as quite easy ( Schouwenburg, 1995 ). Different ways of learning in higher 12
education have been described by Entwistle & Trait (1996). Students using the strategic approach are good at organizing their work, managing their time and they work hard in their studies. They care about their working conditions and have clear goals for their
studies (Entwistle & Trait, 1996). They have an intrinsic motivation and a positive study attitude (Entwistle, 1998). Openness is linked with questioning and analyzing arguments (Schouwenburg, 1995). It is further related to critical evaluation, searching literature and making relationships (deep approach)
(Blickle, 1996). The students with a deep approach want to find out the deeper meaning in the text. They are critical, logical and
relate what they learn to their previous knowledge. (Entwistle & Trait, 1996) . Their motivation is intrinsic and they look for a personal 1998). Neuroticism is linked to lack of concentration, fear of comprehension independent of the syllabus (Entwistle,
failure and experiencing studying as stressful. Moreover neuroticism is linked with a lack of critical ability and problems in
understanding how things relate to each other (Schouwenburg, 1995). This can be linked to the surface learning style (Entwistle, 1998). The student with a surface approach concentrates on memorizing
without any concern of finding a deeper meaning or understanding of the material. They are most concerned about getting through the exams and are not really interested in the material itself 13
(Entwistle & Trait, 1996). Their motivation is extrinsic and they take on a different use of information and for instance relevance judgment in the three groups as a result of different conceptions
of information seeking (Limberg, 1998). Several theories on personality types were made for they
believed that personality typing is a tool with many uses. Carl Jung developed the theory that each individual has a psychological type. Also known as Jungian psychological types, they are probably the most widely used and among the best known in everyday life. Jung's typology emerges from Jung's deep, holistic philosophy and
psychology about the person. Jung's typology was unfortunately not always included in mainstream personality courses because it wasn't empirically driven. Jung viewed the ultimate psychological task as we process of individuation based on the strengths and limitations of one's psychological type. Carl Jung believed that there are two kinds of functions which humans use in their lives: how to take information (how to perceive things) and how we make decisions. He believed that within these two categories, there are two opposite ways of functioning we can perceive information via our senses or our intuition. We make decisions on object logic and subjective feelings. Jung believes that we all use these four functions in our lives, but that all individual uses the different functions with a varying amount and 14
frequency. He believed that he could identify an order of preference for the functions within individuals. The function which someone uses frequently is their dominant function. The dominant function is supported by an anxiety (2nd) function, tertiary (3rd) function and inferior, (4th) function (Anne Harris, 1996). These are sensing, thinking, feeling and intuiting, respectively. He asserted that
individuals are of two attitudes: Introversion and Extroversion. Introvert is a person who tends to be quiet, imaginative and more strategic, syllabus-bound approach to studying (Entwistle, 1998). Subcritical students seek authoritative in order to find the objective truth. They memorize and describe the information rather than value it. They seek only superficial information and the most important sources. The surface-critical students value the
information clinically in order to impress their teachers. They need information from many sources. The deep-critical group seeks
information from many sources in order to form their own opinion (Ford, 1986). Jung's work was expounded by Katherine Briggs, quietly working in silence and developing his theories further. But it was
Katherine's daughter Isabel who was really responsible for making the work on personality type visible. Isabel, using her mothers work and Jung's work asserted the importance of auxiliary function
working with dominant function in defining Personality types. While 15
Incorporating the auxiliary functions into the picture, it became apparent that there was another distinctive preference which had not been defined by Jung: Judging and Perceiving. The developed theory today is that every individual has a primary mode of operation within four categories. (1.)our flow of energy, (2.) how we take the information, (3.) how we prefer to make decisions, (4.) the basic day to day lifestyle that we prefer. Within each of these
categories, we prefer to be extroverted or introverted; sensing or intuitive; thinking or feeling; judging or perceiving. We all
naturally use one mode of operation with each category more easily and more frequently than we use the either mode of operation. So, aid to prefer one function over the other. The combination of our four preferences defines our personality type. Although everybody functions across the entire spectrum of the references, each
individual has a natural preference which leans in one direction of other categories (personalityjunkie.com).Erikson's concept of ego identity (1950) is a contribution here. When a person has ego identity, in Erikson's meaning of term, his sense of identity must be congruent with and based partly upon the role structure that actually exists in society, and it must be confirmed in some degree by other people's perception and treatment of him. This means that a radical change in these aspects of the social system would change the ego identity. Bettelheim's observations in a concentration camp (1943), showing some of the ways in which the ego could be broken 16
down and some of the ways in which it could be preserved under the Nazi program for enslavement, are also relevant here; and some are Sanford's observations on how the individual superego was altered as a result of the imposition of a loyalty oath at a university (1996). These studies strongly suggest that relatively stable-one might say deeply based-structures were of the by personality-whether previous social or not these be
structures
sustained
stability-may
radically altered by extreme social change. On yielded the the other two hand, research on personality has consistency the
dimensions:
introversion,
extroversion,
neuroticism stability. These dimensions are partly inherited and related to the physique and to the way the brain functions. This means that the introvert looks and talks less while the extrovert talks and looks more. Further, Pervin has identified the following characteristics of introverts and extroverts. 1. Introverts do better in school than extroverts particularly in more subjects. Also students withdrawing from college from
academics reasons tend to be extroverts. Whereas those who withdraw from psychiatric reasons tend to be introverts. 2. Extroverts prefer vocations involving interaction with people whereas introverts tend to prefer more solitarily vocations.
Extroverts seek diversions from job routine while introverts have 17
lesser need for novelty. 3. Extroverts enjoy explicitly sexual and aggressive humor whereas the introverts prefer more intellectual forms such as puns and
subtle jokes. 4. Extroverts are active sexually in terms of frequency and
different partners than are introverts 5. Extroverts are more suggestible than are introverts.(Lawrence Pervin.Personality; Theory assessment and Research.(New York:John
Wiley and Sons Incorporated.1968)pp.239-40. On the other hand, Myers and Briggs, said that everyone holds to the right of the individual having preferences among
alternatives of equal general values: having a preference of indoor activity over outdoor activity does not appear superior or
inferior in a value hierarchy applied to human worth. That assuming the indicator preference as basis, the potential utility of type for understanding and helping others to understand and accept alien
behaviors becomes immediately apparent. Michelle Harris, a University of Arizona senior studying
psychology, has completed an investigation that sought to determine whether college students were bullies or victims in middle or high school, and whether they now maintain personality traits in line with their prior experience of harassment. Among her most telling findings, Harris said that while bullies are assumed and victims 18
might be assumed to have higher levels of extroversion, neither did. Last year, Harris earned a $1,500 Undergraduate Research Grant for her study, Personalities of Bulliea and Victims, which unlike most other studies on harassment, focuses on a traditional college-age population instead of students in elementary and middle school.
Harris developed her project, which serves as her thesis, through a collaboration Fitch Nesbitt with her faculty Chair, adviser, Stephen T. Russell, Thompson, the who
Endowed
and
Elisabeth
Morgan
directs the Gender, Sexuality, and Conformity in schools project at the UA. Harris also worked with Matthias Mehl, a UA psychology professor. Her study and the work of other UA researchers
investigating bully and victim behavior is especially timely given the suicides among teenagers. Recent cases making national and international news were the deaths of Tyler Clementi, who was a Rutgers University student when he committed suicide and also Justin Aaberg and Asher Brown both who killed themselves after having been harassed. Both Isabel and Myers and her mother Katherine were fascinated by Jung's theory of
psychological types and recognized that the theory could have real world applications. During World War II, Myers and Briggs began researching and developing an indicator that could be utilized to help understand individual differences. By helping people understand themselves, Myers and Briggs believed that they could help people select occupations that were best suited to their personality types 19
and lead healthier, happier lives. Myers created the first pen-andpencil version of the test during the 1940s, and the two women began testing the assessment on the friends and family. They
continued to fully develop the instrument over the next two decades. In addition, Hartman Personality Profile also known as the
Color Code, created by Dr. Taylor Hartman divides personalities into four colors: Red (the power wielders), Blue (the do-gooders), White (the peacekeepers) and Yellow (the fun lovers). Although different groups of people have different demographics, the general breakdown suggests that Reds comprise 25% of the population; Blues 35%; Whites 20%; and Yellows 20%. A 45-question test assesses one's color. It is a creative way to simplify this system for your understanding and use. This simplification sometimes causes people not to take the Color Code seriously, however that is mistake. The Color Code at first glance represents a fraction of the whole. It is simple and at the same time profound. Reds: (The Power Wielders) Reds are the power wielders of the world. Reds use logic, vision and determination. From a Red perspective, emotion has
nothing to do with completing tasks. Red Strengths It is an ego problem which causes intolerance of others' ideas. They are also timely. 20
Red Limitations They are demanding Reds lack compassion. If they develop the gift of compassion, Reds are hard to beat. Blues: (The Do-Gooders) Life is a sequence of commitments for blues. They thrive on relationships and willingly sacrifice personal gain. Blues are
