Multi-Dimensional Assessment of Personality

Aim
To administer, score and interpret Multi-dimensional assessment of personality.

Objective
To assess personality dimension of an individual using multi-dimensional assessment of
personality (MAP).

Introduction
Personality refers to individual differences in characteristic patterns of thinking, feeling
and behaving. The study of personality focuses on two broad areas: One is understanding
individual differences in particular personality characteristics, such as sociability or irritability,
the other is understanding how the various parts of a person come together as a whole.
According to Allport (1937), "Personality is the dynamic organization within the individual of
those psychophysical systems that determine his characteristics behaviour and thought" Eysenck,
H. J. (1952) defining personality, stresses upon the concept of organisation and also of
adjustment of the individual to the environment. He defines personality “as more or less stable
and enduring organisation or a person's character, temperament, intellect, and psyche, which
determine his unique adjustment to the environment".

Theories Of Personality

Psychodynamic Perspectives
The psychodynamic approach includes all the theories in psychology that see human
functioning based upon the interaction of drives and forces within the person, particularly
unconscious, and between the different structures of the personality. Well-known
psychodynamic theorists include Freud, Jung, Adler, and Erikson. Freud’s Psycho-analytic
theory is based on three main assumptions: 1. Personality is governed by unconscious forces that
we cannot control. 2. Childhood experiences play a significant role in determining adult
personality. 3. Personality is shaped by the manner in which children cope with sexual urges.
Freud argued that personality is divided into three structures-the id, ego, and superego. They are
arranged into different layers of awareness- conscious, unconscious and pre-conscious. Freud
believed that behaviour is the result of an ongoing internal conflict among the id, ego, and
superego. Conflicts stemming from sexual and aggressive urges are especially significant. He
even believed that the basic elements of adult personality are in place by age five. Jung’s
Analytical Psychology focused on the role of the unconscious in shaping personality— he
described an unconscious comprised of two layers: (1) The personal unconscious and (2) The
collective unconscious. For Jung, the goal of psychic development is for the individual to
discover their wholeness and uniqueness. The final goal is of self-realization. Adler’s Individual
Psychology believed that the most important human drive is not sexuality, but the drive for
superiority. He stated that one uses compensation, the efforts to overcome imagined or real
inferiorities by developing one’s abilities. When unsuccessful at it, they may develop an
inferiority complex. Adler also believed that birth order may contribute to personality. Erik
Erikson’s Psychosocial Developmental Model consists of eight stages through which a healthily
developing human should pass through, starting from infancy to late adulthood. In each stage,
the person confronts and hopefully masters new challenges. Each stage builds on the successful
completion of earlier stages. The challenges of stages not successfully completed may be
expected to reappear as problems in the future. To Erikson, identity refers to having a relatively
clear and stable sense of who one is in the larger society. However, Psychodynamic Theory has
been criticized on the grounds of poor testability, inadequate evidence, and sexism. Humanistic
Perspectives-Humanism is “a theoretical orientation that emphasizes the unique qualities of
humans, especially their free will and their potential for personal growth”. This perspective is
based on the following ideas: (1) We have an innate drive toward personal growth. (2) We
exercise free will to control our actions. (3) We are rational beings driven by conscious, not
unconscious, needs. According to Carl Rogers’s Person-Centered Theory, personality contains
only one construct, the self, or self-concept “a collection of beliefs about one’s own nature,
unique qualities, and typical behaviour”. If our ideas about ourselves match our actual
experiences, our self-concept is congruent with reality. However, if our ideas about ourselves do
not match reality, this disparity is called incongruence. Maslow’s Theory of Self -Actualization
emphasizes that human motives are organized in a hierarchy of needs “a systematic arrangement
of needs, according to priority, in which basic needs must be met before peripheral or secondary
needs are aroused”. Humans have an innate drive towards personal growth and the greatest
need is the need for self-actualization –the fulfilment of one’s truest potential. The humanistic
theory has been credited with identifying the self-concept as a key element of personality and
placing an emphasis on a more positive outlook on human behaviour and personality. However,
it has also been criticized for poor testability, an unrealistic view of human nature, and for
inadequate evidence.

Behavioural Perspectives
Behaviorisms “is a theoretical orientation based on the premise that scientific
psychology should study observable behaviour”. Behavioural theorists view personality “as a
collection of response tendencies that are tied to various stimulus situations”. They focus on
personality development, and how children’s response tendencies are shaped by classical
conditioning, operant conditioning, and observational learning. Pavlov’s Classical Conditioning
is “a type of learning in which a neutral stimulus acquires the capacity to evoke a response that
was originally evoked by another stimulus”. Skinner’s Operant Conditioning is “a form of
learning in which voluntary responses come to be controlled by their consequences”. Bandura’s
Observational Learning refers to learning which “occurs when an organism’s response is
influenced by observing others, who are called as models”. This behavioural theory is unique as
it involves cognition and it requires individuals to pay attention to others’ behaviour, understand
the consequences that follow others’ behaviour, and store this information in memory. Bandura
stressed the importance of self-efficacy-one’s belief in one’s ability to perform behaviours that
should lead to expected outcomes. High self-efficacy is associated with confidence whereas low
self-efficacy creates doubt in one’s abilities. Bandura believed that self-efficacy is one of the
most important personality traits because it is tied to success in many endeavors and resistance to
stress. Behavioural theory has generated the following important ideas: (1) Classical
conditioning can contribute to distressing emotional responses. (2) Operant conditioning helps
explain how personality is shaped by consequences. It has been criticized for: (1) Neglecting
cognitive processes, and (2) Relying too heavily on animal models.
Trait Approach to Personality
This approach assumes behaviour to be determined by relatively stable traits which are
the fundamental units of one’s personality. Traits predispose one to act in a certain way,
regardless of the situation. This means that traits should remain consistent across situations and
over time, but may vary between individuals. It is presumed that individuals differ in their traits
due to genetic differences. Trait theories are sometimes also referred to as psychometric theories,
because of their emphasis on measuring personality by using psychometric tests. Trait scores are
continuous (quantitative) variables.

