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1
Connor, Patrick E., and Boris W. Becker. "Personal Value Systems and Decision-Making Styles of Public Managers." Public Personnel Management 32, no. 1 (March 2003): 155–80. http://dx.doi.org/10.1177/009102600303200109.
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This study investigated the question of whether public managers' personal values are related to their decision-making styles. One hundred sixty-one state government managers participated, completing the Rokeach Value Survey and the Rowe Decision Style Inventory. Results indicate that there is an identifiable relationship: Of Rokeach's 14 clusters of values, 12 were significantly related to particular decision-making styles.
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Ware, Roger, Charles Yokomoto, and B. B. Morris. "A Preliminary Study to Assess Validity of the Personal Style Inventory." Psychological Reports 56, no. 3 (June 1985): 903–10. http://dx.doi.org/10.2466/pr0.1985.56.3.903.
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The Personal Style Inventory was designed to assess Jungian personality types. The present study determined its reliability and validity. The Myers-Briggs Type Indicator was used as a criterion and the multitrait-multimethod matrix method was used to assess reliability and validity. Reliability coefficients between the opposite sides of each scale were —1.00 and validity coefficients between corresponding scales of the Personal Style Inventory and the Myers-Briggs Type Indicator ranged between .52 and .70. The lowest validity coefficients were with Extraversion-Introversion scales. Significant differences between validity coefficients were also found between participants' congruent and incongruent scores on the Extraversion-Introversion and Judgment-Perception scales. The results suggest feasibility of using the Personal Style Inventory to assess Jung's personality types.
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Bagby, R. Michael, James D. A. Parker, Russell T. Joffe, Deborah Schuller, and Elizabeth Gilchrist. "Confirmatory Factor Analysis of the Revised Personal Style Inventory (PSI)." Assessment 5, no. 1 (March 1998): 31–43. http://dx.doi.org/10.1177/107319119800500106.
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Desmet, Mattias, Stijn Vanheule, Reitske Meganck, and Paul Verhaeghe. "Reconstruction and Validation of the Personal Style Inventory in a Flemish Clinical and Student Sample." Psychological Reports 106, no. 2 (April 2010): 394–404. http://dx.doi.org/10.2466/pr0.106.2.394-404.
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The Personal Style Inventory–II (Robins, Ladd, Welkowitz, Blaney, Diaz, & Kutcher, 1994) was constructed to assess sociotropy and autonomy; two personality dimensions associated with increased susceptibility to depression. In the present study, the authors used a confirmatory factor analysis to evaluate the fit of the theoretical model of the Personal Style Inventory–II in a heterogeneous clinical sample ( N = 266) and in a student sample ( N = 799); construct validity was evaluated by correlating the Personal Style Inventory–II scales with the scales of the Inventory of Interpersonal Problems–64 and the Symptom Checklist-90–R. Poor fit of the original Personal Style Inventory–II model was observed in both samples. Yet, after progressive elimination of 18 items, a good fit was obtained in the clinical sample and replicated in the student sample. This brief version demonstrated better construct validity than the long version, especially in a depressed clinical sample: sociotropy was associated with nonassertive, overly accommodating, and self-sacrificing interpersonal behaviour, depressive symptoms, phobic complaints, and anxiety and somatic symptoms; autonomy was associated with cold and vindictive interpersonal behaviour, obsessive–compulsive symptoms, and aggressive urges. In contrast to the long version, scores on the shortened version showed the predicted sex differences.
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Ayatollahi, Mohammad Ali, and Fatemeh Ferdosi. "The Relationship between Iranian EFL Teachers’ Emotional Intelligence and their Teaching Style." Vision: Journal for Language and Foreign Language Learning 10, no. 1 (August 14, 2021): 31–46. http://dx.doi.org/10.21580/vjv10i28466.
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The present study aimed to detect and compare the most preferred teaching styles by Iranian English teachers in public schools and private language institutes and investigate the possible relationship between EFL teachers’ teaching styles and aspects of their emotional intelligence. The participants were 100 EFL teachers from public schools and private language institutes in Iran, Shiraz. The Persian version of the Bar-On Emotional Quotient Inventory and Grasha’s Style Inventory (TSI) was used to measure the teachers’ emotional intelligence and teaching styles, respectively. Concerning teaching style preference, formal authority style for EFL teachers of schools and facilitator style for teachers of the private institute was the most preferred styles. In addition, the least preferred styles were ‘delegator’ and ‘formal authority’ styles for public school teachers and private institute teachers, respectively. Regarding emotional intelligence, the lowest mean scores were observed in the Stress Management dimension, and the highest was related to the General Mood dimension. Furthermore, ‘general mood’, as a dimension of emotional intelligence, was highly correlated with ‘formal authority’ and ‘expert style’, both of which were public school teachers’ preferred styles. Public School teachers were relatively weak at using ‘personal model’, ‘facilitator’, and ‘delegator’ teaching styles. Thus, it is recommended that they adapt themselves to these styles.
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Lindley, Lori D., and Fred H. Borgen. "Personal Style Scales of the Strong Interest Inventory: Linking Personality and Interests." Journal of Vocational Behavior 57, no. 1 (August 2000): 22–41. http://dx.doi.org/10.1006/jvbe.1999.1723.
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Olafson, Gordon A., and Dennis W. Hastings. "Personal Style and Administrative Behavior in Amateur Sport Organizations." Journal of Sport Management 2, no. 1 (January 1988): 26–39. http://dx.doi.org/10.1123/jsm.2.1.26.
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This paper examines the effect of personal style on the administrative behavior of executive directors of sports governing bodies. Seventy-two executive directors from the National Sport and Recreation Centre in Ottawa and the Ontario Sport Administrative Centre in Toronto completed surveys designed to describe personal style (Personal Style Inventory) and administrative behavior (Leadership Behavior Description Questionnaire). Statistical analysis revealed significant differences in behavior based on personal style. The best model of prediction included the behavioral variables of representation, reconciliation, structure, tolerance of freedom, consideration, and predictive accuracy. The results of this study support the hypothesis put forward by Kilmann and Herden (1976) that a person’s behavior in a decision-making role may be a reflection of personal style. These findings suggest that it may be important to understand the contribution of personal style to the decision-making process. Further, this may be a helpful exercise in understanding administrators in many organizations and, particularly as it pertains to this study, in volunteer sport organizations.
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Morsünbül, Ümit, Mehmet Ertuğrul Uçar, and Bilge Konal. "Adaptation of Identity Styles Scale-5 to Turkish: Validity and reliability study." Journal of Human Sciences 17, no. 1 (February 10, 2020): 142–53. http://dx.doi.org/10.14687/jhs.v17i1.5898.
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Individuals use different solution strategies in order to dea with issues related to identity. Berzonsky explains the concept of identity with different cognitive strategies which people use to deal with identity conflicts and identity styles that formed by these cognitive strategies. By using different cognitive strategies, Berzonsky proposed three different identity styles based on social-cognitive identity model. They are informational oriented, norm oriented and diffuse-avoidant oriented identity styles. The purpose of the present study is to adapt Identity Style Inventory-5 into Turkish. The research group consisted of 206. university students. To collect data Personal Information Form, Identity Style Inventory-5, Identity Style Inventory-3, and Utrecht-Management of Identity Commitments Scale were used. Exploratory and confirmatory factor analysis results showed that Identity Style Inventory-5 has three factor-structures that cause different identity formation. Correlations between identity styles and identity dimensions supported criterion validity. Cronbach’ coefficients and parallel form reliability were conducted to determine reliability. Results indicated that Identity Style Inventory-5 is reliable measurement tool. As a result, it can be said the Turkish version of Identity Style Inventory-5 is reliable and valid measurement tool to determine identity styles.
Extended English summary is in the end of Full Text PDF (TURKISH) file.