highly demanding perfectionists. They can be distrusting and worry prone. They are complex and intuitive and can be very opinionated. Blues can also be emotional and moody. Blues can be self-righteous, insecure, very self-disciplined and sincere. Blue Strengths Blues are steady, ordered and enduring. Blues love with
passion. They bring culture and dependency to society and home. They are highly committed and loyal. They are comfortable in creative environments. They strive to be the best they can be. Blue Limitations They are insecure and judgmental. Lacking trust, they find
themselves resentful or unforgiving. They often fail at seeing the positive side of life. They want so badly to be loved and accepted, constantly seeking for understanding from others while often
refusing to understand and accept themselves.
21
White: (The Peacekeepers) Motivated by Peace, Whites will do anything to avoid
confrontation. Their only demands from life are the things that make them feel comfortable. That feeling fosters their need to feel good inside. White Strengths Whites are kind, considerate, patient and accepting. They are virtually devoid of ego. They are good at constructing thoughts that did not exist before, just from careful listening and taking time to think things through. White Limitations Whites don't commonly share what they are feeling,
understanding or seeing. They won't express conflict. Whites may be unwilling to set goals. They dislike working at someone else's pace. They can be very self -deprecating. Yellows: (The Fun Lovers) Yellows are motivated by fun. They are here to have a great time. Yellow Strengths Yellows are enthusiastic. They are very persuasive. They are spontaneous in nature. They are always looking for something new to do. 22
Yellow Limitations They develop friendships with ease but can be very self-
centered. They often have lots of friends but on a superficial level. Their self-centered nature blocks them from forming
meaningful relationship.
Related Studies The Impact of Personality on Information Behavior This research is based on Wilsons (1997) definition of
information behavior, a term including information seeking and the needs of the user. The term includes the need of information, inner processes and environmental factors affecting the individuals way of responding to the information needed. Palmer (1991) showed that the information behavior of scientist could be clustered into five groups of information searchers
characterized of different personalities. The first group was the non-seekers. They were not really motivated for information seeking. The second group was the lone, wide rangers. They liked working alone and often found to the solution journals to than their the problems other by chance. They They
subscribed
more
groups.
sought
information very widely. They also had more personal contacts than 23
the other groups. This could be due to their longer experience in the field. The third group was the unsettled, self-conscious seekers. This group consisted of fresh researchers who were still quite new to the field. They visited the library more frequently than the other groups. They also consulted their colleagues perhaps due to
insecurity about their role and their information seeking. They had not chosen the subject for their research themselves. The fourth group was the confident collectors. They didnt put much effort into conscious information seeking but they tried to keep an open mind for new information. They trusted themselves for getting the proper
information. They had worked in their field a long time. The last group was the hunters. These researchers worked in biochemistry, a rapidly changing field. They had developed their own strategies to cope with the information flow. They all had information seeking routines; some even visited the library every day. They had wide contact with colleagues both in the same country and abroad. (Palmer, 1991) Information-seeking instance attachment behavior has also 1969). been related and to for
style
(Bowlby,
Secure
anguished
persons are more curious than avoiding people. Secure persons have a constructive and positive attitude towards information and seek a lot of information. Anguished persons prefer personal contacts when
seeking information whereas avoiding persons tend to avoid social 24
contact also in their search behavior. Insecure persons have more difficulties in coping with unpredictability, disorder and ambiguity. They have a tendency to finish the search process as soon as possible resulting in decisions based on early-received information. They are less prone to change their views and accept new
information.(Miculincer, 1997). This insecurity could be linked with neuroticism (Schouwenburg, 1995) which in turn can be linked with a surface learning style (Entwistle, 1988). The Relationship between Learning Style and Search Behavior There seems to be a relationship between learning style and search approach. (Limberg, 1998). Searchers characterized by
different learning styles adopt different search strategies. (Wood et al, 1996). Subcritical students seek authoritative sources in order to find the objective truth. They memorize and describe the information
rather than value it. They seek only superficial information and the most important sources. The surface-critical students value the
information clinically in order to impress their teachers. They need information from many sources. The deep-critical group seeks
information from many sources in order to form their own opinion. (Ford, 1986). 25
In Fidels 1984 study search styles were compared to the two different learning styles. It was found that the search style
obtained was related to the learning style used. The conceptualist search style can be compared with the wholist learning style (Pask, 1976) and the second search style corresponds to the analytical
learning approach (Pask, 1976). (Fidel, 1984) Limberg (1998) also found relationships between search style and learning style. The first group in her study had an atomistic
approach to information seeking, concentrating on finding facts. They wanted information that was easy to find, understand and could be reached by the least effort. The second group wanted to find
information to be able to make the right choice. The third group wanted more information to be able to analyze it. Their aim was to understand and critically reflect over the material. They used many different kinds of material and many different search paths. This group could be compared to the wholistic learning style. There were different use of information and for instance relevance judgment in the three groups as a result of different conceptions of information seeking. (Limberg, 1998).
Fatigue: dimensions
relationships
with
basic
personality
and
temperament
Fatigue is one of the major complaints in primary care settings 26
(e.g. Bates et al., 1993; Bensing, Hulsman,
&
Schreurs,
1996;
Fuhrer, 1994; Lewis & Wessely, 1992; Mann, McDonald, Cope, Pelosi, & David, 1994). Also in general population studies, prolonged fatigue are commonly reported (1422%; e.g. Chen, 1986; Loge, Ekeberg, & Kaasa, 1998). In an extensive study, it was found that about 25% of Dutch employees report fatigue at work (CBS, 1999). In another Dutch study, it could be demonstrated that psychosocial problems played a direct role in disablement and absence through illness in about 30% of the cases. Using an inventory of health complaints that lead to absence of work and disability, it appeared that long-term mental fatigue and burnout played an important role in about 90% of the cases (Rycken, 1997). Inspite of the fact that fatigue is a very common symptom, most people do not feel tired regularly. Furthermore, only a minority of the persons who report fatigue symptoms indicate that this is a reason to visit their physician. For instance, although more than 40% of the respondents in the study by Fuhrer (1994) reported fatigue symptoms, only 7.6% of the respondents said that fatigue was the main reason for seeing their general practitioner. This discrepancy has been explained in terms of attribution of fatigue to sleep
disturbance (duration and quality), work, and stress (e.g. Frone & Russell, 1995). However, it might be that the discrepancy is also caused inpart by personality and temperament factors. A review of the relationship between personality and work-related fatigue has 27
suggested a positive relationship between neuroticism and fatigue, including emotional exhaustion, and a negative association between extroversion and fatigue. High-scorers on neuroticism tend towards heightened perception of fatigue symptoms, whereas extroverts are inclined to under report fatigue symptoms (e.g. Bohle & Tilley, 1993; De Vries & Van Heck, 2000, submitted for publication; May & Kline, 1988). This outcome is in line with the fact that neuroticism, by definition, is related to more frequent and intense experience of negative emotional states (Williams & Wiebe, 2000). With regard to agreeableness, conscientiousness, and openness to experience, it can be concluded that only a few studies examining emotional exhaustion have incorporated these personality dimensions. In two studies,
negative associations were found between agreeableness and emotional exhaustion possible (Mills & Huebner, 1998; Piedmont, emotional have been 1993).Concerning exhaustion reported a
relationship
between
and (Deary,
conscientiousness
inconsistent
results
Agius, & Sadler, 1996; Mills & Huebner, 1998).No associations have been found between openness to experience and emotional exhaustion (Deary et al., 1996; Piedmont, 1993). Furthermore, virtually nothing is known about the relationship between temperament and fatigue (De Vries & Van Heck, submitted for publication).In the only study in which temperament was examined, a substantial negative relationship was found between strength of excitation and emotional exhaustion (Rudow&Buhr,1986).With respect to the quality of the 28
existing research, it should be noted that the fatigue measures that are used in studies examining the relationship between
personality/temperament and fatigue are often developed ad hoc (e.g. Byrne, 1991; De Vries & Van Heck, submitted for publication; Froom, Melamed, Kristal-Boneh, Gofer, & Ribak, 1996; Harma, Ilmarinen, & Knauth, 1988;Iskra-Golec, Marek, & Noworol, 1995; Magnusson, Nias, & White, 1996; Martikainen, Urponen, Partinen, Hasan, & Vuori,
1992).1312 J. De Vries, G.L. Van Heck / Personality and Individual Differences 33 (2002) 13111324. The personality characteristics and basic
extroversion, openness to
agreeableness,
conscientiousness, represent
neuroticism, of
experience/autonomy
taxonomy
personality traits, the Five-Factor Model of personality (FFM). A considerable body of research has demonstrated the summarizing power of these five factors, which are conceived of by many current trait theorists as a firm basis for an adequate representation of
personality structure (e.g. Digman, 1990; McCrae& Costa, 1999; McCrae & John, 1992). Extraversion reflects and high the disposition towards
cheerfulness, represents the
sociability, inclination
activity. interpersonal
Agreeableness trust and
towards
consideration of others. Conscientiousness summarizes the tendency towards persistence, sense of duty, organizing, planning, and selfdiscipline. Neuroticism stands for the tendency to experience
distressing emotions such as fear, guilt, and frustration, while openness/autonomy points at a receptive orientation toward varied 29
