CONTENTS

EDUP3023
PERSONAL DEVELOPMENT: Theories and concepts
PERSONALITY Classification of personality
Factors influencing personality
Dr. Mary Wong Siew Lian Implications on teaching-learning
Jabatan PIPK
IPG KBL

THEORIES AND CONCEPTS

Definition of personality
PERSONALITY THEORISTS
Personalityits who we are
Carl Jung (yoong)
Our personalities determine how we act and Sigmund Freud (froyd)
react, as well as how we interact with and Hans Eysenck (ay zeh nk)
respond to the world
Imam Al-Ghazali
Personality is the collection of characteristic
thoughts, feelings, and behaviors that are
associated with a person

The psyche represents a unified whole

Personality Theory: Carl Jung
Personality is the psyche; it embraces all We are born with this wholeness or at least
thought, feeling and behavior, conscious with the potential to become whole based
And unconscious on our experiences and learning

The psyche guides us in adapting to our Thus, the purpose of life is the optimal
social and physical environment development of this wholeness

The psyche is the great objective to the The psyche is a mystery; One does not know
world within what the psyche is

This needs to be explored to find wholeness Just as physicists dont know what matter is

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 A definition of personality provided by Jung:
the supreme realization of the innate
idiosyncrasy of a living being, it is an act of
high courage flung in the face of life, the
absolute affirmation of all that constitutes
the individual, the most successful
adaptation to the universal conditions of
existence coupled with the greatest possible
freedom for self-determination
The Conscious Level - The Ego
Consciousness appears early in life,
perhaps before birth
Jung believed that the great danger in
becoming conscious is to be one-sided; he
strove to see both sides
The discriminating processes that develop
in infants is the first evolvement of the ego
The ego acts as gatekeeper - it determines
what perceptions, thoughts, feelings and
memories will enter consciousness
A complex means that a person is so
preoccupied with something that it
influences almost all of his or her behavior
Mild complexes guide and color all of our
lives
Complexes are unconscious - although
related elements may become conscious
from time to time
Some complexes may lead to outstanding
achievements
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Structure of Personality
A combination of systems operating on
3 levels of consciousness:
Conscious
Unconscious
Collective unconscious
The Personal Unconscious
Nothing that has been experienced
disappears; such experiences are stored in
the personal unconscious
Suppressed and forgotten experiences are
also a part of the personal unconscious
The personal unconscious must contain
groups of associated feelings, thoughts,
and memories that have strong emotional
content - and that form a complex
The Collective Unconscious
Our evolutionary past provides a blueprint
not only of our bodies but also of our
personalities, a blueprint carried in a so-
called collective unconscious
The collective unconscious seems to
transcend time
The collective unconscious is composed of
primordial images - thought forms or
memory traces from our ancestral past -
these images are a record of common
experiences that have been repeated over
countless generations
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 In Jungs own words, from his collected
works, he indicates that the collective
unconscious is an image of the world
which has taken aeons to form
We inherit a predisposition or potentiality
for certain ideas
We are born with the potential to perceive,
think and feel in many particular ways
In addition, this potential is fulfilled by our
personal experiences
Despite much research, the origins of
personality are still a mystery, though there
are many theories that attempt to explain
them
Some researchers propose that children
learn personality from their parents; others
believe personality is fixed from birth
Some theories address how environment,
genetics, and culture influence the
development of personality
Stage (Year) Characteristics
Oral The baby is completely dependent on others for the
(Birth-1) satisfaction of all needs; body pleasure is focused on the
mouth and on the satisfaction of sucking, eating, and biting
Anal A shift in body pleasure to the anus and by a concern with
(2) the retention and expulsion of feces
Phallic The child observes the difference between the male and
(5) female and experiences what Freud called the Oedipus
complex; initially both infants love their mother as the
satisfier of their basic needs
Latency A period of comparative sexual quiescence; the childs
(6-early libido (sexual instincts) is channeled into non-sexual
adolescence) Activities; a period of preparation for the final stage
Genital With the onset of puberty comes an increased awareness
(Adolescence of and interest in the opposite sex. The reproductive organs
- death) mature, and the endocrine system secretes hormones that
result in secondary sex characteristics
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Neglected contents of the collective
unconscious may find expression in such
disorders as phobias, delusions, and other
serious psychological disturbances
You could call it your "psychic inheritance
It is the reservoir of our experiences as a
species, a kind of knowledge we are all
born with
Sigmund Freuds Personality Theory
Freud believed that every person normally
progresses through five psychosexual stages
During the first 5 years of life, pleasure is
successively focused on three zones of the
body as the oral, anal, and phallic stages
unfold
Then comes a quiet latency period of about
5 or 6 years
Finally, if progress through each stage has
been successful, the person reaches the
mature or genital stage after puberty
The Structure of Personality:
Id, Ego, Superego
Freud introduced the concept of id, ego and
superego to explain the psychological drives
of man
The Id:
The id is the only component of personality
that is present from birth; this aspect of
personality is entirely unconscious and
includes the instinctive and primitive
behaviors