Özet
Bireyler; kimlik konularını ele almada farklı çözüm yolları kullanırlar. Berzonsky kimlik kavramını, bireylerin kimlik çatışmalarıyla baş etmede kullandıkları farklı bilişsel stratejiler ve bu stratejilere bağlı olarak şekillenen kimlik stilleri ile açıklamaktadır. Berzonsky sosyal-bilişsel kimlik modeline dayanarak üç farklı kimlik stili önermiştir. Bunlar bilgi yönelimli, norm yönelimli ve kaçınma yönelimli kimlik stilleridir. Bu çalışmanın amacı Kimlik Stilleri Ölçeği-5’in Türkçeye uyarlanmasıdır. Araştırma grubu 206 üniversite öğrencisinden oluşmaktadır. Veri toplamak amacıyla Kişisel Bilgi Formu, Kimlik Stilleri Ölçeği-5, Kimlik Stilleri Ölçeği-3 ve Utrecht Kimlik Bağlanma Ölçeği kullanılmıştır. Açımlayıcı ve doğrulayıcı factor analizleri Kimlik Stilleri Ölçeği-5’in kimlik gelişiminde farklı kimlik biçimlenmesine neden olan üç faktörlü bir yapıya sahip olduğunu göstermiştir. Kimlik stilleri ile kimlik boyutları arasındaki korelasyonlar ölçüt geçerliliği desteklemiştir. Güvenirliliği belirlemek amacıyla iç tutarlılık katsayılarına ve paralel form güvenirliliğine bakılmıştır. Sonuçlar Kimlik Stilleri Ölçeği-5’in güvenilir bir ölçme aracı olduğunu göstermiştir. Sonuç olarak Kimlik Stilleri Ölçeği-5’in Türkçe versiyonunun kimlik stillerini belirlemek amacıyla güvenilir ve geçerli bir ölçme aracı olduğu söylenebilir.
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Kudelina, Оl'ga V., and N. B. Filinov. "THE INDIVIDUAL STYLE OF DECISION MAKING BY ADMINISTRATORS OF MEDICAL ORGANIZATIONS IN PERSPECTIVE OF EVALUATION OF MANAGEMENT POTENTIAL." Health Care of the Russian Federation 62, no. 1 (May 24, 2019): 37–44. http://dx.doi.org/10.18821/0044-197x-2018-62-1-37-44.
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In assessing management potential of a manager, it is necessary to consider one's personal characteristics, in particular, management decision-making style. A physician repeatedly makes clinical decisions on patients’ treatment and this experience shapes his/her individual decision-making style, which in turn defines personal features of physician as a leader. Purpose of study. To evaluate the management potential of leaders of medical institutions of the Tomsk oblast on the basis of investigation on their decision-making styles. The decision-making style was identified using A. Rowe's technique (Decision Style Inventory) widely applied in various research areas. The sampling of survey included 1097 physicians, including head physicians (4,8%), deputy head physicians (10,1%), heads of department (11,9%). Decision-making styles of leaders differ depending of the various levels of management. The analytical style dominates among head physicians, followed by conceptual style. For the largest cohort of deputy head physicians analytical style also dominates, but the second rank of dominating styles is for directive style. In general, moving down administrative staircase the percentage of managers with dominating conceptual style is decreasing and percentage of those who are oriented on individual (authoritarian) decision-making processes and also those who are focused more on human relationship than on tasks solution increases. The possibilities of transformation of individual style of decision making are limited and require conscious efforts, that tasks a complicated problem before leaders of medical institutions concerning assessment of management potential of development and training of long-term human resources reserve.
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Rutkowska, Katarzyna, and Dariusz Gierczuk. "Selected psychological factors in elite male and female wrestlers." Journal of Combat Sports and Martial Arts 2, no. 8 (December 29, 2017): 95–100. http://dx.doi.org/10.5604/01.3001.0010.8675.
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Introduction. The study was designed to measure emotional intelligence of elite male and female wrestlers and to analyse their stress coping styles. Material and methods. A group of elite male and female wrestlers aged 18-26 years was studied. The psychological factors were analysed using two research tools: the Two-Dimensional Inventory of Emotional Intelligence (DINEMO) and the Coping Inventory for Stressful Situations (CISS). Results. The study participants achieved average scores for emotional intelligence and for particular stress-coping styles. Measurements of the selected psychological factors showed that male wrestlers and female wrestlers were significantly different from each other. The female wrestlers had a lower level of intrapersonal emotional intelligence. The male wrestlers had higher scores for the task-oriented style of coping with stress while the female athletes scored higher on the avoidance style. Conclusions. Emotional intelligence and stress-coping styles are among psychological factors that influence the functioning of male and female wrestlers in sport and personal life. A need has been identified to shape and develop their emotional intelligence and adaptive stress coping styles.
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Shahar, Golan. "An Investigation of the Perfectionism/Self-criticism Domain of the Personal Style Inventory." Cognitive Therapy and Research 30, no. 2 (August 25, 2006): 185–200. http://dx.doi.org/10.1007/s10608-006-9032-y.
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Popescu, Maria. "The role of personality in the relationship between the perceived parenting style and the choice of coping mechanisms." Studia Doctoralia 11, no. 2 (December 30, 2020): 93–109. http://dx.doi.org/10.47040/sd/sdpsych.v11i2.115.
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This study examined the moderating role of personality in the relationship between perceived parenting type and personal coping style. One hundred and fourteen women and 30 men, aged between 16 and 71 years old, participated in the present study. The instruments used were the Parenting Style Inventory-II (PSI-II), the COPE inventory, and Big-Five IPIP-50. Results showed that social coping was the only coping style that was significantly predicted by parenting dimensions. It was found that extraversion negatively moderates the relationship between mothers’ and, respectively, fathers’ parenting styles and social coping. Emotional stability also negatively moderates the link between parenting and social coping, but only for the mother’s parenting. When analysed the separate dimensions of the parenting styles, it was found that emotional stability also negatively moderates the relationship between mother’s, respectively father’s warmth and social coping. Agreeableness was found to moderate the positive link between maternal parenting style and social coping, more specifically, maternal control. Openness to experience negatively moderated the relationship between maternal warmth and social coping. No significant relationships were found for conscientiousness. The present study can contribute to clinical practice by the insight it provides on the interaction between personality and environmental factors in the development of coping styles. This information can be used in tailoring the psychological interventions so that they can best suit each personality type.
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Popescu, Maria. "The role of personality in the relationship between the perceived parenting style and the choice of coping mechanisms." Studia Doctoralia 11, no. 2 (December 23, 2020): 93–109. http://dx.doi.org/10.47040/sd0000087.
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This study examined the moderating role of personality in the relationship between perceived parenting type and personal coping style. One hundred and fourteen women and 30 men, aged between 16 and 71 years old, participated in the present study. The instruments used were the Parenting Style Inventory-II (PSI-II), the COPE inventory, and Big-Five IPIP-50. Results showed that social coping was the only coping style that was significantly predicted by parenting dimensions. It was found that extraversion negatively moderates the relationship between mothers’ and, respectively, fathers’ parenting styles and social coping. Emotional stability also negatively moderates the link between parenting and social coping, but only for the mother’s parenting. When analysed the separate dimensions of the parenting styles, it was found that emotional stability also negatively moderates the relationship between mother’s, respectively father’s warmth and social coping. Agreeableness was found to moderate the positive link between maternal parenting style and social coping, more specifically, maternal control. Openness to experience negatively moderated the relationship between maternal warmth and social coping. No significant relationships were found for conscientiousness. The present study can contribute to clinical practice by the insight it provides on the interaction between personality and environmental factors in the development of coping styles. This information can be used in tailoring the psychological interventions so that they can best suit each personality type.
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Szrajda, Justyna, Malwina Tudorowska, Sławomir Kujawski, Magdalena Weber-Rajek, Ewa Sygit-Kowalkowska, Zdzisław Kobos, Joanna Słomko, Małgorzata Tafil-Klawe, and Paweł Zalewski. "The Big Five personality and temperamental traits and its correlation with styles of coping with stress in the fire brigade officers." Journal of Education Culture and Society 8, no. 2 (September 25, 2017): 163–73. http://dx.doi.org/10.15503/jecs20172.163.173.
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Abstract
Selecting specific professional activities (e.g. a brigade officer) and methods for coping with difficult situations may result from personal predispositions of a given person. Personality is founded on the innate temperament. The way of dealing with stress depends on personality traits whose influence is manifested, amongst other things, in the selection of specific coping styles.
The current study aim to examine the level of correlation between personality and temperamental traits with manifested coping styles.
The study covered 58 volunteers – male fire brigade officers. The following tools were used: Personality Inventory, NEO-FFI, Formal Characteristics of Behaviour: Temperament Inventory – Revised Version, FCZ-KT (R) and Coping Inventory for Stressful Situations, CISS.