experiences and ideas (see Costa &McCrae, 1989, for more detailed descriptions of these five basic factors).With respect to the
temperament domain, this study focuses on excitation, inhibition and mobility, the features of central nervous system functioning that form the basis of Pavlovs conceptualizations of temperament (Pavlov, 19511952). Strength of Excitation (SE) reflects the functional
capacity of the nervous system. Threatening situations do not stop high-scorers on SE from undertaking previously planned activities and actions. Furthermore, SE is reflected in a proneness to undertake activity under highly stimulating conditions and a preference for carrying out risky and/or demanding activities. Performance of
activity under social and/or physical load does not evoke emotional disturbances. The performance of high-SE individuals does not
decrease significantly under stressful conditions. They are resistant to fatigue, when engaging in long-lasting and/or intensive activity, and able to react adequately under strong emotional tension. Strength of Inhibition (SI) concerns learned and acquired
inhibitions reflecting the ability to stop or delay given behavior, when needed, and to refrain from behaviors and reactions. Mobility of nervous processes manifests itself in the ability to give priority to one impulse before the other, excitation before inhibition and conversely. High-scorers on MO adapt quickly to new surroundings and pass easily from one activity to another. Low-
scorers respond less adequately to changes in the environment. 30
Temperament is part of the trait-oriented personality structure and can only be understood, when approached from this perspective. Traits regarded as belonging to temperament are present from early infancy, have their counterparts in animals, and are at least partly rooted in the biological background (Strelau, 1987,2001). It speaks for itself that not all the thousands of trait descriptive terms that are
discerned in trait psychology can be regarded as reflecting such a neurobiochemical individuality. Even the FFM, featuring the basic dimensions of personality, probably represents a mixture of nontemperamental traits and temperamental dispositions. Several authors have suggested links between the Pavlovian CNS types and prominent personality dimensions. For instance, Eysenck (1966) and Gray (1964) have pointed at a positive connection between SE and extroversion. Neuroticism too is often seen as negatively related to SE. Various studies have demonstrated these links and other associations with FFM dimensions. Strelau et al. (1999), summarizing these investigations, have concluded that the SE and MO scales correlate moderately with extroversion and that the available studies unequivocally reveal a negative relationship between neuroticism and SE, SI, and MO. In this study, the relationships between the FFM personality dimensions, the Pavlovian Based on temperament earlier variables, empirical and fatigue it have was been examined. that be
studies, and
expected would
extroversion,
agreeableness,
emotional
stability
negatively related to fatigue. ( De Vries, G.L. Van Heck 2002 ). In 31
addition, based on theoretical considerations, it was expected that conscientiousness, openness to experience, and the three Pavlovianoriented temperament variables would also be negatively related to fatigue.
32
Chapter III RESEARCH METHODOLOGY AND PROCEDURES
This study,
chapter
presents
the
methods research
of
research
used the
in
the
the
respondents,
the
procedures,
research
instruments and the statistical tools employed in the analysis of the data gathered.
Research Design The descriptive research design was used in this study to
determine the differences in the personality profile of Psychology students of the College of Arts and Sciences. The descriptive survey is concerned with what is happening in the present times. It has no control over the past for it only looks into existing phenomenon.
Research Locale The researchers Carig conducted the study the at Cagayan of State and
University, Sciences.
Campus,
specifically
College
Arts
Respondents The Students, respondents in the of the of study Arts involved and all the Psychology State
College
Sciences,
Cagayan
University, Carig Campus, School Year 2011-2012.
Research Instruments The Inventory instrument which is used a in the study test is the Basic by Personality Douglas N.
standardized
developed
Jackson. The Basic Personality Inventory (BPI) is an innovative, multiphasic personality assessment intended for use with clinical and normal populations to identify sources of maladjustment and personal strengths. It can be used with both adolescents and adults, and is completed in half the time of other measures. The BPI measures twelve (12) distinct psychological traits which are the Hypochondriasis, Depression, Denial, Interpersonal problem, Alienation, Persecutory Ideas, Anxiety, Thinking Disorder, Impulse Expression, Social Introversion, Self-Depreciation and Deviation.
Scale names were chosen to avoid potentially inaccurate diagnostic labels while emphasizing construct dimensions of psychopathology. The BPI makes use of sophisticated procedures to minimize susceptibility to the social desirability response bias. It is sensitive to the tendency to describe oneself in favorable (fake-good) and 34
unfavorable
(fake-bad)
terms.
The
easy
reading
level
makes
it
suitable for a variety of populations.
Research Procedure The researchers sought the approval of the Campus Executive Officer of the Cagayan State University, Carig Campus to float
questionnaires to all the respondents. After which, questionnaire was personally distributed to the respondents and was immediately retrieved after they have answered the questionnaire. All data gathered were analyzed, tallied and tabulated and were subjected for interpretation.
Statistical Tool In as much as this is a descriptive survey, all data gathered were treated by getting their percentage. Suitable statistical treatment was employed on the data
gathered in order to derive answers for the problems presented in the earlier chapter.
35
CHAPTER IV PRESENTATION, INTERPRETATION AND ANALYSIS OF DATA
This
chapter
deals
with
the
discussion,
analysis
and
interpretation of data gathered.
Age 16-18 19-21 22-24 Sex Male Female Year level First Year Second Year Third Year Fourth Year Religion Catholic Non Catholic
Table 1 Respondents Profile Frequency 68 85 20
Percentage 39.3 49.13 11.57
29 144
16.76 83.24
31 48 43 51
17.92 27.74 24.85 29.49
128 45
73.99 26.01
Table 1 shows the profile of the respondents as to their age, sex, year level and religion. The largest age group is 19-21 years old with the frequency of 85 or 49.13 % followed by 16-18 with 68 or 39.3 % and ages 22-24 who are only a few with 20 or 11.57 %.
As to sex, majority of the respondents are female with 144 or 83.24% while the males are only 29 or 16.76%. Meanwhile, seniors dominate the year level populace as
represented by 51 or 29.49 %. Second year, third year and the first year levels are represented by 48 or 27.74 %, 43 or 24.85 % and 31 or 17.92 % respectively. More than one half or 73.99 % of the respondents are Catholic while there are 45 or 26.01 % who are non-Catholic.
Personality Scale Hypochondriasis Depression Denial
Table 2 Profile of Personality Trait Low Average f 12 15 5 25 15 5 9 13 25 10 13 14 % 6.94 8.67 2.89 14.45 8.67 2.89 5.20 7.52 14.25 5.78 7.51 8.09 f 157 156 166 148 151 148 162 130 145 156 153 127 % 98.75 90.17 95.95 85.55 87.28 85.55 93.64 75.14 83.82 9017 88.44 72.41 F 4 2 2 0 7 20 2 30 3 7 8 32
High % 2.31 1.16 1.16 0.00 4.05 11.56 1.16 17.34 1.73 4.05 4.62 18.5
Interpersonal Problem Alienation Persecutory Ideas Anxiety Thinking Disorder Impulse Expression Social Introversion Self-Depreciation Deviation
37
The table reveals that generally the respondents fall on the average level in all personality scale or traits as measured by the Basic Personality scales Inventory. means that Average the level on are the free different from the
personality
respondents
tendency to experience personality encumbrances or if ever faced with uncertainties, the respondents can display normal adjustments along this line and would be able to live a normal life. It is also evident that among all the personality scales, denial scale emerged to have the most number of respondents belonging to the normal level. This means that psychology students have the capacity to criticize themselves or be able to discover or see for themselves their shortcomings or weaknesses. Such is a positive disposition manifested by individuals who are inclined or interested in the study of human behavior. As the saying goes:Know thy self first before others! In the Hypochondriasis scale, respondents are generally on the average level which suggests that they appear to have a normal
concern for physical health. There are 12 or 6.94 % who are in the low level and these are the individuals who do not have excessive bodily concern. More or less these students wouldnt use ill health as reason for absenteeism. While a few respondents or 4 or 2.31 % only found to belong in the high level, this still indicates that there are people who seem to frequently think that they are sick and 38
may
hear
from
them
regular
complaints
of
peculiar
bodily
dysfunctions. In terms of Depression scale, 156 or 90.17 % are on the average level. Revealed by this result is that the respondents tend to
exhibit cheerfulness in their lives. No doubt for such outcome since it is expected that their stage seems to be the most enjoyable and the lightest. High level on this trait suggests consideration of self-inadequacy and pessimism. Two or 1.16% of the respondents are in this kind of disposition. It is also worthy to note that none of the respondents has high level in the Interpersonal Problem scale. There are 148 or 85.55 % and 25 or 14.45 % lumped in the average and low level, respectively. The students here experience average if not less than average
irritations from inconveniences, frustrations and disappointments. Another significant finding is revealed in the Persecutory Ideas scale where in 20 or 11.56 % of them have high levels of it.
Persecutory ideas simply mean thoughts of being persecuted, punished or harassed. Its opposite is trustfulness in which majority of the respondents manifest. The numbers of respondents who are high in this scale are inclined to believe that people are trying to make life difficult and unpleasant which makes it necessary for them to seek help to rid of those unfounded ideas they have. Along with the above mentioned result, 30 or 17.34 % of the respondents are high in terms of Thinking Disorder scale. This is a 39
considerable number for proper intervention since individuals here tend to have markedly confused, easily distracted and disorganized thoughts. Further, the table reveals how respondents act on their selfcontrol. Though majority of the respondents are on the average level, it cannot be neglected to notice the fact that there are those who seem to be impulsive, lack the ability to think beyond the present and consider the consequences of their actions. There are 3 or 1.73 % of the psychology students who have such peculiarity. This may also be a factor to look into when studying trends of early pregnancy among the psychology group. Meanwhile, deviation scale result seems to support findings on Impulse Impression stated earlier. Many of the respondents have high level of deviation which means that they display behavior patterns which are different from most people. They have the tendency to admit unusual and pathological characteristics.
40
Table 3 Personality Traits of the Respondents as to Age 16-18

