personality

1. 4–
1
Personality
The sum total of ways in which an individual reacts
and interacts with others. A relatively stable set of
characteristics that influences an individual’s
behavior
Personality Traits
Enduring characteristics
that describe an
individual’s behavior.
Personality
Determinants
•BIOLOGICAL
oHEREDITY
•SOCIAL/FAMILY
•SITUATIONAL

3.  Based on Carl Jung’s work
◦ People are fundamentally different
◦ People are fundamentally alike
◦ People have preference combinations for
extraversion/introversion, perception, judgment
 Briggs & Myers developed the MBTI to
understand individual differences

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reserved.
4–
4
Personality Types
•Extroverted vs. Introverted (E or I)
•Sensing vs. Intuitive (S or N)
•Thinking vs. Feeling (T or F)
•Judging vs. Perceiving (P or J)
Myers-Briggs Type Indicator (MBTI)
A personality test that taps four characteristics and
classifies people into 1 of 16 personality types.

5.  E OR I: Extrovert persons are dependable,
friendly, outgoing and likes job that involve
human interaction and PR whereas Introverts
are quiet, shy ,unexpressive.
 S or I: Sensing types are practical and base
their decisions on facts and details . Whereas
Intuitive rely on evidence as well as their
intuition.

6.  T or F: thinking types use logic and scientific
methods to arrive at decision. Feeling types
rely on personal values and emotions.
 J or P: Judging types prefer order and
structure in their interactions with the
external world. Perceiving are flexible, they
adapt themselves according to situations

7.  The “Big Five” Dimension of Personality and
organization behavior:

8. .
4–8
Extroversion
Sociable, gregarious, and assertive
Agreeableness
Good-natured, cooperative, and trusting.
Conscientiousness
Responsible, dependable, persistent, and organized.
Openness to Experience
Imaginativeness, artistic, sensitivity, and intellectualism.
Emotional Stability
Calm, self-confident, secure (positive) versus nervous, depressed,
and insecure (negative).

9. 9
The “Big Five” Dimension of Personality and
organization behavior:
1.Conscientionusness: a dimension ranging from
careful, thorough, responsible, organized self-
disciplined.
2.Extraversion-Introversion: a dimension ranging
from sociable, talkative , assertive and active.

10. 10
3.Agreeableness: a dimension ranging from good
natured, gentle, cooperative, forgiving and
hopeful.
4.Emotional Stability: a dimension ranging from
anxious, depressed, angry, emotion, insecure
and excitable.
5.Openness to Experience: a dimension ranging
from imaginative, narrow, crude and simple at
the other.

11.  Almost all the people try to understand
themselves by the virtues of their qualities,
characters, actions, reactions, etc.
 This process involves the interaction of the
background ,one own psychology, values,
social, economic, religious and other internal
factors of oneself is called self concept… the
concept of self-esteem and self efficacy are
the part of self concept

12. Self-Esteem (SE)
Individuals’ degree of liking or disliking themselves.
Or perceived compete tent enough , have skills or
not or perceived self image
Self-efficacy has to do with self perception of
how well a person can cope up with a situation
as they rise .
Thus we can say that self-esteem is concerned
with the perceived competence while self
efficacy deals with the perceived performance
based o situations.

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4–13
 Locus of control
 Machiavellianism
 Self-esteem
 Self-monitoring
 Type A personality
 Type B personality

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rights reserved.
4–14
Locus of Control
The degree to which people believe they
are masters of their own fate or they
plan,direct and control their life and
career
Internals
Individuals who believe that they
control what happens to them.
Externals
Individuals who believe that
what happens to them is
controlled by outside forces
such as luck or chance.

15. Conditions Favoring High Machs
• Direct interaction
• Minimal rules and regulations
• Emotions distract for others
Machiavellianism (Mach)
Degree to which an individual is pragmatic,
maintains emotional distance, and believes
that ends can justify means.

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4–16
Self-Esteem (SE)
Individuals’ degree of liking
or disliking themselves.
Self-Monitoring
A personality trait that measures
an individuals ability to adjust
his or her behavior to external,
situational factors.

17. TYPE A
1. are always moving, walking,
and eating rapidly;
2. feel impatient with the rate at
which most events take place;
3. strive to think or do two or
more things at once;
4. cannot cope with leisure time;
5. are obsessed with numbers,
measuring their success in
terms of how many or how
much of everything they
acquire.
TYPE B
1. never suffer from a sense of
time urgency with its
accompanying impatience;
2. feel no need to display or
discuss either their
achievements or
accomplishments;
3. play for fun and relaxation,
rather than to exhibit their
superiority at any cost;
4. can relax without guilt.