Emotion-focused coping style for stressful situations correlates with the following traits: positively, with perseveration (r=0.5115) and with emotional reactivity (r=0.4927), and negatively, with briskness (r=-0.3926) and endurance (r=-0.5408). The task-oriented coping style for stressful situations correlates positively with extraversion (r=0.3236) and conscientiousness (r=0.3088), and negatively with neuroticism (r=-0.3368) in the NEO-FFI. The emotion-focused coping style for stressful situations is positively correlated with neuroticism (NEO-FFI) (r=0.4150).
In fire brigade officers, As far as personality traits were concerned, fire brigade officers scored relatively high in extraversion, conscientiousness and low in neuroticism and were likely to demonstrate the task-oriented coping style for stressful situations. Lower level of perseveration and high level of briskness and endurance were associated with emotion-focused coping style for stressful situations. Similarly, the tendency to focus on emotions experienced in stressful situations were associated with high level of neuroticism in the study group.
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Robins, Clive J., Jon Ladd, Joan Welkowitz, Paul H. Blaney, Rolando Diaz, and Gary Kutcher. "The personal style inventory: Preliminary validation studies of new measures of sociotropy and autonomy." Journal of Psychopathology and Behavioral Assessment 16, no. 4 (December 1994): 277–300. http://dx.doi.org/10.1007/bf02239408.
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Manaj, Semiramida. "Attachment Style and the Predisposition to Eating Disorders in Adolescence." European Journal of Interdisciplinary Studies 2, no. 4 (December 1, 2016): 112. http://dx.doi.org/10.26417/ejis.v2i4.p112-120.
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This study arouses from my personal interest to understand more about the attachment styles processes of the teenage girls and the predisposition to develop an eating disorder. Eating disorders in adolescence are being widely noted in the albanian society. Individuals affected more often by eating disorders are women, mostly girls in late adolescence and early adulthood age. The purpose of this study was to focus on exploring the relationship between the tendency to develop an eating disorder and attachment style of teenage girls 15-18 years old. In this study participated 287 teenage girls. They completed two measure instruments: Multidimensional eating disorder Inventory-Garner, Olmstead - Polivy (1983) which measured respectively eating disorders symptoms and Batholomew’s Attachment Style Inventory (1991) which measured the attachment styles of the teenage girls. The hypothesis of the current study was that there was a significant link between unhealthy attachment styles (unsecure, avoidant, disorganized) and the tendecy to develop an eating disorder at teenage girls 15-18 years old. The result in the end of th study was that there is a statistically important relationship between the tendency to develop an eating disorder and unhealthy attachment styles (unsecure, avoidant, disorganized). The study showed that the correlation between unhealthy attachment styles and tendency to develop an eating disorder was significant. Teenage girls with unhealthy attachment styles showed more symptoms of eating disorders, they were in border to develop an eating disorders or they already had one.
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Manaj, Semiramida. "Attachment Style and the Predisposition to Eating Disorders in Adolescence." European Journal of Interdisciplinary Studies 6, no. 1 (December 1, 2016): 112. http://dx.doi.org/10.26417/ejis.v6i1.p112-120.
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This study arouses from my personal interest to understand more about the attachment styles processes of the teenage girls and the predisposition to develop an eating disorder. Eating disorders in adolescence are being widely noted in the albanian society. Individuals affected more often by eating disorders are women, mostly girls in late adolescence and early adulthood age. The purpose of this study was to focus on exploring the relationship between the tendency to develop an eating disorder and attachment style of teenage girls 15-18 years old. In this study participated 287 teenage girls. They completed two measure instruments: Multidimensional eating disorder Inventory-Garner, Olmstead - Polivy (1983) which measured respectively eating disorders symptoms and Batholomew’s Attachment Style Inventory (1991) which measured the attachment styles of the teenage girls. The hypothesis of the current study was that there was a significant link between unhealthy attachment styles (unsecure, avoidant, disorganized) and the tendecy to develop an eating disorder at teenage girls 15-18 years old. The result in the end of th study was that there is a statistically important relationship between the tendency to develop an eating disorder and unhealthy attachment styles (unsecure, avoidant, disorganized). The study showed that the correlation between unhealthy attachment styles and tendency to develop an eating disorder was significant. Teenage girls with unhealthy attachment styles showed more symptoms of eating disorders, they were in border to develop an eating disorders or they already had one.
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Sas-Nowosielski, Krzysztof, Wioletta Szóstak, and Ewa Herman. "What makes coaches burn out in their job? Prevalance and correlates of coaches’ burnout in Poland." International Journal of Sports Science & Coaching 13, no. 6 (July 12, 2018): 874–82. http://dx.doi.org/10.1177/1747954118788539.
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Objective The aim of this study was to determine the range of burnout among sport coaches in Poland and identify its personal (especially psychological) and situational correlates. Methods The sample consisted of 174 male and 70 female coaches from 21 sports disciplines, aged from 23 to 82 ( M = 39.00, SD = 10.93). Coaching experience ranged from 1 to 40 years ( M = 12.00, SD = 9.99). Participants filled in four questionnaires: Maslach Burnout Inventory, Coaching Efficacy Scale. The questionnaire of adaptive and maladaptive perfectionism, and Preferred Management Style Questionnaire. Results Coaches reported experiencing low levels of emotional exhaustion and depersonalisation, but high level of reduced sense of personal accomplishments. The latter was observed in 61.06% of respondents. The correlates of individual dimensions of burnout turned out to be: (a) emotional exhaustion – gender, age, deriving financial satisfaction from one’s job, motivation efficacy, maladaptive perfectionism, democratic management style, and the nature of competition; (b) depersonalisation – deriving financial satisfaction from one’s job, building character efficacy, maladaptive perfectionism, democratic, autocratic and liberal management styles; (c) reduced sense of personal accomplishments – deriving financial satisfaction from one’s job, motivation efficacy, game strategy efficacy, maladaptive perfectionism, and democratic management style. Conclusions Our study suggests that sport coaches are not emotionally exhausted and do not depersonalise their charges, but are professionally undervalued. This phenomenon is related to several personal and situational variables.
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Mendoza, Catalino N. "Career Pathing Among General Administrative And Support Services Employees Based On Hollands Typology Of Personality Theory And Personal Style Inventory." American Journal of Business Education (AJBE) 2, no. 5 (August 1, 2009): 53–64. http://dx.doi.org/10.19030/ajbe.v2i5.4070.
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The study is about the prevailing differences, commonalities and significant contributions of the career pathing among the general administrative and support services employees based on Hollands Typology of Personality Theory and Personal Style Inventory of selected higher educational institutions in Metro Manila.
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Molero Jurado, María, María Pérez-Fuentes, Ana Barragán Martín, María Simón Márquez, África Martos Martínez, and José Gázquez Linares. "Personality and the Moderating Effect of Mood on a Verbal Aggressiveness Risk Factor from Work Activities." Journal of Clinical Medicine 7, no. 12 (December 7, 2018): 525. http://dx.doi.org/10.3390/jcm7120525.
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One of the trends in the current research in psychology is to explore how personal variables can determine a person’s communication style. Our objective was to find out the moderating effect of mood in the relationship between the five big personality traits and an aggressive verbal communication style risk factor from work activities in a sample of nursing professionals. This study is a quantitative descriptive design. The final sample was 596 nurses with an age range of 22 to 56 years. An ad hoc questionnaire was used to collect sociodemographic data, and the 10-item Big Five Inventory, the Communication Styles Inventory, and the Brief Emotional Intelligence Inventory for Senior Citizens were used. This study shows that, for nursing professionals, the agreeableness, conscientiousness, and neuroticism traits have a close relationship with aggressive verbal communication. Even though mood moderates this relationship, it is only significant for those individuals with high scores in neuroticism. Since personality dimensions are considered to be relatively stable over time and consistent from one situation to another, organizations should offer workshops and other types of practical activities to train workers in communication skills and emotional intelligence, in order to promote the health of employees and patients, and avoid risk factors from work activities in nursing.
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Rahman, Fadhlur, and Ella Yuzar. "Students’ Perception Towards NNESTs & NESTs’ Teaching Styles: A study at State Islamic University of Ar-Raniry." IJELTAL (Indonesian Journal of English Language Teaching and Applied Linguistics) 4, no. 2 (May 14, 2020): 321. http://dx.doi.org/10.21093/ijeltal.v4i2.516.
