Personality Traits and Empathy Index among senior high school

students in University of Mindanao

A Research Project

Presented to the Faculty of the Senior High School Department

University of Mindanao, Davao City

In Partial Fulfillment of the Requirements

In APP 5 (Practical Research 2)

1st Semester, SY 2021 – 2022

Balbero, Jeny B.

Jimenez, Rolando M. III

Masumpad, Mecka Ella D.

Trosio, Darlene Mae G.

Separis, Grislee Kenn G.

December 2022
 Chapter 1

Introduction

Background of the Study

This study examines how student preferences for senior high school

majors and

careers and choice of high school specialization can influence personality

traits. We will use a large data-set that combines administrative and survey

data for secondary school students in the Netherlands. Personality traits were

related to varying degrees, with the student's preference for senior high

school and her

decision to specialize in a senior high school program. Moreover, empathy is

a complex

phenomenon that includes both cognitive and emotional components.

Empathy is also related to powerful social skills that require emotional

intelligence and practical communication skills in all situations. Empathy

emphasizes health and education policies for medical professionals.

Many studies have found that non-cognitive factors such as attitudes,

beliefs, confidence, pleasure, desire, and other underlying assumptions in

China and the USA can influence American students' career decisions. In

general, their interest in and persistence in senior high school suggests that

many of
these effects' structures must it considered. B. Social Influence, Gender,

Science Interest, and Ethnicity Students investigated the impact of prior

knowledge, problem-solving learning strategies, and informal educators,

family members, and peers for support and guidance. According to

theresearch, teachers, parents, and peers all significantly impact children's

senior high school interests and can be used to predict senior high school

self-efficacy and career

direction (Rezayat & Sheu, 2019).

In the Philippines, personality traits highlight the characteristics of a

person, and everyone has a fictional sense of their identity. Understanding a

person's personality helps them communicate and develop their own identity.

It is essential because it helps; furthermore, Abdullah's research on

personality traits and academic performance concluded that he had no

significant relationship with personality. We have found that only a whole

personality affects a student's academic performance. It is also limited to a

sample population of Filipino undergraduate and high school students. The

study found that certain factors, especially the academic performance of

Filipino students, had a positive impact on the variables. Understanding one's

personality is key to performing well in a particular field (Tus, 2020).

A study by Elnar (2014) in the University of Mindanao in the province of

Davao del Sur, Digos City, explored that conscientiousness, emotional

stability, extraversion, openness, aggression, and optimism are personality

traits that contribute to the intention to pull out from education. Personality and

interest have specific measurements that are very much related to a student's

ambition. Also, according to the study by Eyong (2014), personality is the total
number of characteristics of different people or how stable a person's

behavior is across many situations. It means that the qualities of an individual

are noted as traits, "enduring dimensions of personality characteristics which

differentiate people from one another" (Colman, 2004 in Daminabo 2008). It

means that traits are the total amount of stable personalities in a person in

different situations and times.

We researchers conducted this study to learn about a student's

personality traits, specifically the stem student. It will help students succeed in

online courses by creating a more conducive learning environment. Study

shows that students' cognitive styles are critical to their success in online

courses. Furthermore, developing empathy benefits both senior high school

education's human and technical aspects. Kindness improves technology. It

can teach compassion and empathy in a senior high school classroom

because we researchers believe sympathy and senior high school are not

mutually exclusive.

Statement of the Problem

This study aims to determine the personality traits and empathy index

among senior high school students at the University of Mindanao.

1. What is the level of personality traits of senior high school senior high

school students

in terms of:

1.1 Extraversion;
 1.2 Agreeableness;

1.3 Conscientiousness;1.4 Emotional Stability; and

1.5 Intellect?

2. What is the level of empathy index of senior high school students

in terms of:

2.1 Affective Response;

2.2 Emotion Regulation;

2.3 Perspective Taking;

2.4 Self–Other Awareness; and

2.5 Empathic Attitudes?

3. Is there a significant relationship between the personality traits and

empathy Index of senior high school students?

Research Hypothesis

The hypothesis of this study was tested at 0.05 level of significance:

Ho1: There is no significant relationship between the personality traits

and empathy index of senior high school students.

Significance of the Study

This study examines the relationship between student empathy and the

use of senior high school integration in science courses. This classroom

ethnographic

qualitative research had conducted within the third space theory framework,

which fosters an environment in which students' sociocultural perspectives,

life experiences, and educational backgrounds can interact. This research

also educates those involved in education about how a student's personality

affects academic progress.

Teachers. The conduct of this study will benefit the teachers, for they

will know learners' empathy and personality traits.

Parents. Through this study, parents will learn how strongly empathy

correlates with a child's personality traits.

Society. The results of this study benefited society by knowing if

personality traits are related to the empathy index.

Students. The student will be aware of empathy and personality

qualities.

Country. Through this research, people, especially the next

generation,

learned about the significant relationship between personality traits and

the empathy index.

Research Community. This study served as an open ground for future

researchers in the research community about the relationship between

empathy and learners' personality traits.

Scope and Delimitation of the Study

This study focuses on the personality traits and empathy index of the

senior high school students in Grade 12 at the University of Mindanao. The

researchers

aim to conduct whether there is a significant relationship between personality

traits and empathy index in senior high school students.