Allport's Trait Theory Allport's theory of personality emphasizes the uniqueness of an

individual and the internal cognitive and motivational process that influence their behaviour. For
example, intelligence, temperament, habits, skills, attitudes, and traits. Allport (1937) believed
that personality is biologically determined at birth, and shaped by a person's environmental
experience.

Eysenck’s Theory Eysenck views personality as a “hierarchy of traits”. He placed special

emphasis on biological differences that occur along the extraversion-introversion dimension.
Introverts have higher levels of physiological arousal causing them to avoid overly stimulating
social situations. Extroverts have lower baseline levels of arousal and, thus, seek stimulation
from social situations. Eysenck (1952, 1967, 1982) proposed a theory of personality based on
biological factors, arguing that individuals inherit a type of nervous system that affects their
ability to learn and adapt to the environment. Using factor analysis to devise his theory, Eysenck
(1947, 1966) identified three factors of personality: extroversion, neuroticism, and psychoticism.
Each of the Eysenck Theory factors is a bipolar dimension, meaning that each has a direct
opposite- Extroversion vs Introversion; Neuroticism vs. Emotional Stability and; Psychoticism
vs. Self-Control. Each aspect of personality (extraversion, neuroticism, and psychoticism) can be
traced back to a different biological cause. Personality is dependent on the balance between
excitation and inhibition process of the autonomic nervous system (ANS).

Cattell's 16PF Trait Theory Cattell (1965) disagreed with Eysenck’s view that
personality can be understood by looking at only two or three dimensions of behaviour. Instead,
he argued that that is was necessary to look at a much larger number of traits in order to get a
complete picture of someone’s personality. After using factor analysis Cattell proposed that two
types of characteristics form our personality Surface Traits and Source Traits.

Surface Traits Cattell’s factor analysis showed that there are 46 surface traits or cluster
of related behaviour. These traits are the characteristics one can observe in a given situation. But
surface traits may not necessarily represent the traits that actually underlie the personality of an
individual. These are the ones that can be directly observed and are based on one’s perceptions
and representations of personality. These may not be the true descriptions of the actual
underlying dimensions of someone’s personality.

Source Traits The characteristics that form the actual roots and basis of all behaviour may
be different and fewer in number. In order to go beyond the surface traits, Cattell carried out
further factor analysis. He could identify 16 traits that represent basic dimensions of personality.
He called these the Source Traits. These 16 personality factors include:
1.Abstractedness: Imaginative versus practical. 2. Apprehension: Worried versus confident.
3.Dominance: Forceful versus submissive.4. Emotional Stability: Calm versus high-strung.
5.Liveliness: Spontaneous versus restrained. 6.Openness to Change: Flexible versus attached to
the familiar. 7.Perfectionism: Controlled versus undisciplined. 8.Privateness: Discreet versus
open. 9.Reasoning: Abstract versus concrete. 10.Rule-Consciousness Conforming versus non-
conforming. 11.Self-Reliance: Self-sufficient versus dependent. 12.Sensitivity: Tender-hearted
versus tough-minded. 13. Social Boldness: Uninhibited versus shy. 14.Tension: Impatient versus
relaxed. 15.Vigilance: Suspicious versus trusting. 16.Warmth: Outgoing versus reserved.

MAP is adapted to work both through different browsers and mobile interfaces. The test
can be taken in a variety of languages and is adapted to work for candidates with ADHD. Both
the visual and content readability is very good. When an individual completes the test, they
receive automatic feedback on their test results, which is usually highly appreciated. For both the
test administrator and the individual taking the test to feel completely confident that the sensitive
personal data is handled correctly.
Test Description
Multi-dimensional Assessment of Personality is a series of tests developed by Sanjay
Vohra ranging from children of the primary level to normal adult personality. It is used to
analyse or report individual differences in personality. The MAP Series has four Forms for
different levels. (MAP Form A, T, C, and P). FORMS AGE RANGE MAP P (Primary
children)4-7 years MAP C(Children)7-11 years MAP T(Teenagers)12-18 years MAP
A(Adults)Above 18 years Form A (Adults) assesses 20 dimensions of personality and consists of
147 questions for which three options are given- Yes, No and Maybe. From these three options,
the test taker has to select any one, which is the most appropriate for him/her. The same goes for
the Form MAP T where the teenagers have to select one from the three given options. The
twenty dimensions of the series are:

Adaptability (Ad) This dimension refers to the ability to make appropriate responses to
changed or changing circumstances. Those individuals, who readily accept any beneficial
changes to meet the environmental demands are said to be highly adaptable. They settle down to
the conditions of work or learning with the elimination of unnecessary preparatory behaviour.
The Ad Dimension is a collection of various other personality dimensions consisting of
emotional maturity, uninhibited behaviour, trustworthiness, self-assurance, strong willpower,
social preciseness, and self-image. Low scoring individuals do not have a harmonious
relationship in their environment.