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The id is driven by the pleasure principle,
which strives for immediate gratification of
all desires, wants, and needs; if these needs
are not satisfied immediately, the result is a
state anxiety or tension
For example, if the infant is hungry or
uncomfortable, he or she will cry until the
demands of the id are met
The ego operates based on the reality
principle, which strives to satisfy the id's
desires in realistic and socially appropriate
ways
In many cases, the id's impulses can be
satisfied through a process of delayed
gratification - the ego will eventually allow
the behavior, but only in the appropriate
time and place
Two parts of the superego:
The ego ideal - includes the rules and
standards for good behaviors; these behaviors
include those which are approved of by
parental and other authority figures; obeying
these rules leads to feelings of pride, value
and accomplishment
The conscience - includes information about
things that are viewed as bad by parents
and society; these behaviors are often
forbidden and lead to bad consequences,
punishments or feelings of guilt and remorse
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The Ego:
When children begin to interact with others,
the ego develops from the id
The ego is the component of personality that
is responsible for dealing with reality
The ego develops from the id and ensures
that the impulses of the id can be expressed
in a manner acceptable in the real world
The ego functions in both the conscious,
preconscious, and unconscious mind
The Superego:
The last component of personality to develop
The aspect of personality that holds all of our
internalized moral standards and ideals that
we acquire from both parents and society -
our sense of right and wrong
The superego provides guidelines for making
judgments
According to Freud, the superego begins to
emerge at around age five
The superego acts to perfect and civilize our
behavior
It works to suppress all unacceptable urges
of the id and struggles to make the ego act
upon idealistic standards rather than upon
realistic principles
The superego is present in the conscious,
preconscious and unconscious
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Interaction between id, ego and superego:
A person with good ego strength is able to
effectively manage the conflicts between the
id, ego and superego, while those with too
much or too little ego strength can become
too unyielding or too disrupting
According to Freud, the key to a healthy
personality is a balance between the id, the
ego, and the superego
According to Freud, anxiety is an unpleasant
inner state that people seek to avoid; anxiety
acts as a signal to the ego that things are not
going right
Freud identified three types of anxiety:
Neurotic anxiety - unconscious worry that we
will lose control of the id's urges, resulting in
punishment for inappropriate behavior
Ten Defense Mechanisms
Denial
Repression
Suppression
Displacement
Sublimation
Projection
Intellectualization
Rationalization
Regression
Reaction formation
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Defense Mechanisms and Ego Anxiety
The ego also has to cope with the conflicting
demands of the id and the superego
The id seeks to fulfill all wants, needs and
impulses while the superego tries to get the
ego to act in an idealistic and moral manner
When the ego cannot deal with the demands
of our desires, the constraints of reality and
our own moral standards, anxiety sets in
Reality anxiety - fear of real-world events;
the cause of this anxiety is usually easily
identified e.g. a person might fear receiving
a dog bite when they are near a menacing dog
Moral anxiety - involves a fear of violating our
own moral principles
In order to deal with this anxiety, Freud
believed that defense mechanisms help shield
the ego from the conflicts created by the id,
superego and reality
Name Explanation
Denial Denial is an outright refusal to admit or recognize that
something has occurred or is currently occurring. It protects
the ego from things that the individual cannot cope with
Repression Repression acts to keep information out of conscious
awareness, but actually the memories continue to influence
our behavior - a person with repressed memories of child
abuse may later have relationship problems
Suppression To consciously force unwanted information out of our
awareness; but it is usually believed to occur unconsciously
Displace Taking out our frustrations, feelings and impulses on people
-ment or objects that are less threatening. Rather than expressing
our anger in front of the boss, we instead express our anger
towards a friends or pets
Sublimation To act out unacceptable impulses by converting these
behaviors into a more acceptable form. A person
experiencing extreme anger might take up kick-boxing as a
means of venting frustration.
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 Projection Taking our own unacceptable qualities or feelings and
ascribing them to other people. If you have a strong dislike
for someone, you might instead believe that he/she does not
like you Hans Eysencks Personality Theory
Intellectual- Works to reduce anxiety by thinking about events in a cold,
ization clinical way; A person diagnosed with a terminal illness might
focus on learning about the disease to avoid distress and the Hans Eysenck, believed that all human traits
reality of the situation can be broken down into three distinct
Rationaliza Explaining an unacceptable behavior or feeling in a rational universal categories called supertraits:
-tion or logical manner, avoiding the true reasons for the behavior;
A student blames a poor exam score on the instructor rather
than his lack of preparation 1. Introversion-Extraversion
Regression When confronted by stressful events, people sometimes 2. Neuroticism-Emotional Stability
abandon coping strategies and revert to patterns of behavior 3. Psychoticism
used earlier in development, e.g. cry or sulk over bad news
Reaction Reduce anxiety by taking up the opposite feeling, impulse or
formation behavior, e.g., treating someone you strongly dislike in an
excessively friendly manner to hide your true feelings