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This paper aimed to investigate students' perspective towards their NESTs and NNESTs' teaching styles and students’ preferred teaching styles. The participants for this study were collected from fifty-two English Education students of State Islamic University of Ar-Raniry who had studied with both NEST and NNEST. Data were obtained from a combination of administering questionnaire and conducting two focus group interviews. The questionnaire as the research instrument was adopted from Grasha's (1996) Teaching Style Inventory. Interviews were conducted to gain more comprehensive information regarding students' perception of NEST and NNESTs’ teaching style and differences that students identified when leaning with NEST and NNEST. Using descriptive statistical analysis for the questionnaire and utilizing Miles, Huberman, and Saldaña’s (2014) approach for qualitative interview analysis, the study revealed that both NEST and NNEST were perceived to have personal model teaching style and interestingly, it is also the participant preferred style. It also presented that NESTs and NNESTs have their distinctive roles in teaching-learning that are complementary to create a successful learning environment. The current research has contributed to enrich the literature work in the discussion of how students perceive NEST and NNESTs’ teaching performance with implications for educational practitioners, stake holders and institutions.
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Clapp, R. G. "Stability of Cognitive Style in Adults and Some Implications, a Longitudinal Study of the Kirton Adaption-Innovation Inventory." Psychological Reports 73, no. 3_suppl (December 1993): 1235–45. http://dx.doi.org/10.2466/pr0.1993.73.3f.1235.
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This study ( N = 69) confirms the longer term stability (test-retest over 3.5 years) of Kirton's Adaption-Innovation Cognitive Style concept. Earlier test-retest studies were limited to periods of up to 1.5 years, although longer term stability (implied by, for example, consistent item-factor loadings across samples from different countries and organisations) was expected. The longer term stability was supported in this study by a test-retest coefficient of 0.82. This finding indicates clearly that studies and organisational interventions which have the objective of modifying this individual style preference will, by implication, fail. If any training intervention is to be regarded as successful, then overt behaviour rather than personal preference must be addressed. More attention must now be paid to Kirton's notion of “coping behaviour” and the ways available for reducing the psychological expense to the individual when overt behaviour needs to be different from personal preference.
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Demmrich, Sarah, and Uwe Wolfradt. "Personal Rituals in Adolescence: Their Role in Emotion Regulation and Identity Formation." Journal of Empirical Theology 31, no. 2 (November 21, 2018): 217–38. http://dx.doi.org/10.1163/15709256-12341373.
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Abstract This study examines the meaning of personal rituals for the adolescent identity development and emotion regulation. Both are ritual functions and can be characterized as adolescent developmental tasks. However, there is no consistent pattern in previous research to explain the processes for how identity is formed and emotions are regulated during the performance of personal rituals. Therefore, a questionnaire study among 410 (182 male) adolescents (age: M = 15.06, SD = .61) was carried out. The questionnaire used the Berzonsky Identity Style Inventory and various measures to assess different experiences during the ritual (i.e. mood, emotion regulation, reality-transforming experiences). After separating spiritual from non-spiritual rituals, the results showed that spiritual rituals were used as a means for emotion regulation. Furthermore, self-reflection was closely related to the information-oriented identity style. The findings are discussed against the background of the impact of spiritual practices for emotional and identity development in adolescence.
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Kelly, Roger B., and William Chovan. "Yet Another Empirical Test of the Relationship between Self-Actualization and Moral Judgment." Psychological Reports 56, no. 1 (February 1985): 201–2. http://dx.doi.org/10.2466/pr0.1985.56.1.201.
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The focus of this study was the discrepancy noted in previous investigations of both positive and negative correlations between self-actualization and principled moral judgment when measured on the main scale of the Personal Orientation Inventory and the Defining Issues Tests. The same tests were administered to 90 undergraduate and continuing education students with special attention to the contingent variable, response style. Low correlations resulted.
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Hong, Sehee, and Min-Kyu Lee. "Hierarchical Confirmatory Factor Analysis of the Revised Personal Style Inventory: Evidence for the Multidimensionality Problem of Perfectionism." Educational and Psychological Measurement 61, no. 3 (June 2001): 421–32. http://dx.doi.org/10.1177/00131640121971293.
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Safuanov, F. S., and N. V. Dokuchaeva. "Personality characteristics of victims of illegal attacks on the Internet." Psychology and Law 5, no. 4 (2015): 80–93. http://dx.doi.org/10.17759/psylaw.2015050407.
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The article examines the personality characteristics of victims of illegal attacks on the Internet. We used methods as follow: 16 factors Cattell personality questionnaire, subjective control level, life-style index, Buss-Perry questionnaire, Spielberger State-Trait Anxiety Inventory, a COPE inventory. 78 internet users were divided into two groups of 38 persons: the main group included people falling victim to illegal attacks on the Internet, the control group participants were not attacked on the internet. We identified specific aggregated symptoms of individual psychological characteristics of internet attack victims and show that victims of "non-forced" and "forced" offenses have different levels of situational and personal anxiety, aggression and locus of control.
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Sturman, Edward D., Myriam Mongrain, and Paul M. Kohn. "Attributional Style as a Predictor of Hopelessness Depression." Journal of Cognitive Psychotherapy 20, no. 4 (December 2006): 447–58. http://dx.doi.org/10.1891/jcpiq-v20i4a008.
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Stable and global attributions for negative events were tested as predictors of hopelessness depression symptoms, obtained from a diagnostic interview for a past depressive episode in a sample of 102 graduate students. All participants were administered the Structured Clinical Interview for DSM–IV, Center for Epidemiological Studies Depression Scale, Personal Style Inventory, and a modified version of the Extended Attributional Style Questionnaire. A stable and global attributional style for negative events was significantly associated with a composite of hopelessness depression symptoms. A regression analysis revealed that attributional style significantly postdicted hopelessness depression symptoms when controlling for both sociotropy and autonomy. Structural equation modeling supported a model in which stable and global attributions predicted a latent variable, which we refer to as a motivational deficit, involving psychomotor retardation and fatigue as indicators. Therefore, this study obtained some support for the hopelessness model and highlights the vulnerability posed by attributional style ( Abramson, Metalsky, & Alloy, 1989 ).
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Goodridge, Wade H., Oenardi Lawanto, and Harry B. Santoso. "A Learning Style Comparison between Synchronous Online and Face-to-Face Engineering Graphics Instruction." International Education Studies 10, no. 2 (January 30, 2017): 1. http://dx.doi.org/10.5539/ies.v10n2p1.
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The implementation of a successful engineering program to a synchronous online curriculum is subject to many impacting factors. One such factor, that has not seen much investigation, concerns learning styles. Student learning styles may have a dramatic influence on the success of a synchronous online deliverable engineering graphics curriculum. The immediate objective of this research was to look at the effectiveness of teaching Engineering Graphics with a synchronous online delivery method and to compare it to a more traditional face-to-face delivery method. Using Kolb’s learning style inventory, student learning styles in both educational settings were investigated and analyzed to discover the student population’s prevailing learning style. Data relating to class success was collected with surveys, personal feedback, and by observing overall student performance based on grades and responses to the survey material presented. The study targeted 6 separate sections of an engineering graphics course taught by the same instructor, in the same physical setting, and with identical curricula over a two-year period. Data analysis allowed for an introspective look into correlations between academic success and the learning styles of the students. Findings suggest that (1) Converger students receive significantly higher final course grades when they are in a synchronous online environment; (2) Assimilator and Converger synchronous online students show significant improved differences in their final open-ended project scores over their face-to-face taught peers, the prevalent learning style within the course. Suggestions to accommodate learning styles are present.
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Mazilauskaite, Ruta. "Importance of Gymnasium Students’ Anxiety, Identity Style and Stress Coping Strategies for Examination Stress Assessment." Jaunųjų mokslininkų darbai 51, no. 1 (August 31, 2021): 21–30. http://dx.doi.org/10.15388/jmd.2021.2.