Achievement Motivation (Am) This is a sentimental dimension consisting mainly of two

attitudes: ‘learning skills’ and ‘keeping the job’. It seems to reflect the amount of actual
experience to the individual has had and the degree to which he is currently interested and
concerned. Am is a collection of various other personality dimensions referred to as general
intelligence, dominance, imagination, radicalism, self-sufficiency, and discipline. High scoring
individuals may be described as ambitious, overtly interested in their career and realistically
involved in various aspects of life. Low scores indicate regressive behaviour, escapism, and
unwillingness to accept responsibility. Feelings of failure may also tend to decrease this score.
 Boldness (BO) High scoring individuals on the dimensions Bo are typically adventurous,
bold and energetic, with good insight. They enjoy being the focus of attention in a group
situation and have no problem with stage fright. Thus, it is not unusual to find successful
salespeople generally above average on this dimension. High scorers are reported to feel that
enjoying is more important than winning the game. They also describe themselves as quick
decision makers, but it should be pointed out that they do not necessarily make the correct
decision. It is seen that competitive athletes are generally significantly above average on this
dimension Clinically speaking, high Bo individuals are able to withstand external pressures
passively without expending much energy in doing so. Low Bo individuals, on the other hand,
have little insulation, therefore, external stresses can penetrate them more easily.

Competition (Co) High Co indicates that the individual is self-assertive, dominant and
aggressive, such individuals describe themselves as forceful and are generally very direct in their
relations with other people. They like to put their own ideas into practice and enjoy having things
their own way. Co also plays an important role in marital compatibility. When both the partners
tend to be competitive and dominant, they fail to channel their interests in non-competitive
directions resulting in more conflicts. Regarding clinical implications, extremely high Co scores
(sten 9 or 10) are sometimes associated with aggression and stubbornness that frequently masks
overt feelings of inferiority. Low Co individuals tend to be submissive, mild, humble and
accommodating.

Enthusiasm (En) High scoring individuals on dimension En are generally happy to go

lucky, lively and enthusiastic. In their self-reports, they admit to having more friends than most
people. They enjoy parties, shows, and jobs that offer change, variety and travel. Therefore,
airline attendants, travel agents, and sales personnel score significantly above average on this
dimension. Whereas research scientists are found to be significantly below average. The low
score on this dimension need not be confused with depression. Low En simply indicates that the
person is serious, prudent and sober. This dimension may be treated as a behavioural control
indicator in which a high score indicates that the individual is externalized or ‘act out’ inner
conflicts. On the other hand, low En simply indicates that the person will internalize (or control)
his inner conflicts.
 General Ability (Gn) High scoring individuals on Ga have a greater mental capacity to
learn. They are insightful, fast learning and intellectually adaptable. They are also inclined to
have more intellectual interests and show better judgements in their observations. Low scoring
individuals, on the other hand, have a poor mental capacity to learn and are unable to handle
abstract problems. They act to be less well organised and show poor judgement in their
observation. There be some clinical significance to low scores on Ga, particularly for individuals
who, on the basis of other available evidence, could be expected to perform reasonably well.
Since the items themselves are not extraordinarily. difficult, an otherwise capable individual who
answers too many of them incorrectly may not be paying sufficient attention to the test.

Guilt-Proneness (Gp) The high Gp person feels over fatigued by exciting situations, is
unable to sleep through worrying, feels inadequate to meet the rough daily demands of life, is
easily downhearted and remorseful, feels that people are not as moral as they should be, is
inclined to piety, prefers books to people and noise, and shows a mixture of hypochondriacal and
neurasthenic symptoms with phobias and anxieties most prominent. In group dynamics, high Gp
persons do not feel accepted or free to participate, are considered shy, ineffective speakers and
hinderers, but remain religiously task-oriented in their remarks. They select a few peers as
friends and have high standards of group conformity to rules. High Gp dimension is strongly
waited against the successful leadership in face to face situation and is correlated significantly
with accident proneness in automobile driving. Clinically, Gp is very important, first as one of
the largest contributors to anxiety appearing centrally in the depressive anxiety syndrome, and
secondly, as tending to be generally high in neurotics and many psychotics. It is very low in
convicts and mostly distinguishes those who act out their maladjustment from those who suffer it
as an internal conflict. Consequently, it is not to be confused with simple, superego strength or a
psychological weakness. represents a guilt proneness and poorness in spirit and sometimes
associated with piousness.

Imagination (Im) Essentially, it is seen that the high Im person has an intense
subjectivity and inner mental life. Although cheerful and irresponsible on practical matters, he
actually has higher internal, anxiety tensions than the low Im person. He may walk and talk in
his sleep and alternate periods of placid disregard of practical considerations with steroids
episodes of relatively, childishly, dependent behaviour. High Im individuals in groups tend to
feel unaccepted but are unconcerned. They participate and make original leadership suggestions
and are not immediately ignored but their suggestions are often turned down. They express
significantly, more dissatisfaction with the group unity and its regards for rules of procedure.