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4–18
Proactive Personality
Identifies opportunities,
shows initiative, takes
action, and perseveres
until meaningful change
occurs.
Creates positive change
in the environment,
regardless or even in
spite of constraints or
obstacles.

20.  Behavior is motivated by desire for personal
growth/achievement
 Stages in such growth and achievement are
not dependent upon age
 Emphasizes the whole person and the
importance of each subjective experience
 People are basically good

21. Humanism: Approach that focuses on human experience,
problems, potentials, and ideals
Human Nature: Traits, qualities, potentials, and behavior
patterns most characteristic of humans
Free Choice: Ability to choose that is NOT controlled by
genetics, learning, or unconscious forces
Subjective Experience: Private perceptions of reality

24. • Efficient perceptions of reality
• Comfortable acceptance of self, others, and nature
• Spontaneity
• Task Centering
• Autonomy
• Continued freshness of appreciation
• Fellowship with humanity
• Profound interpersonal relationships
• Comfort with solitude
• Peak experiences

25.  Albert Einstein
 Ralph Waldo Emerson
 William James
 Thomas Jefferson
 Abraham Lincoln
 Eleanor Roosevelt
 Albert Schweitzer
 Mahatma Gandhi

26. Carl Rogers: American psychologist; believed that personality
formed as a result of our strivings to reach our full human
potential.
Fully Functioning Person: Lives in harmony with his/her deepest
feelings and impulses
Self-Image: Total subjective perception of your body and
personality
Conditions of Worth: behaviors and attitudes for which other
people, starting with our parents, will give us positive regard.
Unconditional Positive Regard: Unshakable love and approval
Positive Self-Regard: Thinking of oneself as a good, lovable,
worthwhile person

28.  Pioneered by Sigmund Freud, psychoanalysis
= “analyzing the psyche”
 Freud’s theory compared to an “iceberg”
 Freud felt the sum of all mental activity was
divided into three parts
◦ Id
◦ Ego
◦ Superego

29. “the mind is like an iceberg - mostly hidden”
Conscious Awareness
small part above surface
(Preconscious)
Unconscious
below the surface
(thoughts, feelings,
wishes, memories)
Repression
Banishing unacceptable
thoughts and passions to
unconscious:
Dreams and Slips

30.  Three levels of consciousness:
◦ Conscious mind:
things we are
focusing on.
◦ Preconscious mind:
things are are not
currently aware of
but which we could
focus on.
◦ Unconscious mind:
that which we are
unaware of.

31.  An unconscious component of the psyche
 Id unconcerned about reality
 The id seeks immediate pleasure and
satisfaction of instinctual drives based on
biological needs
 It means blind demand for instant satisfaction

32.  Serves as a person’s conscience
 Serves as a person’s moral standards
 Operates at various levels of consciousness
within the psyche
 Superego unconcerned about reality
◦ Demands that moral goals be favored
◦ It consists of positive values, morals, and principle
with no scope of compromising

33.  Largely conscious part of the psyche,
though also operates at other levels
 Operates per the reality principle
 Ego tries to:
◦ satisfy the id
◦ avoid guilt or remorse experienced through
the superego
◦ incorporate reality into its decision
 Anxiety results when the ego loses its
battle.
 Personally organized behavior into social
acceptable form…

34.  Source of information about personality:
• obtained from observation of behavior and
questionnaire responses from the general population
as well as from people in therapy.
 Cause of behavior, thoughts, and feelings:
• stable internal characteristics;
• some emphasize genetic basis.
 Outlook on humans:
• neutral - neither positive nor negative.
 Comprehensiveness of theory:
• not very comprehensive.

35.  Trait approaches have tried to identify the most basic
and relatively enduring dimensions along which
people differ from one another--dimensions known as
traits.
 How many trait dimensions are there?
 How can we measure these trait dimensions?
 Where do these trait dimensions originate?

36.  Allport: Most important personality traits are those that
reflect our values.
 Allport suggested that there are 3 kinds of traits:
• cardinal: a single personality trait that directs most of
a person’s activities (e.g., greed, kindness).
• central: a set of major characteristics that make up
the core of a person’s personality.
• secondary: less important personality traits that do
not affect behavior as much as central and cardinal
traits do.

37.  Hans Eysenck:
found two (2)
major
trait dimensions:
• introversion
versus
extroversion
(quiet versus
sociable).
• Neuroticism
versus
emotional stability
(moody versus calm).

