Studien undersöker huruvida människor minns tidigare stressrelaterade händelser utifrån vilken affektiv personlighetsgrupp de tillhör. Även den möjliga inverkan av kön och ålder studeras. Studien bygger på en dagbokstudie (MacDonald, et.al, 2009) innehållande 72 deltagare som under 28 dagar fyllt i en enkät innehållande frågor om upplevelsen av stress och därefter skattat minnet av den upplevda stressen under perioden. Hypotesen är att det kommer finnas skillnader mellan de affektiva grupperna, det kommer inte finnas några skillnader mellan könen, och ålder kommer inte att påverka. Resultatet visar på att det inte finns några signifikanta skillnader mellan de affektiva grupperna, könen, eller ålder. Dock utmärker sig ihågkommandet av sömnkvalitet och ihågkommandet av smärta som prediktorer när det kommer till ihågkommandet av stress. / This study examines if people remember earlier experienced stress different depending on which affective group they belong to. It also looks into if gender and age has any influence. The study is built on an earlier diary study (MacDonald, et.al, 2009), which contained 72 participants whom each filled a questionnaire every day for 28 days. The questionnaire included questions about the experienced stress under the 28day period. We expect to find differences between the affective groups, we won´t find any differences regarding gender, or age. The result shows that there are no differences between the groups, between genders or when it comes to age. How the participants remembered earlier sleep qualities and pain were the predictors of the remembrance on stress.

Curtin Universitys Embodied Conversational Agents (ECA) combine an MPEG-4 compliant Facial Animation Engine (FAE), a Text To Emotional Speech Synthesiser (TTES), and a multi-modal Dialogue Manager (DM), that accesses a Knowledge Base (KB) and outputs Virtual Human Markup Language (VHML) text which drives the TTES and FAE. A user enters a question and an animated ECA responds with a believable and affective voice and actions. However, this response to the user is normally marked up in VHML by the KB developer to produce the required facial gestures and emotional display. A real person does not react by fixed rules but on personality, beliefs, previous experiences, and training. This thesis details the design, implementation and pilot study evaluation of an Affective Personality Model for an ECA. The thesis discusses the Email Agent system that informs a user when they have email. The system, built in Curtins ECA environment, has personality traits of Friendliness, Extraversion and Neuroticism. A small group of participants evaluated the Email Agent system to determine the effectiveness of the implemented personality system. An analysis of the qualitative and quantitative results from questionnaires is presented.

The factors that hinder or help the development of emotionally competent behaviour in leaders appear to be varied and complex. The role of personality variables such as personality preferences and self-esteem in influencing the development and demonstration of emotional competent behaviour has not yet been well researched. The general aim of this research was to investigate whether a relationship exists between personality preferences, self-esteem and emotional competence, and to determine whether the variables personality preferences and self-esteem can predict the demonstration of emotional competence. Personality preferences were studied from the Analytical Psychology paradigm. Jung's Psychological Types and the Myers-Briggs Type Indicator theory of Personality Types provided a theoretical understanding of individual differences in emotional response behaviour. Based on the Humanistic and Social Psychology paradigms, the construct self-esteem was explored from a multi-dimensional perspective with particular emphasis on individuals' self-evaluative views and feelings of self-worth, self-acceptance, sense of belonging and sense of psychological well-being within the particular socio-cultural domain in which these aspects manifest themselves. Emotional competence was studied from the paradigmatic perspectives of the Cognitive Social Learning theories. Emotional competence was viewed as the workplace application of emotional intelligence abilities, which are developable and can be learned. In this regard, emotional competence was described as the demonstration of self-efficacious behaviour in emotion-eliciting social transactions. Emotional competence implies a sense of psychological well-being (a positive inner state of being) and an ability to skillfully, creatively and confidently adapt in an uncertain, unstructured and changing socio-cultural environment. An empirical investigation was conducted to analyse the responses of a randomly selected sample of 107 South African leaders in the manufacturing industry to measures of these three constructs. The