The present study involved the development of an objective paper-and-pencil measure of McClelland's personalized power theory of alcoholism. This theory proposes that alcoholics have a high personalized power need that they satisfy by drinking alcohol. Need for personalized power is characterized by a desire to prove oneself by defeating an opponent in one-to-one combat. Since they are unable to satisfy this need directly, alcoholics drink alcohol, the physiological and psychological effects of which are interpreted by the individual as strengthening, therefore satisfying the personalized power need. The study consisted of two phases. The first phase was designed to establish the applicability of the personalized power theory to alcoholics and developing a questionnaire to measure personalized power. The second phase was involved with cross-validating the instrument, establishing the reliability and comparing it with what is currently the most frequently utilized screening instrument for alcoholism. Alcoholic subjects came from the population in treatment at the Alcohol Treatment Unit of the Tucson, Arizona Veterans Administration Medical Center. The control group was composed of outpatients at the same facility. The results of Phase I indicate that alcoholics have high personalized power needs. In addition, an instrument was developed to measure personalized power. The instrument was developed using a composite approach from four already established instruments (the MacAndrews Alcoholism Scale, the Personal Reaction Inventory, the Machiavellianism IV Scale and the F Scale). In Phase II the instrument showed high reliability across a two week test-retest interval. Additionally, the instrument showed high concurrent validity, accurately categorizing 86% of the Phase II sample as alcoholic or control. There were significant differences between the sample's responses on this measure. The construct validity of the instrument was established primarily by the logic of its development and, to a lesser extent, by the method of internal consistency. The instrument, hereafter referred to as the Gingras-Kahn Inventory of Personalized Power (G-KIPP), compared very favorably with the most frequently used screening instrument, the MacAndrews Alcoholism Scale. The G-KIPP exceeded the MacAndrews on every measure and was more efficient at screening the alcoholics from the controls in the sample. The study also included a drinking pattern questionnaire. This questionnaire revealed that alcoholics suffered in more than one area because of their drinking. Most alcoholics reported suffering psychologically, physically, socially, economically and legally because of their drinking. The typical alcoholic had a 20-year history of drinking before realizing that he had a problem and then spent eight more years before seeking treatment. Alcoholics also liked different aspects of drinking than did controls. The controls liked the taste, the social aspects and the relaxation associated with drinking. Alcoholics were more likely to report liking the sensation of being inebriated and liked being able to forget as a result of drinking. The relationships of these findings to the theory of personalized power was discussed. These findings were discussed in relationship to the theory of personalized power and in relationship to the treatment program that is based on this theory. The advantages of theoretically-derived instruments were discussed compared to empirically-derived instruments.

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The purpose of this study was to investigate the effects of conjunctive affiliation/achievement needs on the selection of compliance-gaining activity. Research questions asked to what extent conjunctive achievement/affiliation needs would influence the selection of situation management options, compliance-gaining tactics, and tactic classifications. A modified version of the Adjective Check List was used to measure need orientations. Subjects responded to a hypothetical situation by indicating on a seven-level Likert-type scale their likelihood of selecting situation management options and compliancegaining tactics. This study also investigated the likelihood of selecting tactic classifications as developed by Roloff and Barnicott (1978).MANOVA tests revealed significant differences among groups' likelihood to select threat, anti-social tactics, and punishing activity tactics. Specific group differentials were identified using Scheffe's procedure where significant multivariate differences were found. Future researchers were encouraged to continue investigation in this area. / Department of Speech Communication

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.

The purpose of the present study was to investigate the personality differences between altruistic and nonaltruistic adolescents. A secondary purpose was to compare the two measures employed in assessing altruism, and to determine whether or not altruistic behavior differed as a function of sex and socio-economic groups. One hundred eighty junior high school students were subjects for the experiment. Each subject was administered an author adapted version of the Mf 3 Scale from the MMPI (Minnesota Multaphasic Personality Inventory), made a voluntary monetary contribution to the March of Dimes, and was then administered the Junior Senior High School Personality Questionnaire. A small but significant correlation was found between the adapted Mf 3 Scale and the March of Dimes donation, and significant personality variables were found to differentiate altruistic from non-altruistic adolescents. No differences were found in altruistic behavior as a function of sex and socio-economic status. Recommendations were made for further research, and research findings were discussed with their implications for education, counseling, and the identification of potentially helpful people.

The purpose of this study was to test the predictive ability of the Personality Assessment System (PAS) with special emphasis placed on predicting the personality patterns of two groups of mathematics students. Two ancillary purposes were also identified. These included the possible contributions to academic/vocational counseling and the addition of the findings to a PAS validation data bank that has been established.The sample included 26 selected volunteers from Purdue University and 26 selected volunteers from Ball State University. These students were identified into two distinct groups. The Purdue group was composed of senior students who were majoring in pure mathematics, while the Ball State group was composed of students who were majoring in mathematics education. Each group contained an equal number of males and females.Each student was administered the Wechsler Adult Intelligence Scale (WAIS) from which a personality profile was derived. This profile was based on the theoretical constructs of the Personality Assessment System.The hypotheses in the study were in the form of predictions. The predictions attempted to identify the personality patterns of the two groups of mathematics students.The resultant data were analyzed using percentages, a t test for independent groups, and a chi square analysis. Trends in the data, rather than statistically significant outcomes, were the main focus of the analysis.The predictions generated by the researcher correctly identified eight of 26 or 30% of the specific expected PAS patterns of the Purdue group. When the original predictions for the Purdue group were expanded to include all possible mathematics patterns, 23 of 26 or 88% of the Purdue group was correctly identified. The predictions correctly identified eight of 26 or 30% of the specific expected PAS patterns of the Ball State group. When the original predictions for the Ball State group were expanded to include all possible mathematics patterns, 15 of 26 or 57% of the Ball State group was correctly identified.Trends were suggested by the data for other types of measurement. The most consistent trend indicated by the data was the preponderance of IRU Primitive personality patterns in the Purdue group as compared to the general population, and the preponderance of IRA Primitive personality patterns in the Ball State group as compared to the general population.Another trend indicated by the data was the effect of a low Digit Symbol score on academic achievement in the Purdue group. Members of the group with a low Digit Symbol score consistently obtained a Grade Point Average below the mean Grade Point Average of the group.A final trend in the data was found between the combined groups of mathematicians and the general population on the R-F dimension of the PAS. The general population tends to be F or flexible, while the mathematicians tend to be R or regulated.The findings indicated that the PAS could adequately identify the personality patterns of a group of mathematicians. Rather than one "mathematical personality" being identified, the trends in the data point to many mathematical personalities. Recommendations for further research were made.

Typescript. / Thesis (Ph. D.)--University of Hawaii at Manoa, 1979. / Bibliography: leaves [100]-104. / Microfiche. / v, 104 leaves 29 cm