38.  Cattell’s Trait Theory:
◦ Distinguished 3 types of traits:
 Dynamic.
 Ability.
 Temperament.
 Also:
◦ Surface Traits: Less important to personality.
◦ Source Traits: More important basic underlying traits.
 Cattell identified 16 basic traits.
• He developed the 16PF to measure these traits.

39.  Recently personality theorists have begun to converge on the
view that there are 5 basic personality dimensions:
 1: emotional stability versus neuroticism:
◦ calm, secure, self-satisfied VS anxious, insecure, self-
pitying.
 2: extraversion versus introversion:
◦ sociable, fun-loving, affectionate VS retiring, sober,
reserved.
 3: openness versus close-mindedness:
◦ imaginative, independent VS practical, conforming.
 4: agreeableness versus disagreeableness:
◦ kind, trusting, helpful VS ruthless, suspicious,
uncooperative.
 5: conscientiousness versus undependable:
◦ organized, careful, disciplined VS disorganized, careless,
impulsive.

41. Observation
Imitation
Modeling

42. The act of watching
somebody or something
carefully for a period of
time, especially to learn
something. (Oxford,2012)
Students learn
through vicarious
experiences.

43. The act of
copying
somebody or
something.
(Oxford,2012)
Children are more
likely to imitate the
actions of others
who seem
competent,
powerful,
prestigious and
enthusiastic.
Eg: Adults, older
siblings, celebrities.

44. A person or
thing that is
considered an
excellent
example of
something.
(Oxford,2012)
Modeling consists
of 4 component
process : Attention,
Retention,
Reproduction,
Motivation
Modeling describes
the process of
learning or acquiring
new information,
skills, or behavior
through observation

45. The Bobo Doll
 Several studies
involving television
commercials and
videos containing
violent scenes have
supported this theory
of modeling.
 Albert Bandura
believed television
was a source of
behavior modeling.

46. Observational Learning
 In his early writing, Bandura emphasizes the
power and pervasiveness of social modeling
and the process of learning through
observation
 Bandura suggests that observational learning
occurs either intentionally or accidentally
 Observational Learning is done through
imitation or modeling

47. Difference of Imitation and Modeling
Individuals observe
and just copy the
action.
Example:
Drawing or painting
objects by just
copying a subject
Imitation

48. Difference of Imitation and Modeling
Individuals observe
specific models.
Observers sometimes are
able to solve problems
correctly even after the
model fails to solve the
same problem.
Observers draw similar
conclusions from different
responses and create rules
of behavior that permit
them to go beyond what
they have seen or heard.
Modeling
Example:
Drawing or painting objects by
using the object only as a pattern. The
individual could just copy or change some of
the patterns to the art piece.

49. Factors that Influence Modeling
o Characteristics of
the Model
• We are more likely to be
influenced by someone
who we believe is similar
to ourselves rather than
by someone who is
different.
• According to research,
people who are physically
attractive influence more
people.
o Attributes of the
Observer
 People who are lacking
in self-esteem or who
are incompetent are
especially prone to
follow the structure
and style of the model.
 A highly motivated
individual will also
emulate a model in
order to master a
desired behavior.

50. Factors that Influence Modeling
 Participants are more
likely to emulate a
behavior if they
believe that such
actions will lead to
positive short- or
long-term results.
o Reward
consequences
associated with the
behavior

51. Process of Observational Learning
 In order for learning to
take place, you need to
pay attention.
 Models should be
noticeable enough for
the observer to focus
on learning a specific
task
Attentional Process
 The ability to store
information or
remember it.
 It can be through
verbal or imagine
 Verbal- remembering
the words itself
 Imagines- developing
a visual image
Retention Process

52. Reinforcement in Observational Learning
 Being rewarded with
objects and stuff
Example:
Winning a
competition and
being rewarded with
a medal.
Extrinsic
Reinforcement
 Being rewarded by the
feedback or the
outcome of the
behavior done.
Example:
Playing a difficult
piece of music well
leads to feeling of
accomplishment.
*self-satisfaction
Intrinsic
Reinforcement

53. Reinforcement in Observational Learning
 is learning by
observing others.
 if people can learn by
watching, they must be
focusing their
attention, constructing
images, remembering,
analyzing, and making
decisions that affect
learning.
Vicarious
Reinforcement
Example:
A child who sees
a sibling being
spanked for a
misdemeanour
quickly learns not to
do the same thing.

54. Reinforcement in Observational Learning
 controlling your own
reinforces.
 This reinforcement is
important for both
students and teachers.
 We want our students to
improve not because it
leads to external
rewards, but because
the students value and
enjoy their growing
competence.
Self-Reinforcement
Example:
One runner
might be satisfied by
completing a mile in
five minutes; another
would want to finish
it in less time