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Examinations and their results often become perhaps the biggest challenge in young person’s life, which is associated with the course of later life. For this reason, a high level of stress is observed, which is maintained by both personal and situational factors. In this context, the objective of this study is to identify the links between the experienced anxiety, identity style, examinations stress and its coping strategies of the gymnasium students. The study involved 175 gymnasium students in grades 10 to 12. Of these, 109 were girls (62.3%) and 66 were boys (37.7%), aged 16 to 19 years of age (M = 17.27, SD = 0.92). Gymnasium students were given a questionnaire based on the State-Trait Anxiety Inventory (Spielberger, Gorsuch, Lushene, 1970), Identity Style Inventory Version 5 (ISI-5) (Berzonsky, Soenens, Luyckx, Smits, Papini, Goossens, 2013), the Stress Coping Questionnaire (Grakauskas, Valickas, 2006), and the Examination Stress Scale for Adolescent Students (Sung, Chao, 2014). It was found that the more frequent experience of stress in gymnasium students examinations was predicted by stronger trait and state anxiety, more frequent choice of informational, normative identity processing style and more frequent use of avoidance strategy in experiencing stress.
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Cardenal, Violeta, Margarita Ortiz-Tallo, Isabel Martín Frías, and Joaquina Martínez Lozano. "Life Stressors, Emotional Avoidance and Breast Cancer." Spanish Journal of Psychology 11, no. 2 (November 2008): 522–30. http://dx.doi.org/10.1017/s1138741600004522.
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Two groups of women were assessed in psychological aspects considered by some authors of interest for personal well-being. The sample consisted of 118 women, 58 diagnosed with breast cancer and 60 healthy women, of similar ages and personal circumstances. The purpose of the study was: (a) to explore the existence of stressful life events in the women's history and their degree of subjective distress and (b) to determine whether or not there is an emotional avoidance style in the group of women with breast cancer. The following assessment instruments were employed: the “Cuestionario de Formas de Afrontamiento” (CEA), the Five-Factor Inventory NEO-PI-R, and the State-Trait Anger Inventory (STAXI). The results revealed more stressful vital events in the last two years in the group of women with breast cancer and significant differences in the degree of current distress. They also obtained higher scores in current anger, resignation, and neuroticism.
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Moura, Leides Barroso Azevedo. "Learning styles of nursing graduate students enrolled in a master's degree program." Acta Paulista de Enfermagem 19, no. 4 (December 2006): 373–78. http://dx.doi.org/10.1590/s0103-21002006000400002.
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OBJECTIVE: The purpose of this study was to identify the learning styles of nursing graduate students enrolled in a master's degree program at a public USA university. METHODS: The study was guide by the individual and social constructivism framework. Data were collected with a personal data sheet and with the Inventory of Learning Process-Revised (ILP-R), coded and entered into the Statistical Package for the Social Science (SPSS) data processor. RESULTS: Although there were no statistical significant differences between graduate student regarding learning styles, the study's findings suggest a trend toward elaborative, in depth, and student-centered learning styles. The least used learning style was the methodical approach or literal memorization. In addition, there were positive relationships between and among sub-scales of the ILP-R. CONCLUSION: The findings of this study might be useful to nursing faculty because they provide some insights about the learning styles to which nursing graduate students are more likely to adhere.
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Saban, Ayten Iflazoglu. "An Investigation Of The Relationship Between Students’ Views On Homework And Their Learning Styles." European Scientific Journal, ESJ 12, no. 7 (March 30, 2016): 47. http://dx.doi.org/10.19044/esj.2016.v12n7p47.
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The purpose of this study is to identify the relationship between students’ views on homework and their learning styles. The study follows a descriptive survey model. It is also an example of descriptive study in relational screening model. Target population is all first, second, third, and fourth year students who are enrolled in Çukurova University Primary School Classroom Teaching Department. The participants are 443 students who volunteered to fill in the data collection forms used in the study. Of the participants, 90 were first year, 103 were second year, 140 were third year, and 110 were fourth year students. 275 of the students participating in the study were female (62.1%) and 168 were male (37.9%). The data were collected through “Homework Attitudes Scale” developed by Gündüz (2005), Kolb’s Learning Styles Inventory (LSI) which was first examined for its applicability in Turkey by Aşkar and Akkoyunlu (1993), “Homework Purpose Scale”, “Homework Management Scale” and “Personal Information Form” developed by the researcher. No instruments were used to measure students’ academic success levels; their academic success was identified according to the overall mean score obtained from the scores they received from all lessons. Findings show that 141 students (31.8%) preferred assimilating learning style while 133 students (30%) preferred converging learning style. Dominant learning style was found to differ according to grade level and grade point average. The difference in terms of homework attitudes, homework purpose, and homework management scale mean scores was in favour of mostly students who have converging learning style. Besides, there was a significant difference in terms of doing homework on time in favour of students who have converging learning style, and there was a significant difference in terms of coming to class without homework in favour of students who have diverging learning style.
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Shahar, Golan, Nirit Soffer, and Eva Gilboa-Shechtman. "Sociotropy, Autonomy, and Self-Criticism Are Three Distinguishable Dimensions of Cognitive-Personality Vulnerability." Journal of Cognitive Psychotherapy 22, no. 3 (August 2008): 219–27. http://dx.doi.org/10.1891/0889-8391.22.3.219.
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Whereas both Blatt (1974) and Beck (1983) postulated the existence of two basic cognitive-personality vulnerabilities to depression—sociotropic/anaclitic and autonomous/introjective—recent research and theorizing suggest that self-criticism is a third dimension of vulnerability. To examine the supposition that sociotropy, autonomy, and self-criticism constitute three distinct dimensions of vulnerability, we administered the Personal Style Inventory (PSI; Robins et al., 1994), six items from the Depressive Experiences Questionnaire (DEQ; Blatt, D’Afflitti, & Quinlan, 1976) and the Brief Symptoms Inventory (BSI; Derogatis & Melisaratos, 1983) to 203 Israeli young adults. Confirmatory factor analysis (CFA) provided support for the hypothesized three-factor solution. Regression analyses indicated that each of these dimensions was associated with psychopathology. Findings encourage further integrative work in the field of personality vulnerability.
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Taggart, W. M., Enzo Valenzi, Lori Zalka, and Kevin B. Lowe. "Rational and Intuitive Styles: Commensurability across Respondents' Characteristics." Psychological Reports 80, no. 1 (February 1997): 23–33. http://dx.doi.org/10.2466/pr0.1997.80.1.23.
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This study was designed to examine differences in responses to the six rational/intuitive scales of the Personal Style Inventory in relation to gender, age, ethnic group, birth country, occupation, and industry. Data were collected from 495 participants in training programs in Australia, England, New Zealand, and the United States. Multivariate analysis of variance indicated no differences among groups on the six scales which then are not sensitive to the characteristics so separate norming scores are not indicated. Lack of differences between sexes contrasts with the finding that women score more intuitive than men on other style assessment tools. Findings are not, however, consistent. And, since characteristics other than gender may show similar disparate results, further study of rational-intuitive commensurability is needed.
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Zohar, Ada H., Lior Pesah Shimone, and Meirav Hen. "Active and passive procrastination in terms of temperament and character." PeerJ 7 (May 29, 2019): e6988. http://dx.doi.org/10.7717/peerj.6988.
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BackgroundWhile passive procrastination is usually associated with distress and dysfunction active procrastination may be an effective coping style. To test this possibility, we examined passive and active procrastination in terms of temperament, character, and emotional intelligence (EI), as well as by a short-term longitudinal study.MethodsAdult community volunteers (N = 126) self-reported twice in an online short-term longitudinal study. At baseline on active and passive procrastination, as well as on the temperament and character inventory of personality (TCI-140) and EI. At first testing, they were asked to freely describe three personal goals and to make action plans to achieve each within the next two weeks. Two weeks later they reported on progress on their personal goals (PPG).ResultsPPG correlated positively with active procrastination and negatively with passive procrastination. Dividing the participants into median splits on active and passive procrastination resulted in four groups: Active, Passive, Active-Passive, and Non-Procrastinators. Analysis of variance showed that active procrastinators had an advantage in temperament and character traits as well as EI. Active procrastinators were also higher than the other groups on personality profiles i.e. combinations of traits; dependable temperament and well-developed character.ConclusionsActive procrastination can be an adaptive and productive coping style. It is associated with dependable temperament, well-developed character, and high emotional intelligence and predicts meeting personal goals.
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Sheridan, Charles L., Moira A. Mulhern, and Dawn Martin. "The Role of Social Desirability, Negative Affectivity, and Female Reproductive System Symptoms in Differences in Reporting Symptoms by Men and Women." Psychological Reports 85, no. 1 (August 1999): 54–62. http://dx.doi.org/10.2466/pr0.1999.85.1.54.