Level Hypochondriasis Low Average High Depression Low Average High Denial Low Average High Interpersonal Problems Low Average High Alienation Low Average High Persecutory Ideas Low Average High Anxiety Low Average High Thinking Disorder Low Average High Impulse Expression Low Average High Social Introversion Low Average High Self-Depreciation Low Average High Deviation Low Average High f 8 60 0 6 61 1 2 60 6 15 53 0 11 56 1 5 63 0 8 60 0 10 56 2 19 49 0 3 61 4 9 58 1 10 56 2 % 11.76 88.24 0.00 8.82 89.71 1.47 2.94 94.12 2.94 22.06 79.94 0.00 16.18 82.35 1.47 7.35 92.65 0.00 11.76 88.24 0.00 14.71 82.35 2.94 27.94 72.06 0.00 4.41 89.71 5.88 13.24 85.29 1.47 14.71 82.35 2.94
41
The table generally shows that respondents ages 16-18 years old are on the average level in all of the personality dimension. Specifically, none of the respondents manifested a high level on the Hypochondriasis, Interpersonal Problems, Persecutory
Ideas, Anxiety and Impulse Expression scales. This means that these students are without excessive bodily concerns or preoccupation with physical complaints. They tend to see themselves as adequate,
confident and persistent. They may also display optimistic attitude about the future. In addition, the respondents seem to be reasonably
cooperative and have the patience to cope with lengthy and tedious task.
42

