Thesis (M. Phil.)--University of Hong Kong, 2001. / Includes bibliographical references (leaves 77-81).

Thesis (Psy. D.)--Wheaton College Graduate School, Wheaton, Ill., 2002. / Abstract. Includes bibliographical references (leaves 50-54).

published_or_final_version / Psychology / Master / Master of Philosophy

The problem of the study was: Can teacher personality characteristics be identified which distinguish between the open and non-open teacher? The major purpose of the study was to develop a profile of personality characteristics as measured by the California Psychological Inventory (CPI), the Sixteen Personality Factor (16 PF), and the Teacher Satisfaction/Compatibility Questionnaire, all of which describe the open and non-open classroom teacher. It was a descriptive study which utilized volunteer teachers from a large school district in the Southwest. Two trained observers made two 20-minute observations in the classrooms of teachers who had volunteered to participate in the study. Based on these two observations and using the Walberg-Thomas Observation Rating Scale, each observer independently rated the openness of the learning environment of each of the classrooms visited. The volunteer teachers were administered the CPI, and 16 PF, and the Teacher Satisfaction/Compatibility Questionnaire. Data were analyzed by means of a t-test for two sample tests of independent means for null hypothesis 1 and null hypothesis 2. Data were analyzed by means of a two-way ANOVA for each of the 34 dependent variables for null hypothesis 3 and null hypothesis 4. The level of significance for rejection of all hypotheses was set at the .05 level. Conclusions of the study were as follows: the two open schools differed significantly from the five non-open schools in openness of the learning environment. The open teachers differed significantly from the non-open teachers in satisfaction; however, the open teachers did not differ significantly from the non-open teachers in compatibility. With openness and satisfaction serving as independent variables, and the 18 CPI scales and the 16 16 PF scales serving as dependent variables: (1) open teachers did not differ significantly from non-open teachers on 12 CPI scales and nine 16 PF scales. Open teachers did differ significantly from non-open teachers on six CPI scales and seven 16 PF scales: (2) with one exception, satisfied teachers did not differ significantly from not-satisfied teachers in scale scores on the CPI and the 16 PF; (3) no interaction existed between open teachers and non-open teachers and satisfied teachers and not-satisfied teachers in scale scores on the CPI and the 16 PF. With openness and compatibility serving as independent variables, and the 18 CPI scales and the 16 16 PF scales serving as dependent variables: (1) open teachers did not differ significantly from non-open teachers on 10 CPI scales and eight 16 PF scales. Open teachers did differ significantly from non-open teachers on eight CPI and eight 16 PF scales; (2) with three exceptions, compatible teachers did not differ significantly from not-compatible teachers in scale scores on the CPI and the 16 PF; (3) with three exceptions, no interaction existed between open teachers and non-open teachers and compatible teachers and not-compatible teachers in scale scores on the CPI and the 16 PF. It was possible to identify teacher personality characteristics which distinguished between open and non-open teachers. It was possible to develop profiles of personality characteristics which describe open and non-open teachers. Based on the conclusions of this study, various recommendations were made. Similar studies with additional factors and/or larger number of subjects and wider geographic area were recommended. There should be a continuing search for the personalities and behaviors which characterize open and non-open teachers. Perhaps a major focus in future research on education should be the determination of principal personality characteristics that are best suited to the philosophy and methodology of open and non-open education.

Are there aspects of affect that can be generalized across different languages? Are there consistent patterns of associations between self-reported affect and personality across groups speaking different languages? In the present dissertation, I explore these two questions in five different language samples. Studies of current self-reported affect in English suggest that Russell's (1980), Thayer's (1989), Larsen and Diener's (1992), and Watson and Tellegen's (1985) models of affect variables can be integrated and summarized by a two-dimensional space defined by Pleasant vs Unpleasant and Activated vs Deactivated axes. To assess the cross-language generalizability of this integrated structure, data on translations of the English affect scales (N for Spanish = 233, N for Chinese = 487, N for Japanese = 450, N for Korean = 365) were compared with the structure in English ON = 535). Systematic and random errors were controlled through multi-format measurements (Green, Goldman, & Salovey, 1993) and structural equation modeling. Individual measurement models as defined in English received support in all five languages, although revisions of these scales in non-English samples provided an even closer approximation to the two-dimensional structure in English. In all five languages, the two dimensions explained most, but not all, of the reliable variance in other affect variables (mean = 88%). The four structural models fit comfortably within the integrated two-dimensional space. In fact, the variables fell at different angles on the integrated space, suggesting a new circumplex structure. In prior studies conducted in English, the personality traits of Neuroticism and Extraversion were most predictive of affect and they aligned with the Pleasant Activated and Unpleasant Activated states. To clarify and extend the previous findings, participants in all five samples also completed NEO FFI (Costa & McCrae, 1992), a measure for the Five Factor Model of personality (FFM). Again, Neuroticism and Extraversion were most predictive of affect, accounting for, on average, 10% of the variance. The remaining three factors of the FFM contributed, on average, 2%. In all five languages, the FFM dimensions did not align with the two predicted affective dimensions. Rather, they fell all around the upper half of the twodimensional space.