Myers-Briggs Type Indicator (MBTI), the Culture-free Self-esteem Inventories for Adults (CFSEI-AD), and the 360° Emotional Competency Profiler (ECP) were administered. The MBTI extraverted-thinking and extraverted-intuitive personality preferences were associated with the CFSEI-AD social, general and total self-esteem scales. In terms of the ECP emotional competence self-evaluations, self-motivation was associated with the MBTI extraverted-judging, extraverted-thinking and extraverted-intuitive preferences, while interpersonal relations was associated with the extraverted-intuitive and extraverted-feeling preferences. The MBTI introverted-sensing, introverted-judging and introverted-thinking preferences were associated with the ECP emotional literacy scale, and the introverted-judging, introverted-sensing and introverted-thinking preferences were associated with interpersonal relations in terms of the emotional competence other evaluations. The MBTI introverted-thinking preference was associated with the ECP self-esteem/self-regard other evaluations and the CFSEI-AD personal self-esteem scale. The ECP total emotional competence scale was associated with the MBTI extraverted-intuitive preference (in terms of the self-evaluations) and the introverted-judging and introverted-thinking preferences in terms of total emotional competence other evaluations. The CFSEI-AD general, personal and total self-esteem scales were associated with the ECP change resilience, self-motivation, self-esteem/self-regard, interpersonal relations and total emotional competence scales. Furthermore, the findings suggest that the ECP emotional competence construct is closely related to the affective component of the CFSEI-AD self-esteem construct, particularly one's sense of psychological well-being which is related to feelings of self-worth. The empirical results confirmed the effect of self-esteem on the self-evaluations of raters exposed to multi-rater assessments such as the 360° Emotional Competency Profiler, namely that self-raters with very high self-esteem may tend to over-inflate their self-evaluations. The CFSEI-AD total self-esteem scale also appears to be a more reliable predictor of emotional competence than the MBTI personality preferences. The results contributed new knowledge about the relationship between individuals' self-esteem, personality preferences and emotional competence and added perspective on the interpretation of individuals' self-ratings, particularly with regard to 360° emotional competence assessments. Recommendations for Industrial and Organisational Psychology practices regarding leader development are formulated, as well as recommendations for future research in the field. / Industrial and Organisational Psychology / D.Litt. et Phil. (Industrial and Organisational Psychology)

本研究視理性思考與感性人格特質為多面向的結構，探討理性思考與感性人格特質各面向間的關係，並研究個人的性別、學科背景是否與其理性思考及感性人格特質有關。 　　本研究以台大、政大共386位學生為樣本，運用「修訂康乃爾批判思考測驗Z級」、「拓弄思語文創造思考測驗乙式」、「人際敏感性量表」、「美感追求量表」、「感情變異性量表」、「自發性量表」及「同理心量表」等工具收集資料，再以皮爾遜積差相關考驗及多變量變異數分析(MANOVA)進行統計分析。 　　研究結果發現： 　　1.理性思考與正面向感性人格特質有顯著正相關，與負面向感性人格特質沒有顯著相關。 　　2.在理性思考上，性別之間並無顯著差異；在感性人格特質上，女性在「美感傾向」、「同理心」、「情緒化」等三個面向上的分數都顯著高於男性，「情感表達」面向則是未達顯著水準，但是在「人際敏感」面向上卻是男性分數顯著高於女性。 　　3.不同學院學生的批判思考、創造思考及理性思考能力並未有顯著差異。文學院學生的感性人格特質則有「情緒化」面向顯著高於理學院學生及其他學院學生，「人際敏感」面向高於其他學院學生。 　　本研究建議，根據理性思考與感性人格特質之間的相輔相成互動關係，學校宜多鼓勵男學生培養感性人格特質，鼓勵女學生發揮理性思考的潛能，不受刻板印象所限；在大學的通識教育上亦有必要重新調整，提供學生培養經驗整合與整全判斷能力。 / The objectives of this study were to explore the relationship of rational thinking, consisted of critical thinking dimension and creative thinking dimension, and affective personality traits, consisted of four positive dimensions and one negative dimension, from a multidimensional perspective, and to examine if one's sex and major would have influence on his/her rational thinking and affective personality traits. Tests were administered to 386 college students, evaluating their levels of critical thinking, creative thinking, interpersonal sensitivity, aesthetic orientation, emotioanl expressivity, empathy and emotionality. Findings suggest that: (1) Subjects scoring high on Rational thinking have significant high scores in positive dimensions of affective personality traits, but it seems that rational thinking is not related to the negative dimension of affective personality traits. (2) There is no significant sex difference in rational thinking, meanwhile in affective personality traits, female score obviously higher in aesthetic orientation, empathy, and emotionality, and there is no significant sex difference in emotional expressivity, but male score higher in interpersonal sensitivity. (3) Students in different majors don't have significant differences in their critical thinking, creative thinking, and rational thinking abilities, but students majoring art and literature surely score higher in emotionality and aesthetic orientation dimensions than students majoring nature science or other subjects.

