Such personality idiosyncrasies of creative persons as a preference for disorder and complexity rather than neatness and simplicity may erroneously have earned them the nomenclature of maladjusted, emotionally unstable and eccentric. This field study explores the conventional approach to the evaluation of creative behaviour and suggests that there is an urgent need to revolutionise our acceptance and encouragement of such behaviour in an integrated social and educational sense. Chapter 1 reviews various definitions of creativity and in particular the sociological discrimination against creativity in contemporary society. The notion of the relativity of the predominant social, educational and psychological research perspective is raised. The confusion in meaning which the terms &quotegiftedness&quote, &quotegenius&quote and &quotecreativity&quote evoke in the context of classical research efforts is discussed in Chapter 2. Chapter 3 reviews traditional psychoanalytic, psychiatric and psychometric research into creativity. Orthodox methodology which fragments the total human individual, is seen as detrimental to understanding, accepting and facilitating research into creativity. It has only been where total personality has been considered, that research has proved meaningful. Chapter 4 attempts to correlate the theoretical viewpoints of various authors on creativity, in particular Jung, Barron, Maslow, Assagioli and Hudson. The empirical chapter 5 is divided into four sections. Section I explores teacher attitudes towards creative personality characteristics using Torrance's Ideal Pupil Checklist. The results of the sample of A.C.T. teachers surveyed,correspond closely with those found by Torrance in five other countries, although creativity is markedly less encouraged in Australia than in the United States. Section II explores the attitudes of a sample of Year 10 A.C.T. high school students towards creative personality characteristics. Results show an alarmingly low correlation with expert rankings. Section III compares the teachers' and students' responses on the checklist and finds interesting discrepancies. Section IV is concerned with identifying &quotecreativity&quote in students using a number of instruments, in particular the Myer-Briggs Type Indicator. Additionally, results on this instrument are compared with WL/WQ results and career preferences, where few trends emerged. Chapter 6 restates the necessity of adopting a total personality perspective when considering creativity. The &quotepsychosynthesis&quote model is suggested as fundamentalising and facilitating creative growth personally, educationally and socially. Futuristic aspects of evolution and creativity are raised. Wholeness as opposed to separatism and synthesis as opposed to fragmentation are considered paramount contemporary psychological issues, as exemplified by the &quotesoul searching&quote associated with the drug culture. The need to achieve growth and balance between the different, diverse and complementary, aspects of the psyche, both in individuals and in society is seen as being paramount and of increasing sociological relevance.

This study is to discuss the correlation between customer orientation, customer satisfaction and sales performance, also discuss the mediating effect of customer satisfaction and moderating effects of customer¡¦s personality of salesperson in the animal health industry. ¡§Customer-oriented¡¨ selling can be viewed as the practice of the marketing concept at the level of the individual salesperson and customer. The marketing concept requires an organization to determine the needs of a target market and adapt itself to satisfying those needs better than its competitors. In the marketing concept, all parts of an organization are oriented toward solving customer problems and meeting the needs of the marketplace. ¡§Customer-oriented¡¨ selling is directed toward providing customer satisfaction and establishing mutually beneficial, long-term relationships with its market. The conclusions of this study and significant to the management are presented as follows: 1.Customer satisfaction and sales performance are significantly related to the practice of customer-oriented selling. 2.Customer satisfaction is significantly related to sales performance. 3.The mediating effect of customer satisfaction is significantly related to sales performance. 4.The interaction between customer personality types (as measured by the MBTI) and customer-orientation were not found to have significant influence. 5.Salespeople might improve customer satisfaction and their performance if they attempted to solve customer problems and meet their needs. 6.Understand the different personal-approach needs of the customers can maintain loyalty and long-term customers and increase sales effectiveness.

Thesis (M.S.)--Naval Postgraduate School, 2002. / Thesis advisor(s): Janice Laurence, Kenneth Thomas. Includes bibliographical references (p. 57-60). Also available online.

Thesis (M.S.)--Naval Postgraduate School, 2002. / Thesis advisor(s): Brad Johnson, Susan Hocevar. Includes bibliographical references (p. 65-66). Also available online.

Thesis (M.S.)--Naval Postgraduate School, 2002. / Thesis advisor(s): William Bowman, Kenneth Thomas. Includes bibliographical references (p. 91-92). Also available online.

Thesis (D. Min.)--Denver Conservative Baptist Seminary, 1998. / Includes bibliographical references (leaves 152-159).

Thesis (Ph. D.)--University of Oklahoma, 1997. / Includes bibliographical references.