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52 women and 38 men completed the Inventory of Health Status, Version 2, a measure of somatic health, and the Cornell Medical Index which provided separate scores for somatic and emotional health. The Personal Style Inventory was given, from which measures of Social Desirability and Negative Affectivity were utilized. Multiple regressions were done separately with scores on the Inventory of Health Status and the Cornell Emotional component, and scores on Social Desirability, Negative Affectivity, and sex as predictors. Scores on Social Desirability and Negative Affectivity were forced into the equation first. For the Inventory of Health Status, sex alone contributed significantly to the final equation. For scores on the Cornell Index's emotional component both sex and scores on negative affectivity had significant beta weights. Analysis of items from the Inventory of Health Status was done to examine the role of symptoms pertaining to women's reproductive system, and almost all the items that differed by sex were either clearly or possibly specific female reproductive items, e.g., “Abnormal menstruation.” Similar analyses were not possible for the organic component of the Cornell Index, which has different items for reproductive systems of men and women. The complexity of the female reproductive system may play a central role in sex differences in symptom reporting and perhaps of emotional distress, but other interpretations are discussed.
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Kuftyak, E. V. "Interrelation of Attachment and Coping Behavior In Adults." Консультативная психология и психотерапия 29, no. 1 (2021): 28–43. http://dx.doi.org/10.17759/cpp.2021290103.
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Attachment as the ability to form long-term close relationships provides protection and support at all ages, frees from anxiety and tension, and directly affects well-being and health. This study explored the relations between attachment and coping styles and hardiness in adults. The participants — 127 adults aged 18—77 — filled out the Relationships Questionnaire (Bartholomew, Horowitz, 1998), Experiences in Close Relationships Questionnaire (Fraley, Waller, Brennan, 2000), Coping Inventory for Stressful Situations (Endler, Parker, 1990), and Hardiness Survey (Leontiev, Rasskazova, 2006; based on Maddi’s Personal Views Survey). The results showed that securely attached adults used coping aimed at problem solving and avoiding anxious thoughts less frequently. Fearful attachment style was related to the reduction of effort to change the situation, it increased the feeling of helplessness and disregard of vigorous activity. As for individuals with avoidant attachment anxiety they experienced in close relationships increased the feelings of rejection and the disposition to security.
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Zheleva, Zlatina, Slavka Hristozova, and Rumyana Stoyanova. "LANGUAGE TEACHING AT THE MEDICAL UNIVERSITY AND INSTRUMENTS FOR ACHIEVING EFFECTIVENESS." Knowledge International Journal 34, no. 6 (October 4, 2019): 1633–39. http://dx.doi.org/10.35120/kij34061633z.
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Foreign language teaching to medical students depends on solving various institutional problems. In this sense, its effectiveness is a variable which influences the level of education at the university. Effectiveness of academic education depends on two groups of conditions- one is the purely material aspect- the place and conditions in which education takes place, the financial resources and the second one includes the psychoemotional aspect of training- the so-called didactic costs which include the physical and emotional efforts invested in the process of training both on the side of the lecturer and student. One of the ways to improve effectiveness is by restricting didactic costs- the less the psychoemotional tension and anxiety- the better results would a student achieve. Giving the student the opportunity to “manage his/her own manner of learning” and placing the student in the centre of the educational process would inevitably lead to increasing student motivation.Another mechanism to achieve effectiveness and quality of education is through activating the inner motivation of students to learn a foreign language. The latter is influenced by factors such as concentration, attention, a feeling of complete participation in the process of training, lack of fear of failure, assuming responsibility for the achieved results etc. A new aspect of contemporary learning success is differentiation in education, introduction of the individual, personal style of learning of each student. An appropriate instrument or tool in achieving motivation is for the learning process to follow and conform to the different learning styles of students. The individual learning style implies the individual preferences in perceiving and memorizing information. The aim of the present paper is to identify these styles in students from the Medical University – Plovdiv and thus to identify their satisfaction with foreign language learning. The survey was conducted in 2017 among 140 students from 16 countries. A written questionnaire and a psychological test were used to gather the data. Determinants for satisfaction were identifies as: the material setting and technological equipment, personal characteristics of the teacher and the microclimate in the student group. An adapted LSI (Learning Style Inventory) specifically adapted for Bulgaria which includes four types of approaches to the learning process- specific experience, reflective observation, abstract conceptualization and active experimentation was used. The results are distributed according to gender, specialty, year of studies and Kolb’s learning styles- divergent, assimilative, convergent and accommodative. The leading learning style according to our survey proves to be the convergent on with women having higher values (32,14%) than men (24,28%), next comes the assimilative learning style with men having higher value (17,14%) as opposed to women (14,28%). The accommodative is next – 5% of women and 3.57% men prefer this learning style and the least proffered one is the divergent one – 3,57% of women and 2,88% of men prefer it.
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Homayouni, A. "Personality dimensions and learning modes as the predictors of stress in university students." European Psychiatry 26, S2 (March 2011): 1586. http://dx.doi.org/10.1016/s0924-9338(11)73290-4.
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Introduction & objectivesNo matter what age you are, if you are under stress it will affect your ability to learn, think and perform at your best. Severe stress releases chemicals in our brains and bodies that can hamper our performance and learning. So for better understanding of stress especially in the learning process, the study aimed to investigate personality characteristics, learning modes, and stress in university students.Method131 students were randomly selected from three universities. Hogan-Champagne's Personal Style Inventory (PSI) based on Jungian personality types, Kolb’s Learning Style Inventory (LSI) based on Kolb’s experiential learning theory and Coudron's Stress Inventory (CSI) were used. The data were analyzed with Pearson correlation coefficient and T independent tests.ResultsAnalysis showed that in learning modes, there is positive correlation between concrete experience and stress. In personality characters, positive correlation between introversion and stress, negative correlation between extroversion and stress. More analysis showed that across learning modes, males use the concrete experience mode more than females, and females use the abstract conceptualization mode more than males.ConclusionIn regard to introverted individuals, such individuals are quiet, diligent at working alone, and socially reserved, they make decisions somewhat independently of constraints and prodding by situations, culture, people, or things around them, and so facing stress factors interrupts their own world and reduces their function. In learning modes, people with concrete experience like new experience, rely on feeling and sensing, and generally find theoretical approaches to be unhelpful and prefer to treat each situation as a unique case. These factors cause variability in situations and circumstances and how stress comes about.
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Watson, P. J., Ronald J. Morris, and Ralph W. Hood. "Sin and Self-Functioning, Part 5: Antireligious Humanistic Values, Individualism, and the Community." Journal of Psychology and Theology 17, no. 2 (June 1989): 157–72. http://dx.doi.org/10.1177/009164718901700210.
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Grace alone or in combination with intrinsic religiosity was associated with less narcissistic Exploitiveness, Machiavellianism, and individualism while being congruent with a belief in authority and equalitarianism. Measures of individualism were related to a manipulative style of interpersonal relationships. The failure of religious variables to predict healthy self-functioning as measured by the Personal Orientation Inventory appeared to reflect an antireligious ideological bias built into this humanistically based questionnaire. Although humanistic self-values did not generally promote interpersonal manipulativeness, the data nevertheless supported recent arguments by communitarian theorists that an excessive individualism may have unfortunate social consequences and that beliefs rooted in the biblical tradition may help work against such liabilities.
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Beisi, Jia. "Reality and Diversity: Reform in the Architectural Design Studio." Open House International 31, no. 2 (June 1, 2006): 20–31. http://dx.doi.org/10.1108/ohi-02-2006-b0004.
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Habraken points out that the architectural studio failed to bring students to basic questions in the architecture of everyday environments. Till criticizes that in a studio, it is only the professional value represented by the teachers that prevails. To investigate the reasons of the allegation, this paper introduces a learning model defined by David A. Kolb, in which a learning process consists of two dimensional movements: i.e., prehension (concrete experiences vs. abstract conceptualization) and transformation (reflection and experiment). The paper then inquires into Schön's observation in the studio learning mode characterized as reflection-in-action. It is found that this studio is mainly dealing with the transformation dimension, and prehension dimension is either suppressed or represented by the teacher's experiences and conceptions. The paper discovers that the cause of problems raised by Habraken and Till is the inherent lack of substance in the prehension dimension. The paper assesses a studio programme in which the basic questions of built environment were systematically introduced. It analyzes the students' reactions and performance in line with students' learning styles found using Kolb's Learning Style Inventory (LSI). It suggests that the students' learning activities are more diversified than what Schön could perceive. There is a possibility to adapt students' personal experience and abstract conceptualization which may play into the studio. By enhancing diversity of learning styles rather than letting one's learning style (reflection-in-action) prevail, the studio may become a platform in which students may learn from each other.