The factors that hinder or help the development of emotionally competent behaviour in leaders appear to be varied and complex. The role of personality variables such as personality preferences and self-esteem in influencing the development and demonstration of emotional competent behaviour has not yet been well researched. The general aim of this research was to investigate whether a relationship exists between personality preferences, self-esteem and emotional competence, and to determine whether the variables personality preferences and self-esteem can predict the demonstration of emotional competence. Personality preferences were studied from the Analytical Psychology paradigm. Jung's Psychological Types and the Myers-Briggs Type Indicator theory of Personality Types provided a theoretical understanding of individual differences in emotional response behaviour. Based on the Humanistic and Social Psychology paradigms, the construct self-esteem was explored from a multi-dimensional perspective with particular emphasis on individuals' self-evaluative views and feelings of self-worth, self-acceptance, sense of belonging and sense of psychological well-being within the particular socio-cultural domain in which these aspects manifest themselves. Emotional competence was studied from the paradigmatic perspectives of the Cognitive Social Learning theories. Emotional competence was viewed as the workplace application of emotional intelligence abilities, which are developable and can be learned. In this regard, emotional competence was described as the demonstration of self-efficacious behaviour in emotion-eliciting social transactions. Emotional competence implies a sense of psychological well-being (a positive inner state of being) and an ability to skillfully, creatively and confidently adapt in an uncertain, unstructured and changing socio-cultural environment. An empirical investigation was conducted to analyse the responses of a randomly selected sample of 107 South African leaders in the manufacturing industry to measures of these three constructs. The Myers-Briggs Type Indicator (MBTI), the Culture-free Self-esteem Inventories for Adults (CFSEI-AD), and the 360° Emotional Competency Profiler (ECP) were administered. The MBTI extraverted-thinking and extraverted-intuitive personality preferences were associated with the CFSEI-AD social, general and total self-esteem scales. In terms of the ECP emotional competence self-evaluations, self-motivation was associated with the MBTI extraverted-judging, extraverted-thinking and extraverted-intuitive preferences, while interpersonal relations was associated with the extraverted-intuitive and extraverted-feeling preferences. The MBTI introverted-sensing, introverted-judging and introverted-thinking preferences were associated with the ECP emotional literacy scale, and the introverted-judging, introverted-sensing and introverted-thinking preferences were associated with interpersonal relations in terms of the emotional competence other evaluations. The MBTI introverted-thinking preference was associated with the ECP self-esteem/self-regard other evaluations and the CFSEI-AD personal self-esteem scale. The ECP total emotional competence scale was associated with the MBTI extraverted-intuitive preference (in terms of the self-evaluations) and the introverted-judging and introverted-thinking preferences in terms of total emotional competence other evaluations. The CFSEI-AD general, personal and total self-esteem scales were associated with the ECP change resilience, self-motivation, self-esteem/self-regard, interpersonal relations and total emotional competence scales. Furthermore, the findings suggest that the ECP emotional competence construct is closely related to the affective component of the CFSEI-AD self-esteem construct, particularly one's sense of psychological well-being which is related to feelings of self-worth. The empirical results confirmed the effect of self-esteem on the self-evaluations of raters exposed to multi-rater assessments such as the 360° Emotional Competency Profiler, namely that self-raters with very high self-esteem may tend to over-inflate their self-evaluations. The CFSEI-AD total self-esteem scale also appears to be a more reliable predictor of emotional competence than the MBTI personality preferences. The results contributed new knowledge about the relationship between individuals' self-esteem, personality preferences and emotional competence and added perspective on the interpretation of individuals' self-ratings, particularly with regard to 360° emotional competence assessments. Recommendations for Industrial and Organisational Psychology practices regarding leader development are formulated, as well as recommendations for future research in the field. / Industrial and Organisational Psychology / D.Litt. et Phil. (Industrial and Organisational Psychology)