Innovation (In) Individuals with a high score on this dimension tend most frequently to
be analytical, liberal and innovative. High In persons are better performed, more inclined to
experiment with problem solutions, less inclined to morals, etc. They feel that society should
throw out traditions, they trust logic rather than feelings, favour relaxed divorce laws and prefer
to break with established ways of doing things. Neurotics tend to run low on In. In group
dynamics, the high In person contributes significantly more remarks to discussion and has a high
percentage of being of a critical nature.

Leadership (Ld) A person who scores high on LD has the ability to direct and control the
attitude or actions of others. This is especially true when this person exhibits such influence on a
group. High Ld individuals usually occupy such positions in a group that commands a certain
authority or potential for controlling the behaviour of the group. High leadership qualities consist
of various other personality characteristics such as self-confidence and controlled and strong
willpower. They are also adventurous and responsive to people, persevering, determined and
responsible and are usually quick and alert in their surroundings Subjectively, a high Ld person
views himself as a guardian of manners and morals. They are playful and are able to concentrate,
are interested in analysing people and prefer efficient people to other companions. Low scoring
individuals are undependable, obstructive and prefer to be sound followers. They are group
dependent and impatient and are likely to escape when faced with responsibility.

Maturity (Ma) This dimension is first of those involved in the anxiety pattern. Its
contribution is negative, i.e., higher anxiety is generally reflected in low scores on Ma. This
dimension is one of the dynamic integration, as opposed to general emotionality. In its positive
sense, it seems to be what the psychoanalysts were attempting to describe by the notion of ego
strength. The individual level on Ma may be taken as an index of his stress tolerance; the higher
the Ma score, the more resources an individual will have available to meet the challenges of the
day. The low Ma person is easily annoyed by things and people is dissatisfied by the world
situation, his family, the restrictions of life, and his own health. He shows a generalized neurotic
response in the form of phobias, psychosomatic disturbance, sleep disturbances, hysterical and
obsessional behaviour. High Ma individuals are frequently chosen as leaders than are low Ma
individuals. It should be noted that criminal also score high on Ma (“ego strength”) which agrees
with their psychoanalytic contrast to neurotics. Clinically the outstanding observation is that
most disorders show low Ma scores, though neurotic and psychotic do not differ only in having
low Ma. but in other dimensions also.

Mental Health (Mh) High scoring individuals on Mh are in a relatively enduring state in
which they are well adjusted, have a zest for living, and are attaining self-actualization or self-
realization. This is a positive state, and not a mere absence of mental disorder. It includes all
measures aimed at preventing mental disorder and at improving the psychological adjustment of
individuals and their capacity for harmonious relationships in groups. The Mh dimensions
consist of various other personality characteristics such as emotional stability, impulsivity, self-
security, and low tension. At the level of self-report high Mh individuals report that they are
generally able to reach personal goals without much difficulty. They do not seem to be easily
distracted when working on something and have general satisfaction with the way they have
lived their lives. Mh is also important in accident proneness, the low Mh individuals have more
accidents as compared to high Mh individual. Low Mh is also associated with physical illness,
especially coronary problems.

Morality (Mo) Individuals who score high on this dimension tend to be more persistent,
more respectful of authority and more conforming to the standards of the group. The hypothesis
may be set up that this factor corresponds to the super-ego as in psychoanalysis. On the whole, it
would seem that this dimension best depicts the regard for moral standards, the tendency to drive
the ego and to restrain the id, which is most frequently regarded as marks of the super-ego. In
their self-reports, high Mo individuals describe themselves as being disgusted with sloppy people
and messy rooms. They generally follow rules to the letter. Low scores on Mo occasionally
signal sociopathic tendencies. Extremely high scores on MO are also associated with rigidity and
unrealistic high standards for themselves, and, as a result, experience guilt and feeling of
inadequacy when they fail to meet their standards. Thus, flexibility is not a part of the high
scoring individual’s behaviours and this may lower the individual’s ability to cope with extreme
stress.

Self-Control (Sc) This dimension may be treated as the ability to bind anxiety. High
scoring individuals generally have strong control over emotional life and behaviour in general.
The high Sc person shows socially approved character responses, behaviour control, persistence,
foresight, considerateness of others, and conscientiousness. In group dynamics, high Sc score
especially picks out persons who will be chosen as leaders, but even more so those who are
effective rather than merely popular leaders. They make more remarks than others, especially
problem -raising and solution-offering, receive fewer votes as hinderers, and fewer rejections at
the end of the sessions. High Sc is associated with success in mechanical, mathematical, and
productive organizational activities. It is high in executives, electricians, and psychiatric
technicians, in all of which objectivity, balance and decisiveness are required. It is significantly
related to freedom from automobile accidents. Clinically low Sc is a major contributor to the
anxiety pattern and serves as an important clinical sign, signaling the individual’s inability to
keep his/her emotions in order. But at the same time, if Sc is extremely high, in combination with
elevations on dimensions of guilt proneness and tension, there is a tendency to excess
compulsivity, resulting in obsessional types of behaviour.