43
The table shows that majority of the respondents ages 19-21 on the average level in all of the scales presented.
are
It is also noticeable that there are 28 or 32.94% of them who manifested high level on Thinking Disorder scale, also with 29 or 34.12% of them manifested high level on the deviation scale. This is so maybe because those respondents sometimes experience unusual
characteristics. They also tend to feel the life is a dream-like and that there is a marked difference between self and others. It is also noticed that none of them manifested a high level on Depression and Interpersonal Problems scales. Majority of them
manifest a high degree of self assurance in dealing with others. They may also display socially acceptable ethical attitudes.
44

45
The table also shows that most of the respondents ages 22-24 years old are on the average level in all of the personality dimensions. None of the respondents manifested a high level on Denial,
Interpersonal Problems, impulse Expression and Social Introversion scales. This means that respondents are enjoying company being with others; they consider future and consequences before acting. They accept feelings as part of self and are not afraid to discuss
unpleasant topics. They can answer questions about self frankly; they are also socially responsible.
46
Table 6 Personality Traits of Male
Respondents
Level f % Hypochondriasis 2 6.90 Low 25 Average The table shows that most of the male respondents87.20 under the averag fall High 2 6.90 Depression It is remarkably noticed that none 3 the male respondents manifested hi of 10.34 Low 25 86.21 Average High 1 3.45 Denial 1 3.45 Low Average 28 96.55 High 0 0.00 Interpersonal Problems 10 34.45 Low Average 19 65.52 High
0 0.00 17.24 79.31 3.45 6.90 75.86 17.24 3.45 93.10 3.45 10.34 59.63 31.03 17.24 82.76 0.00 13.79 86.21 0.00 3.45 86.21 10.34 6.90 62.07
Alienation Low Average High Persecutory Ideas Low Average High Anxiety Low Average High Thinking Disorder Low Average High Impulse Expression Low Average High Social Introversion Low Average High Self-Depreciation Low Average High Deviation Low Average high
5 23 1 2 22 5 1 27 1 3 17 9 5 24 0 4 25 0 1 25 3 2 18
31.03
47
The table shows that most of the male respondents fall under the average level. It is remarkably high noticed on that the none of the male respondents Problems, manifested scores Denial, Interpersonal
Impulse Expression and Social Introversion scales. This means that most of the male respondents tend to accept feelings as part of self. They are not afraid to discuss unpleasant topics. They also tend to experience less than average irritation from their environment and others; they also see themselves as adequate, confident and persistent. As to Persecutory Ideas scale, there are 5 or 17.24% of the respondents who manifested high scores which means that they tend to believe that certain people are against them and trying to make life difficult and unpleasant. In terms of Thinking Disorder and Deviation scales, 9 or 31.03% of them manifested high scores. Those respondents seem to be
confused, easily distracted and disorganized. They cannot remember even simple things from day to day.
48
Table 7 Personality Traits of Female Respondents