Introversion/Extraversion: Neuroticism refers to an individuals tendency

Introversion involves directing attention on
inner experiences, while extraversion relates
to focusing attention outward on other people
and the environment
A person high in introversion might be quiet
and reserved, while an individual high in
extraversion might be sociable and outgoing
Neuroticism/Emotional Stability:
This dimension of Eysencks trait theory is
related to moodiness versus even-
temperedness
to become upset or emotional, while stability
refers to the tendency to remain emotionally
constant
Psychoticism
Individuals who are high on this trait tend to
have difficulty dealing with reality and may
be antisocial, hostile, non-empathetic and
manipulative

Traits and Supertraits

Everyone exhibits specific responses to both Development of Trait and Supertrait
internal and external stimuli

These specific responses will vary according

to the intensity of the stimuli, the situation,
state of mind, and many other factors

When this behavior becomes the normal way

to respond, the response then becomes a
habit

When all these habitual responses are

combined, they become a trait

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 Example: A girl is very concerned about how
other people view her. She stays away from
strangers in most specific situations. When
this behavior becomes the normal way to
respond to new people, the response then
becomes a habit. Suppose that she also
avoids public settings where a large number
of people gather, or limits her social activity
to only a few trusted friends. When all of
these habitual responses are combined, they
become part of a larger group known as a
trait (shyness or social phobia). This trait, is
a component of one of the three supertraits,
i.e. introversion-extraversion
Eysencks Model of Personality
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3 2
Al Ghazalis Personality Theory
Imam Al-Ghazali deliberated a lot on the
mind, soul and body
(akal, jiwa dan raga)
In his theory, the spiritual aspect of man
controls the body
The Al-Quran also contains information
regarding the mind, soul and body
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However, due to the vast differences in
personality, it is quite difficult to determine
the supertrait of an individual based on
responses and habits only
Eysenck argued that there were varying
degrees of each of the two supertraits and
most of us fall somewhere on the spectrum
between Stable versus Unstable (neurotic)
and Introverted versus Extroverted
The person who is high on extroversion and
high on stability may fall in the lower right
quadrant of the circle
Those who are less stable and more
introverted would fall somewhere in the
upper left
According to this diagram, each of us will
ultimately fall somewhere on the circle
based on a sum of our responses and traits
Man are born pure and changes to the
personality depends on the influences on
the mind, soul and body
Mans personality becomes perfect when
the body, soul, mind and spirit are in a
balanced state
Al-Ghazali emphasized the concept of
Everlasting Nature of Soul, which exists
in religion, and believes in the life
hereafter
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 CLASSIFICATION OF PERSONALITY
The Five dimensions of personality: The following chart is an example, where
Extraversion, agreeableness, each triangle marker represents the degree
conscientiousness, emotional stability, each of the five factors is present for a
intellect particular individual