Sensitivity (Se) Descriptions associated with high scores on this dimension include
tender-minded, dependent, overprotected, fidgety, clinging and insecurity among individuals.
High Se scorers prefer to use reason rather than force in getting things done. The high Se person
shows a fastidious dislike of “crude” people and rough occupations, a liking for travel and new
experiences, labile (indeed, unstable), imaginative aesthetic mind, a love of dramatics, and a
certain impracticality in general affairs. There are indications that artists score high on this
dimension. Group performances tend to be poorer with high Se, while they receive significantly
more descriptions as fussy, slowing group performance in arriving at decisions and making
social-emotional negative (morale upsetting) remarks. Low Se, on the other hand, represents
some sort of tough, masculine, practical, mature group-solidarity generating and realistic (“no
nonsense”) temperamental dimension. As mentioned above, high Se tends to be significantly
associated with mental breakdown, both psychotic, neurotic and psychosomatic complaints. Low
Se individuals have a history of fewer illnesses and operations, more aggressiveness and
significantly greater participation in athletics and sports.

Shrewdness (Sh) High scoring individuals report that they prefer being around
“polished”, sophisticated people. They say that their feelings are not easily swayed and that they
are polite and diplomatic about handling other people. They prefer to keep problems to
themselves. High Sh individuals may also be described as ingenious, good at clinical diagnosis,
flexible in viewpoint, alert to manners, to social obligations and to social reactions of others. The
pattern represents some sort of intellectual- educational development, not to be confused with
intelligence, though it correlates with both intelligence and dominance. Although this dimension
does looks like a socially acquired pattern of skills, there is curious initial evidence in the clinical
field that is associated with a generalized mental alertness, health, and efficiency. In group
dynamics, high Sh individuals are recorded with significantly greater frequency as leading in
analytical, goal-oriented discussion and in providing constructive solutions, while low Sh
individuals receive more checks as slowing and hindering proceedings. Among married couples,
Sh maybe an important relationship factor. Individuals who are extremely high (sten 9 and10) on
this dimension may be too detached and unable to respond appropriately to the emotional needs
of the other partner.

Self-sufficiency (Ss) High scoring individuals on this dimension prefer to be alone. They
do not need the support of groups. In describing themselves, they prefer to work alone rather
than with committees and are good at problem-solving themselves. High scorers also appear to
be related to success at school, particularly at the upper educational levels. Clinically speaking,
extremely high scores on 'Ss' are probably not directly indicative of any underlying pathology,
but in combination with low Social Warmth and Enthusiasm (En) or high Guilt Proneness (Gp)
and Tension (Tn) may lead to pathological withdrawal from the society. High scorers may also
be associated with the incidence of coronary heart disease and hypertension.
 Suspiciousness (Su) The descriptions associated with high scorers on this dimension
include suspecting, jealous, dogmatic, critical and irritable. However, it is important to note that
Su is a normal personality dimension which is not to be confused with paranoia - which comes
under the pathological domain. Self-reports of high Su scorers include the notation that they do
not forget mistakes easily, they say their parents were strict and demanding. They are bothered
about what others say behind their backs and they tend to be critical of others work. Clinically,
high Su indicates higher frequencies of general illness particularly peptic ulcers and high blood
pressure. Low scorers must be regarded as a healthy sign regardless of how extreme it may be.

Social Warmth (Sw) High Sw scorers are usually found to be very warm-hearted,
personable, and easy to get along with. Their self-reports indicate that they like to give presents
to others even without any occasion. If given a choice, they would rather sell than develop an
invention. They are most satisfied and successful in occupations where public relations or inter-
personal contact is essential, such as sales positions. High Sw individuals prefer to adapt to other
people’s schedule rather than require others to adapt to their schedules. They are also more likely
to share their feelings with others. Clinically, extremely low scores (sten 1 or 2) may indicate
unsatisfied interpersonal relationships. In combination with other dimensions such as low
Enthusiasm (En), and Boldness (Bo) or high Self-sufficiency (Ss), it may point to a pathological
dislike and avoidance of others. On the other hand, extremely high scores (sten 9 or 10) may
suggest an unhealthy and overriding need for approval by others.

Tension (Tn) High Tn scorers are irritated by small things, are short-tempered and may
suffer from sleep disturbances. Extreme cases involve being irrationally worried, tense, irritable,
anxious, and in turmoil. In group situations, high scorers rarely achieve leadership and have a
poor concept of group unity and orderliness. It is seen that a high score on Tn is an important
indicator which signals an unmistakable S-O-S on the part of the individual. On the clinical
front, high Tn along with high Guilt-proneness (Gp) is a clear indicator of general anxiety and
differentiates normal from neurotic. It also contributes significantly to automobile accident
proneness.
Procedure of the Test
The testing procedure starts with a contact between the subject and the examiner. This
contact could be for multiple reasons like career guidance, vocational screening and the like.
They might come in contact in various ways like through internet, email, calling services and the
like. Once the examiner and the subject meet, there has to be a rapport built from the end of the
examiner. This is crucial so that the subject feels at ease and gives out responses that are true to
him/her and not the ones that are socially desirable. Following the rapport building, the test
administration procedure starts. To begin with, instructions regarding the test are given out,
following which, any sorts of doubts are cleared and explained well. Then follows the responses
by the subject which are marked on an answer sheet. If in case of any response column is left
blank, the administrator has to convey that none of the items can be left unanswered and any
further doubts are cleared too. This is then followed by the scoring and interpretation of results
and a debriefing session for the subject. After the subject has been given a summary of the
results, s/he is thanked for participating in the test and escorted out of the testing area by the
examiner.