Level Hypochondriasis Low Average High Depression Low Average High Denial Low Average High Interpersonal Problems Low Average High Alienation Low Average High Persecutory Ideas Low Average High Anxiety Low Average High Thinking Disorder Low Average High Impulse Expression Low Average High Social Introversion Low Average High Self-Depreciation Low Average High Deviation Low Average high f 10 133 1 12 130 2 5 136 3 16 126 2 9 129 6 3 125 16 9 134 1 10 113 21 19 122 3 6 131 7 12 128 4 12 109 23 % 6.94 92.36 0.70 8.33 90.28 1.31 3.47 91.89 2.08 11.11 87.50 1.39 6.25 89.58 4.17 2.08 86.81 11.11 6.25 93.05 0.70 6.94 78.47 48.59 13.20 84.72 2.08 4.17 90.97 4.86 8.33 88.89 2.78 8.33 75.70 15.97
49
The
table
also
shows
that
majority
of
female
are
on
the
average level in all personality scales. This suggests that they tend to share normal concern for
physical health. Their absenteeism is only due to illness. Meanwhile, it is also observed that there are 16 or 11.11% of them who manifested high scores on the Persecutory Ideas scale. This means that they also tend to believe that certain people are against them and are trying to make life difficult and unpleasant. As to Thinking Disorder scale, 21 or 14.59% of them manifested high score. They also display behaviors as to male. Same as to deviation scale, 23 or 15.97% of female respondents manifested high scores. A significant finding is revealed on the comparison of
personality scales according to sex that most of the respondents in both sexes fall on the average level and that some of them
manifested high scores on three personality dimension; Persecutory Ideas, Thinking Disorder and Deviation scales.
50
Table 8 Personality Traits of the First Year Respondents

51
It
is
noticeable
in
this
table
that
most
of
the
junior
respondents belong to average level. Specifically, Hypochondriasis , none of them manifested high score on
Interpersonal
problems,
Alienation,
Persecutory
Ideas, Anxiety, Impulse Expression, Self-Depreciation and Deviation scales. This findings mean that the respondents tend to enjoy their lives normally without experiencing difficulties in terms of any personality problems that others are suffering from.
52
Table 9 Personality Traits of the Second Year Respondents

53
The table shows that most of the sophomore respondents are under average level. None of them manifested high scores on the Interpersonal
Problems, Alienation and Impulse Expression scales. This means that they tend to experience less than average irritation from noise, changes in routine, disappointment, and mistakes of others. They also respect authority and prefer clearly defined rules and regulations. They also display ethical and socially responsible attitudes and behaviors. As to Persecutory Ideas scale, 4 or 8.33% of sophomore
respondents manifested high scores. Those respondents also believe that certain people are trying to make life difficult for them. In terms of Thinking Disorder scale, 5 or 10.42% of them
manifested high scores wherein they tend to be confused, distracted and disorganized. Lastly, there are 7 scores on Deviation from most scale. people. or 14.58% of them who manifested high They They display admit behavior unusual patterns very
different
and
pathological
characteristics.
54
Table 10 Personality Traits of the Third Year Respondents

55
This table shows that majority of junior respondents are under average level. It is also noticeable that none of them manifested high scores on Depression, Denial, Interpersonal Problems and Anxiety scales. This means junior reports a usual feeling of confidence, cheerfulness and persistence, even when experiencing disappointment. They have optimistic attitudes about the future. They can also answer questions about self frankly and show normal affect. They also tend to be reasonably cooperative and prefer clearly defined rules and
regulations and they are able to handle criticisms. Same findings are observed as to the sophomore respondents where in there are also 4 or 9.3% of them who manifested high scores on Persecutory Ideas, 6 or 13.95% on Thinking Disorder and 9 or 20.93% on Deviation scale. These respondents are also experiencing feelings of fear; they are confused, disorganized and admit to unusual and pathological characteristics.
56
Table 11 Personality Traits of the Fourth Year Respondents

57
This table also shows that majority of senior students fall under average level in all personality scales. Remarkably, none of them manifested high scores on Depression, Interpersonal Problems and Anxiety scales. This shows that senior students report usual feelings of confidence, cheerfulness and
persistence. They are also reasonably cooperative, remain calm and unruffled even when confronted by unexpected occurrences. They tend to take things as they come without fear or apprehension. The same is observed as to sophomore and junior students that there are also students who manifested high scores in three dimensions on personality; 12 or 23.53% on Persecutory Ideas, 20 or 39.22% on Thinking Disorder and 18 or 35.30% on Deviation scale.
58
Table 12 Personality Traits of the Catholic Respondents

