Thesis (MEdPsych)--University of Stellenbosch, 2002. / ENGLISH ABSTRACT: The primary aim of the study was to investigate the relationship between identity
development and personality type preference during the adolescent developmental phase.
The Extended Objective Measure of Ego Identity status (EOM-EIS-2) and the Myers-Briggs
Type Indicator (MBTI) were used as research instruments. School, gender and language
were considered as the demographic variables.
Personality type preferences and the demographic variables indicated six significant
interactions. The Thinking-Feeling (T-J) scale was related significantly to the gender
variable. Sensing-Intuition (S-N), Thinking-Feeling (T-J) and Judging-Perception (J-P) were
related significantly to language. Sensing-Intuition (S-N) and Judging-Perception (J-P)
have indicated significant interactions with the school variable.
Identity status and the demographic variables also indicated significant interactions.
Gender was related significantly to the interpersonal moratorium status. The school and
language variables interacted with the identity diffusion, foreclosure and moratorium
statuses in the ideological and in the interpersonal domains..
Significant interactions were indicated among identity status and two of the dimensions of
personality type preference, that is Sensing-Intuition (S-N) and Judgement-Perception (JP).
Significant preferences for Intuition (N) in relation to the ideological, as well as the
interpersonal foraetosure statuses were indicated. Intuition (N) was also related to the.
interpersonal diffusion and moratorium statuses. Preferences for Perception (P) were also
related significantly to ideological and interpersonal foreclosure, as well as to interpersonal
diffusion and moratorium statuses. Neither Thinking-Feeling (T-J) nor Extroversion-
Introversion (E-I) dimensions demonstrated any significant interaction with the identity
statuses.
Educational implications and recommendations are suggested in terms of the indicated
personality types and preferences among adolescents, identity formation, as well as the
demographic variables related to personality type preferences and identity formation.
Recommendations are also suggested with regard to the relationship between identity
status and personality type preferences. The researcher would like to emphasise individual
differences and diversity (in terms of identity development and personality type
preferences) which link up with an inclusive educational approach. / AFRIKAANSE OPSOMMING: Die hoofdoel van die studie was om die verband tussen identiteitsontwikkeling en
persoonlikheidstipevoorkeure tydens die adolessente ontwikkelingsfase te ondersoek. Die
volgende twee vraelyste is gebruik: Die Extended Objective Measure of Ego Identity Status
(EOM-EIS-2) en die Myers-Briggs Type Indicator (MBTI). Skool, geslag en taal is oorweeg
as demografiese veranderlikes.
Persoonlikheidstipevoorkeure het ses beduidende interaksies met die demografiese
veranderlikes getoon. Die Denke-Gevoel-skaal het beduidend met geslag verband gehou.
Die Sintuiglik-Intuïtiewe (S-N), Denke-Gevoel (T-J) en Beoordeling-Waarneming (J-P) skale
is beduidend met taal geassosieer. Die Sintuiglik-Intuïtiewe (S-N) en Beoordeling-
Waarneming (J-P) skale het beduidend met skool verband gehou.
Identiteitstatus en die demografiese veranderlikes het ook beduidende verbande
aangetoon. Geslag het 'n beduidende verband met interpersoonlike moratorium getoon.
Skool en taal het elk ses beduidende interaksies met die identiteitsdiffusie-, premature
sluiting- en moratoriumstatusse in die ideologiese en interpersoonlike domeine aangedui.
Beduidende interaksies is gevind tussen identiteitstatus en twee dimensies van
persoonlikheidstipevoorkeure, naamlik die Sintuiglik-Intuïtiewe (S-N) en Beoordeling-
Waarneming (J-P) skale. Beduidende voorkeure ten opsigte van die Intuïtiewe (N) funksie
in die ideologiese en interpersoonlike premature sluitingstatusse, sowel as in die
interpersoonlike diffusie- en moratoriumstatusse is gevind. Beduidende voorkeure ten
opsigte van die Waarnemende funksie is ook in die statusse van ideologiese en
interpersoonlike premature sluiting, sowel as in interpersoonlike diffusie en moratorium
aangedui. Sowel die Ekstroversie-Introversie (E-I) as die Denke-Gevoel (T-J) dimensies
het geen beduidende interaksies met identiteitstatusse aangedui nie.
Opvoedkundige implikasies en aanbevelings word aangespreek in terme van die
aangeduide persoonlikheidstipes en -voorkeure, identiteitsontwikkeling, en die
demografiese veranderlikes wat persoonlikheidstipevoorkeure en identiteitsontwikkeling
affekteer. Aanbevelings met betrekking tot die aangeduide verband tussen identiteitstatus
en persoonlikheidstipevoorkeure word ook gedoen. Die navorsing wil indiwiduele verskille
en diversiteit (ten opsigte van identiteitsontwikkeling en persoonlikheidstipevoorkeure)
beklemtoon, wat aansluit by 'n inklusiewe opvoedingsbenadering.
| Identifer | oai:union.ndltd.org:netd.ac.za/oai:union.ndltd.org:sun/oai:scholar.sun.ac.za:10019.1/52795 |
| Date | 03 1900 |
| Creators | De Wet, Bernita |
| Contributors | Ackermann, C. J., Stellenbosch University. Faculty of Education. Dept. of Educational Psychology. |
| Publisher | Stellenbosch : Stellenbosch University |
| Source Sets | South African National ETD Portal |
| Language | af_ZA |
| Detected Language | Unknown |
| Type | Thesis |
| Format | 148 p. : ill. |
| Rights | Stellenbosch University |
Page generated in 0.0017 seconds