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Abdullah @ Mohd. Nor, Hilwa, and Diana Johan. "ROLE OF PARENT’S ATTRIBUTIONAL STYLE AND PARENT-CHILD RELATIONSHIP IN INCREASING SELF-ESTEEM OF CHILDREN WITH DYSLEXIA." International Journal of Education, Psychology and Counseling 4, no. 32 (September 15, 2019): 328–37. http://dx.doi.org/10.35631/ijepc.4320028.
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Dyslexia is a specific learning disorder due to difficulties in phonological processing that impacts on the fluency and reading comprehension ability. The aim of this research is to identify the role of parents’ attributional style and parent-child relationship in determining the level of self-esteem in children with dyslexia. There are 24 respondents who consist of the parent or the caregiver of children with dyslexia along with the child were invited to participate in this research. The method used in this research is a cross-sectional study design using a quantitative approach. The researcher used three different tests to measure the variables involved. Tests used in this research consist of Causal Dimensional Scale II, Parent-Child Relationship Inventory and Rosenberg’s Self Esteem Scale. Results showed there is a significant relationship between parents’ attributional style and level of self-esteem in children with dyslexia. Attributional style measured in this research consists of four dimensions namely, locus of causality, external control, stability, and personal control. However, only two of the dimensions mentioned above are significantly related to the level of self-esteem in children with dyslexia. The two dimensions are external control (r = 0.408, p > 0.05) and personal control (r = 0.557, p > 0.05). Whereas, results showed there is no significant relationship between the parent-child relationship and the level of self-esteem of children with dyslexia. In a nutshell, the role of parents’ attributional style in determining the level of self-esteem in children with dyslexia is notably significant while the relationship of parent-child does not influence the level of self-esteem in children with dyslexia.
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Harder, David W., and Deborah F. Greenwald. "Further Validation of the Shame and Guilt Scales of the Harder Personal Feelings Questionnaire-2." Psychological Reports 85, no. 1 (August 1999): 271–81. http://dx.doi.org/10.2466/pr0.1999.85.1.271.
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Previous research using the Harder Personal Feelings Questionnaire-2 has generally supported the validity of its subscales for the measurement of the traits of proneness to shame and guilt. This study extended the construct validity by investigating hypothesized relationships between scores on the questionnaire and several personality constructs not previously examined, including attachment style, the five personality factors assessed by the NEO-Five Factor Inventory, Sensation Seeking and Positive Affect (both from the Multiple Affect Adjective Check List–Revised). Shame and guilt scales were each expected to correlate inversely with secure attachment, Extraversion, Openness, Sensation Seeking (uninhibitedness), and Positive Affect, while they were predicted to correlate positively with Neuroticism from the NEO measure. Shame was expected to show stronger relationships than guilt with Extraversion, Openness, and Sensation Seeking. For the 41 college students results were mostly as predicted, even after shame and guilt scores were partialled for each other, thereby providing further evidence for the construct validity of the Personal Feelings Questionnaire-2 scales.
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Lara, Raquel, Martha Fernández-Daza, Sara Zabarain-Cogollo, María Angustias Olivencia-Carrión, Manuel Jiménez-Torres, María Demelza Olivencia-Carrión, Adelaida Ogallar-Blanco, and Débora Godoy-Izquierdo. "Active Coping and Anxiety Symptoms during the COVID-19 Pandemic in Spanish Adults." International Journal of Environmental Research and Public Health 18, no. 16 (August 4, 2021): 8240. http://dx.doi.org/10.3390/ijerph18168240.
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The features of the COVID-19 pandemic and the social operations to contain the spread of the virus might have limited or altered coping, including healthy habits such as exercise, this contributing to a myriad of negative consequences for the mental health of the global population. We explored the contribution of coping and physical activity to the management of anxiety in Spanish adults during an active phase of the epidemic, as well as the relationship between these strategies. A total of 200 young and adult individuals (70% women) voluntarily completed an anxiety inventory, a coping skills self-report and a personal data section including exercise practice. The participants reported in average a mild yet existing level of anxiety symptoms; a third reported noticeable symptoms. At the time of the study, the participants used more adaptive than maladaptive coping styles. Participants’ anxiety was inversely correlated with an active coping style, and positively with an avoidant style; physical activity correlated positively with an active coping style, and regular exercisers used more frequently active coping. Controlling for confounders, active coping, avoidant coping and exercise during the pandemic predicted anxiety symptoms. Other findings indicated that exercise was used as a coping strategy for dealing with emotional distress. Our results highlight the positive impact of functional coping and exercise for the management of negative states such as anxiety during the pandemic, and underline the importance of developing interventions aimed at enhancing coping skills for promoting physical and mental well-being of the population during health and social crises.
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Pourabdolisardroud, M. "Investigation the Role of Personality Factors that Cause to Stress in University Students." European Psychiatry 26, S2 (March 2011): 1039. http://dx.doi.org/10.1016/s0924-9338(11)72744-4.
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Introduction & objectivesThis study investigated relationship among personality dimensions based on Jungian personality types and stress in university students.MethodThe studied population included 200 students between ages of 19–26 were randomly selected from three universities and Coudron's Stress Inventory (CSI) and Hogan - Champagne's Personal Style Inventory (PSI) were administered on them. PSI assesses eight personality dimensions based on Jungian personality types (introversion-extroversion E/I, intuition- sensing N/S, thinking-feeling T/F, perceiving-judging P/J). The data were analyzed with Pearson correlation coefficient and independent T test.ResultsFindings showed negative correlation between extroversion and stress and positive correlation between introversion and stress. Analysis of personality dimensions showed male are more intuition than female and female are more sensing than male.DiscussionBased on findings, considering that introverted are quiet, diligent at working alone, and socially reserved, they make decisions somewhat independently and prodding from situations, cultures, people, or things around them, so facing to stress factors interrupt their own world and reduce their function, cause to variability in situation and stress emerge.
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Knežević Tasić, J., R. Sapic, and M. Valkanou. "P01-118 – Where is “I” in addiction? (A link between personality disorders and drug addiction)." European Psychiatry 26, S2 (March 2011): 118. http://dx.doi.org/10.1016/s0924-9338(11)71829-6.
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Is there something called „addictive“ personality, what is shared for most drug addicts and is there a space for individuality when addiction is in question? The main objective of this study was to discover the personality characteristic that are accountable for predicting addictive behaviour. The aim was to find a personality profile that is most vulnerable towards drug abuse. Additionally, factors such as emotional involvedness, attachment quality, parental style, education, professional ability, and more were examined. The sample of this research contained 103 participants, 55 addicts and 48 individuals in a control group. Millon Multiaxial Clinical Inventory III (MCMI III) and specially constructed data sheet were used. Canonical discriminant analysis presented the best model which generates distinct personality features that strongly predict drug abuse and to explore differences in the presence of psychopathological features between groups, whilst a Chi-squared analysis examined the additional factors. Significant differences were found between general population and substance abuse group in the presence of personality disorders and level of presented pathology. In conclusion individuals who developed Antisocial, Borderline, Depressive and Dependant personal style are most prone to use substances, whilst individuals who belong to Histrionic or Compulsive Personality style are most unlikely to develop addiction (p < .001). The addiction is firmly attached to the Depression major presence, PTSD and Dysthymia. Also, addiction group shows significantly higher level of pathology (p < .001).
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Triguero Veloz Teixeira, Maria Cristina, Regina Luisa de Freitas Marino, and Luiz Renato Rodrigues Carreiro. "Associations between Inadequate Parenting Practices and Behavioral Problems in Children and Adolescents with Attention Deficit Hyperactivity Disorder." Scientific World Journal 2015 (2015): 1–6. http://dx.doi.org/10.1155/2015/683062.