Jag har många gånger känt mig ”fel” under min skolgång. Utåtriktad, att ta för sig etc. har intalats som positiva egenskaper, medan exempelvis tyst och introvert ofta används i negativ benämning. Vad innebär det att vara introvert eller extrovert? Det är biologiskt mätbart och ärftligt. Våra hjärnor fungerar faktiskt olika. Det styrs av hur vi reagerar på ett ämne som dopamin, och hur våra blodflöden styrs i hjärnan. Introverta visar bland annat högre aktivitet i områden som står i förbindelse med känslocentra i limbiska systemet. Detta innebär bland annat att introverta aktiverar känslor som rädsla och skräck lättare i pressade situationer. Myers Briggs Type Indicator (MBTI) är ett personlighetstest som mäter bland annat extraversion och introversion. Femfaktorteorin mäter också detta, och är idag den enda erkända personlighetsmodellen inom psykologin. Kulturella långtidsstudier visar på att det finns en ökad trend kring utåtriktat beteende sen 50-talet. Att ta plats har blivit en positiv egenskap som uppmanas och hyllas, vår tids ideal. Det finns flera konkreta exempel på vetenskaplig dokumentation om vad som skiljer introverta och extrovert åt i det centrala nervsystemet, i praktiken. Bland annat förbättras extrovertas verbala förmåga i en kombination av tidspress och koffein, vilket är det motsatta hos introverta. Det är viktigt att inte glömma bort att man fungerar olika och har olika förutsättningar. Introverta behöver avskildhet för att överhuvudtaget kunna vara kreativa och produktiva. Mitt syfte är att undersöka hur lärare upplever och tänker om de inåtvända eleverna i skolan. Jag har använt elektroniska enkäter som metod för att samla in mina svar. Man kan ana en okunskap kring introversion och extroversion som jag grundar i litteratur och hur majoriteten av lärarna beskriver vad de tänker när de hör ”introvert”. Jag ser också en tendens till okunskap när jag ser till deras svar kring hur de vill göra för att anpassa efter varje individ i klassrummet. Ambitionen verkar vara att anpassa för varje individ, men verkar trots allt ganska ofta falla in på att anpassa efter en mer extrovert personlighet.

In this study, the relationship between personality type, perfectionism, and stress was examined in gifted adolescents attending the Indiana Academy for Mathematics, Sciences, and Humanities in Muncie, Indiana. A sample of 120 of these gifted individuals completed the Multidimensional Perfectionism Scale (MPS) and the Profile of Mood States (POMS). Results for participants were then matched with archival data of their Myers-Briggs Type Indicator (MBTI) personality types. Results from a path analysis indicated that perfectionism is significantly positively associated with negative mood state, or stress. Results failed to indicate a significant relationship between MBTI personality type and perfectionism, or MBTI personality type and stress in these gifted adolescents. The mediator model was found to best explain the relationship among the variables in this study, indicated by the use of Akaike's Information Criterion (AIC). Clinical implications and possibilities for future research are discussed. / Department of Counseling Psychology and Guidance Services

The study implied that a basic writer's overall abilities, shown through a type of "emotional intelligence quotient" [EQ], could help in determining that individual's inherent abilities in the writing classroom. Using prompted and timed writings plus two EQ surveys, developed by the investigator, the study analyzed students' emotional cognition in their writing environments. EQ qualities displayed while interacting with their instructor and peers or self-disclosed EQ qualities displayed in surveys or metacognitive writings were interpreted and compared to portfolio assessments by outside readers.During the spring semester of 1996, 409 students enrolled in 27 Ball State University English 102 basic writing classes. From 7 classes, 108 sample subjects accomplished surveys and prompts. Fifty randomly-selected subjects of the 108 were scrutinized. Comparisons of the two samples were detailed. Providing a close look at the 50 random-sampled group, 13 students occupying opposing levels at particular scoring-range margins were further detailed. Portfolio results, course grades, and how classroom teachers viewed their classroom students' emotional intelligence skills were the quantitative data compared with two EQ surveys' results.The study's governing gaze revealed self-disclosed, emotional dynamics of basic writers. It surrounded those disclosures with particulars on the biology of emotions. It extended the views on students' personality types as determined by the Myers-Briggs Type Indicator. The study combined the conceptual knowledge of the biology of our emotions and the specific knowledge of personality traits to explain certain dimensions of the composing process. With the beginnings of a comprehensive synthesis, we may better understand how basic writers begin to evolve as effective writers and thinkers.Whether two surveys and portfolio assessments can determine a relationship between basic writers' emotional intelligence and how appropriately they write is still undecided. The statistical results are not as convincing as would be desired for any clear breakthrough. However, the descriptive information, written by the students themselves, coupled with information about preferred and inferior traits, displayed a nucleus of support for the hypothesis: a predisposition toward the four categories of emotional intelligence relates to basic writing skills and composing processes. / Department of English