Anyones personality can be measured along The factor numbers are in the first column,
these five dimensions using a variety of followed by the factor names
questionnaires and assessment instruments
designed for this The last column names each inverse trait

The result can be displayed in a chart

showing where your personality falls
between the extreme poles for each trait

Your Personality Profile

People vary in the strength with which their
I Extroverted Introverted
personalities exhibit each trait
II Agreeable Antagonistic

III Conscientious Disorganized Most people fall somewhere between the

extremes of each pole, and are neither pure

extrovert nor pure introvert
IV Neurotic Emotionally
Stable
V Open Closed This person is somewhat antagonistic
(not agreeable), quite conscientious, rather
In this example the person is more emotionally stable and somewhat more open
extroverted than introverted, but not to experience (high intellect) than closed to
extremely so (the Factor I marker is not all
experience
the way to the left)

Personality is stable over very long periods Extroversion and introspection are not
of time; personality traits do not change mutually exclusive
There is some misunderstanding of the
They form the stable second layer in the nature of introverted and extroverted
architecture for interaction model personalities
Since the days of Carl Jung's research on
Understanding, accepting, and applying your personality, people often contrast
personality traits is an important part of outgoing, extroverted activity with
knowing yourself
introspective, contemplative behavior
Jung believed that extroversion was
determined by whether a person is inward
or outward looking