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Children and adolescents with ADHD present behaviors such as impulsiveness, inattention, and difficulties with personal organization that represent an overload for parents. Moreover, it also increases their level of stress and leads them to resort to inadequate educational strategies. The present study verifies associations between inadequate parenting practices and behavioral profiles of children and adolescents with ADHD. The sample was composed of 22 children with ADHD (age range 6–16 years) and their mothers. Spearman correlation analyses were made with the scores of Parenting Style Inventory (PSI) and Child Behavior Checklist for ages 6–18 (CBCL/6–18). Results indicate statistically significant associations between behavioral problems and the use of punishment practices and negligence. When assessing a child with ADHD, it is important to verify the predominant types of parenting practices that can influence both immediate interventions and the prognosis of the disorder.
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Luján Henríquez, Isabel, Heriberto Rodríguez-Mateo, Ana Mª Torrecillas Martín, Raquel Rodríguez-Rodríguez, and María Elena Díaz-Negrín. "VARIABLES PREDICTORAS DEL ESTILO INTERPERSONAL EN MEDIADORES PROFESIONALES." International Journal of Developmental and Educational Psychology. Revista INFAD de Psicología. 1, no. 1 (October 2, 2017): 57. http://dx.doi.org/10.17060/ijodaep.2017.n1.v1.898.
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Abstract.PREDICTIVE VARIABLES OF INTERPERSONAL STYLE IN PROFESSIONAL MEDIATORSThe objective of this study is to know how personality factors and the cognitive-emotional variables predict different interpersonal styles in people who have studied specific mediation. For this purpose have been used as instruments the Inventory of Personality NEO PI-R(Costa y McCrae, 1978, Spanish adaptation, 1999), Molds test, Cognitive-Emotionals Strategies (Hernández-Guanir, 2010) and Interpersonal Styles Questionnaire (De Diego and Guillén, 2006). The study sample has been 32 mediators newly completed their university education at the Master in Family Mediation and Sociocommunity, of the ULPGC (University of Las Palmas of Gran Canaria) and ULL (University of La Laguna ). Multiple linear regressions analyses of data indicate , among others, that: Conciliatory style characterised by engage, involve and build bridges between the parties, comes anticipated by the mental mould of precision and supervision at the same time that the social attribution of success. Added way, Positivante Optimization, which is the tendency to evaluate positively or rentabilizadora transform failures into successes and benefits efforts predicts interpersonal style of Catchment , represented by actions such as inspire, motivate, and find a common ground between the parties. A personality in Opening is contrary to an interactive style of Firmness characterized by putting standards, demand or make judgments of others. These results show us that in the training of the professional mediator variables analysed, should be considered since the effectiveness of his actions, as a professional who facilitates people in conflict to find solutions to the same, in a neutral and impartial way depends on some personal characteristics and the usual ways in which a person interprets and faces the reality because - as it has been reflected - personality factors and the cognitive-emotional variables, along with interactive style, are decisive and interdependent elements.Keywords: mediation, personality, mental molds, interactive style, predictive model.Resumen.El objetivo de este trabajo es conocer cómo los factores de personalidad y las variables cognitivo- emocionales predicen los diferentes estilos interpersonales en personas que han cursado estudios específicos de Mediación. Para ello se han utilizado como instrumentos de medida el Inventario de Personalidad NEO PI-R (Costa y McCrae, 1978, adaptación española, 1999); el test Moldes, Estrategias Cognitivo-Emocionales (Hernández-Guanir, 2010) y el Cuestionario de Estilos Interpersonales (De Diego y Guillén, 2006). La muestra objeto de estudio han sido 32 mediadores que han cursado su formación universitaria en el Máster de Mediación Familiar y Sociocomunitaria, de la ULPGC y ULL. recientemente Los análisis de regresiones lineales múltiples de los datos nos indican, entre otros, que: el estilo Conciliador caracterizado por comprometer, implicar y tender puentes entre las partes, viene anticipado por el molde mental de precisión y supervisión a la vez que por la atribución social del éxito. De forma añadida, la Optimización Positivante, que supone la tendencia a evaluar positivamente o transformar de manera rentabilizadora los fracasos en éxitos y los esfuerzos en beneficios predice el estilo interpersonal de Captación, representado por actuaciones como inspirar, motivar, y buscar un terreno comúnentre las partes. Una personalidad en Apertura es contraria a un estilo interactivo de Firmeza caracterizado por poner normas, exigir o hacer juicios de los otros. Estos resultados nos señalan que en la formación del mediador profesional se deben tener en cuenta las variables analizadas, ya que la eficacia de su actuación, como profesional que de forma neutral e imparcial facilita que personas en conflicto encuentren soluciones al mismo, depende de algunas características personales y de las formas habituales en que una persona interpreta y afronta la realidad, pues–como ha quedado reflejado- los factores de personalidad y las variables cognitivo- emocionales, junto con el estilo interactivo, son elementos determinantes e interdependientes.Palabras Clave: mediación, personalidad, moldes mentales, estilo interactivo, modelo predictivo.
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Konaszewski, Karol, and Łukasz Kwadrans. "Sense of coherence and resilience for coping with stress in the group of juveniles referred to probation centres by family courts." Kwartalnik Pedagogiczny 65, no. 1 (May 25, 2020): 134–59. http://dx.doi.org/10.32346/2657-6007.kp.2020-1.12.
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The aim of this study was to analyse the relationship between the sense of coherence and resilience and the styles of stress coping and to determine which of the studied variables (comprehensibility; manageability; meaningfulness; optimistic attitude and energy; perseverance and determination in action; sense of humour and openness to new experiences; personal competences and tolerance of negative affect) was more important in predicting coping styles with stressful situations in the group of juveniles who had been referred to probation centres. Participants in this study were 210 juveniles from probation centres. The following research tools were used in the research: A. Antonovsky’s Orientation to Life Questionnaire, Resilience Scale by N. Ogińska-Bulik and Z. Juczyński, and Coping Inventory for Stressful Situations by N. S. Enlder and J. D. A. Parker. The research results show that sense of coherence and resilience play a predictive function for the style which focuses on the task, emotions, avoidance and strategy related to engaging in substitute activities and seeking contact with people. Building (by probation officers) the sense of coherence and resilience among juveniles involves better understanding of the surrounding world and the stimuli which come from it, understanding internal signals and increasing the sense of manageability and comprehensibility, enhancing the ability to use the own and the environmental resources as well as working on the sense of meaningfulness, i.e. the motivational aspect of functioning. Supporting components of resilience (optimistic attitude and energy; perseverance and determination in action; sense of humour and openness to new experiences; personal competences and tolerance of negative affect) through psychoeducational activities (in probation centres) enables better understanding of the own self and, consequently, using stress management strategies aimed at finding a positive solution to a particular situation.
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Maya, Jesús, Juan F. Luesia, and Javier Pérez-Padilla. "The Relationship between Learning Styles and Academic Performance: Consistency among Multiple Assessment Methods in Psychology and Education Students." Sustainability 13, no. 6 (March 18, 2021): 3341. http://dx.doi.org/10.3390/su13063341.
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Universities strive to ensure quality education focused on the diversity of the student body. According to experiential learning theory, students display different learning preferences. This study has a three-fold objective: to compare learning styles based on personal and educational variables, to analyze the association between learning styles, the level of academic performance, and consistency of performance in four assessment methods, and to examine the influence of learning dimensions in students with medium-high performance in the assessment methods. An interdisciplinary approach was designed involving 289 psychology, early childhood education and primary education students at two universities in Spain. The Learning Style Inventory was used to assess learning styles and dimensions. The assessment methods used in the developmental psychology course included the following question formats: multiple-choice, short answer, creation-elaboration and an elaboration question on the relationship between theory and practice. Univariate analysis, multivariate analysis, and binomial logistic models were computed. The results reveal Psychology students to be more assimilative (theoretical and abstract), while early childhood and primary education students were evenly distributed among styles and were more divergent and convergent (practical) in absolute terms. In addition, high scores in perception (abstract conceptualization) were associated with a high level of performance on the multiple-choice tests and the elaboration question on the relationship between theory and practice. Abstract conceptualization was also associated with medium-high performance in all assessment methods and this variable predicted consistent high performance, independent of the assessment method. This study highlights the importance of promoting abstract conceptualization. Recommendations for enhancing this learning dimension are presented.