Standardization
The MAP Form A has only 147 items, which cover twenty normal personality
dimensions. The test items have been selected from a total pool of more than 2000 items that had
been tested and refined in programmatic studies on personality structure. Each of the items in the
questionnaire has three choices from which the subject may select one answer. Generally, the last
response (C) is an “uncertain”, or “somewhat” or “undecided” type of category. The instructions
specifically urge the subject not to use this category very frequently and keep it as a last resort
when both (A) and (B) are not suitable. All the items were carefully screened, and several criteria
were considered in the final item selection. The standardization of MAP Form A is based on
more than 3000 protocols tested at more than 15 locations throughout the country. Various
research scholars, assistants, and psychologists participated in this standardization. The sample
included college students, normal adults and occupational groups from various industries. The
primary sampling considerations were geographical locations (mainly town and cities),
occupations (to reflect socio-economic status) and age.
Administration of the test
All the forms of MAP are intended for administration in both group and individual
situations. However, in case of clinical work, the latter is preferable. The present scale is printed
on an 8-page long booklet. The front page contains the instructions for answering questions with
a few examples. Pages 2-8 contain the actual test items to be answered by the subject. Since the
scale is a power test, i.e. there is no time limit, an average subject takes approximately 25-30
minutes to complete the test. The MAP Form A has been designed for self-administration with
little supervision required. It should also be noted that the examiner should not under any
circumstance indicate to the subject that the scale is a ‘personality’ scale. If at all any statement
must be made about the nature of the scale, it should be referred to as attitude or interest scale.

Scoring
The scoring procedure in MAP Form A is quite objective. A stencil scoring key is provided
for this purpose.
1. Before starting the scoring procedure, the examiner should ensure that the subject has
answered all the questions in the booklet. If more than 15 questions are skipped, the test
is invalid and should not be scored.
2. It is important to ensure that the question has only one answer.
3. Place the key over the answer sheet.
4. Note that each answer scores are either 2 or 2 as indicated by the numbers printed above
the boxes, only exception being the ‘Ga’ dimension where the answers are scored either 2
or 0.
5. Add the scores vertically for each dimension and write it down at the bottom of the
answer sheet.
6. For dimension ‘vi’, add the scores seen in the shaded boxes at the bottom of the scoring
key and note it down in the right corner of the answer sheet.
7. Convert the raw scores into sten scores using the norm table.
8. Plot these scores on the profile sheet provided with the test materials.
Norms
The raw scores obtained on this test are converted into sten scores. The term ‘sten’ comes
from ‘standard ten’. The sten score is distributed over ten equal intervals of standard score
points, from 1 to 10. The basic set of norms consist of normal adults and college students. Since
significant differences were found between males and females on some of the dimensions, the
norms for each group were prepared separately. Thus, were different tables found for them too in
the manual. Once the test administrator has decided which table will be the most appropriate, the
use of norm table becomes quite straightforward. A normative group data for various
occupations are also available.

Reliability
Reliability or internal consistency is the agreement of dimension scores with itself under
some change of conditions. The reliability of MAP Form A was calculated as split-half reliability
and test-retest reliability coefficients with a one-week interval. For calculating the split-half
reliability, a trail run of the present scale was conducted. The reliability was computed for over
1000 individuals using Spearman-Brown formula. The scale was divided into two parts using the
odd-even method and care was taken to ensure that each half contained more or less the same
number of questions. The test-retest reliability was also calculated for the present scale by
calculating the correlation coefficient between two sets of scores of the same individual on the
same scale, with one week’s time interval. The sample size was approximately 600 subjects.

Test – retest and Split half Reliability Coefficients

Dimension Test – retest Dimension Split – half

Ad .69 Ad .72
Am .63 Am .68
Bo .72 Bo .76
Co .71 Co .75
En .70 En .73
Ga .58 Ga .62
Gp .65 Gp .69
Im .62 Im .65
In .68 In .75
Ld .68 Ld .73
Ma .65 Ma .70
 Mh .70 Mh .73
Mo .72 Mo .75
Sc .61 Sc .66
Se .72 Se .75
Sh .65 Sh .68
Ss .68 Ss .72
Su .72 Su .75
Sw .74 Sw .77
Tn .72 Tn .76

Validity
Validity refers to how well a scale measures what it purports to measure. In case of
ability or achievement tests, this can be done more easily and directly. However, in case of
personality tests, establishing validity becomes a difficult task. MAP Form A measures 20
independent personality dimensions and in order to verify that the dimensions were indeed
independent of one-another, factorial validity was used. Factorial validity is a technique which
uses factor analysis in order to show independence of each dimension. Thus, for a test to have a
high factorial validity, it has to be measuring only one functional unity with an exclusion of other
elements as far as possible. The ultimate goal is to device tests which measure only one
functional unity relatively independent of others, i.e., having low inter-correlations. Such pure
tests can then be used as subtests in a comprehensive measuring instrument. In MAP Series,
these functional unities are identified by analysing the inter-correlations among a number of
separate, relatively restricted measures, which identify the common factors for obtained
coefficients. Factor analysis is thus intended to reduce the number of variables, or test categories
needed to represent an individual’s traits for specific purposes. Thus to be true to its design, each
dimension should have one “important” loading and 19 “unimportant” loadings.