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 There's been a lot of research in the last
10-20 years that has made it clear that
extroversion versus introversion is about the
contrast between being active, energetic,
adventurous, assertive and somewhat
sociable versus being quiet, passive, timid,
submissive, and somewhat unsociable
A person can climb a mountain a very
extroverted thing to do even if it's done
alone and can be very introspective while
doing that.
Students from Galvan and Fukadas (1997/
1998) study explained they were unable to
participate in class because they were not
used to a student-centered class setting
A study conducted by Galvan and Fukada
(1997/1998) found that students who were
outgoing participated more than introverts
did
Knowledge of personal preferences can help
teachers understand and predict student
performance so they can restructure the
situation to facilitate student participation .
People who exhibit an EXTROVERTED
personality have the following
characteristics:
They direct all their energy and attention
outward, towards people and objects
They are more social, active, and
spontaneous
They find their energy in things and in
people
They are very uncomfortable being alone
The motto for many extroverts might be:
"Ready, Fire, Aim . . ." because they
experience no impression without
expression
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Personality traits in the classroom
Brown (2000) argues that personality is one
of the affective factors that are equally
important for explaining differential success
among second language learners
While extroversion is associated with
risk-taking, introversion is subsumed under
the concept of self-esteem
According to Myers (1962), extroverts tend
to prefer learning situations that afford
interaction, while introverts tend to prefer
small groups
According to Barrett and Connot (1986),
introverted students are least involved in
school activities and have lower academic
achievement
As Carskadon (1978) states, extroverts
generally produce more action with fewer
thoughts whereas introverts produce
numerous thoughts with little action
Carl Jung classified personality into three
types: extrovert, introvert and ambivert
Those at the opposite end of the spectrum
are considered to have an INTROVERTED
personality type:
People who are extremely introverted
direct their energy and attention inward
toward their own ideas
They rely more on reflective thinking, and
they try to better understand their
situations
They find their energy in the inner world of
ideas, concepts, and abstractions
They want to better understand the world
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 They are concentrated and reflective
thinkers
The motto for many introverts might be:
"Ready, Aim, Aim . . ." because introverts
experience no impression without
reflection
Ambiverts are usually active but sensitive,
like to socialize, but choose to work
individually, able to speak fluently but they
think first before they give their opinion
Example: A student who is smart in his
studies but prefers to study on his own
instead of in a group
Genetic factor: Inherited genetic material
determine characteristics such as body
structure, intelligence and emotions of a
person
Individuals who are physically handicapped,
for example deaf and dumb may have
introverted personality characteristics and
are too shy to come forward in front of
others
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Characteristics of Ambiverts
This refers to people who have a combination
of introvert and extrovert characteristics
Most people fall into this category, where
introvert characteristics are apparent at one
time and extrovert characteristics are
apparent at other times
FACTORS INFLUENCING PERSONALITY
Although there has been much research
regarding personality, the origins of
personality remains a mystery
Researchers suggest that:
Children learn about personality from their
parents
Personality has been determined at birth
The environment, heredity and culture
influence personality development
Intelligence also plays an important role in
the development of personality
Individuals who have a high degree of
intelligence may have more outgoing
personality, are confident, smart, daring and
even proud
Emotional characteristics inherited from
parents can also influence personality
individuals who are usually unhappy project a
personality that appears aggressive and bad
tempered
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 Environmental factors also play an important
role in the development of personality
A family environment that is harmonious and
happy encourages development of personality
that is positive and stable
In contrast, a family environment that is
chaotic encourages development of
personality that is negative and unstable
Societal values and practices also influence
personality development
These influences depend on the type of
experiences the individual has in life
According to Freud, bitter and sad
experiences leads to development of a
personality that is withdrawn, shy, fearful
and unhappy
Many Asian cultures, such as those of
Japan and China, promote a view of the
self as interdependent
Children from these cultures tend to
describe themselves in terms of which
groups they belong to
They learn to rely on others, to be modest
about achievements, and to fit into groups
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The school environment also influences
personality development
A teacher who is loving and caring and is
dedicated to teaching students will be an
excellent role model for development of
positive personality traits among students
Peer perception and acceptance also
encourages development of positive and
confident personality characteristics
Culture and Personality
Cultural psychologists have noted that
some aspects of personality differ across
cultural groups
For example, Americans and Asians have
slightly different conceptions of self
American culture promotes a view of the self
as independent; American children tend to
describe themselves in terms of personal
attributes, values, and achievements and
they learn to be self-reliant, to compete
with others, and to value their uniqueness
IMPLICATIONS IN
TEACHING AND LEARNING
Personality traits in the classroom
Participation usually means students
speaking in class: answer and ask questions,
make comments, and join in discussions
Students who do not participate in those
ways mentioned above are often considered
to be passive and are generally penalized
when participation is graded
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 Teachers should be able to identify the
interests and learning styles of their students
The teacher will then be able to select t-l
activities that are suitable and interesting
and ensure t-l is effective
Example: If there are students who are
rather passive and do not like group
activities, the teacher could group them
together with peers who are more active so
that they learn to be more actively involved
in learning
The teacher should encourage students to
share what they have achieved with other
students
Example: A quiet, shy student who is good
at drawing may be encouraged to show his
drawing to the class
As a result, the student will feel that he is
appreciated by his teacher and peers
This indirectly improves his personality
from one who is shy and quiet, even inferior,
to one who is more confident
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The teacher should be able to predict the
responses and behavior of students in
certain situations and be prepared
beforehand to handle such situations
Example: A situation where a student who is
rather passive and inferior is unable to
answer a question correctly and is laughed at
by his peers; the teacher should be ready
with an easier question that he can answer
this will reinstate his self confidence in front
of the other students
The teacher should be fair to all students in
the class, accepting the views put forward by
students regardless of their personality type
This will result in good rapport between the
teacher and students and encourage
development of positive personality among
students
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