59
This
table
presents
the
personality
traits
of
Catholic
respondents. The findings show that majority of them fall under the average level. As observed in the Interpersonal Problem scale, none of them manifested high score which means that they tend to accept criticisms from others and cooperate fully with leadership. They also experience less than average irritation from their environment and others. As to Persecutory Ideas scale, 13 or 10.16% of them manifested high score which means that those respondents tend to believe that certain people are against them and trying to make difficult and unpleasant. Twenty-nine or 22.66% of them manifested high scores on Thinking Disorder scale where in they tend to feel that they are living in a dream-like world and that people appear different to them and they feel different from others. In Deviation scale, there are 28 or 21.88% among them who also manifested high score. They tend to display behavior patterns very different from other people. They also admit unusual and pathological characteristics.
60
Table 13 Personality Traits of the Non-Catholic Respondents

61
This
table
generally
shows
that
most
of
Non-Catholic
respondents fall under average level. Significantly, none of them manifested high score on five scales in the personality dimension presented: Depression,
Interpersonal Problems, Impulse Expression, Social Introversion and Self-Depreciation scales. This means that Non-Catholic respondents tend to live normally and experience usual happenings and generally show behavior patterns similar to those of a majority of people.
62
CHAPTER V SUMMARY OF FINDINGS, CONCLUSIONS AND RECOMMENDATIONS
Summary of Findings 1. Profile of the Respondents with the total of 173. The largest age group is 19-21 years old with the frequency of 85 or 49.13%, followed by 16-18 with 68 or 39.3% and ages 22-24 who are only few with 20 or 11.57%. As to sex, majority of the respondents are female with 144 or 83.24% followed by the males with 29 or 16.76%. Seniors dominate the year level populace as represented by 51 or 29.49%. Meanwhile, seniors dominate the year level populace as
represented by 51 or 29.49 %. Second year, third year and the first year levels are presented by 48 or 27.74 %, 43 or 24.85 % and 31 or 17.92 % respectively. More than one half or 73.99 % of the respondents are Catholic while there are 45 or 26.01 % of the respondents are nonCatholic.
2. Generally the respondents fall on the average level in all personality scales or traits which include Hypochondriasis, Depression, Persecutory Denial, Ideas, Interpersonal Anxiety, Problems, Alienation, Impulse
Thinking
Disorder,
Expression,
Social
Introversion,
Self-Depreciation,
and
Deviation measured by the Basic Personality Inventory. 3. It generally shows that across ages, majority of the
respondents are on the average descriptions in all of the scales. 4. Personality traits of the respondents when grouped according to sex generally do not vary. 5. Regardless of year level, the respondents are on the
average description of all personality dimensions. 6. Catholic or Non Catholics belong to average level of
personality dimensions.
CONCLUSION: Based on the findings of the study, the researchers arrived at the following conclusion: 1. That Psychology students tend to have normal personality
traits tendencies. 2. Sex, year level, age and religion contribute negligible
difference on personality traits. 3. Students in the higher year levels tend to have high levels of deviation, persecutory ideas as well as thinking disorder.
64
RECOMMENDATION: The following are the researchers recommendation based on the study conducted: To the Students, that they must be aware of their individual personality trait which will help them improve their day to day task and their life as a whole. To the Guidance Center, that proper counseling should be done whenever they encounter problems especially on their studies. To the Parents, that awareness of the personality trait of their child will be done so that they could have a greater understanding of the attitudes and behavior of their child. To the Teachers, that awareness of the personality traits of the students will be done so that they could help them improve their way of studies, attitudes and behaviors.
65
THE PERSONALITY TRAITS OF PSYCHOLOGY STUDENTS
A Thesis Presented to the Faculty of the College of Arts and Sciences CAGAYAN STATE UNIVERSITY Carig Campus
In Partial Fulfillment of the Requirements for the Degree BACHELOR OF SCIENCE IN PSYCHOLOGY
BY: Joanne Bunagan Hazel Canceran Jennifer Gabaldon Margie Guttan Carla Guzman Marry Grace Langcay
March 2012
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Mattoon, McMillan,
M.1981.
Jungian
Psychology
in
Perspective.
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Phares,
J.
1999.
Introduction
to
Personality
(3rded.).
New
York:
Harper Collins.
APPENDIX A LETTER TO THE RESPONDENTS Cagayan State University Colleges of Arts and Sciences Carig, Tuguegarao City Peaceful Greetings! We, the undersigned fourth year Psychology students of Cagayan State University, are currently enrolled in Thesis Writing and we intend to conduct a study entitled The Personality Profile of Psychology Students. In this connection, may we ask your permission to allow us to float the Basic Personality Inventory to all the Psychology students of your college. We assure you that the data to be collected from the said respondents will be treated with utmost objectivity and confidentiality. We look forward to your kind approval on our request.
Thank you very much. Respectfully yours, Joanne Bunagan Hazel Canceran Jennifer Gabaldon Margie Guttan Carla Guzman Marry Grace Langcay Noted By: MARIA MAMBA, Ph.D Thesis Adviser
68
APPENDIX B QUESTIONNAIRE 1. Its easy for me to keep fit and healthy. 2. My present situation is hopeless. 3. I care about what other people think of me. 4. Sometimes I feel like smashing things. 5. I would enjoy betting on horses. 6. No one is making things work out badly for me. 7. I feel frightened when I have to go out alone. 8. I never have visions in which imaginary people or things appear. 9. Many times I act without thinking. 10. 11. 12. I enjoy being with people. I have given up hope of ever amounting to anything. I frequently think of the same silly thing over and over
for hours. 13. 14. 15. 16. 17. 18. 19. Sometimes my legs lose their strength so that I cant walk. I rarely feel disappointed. Very few things excite me. I would never intentionally hurt someones feelings. For the most part people are honest. Someone has stolen my free will. Even at the end of a hard day, I remain relaxed and at
ease. 69
20. 21. 22. 23. 24.
I seem to hear an unknown voice wherever I go. I would not do something foolhardy just for the fun of it. I keep my distance from other people. I deserve my share for good luck. There have been days when I have done things without being
able to recall anything at all about them. 25. 26. 27. 28. 29. 30. 31. 32. 33. 34. 35. I am free of aches and pains. There is not much to be interested in anymore. Some movies make me quite happy or sad. NO one gets away with insulting me. I have been in trouble with the law more than once. I rarely feel that someone is trying the best of me. Although I really try, I cannot stop feeling tense. I do not experience peculiar voices warning me of danger. I often behave in reckless manner. I like to speak to strangers. I am only suited for the lowest and most simple sort of
work. 36. 37. 38. 39. I sometimes have fits and seizures that I cannot control. My stomach is easily upset. My future is cheery. I would not be tempted by a promise of getting something
for nothing. 40. I can get along quite well with irritable people.
70
41.
No matter how easy or safe it was, I would never steal
money. 42. I can tell that someone has searched through my possessions
a number of times. 43. 44. 45. I remain quite cool when things go badly. Fancy colored lights sometimes float through my brain. Ideas do not race through my head faster than I can speak
them. 46. 47. 48. 49. 50. 51. 52. Most of the time I prefer to be alone. I am the type of person who can be relied upon. I dont think my self is worth living. I seldom have any bodily discomfort. I live a gloomy and boring life. At times I say things about my friends that arent nice. If someone does something I dislike, I usually tell that
person about it. 53. 54. I would enjoy cheating certain people. I never have the feeling that someone is out to do away
with me. 55. 56. 57. It frightens me to think about things that bother me. Ordinary things never appear foggy or far away to me. Sometimes I suddenly get up and act without warning or
reason. 58. I would rather work with a group of people than myself. 71
59. 60. 61. 62. 63. 64. 65.
I am no good to anyone. I have nightmares almost every night. My skin is often red and inflamed. I enjoy just about everything I do. I never weep or feel like weeping. I dont mind having someone tell me what to do. I know of no excuse for taking advantage of someone of the
opposite sex. 66. I feel that I am in great danger from those who wish to
harm me. 67. 68. 69. 70. 71. 72. 73. 74. 75. 76. 77. 78. 79. Other peoples actions rarely make me anxious. I sometimes hear voices which no one else understands. I am careful in almost everything I do. I try not to get involved in conversations with others. I think my parents would have reason to be proud of me. I have strange fears of places and things. My back does not bother me. Others seem to lead happier lives than I do. I can remember a few unpleasant things about my childhood. Slow people make me angry. I think that I could commit a crime and get away with it. I rarely feel that people look for my weaknesses. I worry when a train or bus is late. 72
80.
I never confuse my own thoughts with a real person talking
to me. 81. 82. 83. 84. Ill try almost anything regardless of the consequences. I have a number of close friends. My whole life is one big mistake. I have periods when my mind races ahead so fast that I
cannot think clearly. 85. 86. 87. 88. 89. 90. 91. Whenever I am worried about something I get cramps. I live a very satisfying and rewarding life. I am careful not to have any bad thoughts. My family life has been happy and free of arguments. Most salespeople would not cheat a customer. When people whisper, I feel they might be talking about me. I have the ability to concentrate without my mind
wandering. 92. 93. I see bright pictures in my head when I dont want to. I can work for reasonable length of time without being
bored. 94. 95. 96. 97. 98. 99. I avoid speaking with people as much as I can. I usually do most of my daily tasks quite well. Sometimes I feel as I am about to lose my mind. I seldom have a cough or sore throat. Life is extremely dull for me. I try to avoid jobs I dislike. 73
100. Bossy people can expect an argument from me. 101. No one does things for nothing. 102. Most people treat me openly without hiding anything. 103. Sometimes my own thoughts scare me so much that I think Im going to pass out. 104. My memory is as good as it ever was. 105. I often take risks without stopping to think of the
results. 106. I dislike going out alone. 107. People are better off without me. 108. I frequently experience terrible headaches. 109. I often have pains in odd parts of my body. 110. Something interesting happens to me almost every day. 111. I am never cross with a loved one. 112. I avoid quarreling with others.
113. Gambling has no appeal to me. 114. I often have the feeling that I am not liked. 115. I generally feel quite comfortable when being introduced to strangers. 116. I cant always decide whether a minute or an hour has passed. 117. I am not the type to be bored one minute and excited about something the next. 118. I am happier alone when with other. 74
119. Most people find me an interesting person to talk with. 120. If things dont improve for me, I may have to do something violent or dangerous. 121. I hardly have splitting headaches. 122. I often have trouble sleeping because I feel so sad. 123. On some days I am more easily annoyed than on others. 124. I like to run my own life without interference from anyone. 125. I admire a successful professional thief. 126. I never feel like a machine that someone else plugs in and uses. 127. When I am startled my heart seems to skip a beat and stop. 128. Things dont appear unusually different to me right now. 129. I am usually somewhat restless.
130. I like talking to just about anyone I meet. 131. I do not consider myself worthy of other peoples kindness. 132. There have been periods of times when I have used alcohol to excess. 133. Sometimes I get so dizzy I can hardly stand up. 134. I always look forward to a new day. 135. I have never lied to anyone. 136. I believe in obeying those in authority. 137. I was not regarded as a behavior problem by my school teachers. 138. I am greatly concerned with what people think of me. 75
139. Emergencies seldom make me nervous. 140. I often see shadows and think they are people or animals. 141. My feelings about people do not change much from day to day. 142. I dont care whether or not the people around me are my friends. 143. I enjoy the respect of most people who know me. 144. I have often used dangerous drugs or chemicals. 145. I generally feel warm enough. 146. I dont think things will ever get any better for me. 147. Occasionally I used my friends to my own advantage. 148. I dislike working for a person who is too strict. 149. Someone is trying to trick you.
150. I am sure that there is no gossiping about me. 151. Little things often upset me. 152. I usually know about what time it is. 153. I often leave jobs unfinished. 154. When I am not feeling well, I like to have someone around to comfort me. 155. I am not a particularly kind person. 156. I would enjoy watching someone suffer great pain. 157. I often have eye strain upon completing a days work. 158. I believe that life is worth living. 159. I dont like thinking about personal problems. 76
160. I
take
great
pains
to
be
careful
about
other
peoples
feelings. 161. There are many things I consider wrong and wouldnt do. 162. I often feel that others are trying to keep me out of their group. 163. I remain calm even in the most trying situations. 164. I often have the feeling that imaginary things are
happening to me. 165. I generally make careful plans. 166. I am not considered sociable. 167. I think I would make a very good leader. 168. I do not care what happens to me. 169. My joints give me no trouble. 170. I feel depressed most of the time. 171. As a child I sometimes felt that my parents acted unfairly. 172. If someone hurts me, I remember it until I can get even. 173. People are trying to get away with something. 174. No one has magical power to control me. 175. I am sometimes disturbed by things that I know cant hurt me. 176. Even when left alone, I can find my way around easily. 177. At times I am rather careless. 178. I enjoy being neighborly. 179. I often show poor judgment about things. 77
180. I sometimes have an urge to injure myself. 181. I have poor blood circulation. 182. I am quite content with my life as it is now. 183. I admit my mistakes without ever trying to hide anything. 184. I seldom feel like hitting anyone. 185. I would feel very guilty if I were caught doing something wrong. 186. I never feel comfortable eating food prepared by others. 187. I dont worry over what might happen to me. 188. At times my surroundings change so much that I think Im somewhere else. 189. I never take unnecessary chances. 190. I dont feel I need other people. 191. I feel capable of handling many difficult jobs. 192. I have been in serious trouble with the law. 193. I have a good deal of energy. 194. I dislike doing anything new. 195. My feelings are sometimes hurt by loved ones. 196. I dislike being ordered around by anyone. 197. I would do just about anything for money. 198. If I fail at something I can only blame myself. 199. I am usually too afraid to try anything new. 200. I never see things that other people cannot see. 201. I usually say the first thing that comes into my mind. 78
202. I truly enjoy myself at social events. 203. People dont like me because I have so many faults. 204. I spend a great deal of time daydreaming about things that only I know. 205. I lose my breath easily. 206. I am usually a happy person. 207. Ive never let down a friend in any way. 208. I do not easily lose patience with others. 209. Most people do what they can to help others. 210. Im usually the first to be blamed if something goes wrong. 211. Things that upset other people usually do not bother me. 212. I cannot separate my daydreams from the real world. 213. I have a well thought out reason for almost everything I undertake. 214. I like to keep ideas to myself. 215. I consider myself to be a generous and pleasant person. 216. I have been planning to do away with myself. 217. I never feel faint. 218. Recent events have made me feel downhearted and miserable. 219. Sometimes I deliberately avoid a person I dislike. 220. I get very irritated when someone disagrees with me. 221. I sometimes have fun teasing animals. 222. No one is trying to ruin my life. 223. When I visit a strange place I become very upset. 79
224. I can easily understand simple directions. 225. I find it exciting to drive in a fast car. 226. I enjoy doing things with friends whenever I am able. 227. I am not the type of person one remembers after one
meeting. 228. I do not care for anyone very much. 229. I get a lot of headaches. 230. I believe that I shall have my share of good luck. 231. I always meet my responsibilities. 232. No one could ever say that I am hot-tempered. 233. Sooner or later people who break the law get caught. 234. If certain individuals had not interfered, I would be more successful today. 235. I do not panic more quickly than the average person. 236. Many times I can hear mysterious voices all around me. 237. I seldom do silly things without thinking. 238. I make little effort to meet new people. 239. Much of what I say is worth paying attention to. 240. I always have difficulty sleeping.
80
APPENDIX C CURRICULUM VITAE
NAME AGE DATE OF BIRTH NAME OF PARENTS
: JOANNE M. BUNAGAN : 21 : FEBRUARY 28, 1991 : ISMAEL D. BUNAGAN MELODY B. MALLILLIN EDUCATIONAL BACKGROUND
ELEMENTARY
: CATAGGAMMAN VIEJO ELEMENTARY SCHOOL TUGUEGARAO CITY 1997-2003
SECONDARY
: CATAGGAMMAN NATIONAL HIGH SCHOOL TUGUEGARAO CITY 2003-2007
TERTIARY
: CAGAYAN STATE UNIVERSITY TUGUEGARAO CITY 2007-20012
81
NAME AGE DATE OF BIRTH
: HAZEL L. CANCERAN : 22 : DECEMBER 28,1989 ELISA C. LAMER EDUCATIONAL BACKGROUND
NAME OF PARENTS : DANILO M. CANCERAN
ELEMENTARY
: MOZZOZZIN ELEMENTARY SCHOOL STA. MARIA, ISABELA 1996-2002
SECONDARY
: STA. MARIA NATIONAL HIGH SCHOOL STA. MARIA, ISABELA 2002-2006
TERTIARY
: CAGAYAN STE UNIVERSITY TUGUEGARAO CITY 2006-20012
82
: JENNIFER C. GABALDON : 21 : DECEMBER 17, 1990 MARILOU B. CUSIPAG EDUCATIONAL BACKGROUND
NAME OF PARENTS : JULIE G. GABALDON
ELEMENTARY
: LINAO ELEMENTARY SCHOOL TUGUEGARAO CITY 1997-2003
SECONDARY
: LINAO NATIONAL HIGH SCHOOL TUGUEGARAO CITY 2003-2007
TERTIARY
83
: :
MARGIE A. GUTTAN 22
: JANUARY 17, 1990 INES P. ADDURU
NAME OF PARENTS: REXMEL T. GUTTAN EDUCATIONAL BACKGROUND ELEMENTARY : BAGAY ELEMENTARY SCHOOL TUGUEGARAO CITY 1997-2003 SECONDARY : CAGAYAN NATIONAL HIGH SCHOOL TUGUEGARAO CITY 2003-2007 TERTIARY : CAGAYAN STATE UNIVERSITY TUGUAGARAO CITY 2007-20012
84
: CARLA A. GUZMAN : 21 : MARCH 02, 1991 MILAGROS M. ANTONIO EDUCATIONAL BACKGROUND
NAME OF PARENTS : EDUARDO A. GUZMAN
ELEMENTARY
: CARIG ELEMENTARY SCHOOL TUGUEGARAO CITY 1997-2003
SECONDARY
: CAGAYAN NATIONAL HIGH SCHOOL TUGUEGARAO CITY 2003-2007
TERTIARY
85
: MARRY GRACE S. LANGCAY : 21 : DECEMBER 08, 1990 GINALYN A. SIAN EDUCATIONAL BACKGROUND
NAME OF PARENTS : ROBERT M. LANGCAY
ELEMENTARY
: LINAO ELEMENTARY SCHOOL TUGUEGARAO CITY 1997-2003
SECONDARY
: LINAO NATIONAL HIGH SCHOOL TUGUEGARAO CITY 2003-2007
TERTIARY
: CAGAYAN STATE UNIVERSITY 2007-2012 TUGUEGARAO CITY
86