Factorial Validity Coefficients of the Map Form A

Dimension Validity Dimension Validity

Coefficients Coefficients
Ad .83 Ma .80
Am .79 Mh .83
Bo .84 Mo .84
Co .84 Sc .78
 En .83 Se .84
Ga .76 Sh .80
Gp .80 Ss .82
Im .78 Su .84
In .82 Sw .86
Ld .82 Tn .84

Administration:

Aim
Self-efficacy scales aim to assess an individual's beliefs in their own capabilities
to perform tasks or achieve goals within a particular area. This assessment provides insight
into how confident a person feels about their abilities.

Scoring and Interpretation

Name Age Gender Education Location Emotional State

Mamta 17 Female SYJC P.N.Doshi Nervous
Pandya (12th grade) College
Test taker Profile

Table 1
Description Dimensions Raw score Sten score

Adaptability Ad 10 7
Achievement Motivation Am 9 7
Boldness Bo 4 3
Competition Co 10 8
Enthusiasm En 4 2
General Ability Ga 14 10
Guilt Proneness Gp 8 6
 Imagination Im 8 5
Innovation In 4 2
Leadership Ld 8 6
Maturity Ma 6 2
Mental Health Mh 1 1
Morality Mo 5 1
Self-Control Sc 12 9
Sensitivity Se 12 8
Shrewdness Sh 7 6
Self Sufficiency Ss 4 3
Suspiciousness Su 7 4
Social Warmth Sw 8 6
Tension Tn 6 5

Adaptability is the dimension that refers to the ability to make appropriate response
changes in face of altering situations or circumstances. It was seen that with a raw score of
10, the corresponding sten score summed up to 7. This highlights that the participant stands
in the grey area, which means, depending on the situation, the participant sometime is
adaptable, accommodating and will accept and adjust to situations

Achievement Motivation reflects the amount of actual experience an individual has

had and the degree to which the person is currently interested and concerned. The participant
achieved a raw score of 9 which corresponded to a sten score of 7, the participant may or
might not show the characteristics of the dimension of achievement motivation somewhat
ambitious, interested in building her career and has realistic involvement in her life.

Boldness is a dimension that throws light on individuals who enjoy being the centre
of attention and are accepting of challenges with open arms. The participant received a raw
score of 4 that corresponded with a sten score of 3. This score reveals that the participant is
low on the dimension of boldness and that she is not likely to indulge in activities that are
adventurous, socially bold and needing energy and insight. she also stands a chance of
getting affected by external stressors.

Competition refers to the trait of being self-assertive, dominating and aggressive.

With a sten score of 8, the participant’s raw score was seen to be 10. This score means that
the display of the characteristics of this trait is strong, she may always be independent
minded, stern and assertive. She would like to put forth her ideas and prefer having things in
her own way. She is driven by a strong desire to perform and excel, particularly in
competitive settings, possibly striving for achievement and success.

Enthusiasm is related to characteristics like being cheerful, talkative and expressive.

With a raw score of 4, the corresponding sten score was seen to be 2. This implies that the
participant is low on the trait of enthusiasm. It is often possible that the participant will not
indulge in activities requiring enthusiasm and that she tends to be sober, serious and not
externalizing her inner conflicts.

General Ability refers to the ability to be insightful, intellectual and good with
making observations. With a raw score of 14, the sten score obtained was 10. The score
indicates that she has exceptional cognitive abilities, likely highly intelligent and capable in
intellectual tasks. She might always act in an intellectual manner and be extremely well with
observations.

Guilt Proneness is characterized by traits such as escapism, insecurity, depression, etc.

A person high on this dimension cannot face and accept the wrongdoings that they’ve
committed. The participant was seen to have a raw score of 8 which corresponded to the sten
score of 6. This indicates that the participant is moderately accountable and sensitive to
feelings of guilt or remorse.

Imagination refers to the dimension which studies self-absorption, traditionality of

ideas, practicality, etc. A person high on this dimension shows characteristics such as
being self-absorbed, impractical and untraditional in ideas.
The participant was seen to have a score of 8 which corresponded to a sten score of 5. This
result implies that the participant has moderate levels of imagination or creativity.

Innovation refers to the trait of being liberal, analytical, creative, unconventional,

etc. People high on this trait do not believe in traditions, and rather, trust logic. In this
dimension, the participant was seen to have a raw score of 4 which corresponded with a sten
score of 2. This score implies that the participant is less inclined toward unconventional or
original thinking. Many a times, she doesn’t go by logic and can be conventional too.

Leadership
refers to the ability to direct and control the attitudes and actions of others. As can be
seen, with a raw score of 8, the participant attained a sten score of 6. This implies that the
participant has moderate leadership qualities or skills and is self-confident, exhibits an
influence over others, has some sort of strong will power and is responsible.

