Dissertation (Ph.D.)--Auburn University, 2009. / Abstract. Includes bibliographic references (p.64-85).

A distinction between ruminative and reflective forms of dispositional self-focus is introduced and the theoretical utility of this distinction is evaluated in a program of eight studies. Study 1 examined for the presence of this distinction among natural language trait descriptors. Study 2 evaluated whether this distinction provided a sufficient summary of relations between the Fenigstein, Scheier and Buss (1975) Self-Consciousness scales and the Five Factor Model of personality (FFM). In Study 3, two brief questionnaire measures of ruminative and reflective tendencies were developed, and their convergent and discriminant validity evaluated with respect to the FFM, and the Fenigstein et al. (1975) Public Self- Consciousness (PUSC) and Private Self-Consciousness (PRSC) scales. Study 4 investigated the extent to which rumination and reflection separately account for PRSC associations with measures of psychological distress (e.g., Beck Depression scale) and intellective dispositions (e.g., Need for Cognition scale), respectively. Study 5 evaluated, using a sample of dormitory roommates, the extent to which self-estimates of ruminativeness and reflectiveness correspond with the judgments of a knowledgeable observer. Studies 6, 7, and 8 evaluated the extent to which the traits of rumination and reflection separately account for previously reported PRSC associations with three theoretically relevant criteria of private self-consciousness: state indices of self-focused attention (Study 6), the asymmetry effect in self-other similarity judgments (Study 7), and research volunteerism (Study 8). Findings suggest that the PRSC scale confounds two relatively independent, and motivationally distinct dispositions, rumination and reflection, and that latent ruminative and reflective components of PRSC scores separately and fully account for PRSC correlates and effects. These findings provide a straight forward explanation of the "self-absorption" paradox implicit in the PRSC research literature, i.e., the consistent but apparently contradictory finding of more accurate and extensive self-knowledge, yet higher levels of subjective psychological distress, among persons high in private self-consciousness. It is likely that the PRSC's associations with psychological distress are uniquely due to its neurotic component (rumination), and that the PRSC's self-knowledge effects are uniquely due its intellective component (reflection). It is argued that rumination and reflection represent statistically and functionally independent self-focusing tendencies. Their strong and unique associations with the FFM dimensions of neuroticism and openness, respectively, imply a basic dichotomy of self-attentive motives: anxiety/fear and curiosity/exploration: rumination represents a useful summary conception of self-attentiveness motivated by perceived threats, losses, or injustices to the self; reflection represents a useful summary conception of self-attentiveness motivated by intrinsic curiosity, or epistemic interest in the self. It is concluded that the spatial metaphor of "direction" may not be an appropriate basis for a useful scientific conception of dispositional self-consciousness. The concept of a purely cognitive tendency to have attention chronically directed toward the self versus away from the self, construed independently of the emotional and motivational determinants of such a tendency, is probably untenable.

The current study examined divergences among impulsivity and sensation seeking items from the Zuckerman-Kuhlman Personality Questionnaire Impulsive Sensation Seeking scale in terms of their relations to other personality models, deviance, and laboratory task outcomes. A sample of 654 undergraduates was gathered across two studies and given a Five Factor Model of personality measure (e.g. NEO Five Factor Inventory, NEO Five Factor Report Form), deviance measures (e.g. Antisocial Behavior Inventory, Explicit Attitudes Towards Marijuana Questionnaire), and three laboratory tasks (e.g. Balloon Analogue Risk Task, Newmans Card-Playing Task). Results demonstrated the hypothesized divergences among impulsivity and sensation seeking items on measures of personality and deviance as well as laboratory tasks. We conclude that Impulsive Sensation Seeking is multidimensional and would be more useful if employed as two independent constructs: (Lack of) Premeditation and Sensation Seeking.

A stable and healthy personality is a requirement to deal effectively with the different stressors and demands that are part and parcel of a profession in education. Therefore, it is of the utmost importance to ensure that prospective teachers present well balanced personality profiles, which will enable them to become good teachers. Against the abovementioned background, this research study had the aim to: • by means of a literature study, determine the criteria that are generally used in the selection process of prospective education students nationally and internationally, and to determine the role and function of a personality assessment in the selection of prospective education students; • by means of a literature study, determine the characteristics of the desired personality profile of a teacher by applying the Five Factor Model of personality; • empirically determine the characteristics of the personality profiles of full-time registered education students at a higher education institution; • empirically determine whether there are differences between the personality profiles of 1) male and female education students; 2) education students in the different education phases; 3) education students with different home languages; 4) education students at different academic levels; and 5) education students who indicated education as first choice of study, and those who did not; and • to determine what the application possibility of the NEO-FFI is in the selection of prospective education students. The literature study produced the following results: • Academic criteria are mostly used in selecting education students, nationally and internationally and personality assessment does not play a role in the selection of education students in South Africa. • The desired personality profile of teachers, according to the Five Factor Model of personality, renders low scores on Neuroticism and high scores on Extraversion, Openness to Experience, Agreeableness and Conscientiousness. The empirical study produced the following results: • The group of education students generally presented the characteristics of the theoretical preferred personality profile with regard to Neuroticism, Extraversion, Agreeableness and Conscientiousness, but they presented relatively low mean raw scores for Openness to Experience. • No meaningful differences were found between the personality profiles of education students with regard to the education phase, home language, academic year and education as study choice, however, there were meaningful differences between male and female education students pertaining Agreeableness, where female education students presented higher mean raw scores than their male counterparts. Stanines were calculated to develop norms which can be used for personality assessment in the selection of prospective education students. Gender-specific norms were developed for this purpose. On grounds of the results of the investigation, it is recommended that personality assessment form an integral part of the selection process of prospective education students and that the NEO-FFI appears to be fruitful in this regard. / Thesis (MEd (Educational Psychology))--North-West University, Potchefstroom Campus, 2013