Final NG Thesis Namin........ 22222

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APPROVAL SHEET This thesis entitled THE PRESONALITY TRAITS OF PSYCHOLOGY

BABYLYN C. BAUTISTA,RGC Member

CHIRBET A. MIGUEL,MATEL Reader

TABLE OF CONTENTS Page APPROVAL SHEET . ii iii iv v vii

REVIEW OF RELATED LITERATURE AND STUDIES Related Literature . Related Studies . 8 23

3 RESEARCH METHODOLOGY AND PROCEDURE Research Design . Research Locale . 33 33 v

Respondents . Research Instrument . Research Procedure . Statistical Tool .

4 PRESENTATION, ANALYSIS AND

Degree Institution School Year Adviser

orientations, which affect an individuals functioning.

belonging to different profile groups?

Paradigm of the Study

conducting similar studies.

Campus, School Year 2011-2012.

abnormality; a departure. It is a attitude. It is a

divergence from an accepted political

researchers in the pursuit of the study.

conscientiousness are stable across

working with dominant function in defining Personality types. While 15

Extroverts seek diversions from job routine while introverts have 17

subtle jokes. 4. Extroverts are active sexually in terms of frequency and

refusing to understand and accept themselves.

White: (The Peacekeepers) Motivated by Peace, Whites will do anything to avoid

seeking information whereas avoiding persons tend to avoid social 24

Fatigue is one of the major complaints in primary care settings 26

(e.g. Bates et al., 1993; Bensing, Hulsman,

cheerfulness, represents the

Agreeableness trust and

scorers respond less adequately to changes in the environment. 30

negatively related to fatigue. ( De Vries, G.L. Van Heck 2002 ). In 31

Chapter III RESEARCH METHODOLOGY AND PROCEDURES

University, Carig Campus, School Year 2011-2012.

suitable for a variety of populations.

CHAPTER IV PRESENTATION, INTERPRETATION AND ANALYSIS OF DATA

interpretation of data gathered.

Table 1 Respondents Profile Frequency 68 85 20

Percentage 39.3 49.13 11.57

17.92 27.74 24.85 29.49

Personality Scale Hypochondriasis Depression Denial

Table 3 Personality Traits of the Respondents as to Age 16-18

Table 4 Personality Traits of the Respondents as to Age 19-21

Table 5 Personality Traits of the Respondents as to Age 22-24

Table 6 Personality Traits of Male

Table 7 Personality Traits of Female Respondents

Table 8 Personality Traits of the First Year Respondents

Table 9 Personality Traits of the Second Year Respondents

Table 10 Personality Traits of the Third Year Respondents

Table 11 Personality Traits of the Fourth Year Respondents

Table 12 Personality Traits of the Catholic Respondents

Table 13 Personality Traits of the Non-Catholic Respondents

CHAPTER V SUMMARY OF FINDINGS, CONCLUSIONS AND RECOMMENDATIONS

THE PERSONALITY TRAITS OF PSYCHOLOGY STUDENTS

20. 21. 22. 23. 24.

No matter how easy or safe it was, I would never steal

59. 60. 61. 62. 63. 64. 65.

I never confuse my own thoughts with a real person talking

APPENDIX C CURRICULUM VITAE

NAME AGE DATE OF BIRTH NAME OF PARENTS

: CATAGGAMMAN VIEJO ELEMENTARY SCHOOL TUGUEGARAO CITY 1997-2003

: CATAGGAMMAN NATIONAL HIGH SCHOOL TUGUEGARAO CITY 2003-2007

: CAGAYAN STATE UNIVERSITY TUGUEGARAO CITY 2007-20012

NAME AGE DATE OF BIRTH