Maturity is congruous with psychoanalysts’ notion of ego strength. It refers to that

trait of having a realistic view of life and being emotionally stable. The participant was seen
to have obtained a raw score of 6 which corresponds to the sten score of 2. This implies
that the participant has a lack of emotional stability. This might indicate higher susceptibility
to stress, mood swings, or difficulty in handling emotions effectively. Participants with lower
maturity scores might struggle with long-term planning or thinking ahead about
consequences.

Mental health is more than just the absence of problems; it is a pleasant state. This
attribute encompasses a range of personality traits, including emotional stability, impulsivity,
self-security, and low tension. It was seen that the participant had received a score of 1,
which lined up with the sten score of 1. This suggests that the individual is undergoing severe
psychological suffering due to mental health issues including anxiety, depression, or other
mental health disorders. She may be going through serious challenges that are affecting their
day-to-day activities, interpersonal interactions, or general quality of life.
 Morality is characterized by a high sense of duty, attentiveness to people, emotional
discipline and responsibility. As can be seen, the participant’s raw scores were 5,
which correspond to the highest sten score of 1. A score of 1 indicates a lower
inclination toward adhering to traditional moral values and ethical norms. They might be
more inclined toward ethical relativism, viewing moral judgments as subjective and context-
dependent rather than absolute. Participant might prioritize individual freedoms and personal
values over strict adherence to societal or cultural morals.

Self-Control includes traits such as high self-image, social consciousness, and strong
willpower. People show socially approved character responses, persistence, foresight,
considerateness of others, etc. With a raw score of 12, the participant’s sten score summed up
to 9. Individuals with a score of 9 in self-control likely possess a high degree of self-
discipline, enabling them to manage impulses effectively. They can maintain emotional
stability even in challenging situations, demonstrating control over their emotional responses.

Sensitivity is characteristic of traits such as tender-mindedness, over-protectiveness,

dependency, and attention seeking. The participant obtained a raw score of 12 which
corresponded to a sten score of 8. Participants with a score of 8 in sensitivity tend to be
highly attuned to their own emotions and those of others, demonstrating a heightened level of
emotional responsiveness. They are likely to be empathetic and compassionate,
understanding and responding to others' feelings with sensitivity.

Shrewdness includes traits such as being calculative, immaculate and socially alert.
People high on this dimension cannot share their feelings and are not easily swayed away.
The participant obtained a raw score of 7 which corresponded to the sten score of 6.
Participants with a score of 6 in shrewdness often possess practical intelligence,
demonstrating astuteness in navigating various situations. They might display a knack for
making wise and informed decisions, considering multiple factors and potential outcomes.
 Self-sufficiency refers to the dimension consisting of traits such as being
independent, manipulative and enterprising. People high on this trait prefer working and
solving problems alone, without anyone’s help. Participants with a score of 3 in self-
sufficiency might exhibit lower levels of independence or self-reliance. They might rely
more on others for assistance or guidance in various tasks or decision-making processes.
Lower self-sufficiency scores might indicate a preference for collaborating with others rather
than working independently.

Suspiciousness is associated with traits such as being skeptical, jealous, irritable and
living on frustration. On this dimension, the participant’s raw score was seen to be 7 which
corresponded with the sten score of 4. Participants with a score of 4 in suspiciousness might
display a moderate level of caution and wariness in their interactions. While displaying
caution, participants might not completely distrust others but rather approach new
relationships or situations with a degree of skepticism.

Social Warmth is associated with being warm-hearted, personable and easy to get
along with. Such people are even likely to share their feelings easily with others. As can be
seen, the participant obtained a raw score of 8 which corresponded with a sten score of 6.
Participant with a score of 6 in social warmth tend to exhibit a moderate level of sociability
and warmth in social settings. They are likely to be approachable, friendly, and amiable in
their interactions with others. Moderate social warmth suggests an ability to form
connections but might take time to establish deeper relationships.

Tension is characterised by traits such as being short-tempered, suffering from sleep

disturbances and getting irritated by small things. The participant’s raw score was seen to be
6 which corresponded with a raw score of 5. Participants with a score of 5 in tension might
experience moderate levels of stress or anxiety in certain situations. They might demonstrate
a balance between managing stress and occasionally feeling overwhelmed, maintaining a
moderate level of tension. Moderate tension scores might indicate occasional feelings of
anxiety or nervousness without it significantly impacting daily functioning.
Conclusion
The MAP Personality Test is a comprehensive assessment platform that provides
decision, support for the recruitment and development of employees, leaders and organisations.
Since it is a data driven tool it collects and reuses data to find the top candidate.

The assessment results indicate that the participant has a range of strengths and
weaknesses in various personality dimensions. They possess exceptional cognitive abilities, are
moderately accountable and sensitive to feelings of guilt or remorse, have moderate leadership
qualities, and are highly attuned to their own emotions and those of others. However, they also
lack emotional stability, are experiencing high levels of psychological distress, have a lower
inclination toward adhering to traditional moral values, might exhibit lower levels of
independence, and might display a moderate level of caution and wariness in their interactions. It
is crucial for the participant to address their psychological distress and develop strategies for
managing emotions effectively. Additionally, they could benefit from exploring opportunities to
enhance their emotional stability and self-sufficiency
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