A stable and healthy personality is a requirement to deal effectively with the different stressors and demands that are part and parcel of a profession in education. Therefore, it is of the utmost importance to ensure that prospective teachers present well balanced personality profiles, which will enable them to become good teachers. Against the abovementioned background, this research study had the aim to: • by means of a literature study, determine the criteria that are generally used in the selection process of prospective education students nationally and internationally, and to determine the role and function of a personality assessment in the selection of prospective education students; • by means of a literature study, determine the characteristics of the desired personality profile of a teacher by applying the Five Factor Model of personality; • empirically determine the characteristics of the personality profiles of full-time registered education students at a higher education institution; • empirically determine whether there are differences between the personality profiles of 1) male and female education students; 2) education students in the different education phases; 3) education students with different home languages; 4) education students at different academic levels; and 5) education students who indicated education as first choice of study, and those who did not; and • to determine what the application possibility of the NEO-FFI is in the selection of prospective education students. The literature study produced the following results: • Academic criteria are mostly used in selecting education students, nationally and internationally and personality assessment does not play a role in the selection of education students in South Africa. • The desired personality profile of teachers, according to the Five Factor Model of personality, renders low scores on Neuroticism and high scores on Extraversion, Openness to Experience, Agreeableness and Conscientiousness. The empirical study produced the following results: • The group of education students generally presented the characteristics of the theoretical preferred personality profile with regard to Neuroticism, Extraversion, Agreeableness and Conscientiousness, but they presented relatively low mean raw scores for Openness to Experience. • No meaningful differences were found between the personality profiles of education students with regard to the education phase, home language, academic year and education as study choice, however, there were meaningful differences between male and female education students pertaining Agreeableness, where female education students presented higher mean raw scores than their male counterparts. Stanines were calculated to develop norms which can be used for personality assessment in the selection of prospective education students. Gender-specific norms were developed for this purpose. On grounds of the results of the investigation, it is recommended that personality assessment form an integral part of the selection process of prospective education students and that the NEO-FFI appears to be fruitful in this regard. / Thesis (MEd (Educational Psychology))--North-West University, Potchefstroom Campus, 2013

Personality tests are widely used in South Africa. The application of personality assessment techniques for clinical and personnel decisions has been a major activity for psychologists. All main personality models have ken developed in a Western context: the question therefore arises whether these models are adequate and sufficient for South Africa. There is a need to develop personality tests that are based on South African cultures. In South Africa the continuous use of Western-based personality tests raise a challenge. The challenge also lies with the current legislation with regard to the use of psychological tests. The challenge is to construct an inventory suited to the local needs while retaining the standards of validity and reliability expected of established assessment instruments. Our socially diverse society and its wide implications for the cultural dynamics of personality evaluations that we find in South Africa warrant further research. A qualitative research design was used in this study, including interviewing as a data gathering method. A total of 120 Tshivenda speaking people from the Thohoyandou district in Limpopo province and Pretoria in Gauteng province were interviewed. A total of 4 722 personality descriptors with a view to Tshivenda speaking people were obtained from the participants, and then translated into English. Content analysis was used to analyse, interpret and reduce these descriptors to a total of 150 personality characteristics which are the most important perspectives of personality for the Tshivenda speaking individuals. The personality characteristics were divided into eight categories, namely interpersonal relatedness, sociability, conscientiousness, emotionality, meanness, intellect, dominance and a category for other traits. The interpersonal relatedness factor in the Vhavenda personality characteristics could be regarded as a cultural factor. The Tshivenda speaking people are also sociable with a preference for companionship, social skills and numerous friendships. They also have a strong sense of purpose and high inspiration levels. The Tshivenda speaking people also experience emotions and feelings related to situations that they face. Intellect characteristics could also be extrapolated from the personality characteristics of the Vhavenda people. The findings of this study were compared to the five factor model, and evidence was found for extraversion and conscientiousness in particular. Very few characteristics of openness on the five factor model correspond to that of the Tshivenda speaking people, except in the cases of a few personality characteristics that were labelled under the category of intellect. Recommendations for future research are made. / Thesis (M.A. (Industrial Psychology))--North-West University, Potchefstroom Campus, 2007.

Thesis (M.A.)--University of Texas at El Paso, 2008. / Title from title screen. Vita. CD-ROM. Includes bibliographical references. Also available online.

Thesis -- Departmental honors in Psychology. / Running title: Connections between personality and music. Bibliography: ℓ. 46-47.

Thesis (Ph.D.)--York University, 2008. Graduate Programme in Psychology. / Typescript. Includes bibliographical references (leaves 110-135). Also available on the Internet. MODE OF ACCESS via web browser by entering the following URL: http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&res_dat=xri:pqdiss&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&rft_dat=xri:pqdiss:NR51707

Thesis (Ph. D.)--Ohio State University, 2006. / Title from first page of PDF file. Includes bibliographical references (p. 104-120).