<p>The objective of this study was to determine whether a relationship exists between the personality preference and career anchors of police officers. The idea that personality relates meaningfully to the kinds of careers people choose and how they perform in these careers, has a long history in career psychology.</p>

This study investigated the utility of the MMPI-A short form described by Archer, Tirrell, and Elkins (2001) for detecting the presence of emotionality in adolescents in the school setting. Students were placed in one of three groups based on their performance on an established and frequently used self-report measure of personality, the Behavior Assessment System for Children-II (BASC- 2). Subjects who had significant elevations on one or more of the scales in Internalizing Index on the BASC-2 were placed in the Clinical group and subjects who had significant elevations on one or more of the scales the School Problems Index or Personal Adjustment Index were placed in the Adjustment group. Those without significant elevations on the BASC-2 were placed in the Nonclinical group. Differences between the three groups on each of the MMPI-A short form clinical scales were reported. The results indicated that the students in the Clinical group scored higher than students in the Non-clinical group on each of the MMPI-A short form scales. Adjustment group scores tended to be higher than Non-clinical group scores but not all scales were significantly higher. Discriminant analysis correctly classified 75% of the non-clinical group, 52% of the Clinical group, but only 37% of the Adjustment group. These findings, combined with additional analysis of clinical relevant data, provided positive indicators supporting the use of the short form in clinical settings.

This thesis is an original sequence of fifteen poems which. explore the author's reactions to Nature and God, her search for the meaningful in her life, and her search for answers to the "great questions."Some of the works are in blank verse; some are in more controlled rhyme to emphasize the tension the writer felt. Several poems are experiments in the sonnet.

The purpose of this study was to investigate the relationship between Eysenckian personality variables and ratings of job performance and promotion potential of a group of police officers.In order to identify differences in levels of extraversion, neuroticism and intelligence, subjects were evaluated with the Eysenck Personality Inventory (EPI) and the Primary Mental Abilities Test (PMA). The EPI was used to measure differences in extraversion and neuroticism. Two PRA sub-tests, Verbal Meaning and Number Facility, were administered to each subject under both "unstressed" and "stressed" conditions. This test-retest procedure was devised to assess problem-solving abilities under varying conditions of stress and motivation.The subjects for this study were drawn from an East-Central Indiana city police department. Thirty-three patrolmen volunteered to Participate in the study. These men were members of a 50 man group which had been designated as (1) having two or more years experience with their department and (2) were currently working in positions requiring the wearing of a standard police uniform. The subjects ranged in age from 2L to 64 with a mean age of 32.9 years.Data for each subject submitted for statistical treatment included extraversion and neuroticism as measured by the EPI. Four experimental cognitive variables derived from comparisons between "unstressed" and stressed" test performance on two PMA sub-tests were also submitted. These "Stress Gain" scores represented the increase in level of difficulty attained, and the increase in speed of solution, resulting from increased stress and motivation. Two other experimental variables, "Stressed Raw Scores", were used to represent the level of difficulty attained on both PMA sub-tests under stressful test conditions. Composite standardized ratings of job performance and promotion potential obtained from three senior supervisors' ratings were also submitted for statistical analysis.Statistical treatment to ascertain the relationship between the Eysenckian variables and ratings of job performance and promotion potential included the calculation of: (1) correlation coefficients by the product-moment method for ungrouped data and (2) Fisher Z transformations for testing the significance of the computed product-moment correlations. An adjusted reliability index was derived for the job performance and promotion potential ratings through a one-way analysis of variance.Sixteen research hypotheses were formulated and tested in the study. The degree of significance necessary to reject the null hypotheses that Eysenckian personality variables were uncorrelated with ratings of job performance and promotion potential was set at the .05 level. In order to attain a practical significance a correlation of +.40 was required.The group means obtained on the EPI were 11.8 for extraversion (SD=3.5) and 7.9 for neuroticism (SD=4.5). This mean neuroticism score represents a lower mean level of neuroticism for a group than any other group reported in the EPI manual. These scores placed the sample group in the "stable introvert" quadrant of Eysenck's categorical framework.Product-moment correlations between the Eysenckian variables and job performance ratings ranged from -0.222 to 0.0575, and correlations between the Eysenckian variables and ratings of promotion potential ranged from -0.273 to 0.217. These coefficients were all found to be statistically insignificant.The adjusted reliability indices of .72 for job performance ratings and .56 for promotion potential ratings indicated that the ratings used for the study lacked adequate reliability. Analysis of the means and standard deviations of the ratings suggested that errors of leniency and central tendency had occurred.Further analysis of data revealed a coefficient of 0.29 (p<.05) existed between extraversion and Stress-Gain Time (Verbal), and a coefficient of -0.33 (p<.05) between neuroticism and Stressed Raw Verbal Scores.While it was found that there is no support for a relationship between Eysenckian personality variables and rated performance and promotion potential within the group studied, it was suggested that the dimensions of extraversion and neuroticism can interact with intelligence to effect problem-solving behavior. Recommendations for further research were made.

Photocopy of typescript. / Thesis (Ph. D.)--University of Hawaii at Manoa, 1978. / Bibliography: leaves 116-126. / Microfiche. / viii, 126 leaves