Moreover, among all senior high school students, only 245

participants currently enrolled in the University of Mindanao will be the

participants in this study. Each participant will answer the survey

questionnaire the researchers gave through google forms. Lastly, the

researchers chose the University of Mindanao as the setting of this study

since it is more considering that the researchers are students in this

university.

Definition of Terms

The following terms used in this study were defined to establish a common

frame of reference:

Personality Traits. Personality traits imply the consistency and stability of

someone who sums up high on a specific trait. So, the foundation of trait

psychology is the idea that individuals differ from one another based on where

they stand on a set of fundamental trait dimensions that hold true throughout

time and in various contexts (Diener et al., 2019). Understanding a

person's personality trait can help us to understand the preferences of other

people, and how and why these might be different. In this study, it is defined

as people's characteristic patterns such as thoughts, feelings, and behavior.

Empathy Index. It is defined by Batson (1991), Hoffman (2000), and Miller &

Eisenberg (1998) stated that the word empathy is a critical component of

human response that is recognizing constructive development in addition to

inspiring us to provide a hand and seek justice for others, it also discourages

us from acting violently toward them. Empathy is the ability to sense another

person's emotions, and the ability to imagine what someone else is thinking or

feeling. An index is a method to track the performances of a group in a normal

way. In this study this means that the empathy index records many types of

empathy and their impacts that have been demonstrated by people and

researched by academics.

Theoretical and Conceptual Framework

This study stated that Gordon Allport, In his 1936 Trait Theory, a

psychologist discovered that the English dictionary contains over 4,000

entries describing various personality traits. These traits he classified into

three categories, according to Allport. They often paint a person's personality

in such a vivid picture in their name. is mentioned. These broad traits serve as

the core tenets of your personality. The main characteristics that we might use

to describe another person are emphasized by central characteristics that are

less obvious than basic aspects. Adjectives such as ” are said to be important

qualities. Attitudes and preferences may be associated with secondary

characteristics. They often appear only in certain situations or in certain

places.

In addition, Albert Bandura's social learning theory emphasizes the

importance of observing, modeling, and mimicking the behaviors, attitudes,

and emotional reactions of others. The social learning hypothesis considers

how environmental and cognitive factors interact to influence human cognition

and behavior. Regarding social learning theory, Albert Bandura (1977) agrees

with behaviorist learning theories of classical and operant conditioning.

Observed people are role models. Children are surrounded by a variety of role

models in society, including B. A peer of the same age, a school teacher, a

parent at home, or a character on children's television.

The figure below shows the senior high school students' personality

traits based on

their empathy index. These variables affect their empathy index in their

personality traits entirely significantly.

Independent Variable Dependent Variable

Empathy Index:
Personality Traits:
 Affective Response
  Extraversion
  Emotion Regulation
  Agreeableness
  Perspective Taking
  Conscientiousness
  Self–Other
  Emotional Stability
Awareness
  Intellect
  Empathic Attitudes
 Figure 1. Conceptual Framework of the Study

Review Related Literature

This chapter focuses on the literature and studies used and included in

this research, both domestic and foreign. It focuses on several aspects that

will help the researchers finish this paper. This study is a general assessment

of senior high school students' personality traits and empathy index.

Personality Traits

Extraversion. According to the study of Jackson and Schiender (2014),

extraversion is interpreted as a stable personality mainly characterized as the

proneness to feel positive emotions. A person with personality such as this

primarily tends towards being sociable, talkative, assertive, energetic, and

warm. Extravert individuals prefers an environment that is exciting, stimulation

a social interaction. They also stated that extraverts are high in positive affect

between personality and happiness. The researchers concluded that

extraverts are happier and that aspects of extraversion like warmth,

sociability, interaction with people, social participation and activity contribute

to positive enjoyment and life satisfaction.

Agreeableness. The Five Factor Approach to Personality's maximum

critical function, agreeableness, is related to some traits related to incentives

to keep social harmony. In assessment to the alternative 4 persona traits,

agreeableness has obtained a way of much less empirical interest and a way

of much less conceptual development. One excess of this non-stop persona

function is antagonism. This bankruptcy appears in theoretical conceptions of

antagonism. Methodological assumptions, mental mechanisms, and

atheoretical procedures are 3 forms of conceptual troubles that have an effect

on the translation of empirical research on adverse outcomes. Following those

introductory concerns, we scrutinized theoretical options to clinical motives of

empirical findings for the antagonism-agreeability continuum based on

(Graziano & Tobin, 2019).

Conscientiousness. According to (Robert, 2014), conscientiousness is

a personality construct that is a core determinant of health, positive aging, and

human capital. A large body of work has contributed to our understanding of

this important aspect of personality, but there are multiple conceptual and

methodological issues that complicate our understanding of

conscientiousness. In order to accomplish this, we examine the conceptual

status of conscientiousness as a personality trait, prior studies concentrating

on the underlying dimensions of conscientiousness, the nomological network

in which conscientiousness is embedded, and the various methods that have

been employed to evaluate the various dimensions of conscientiousness.

Emotional Stability. A rapidly growing body of economic research uses

personality traits to forecast various socioeconomic outcomes and

demonstrates that emotional stability is typically correlated negatively with

outcomes in mental health, education, and the labor market, whereas

conscientiousness is almost seen as a guarantee for desirable outcomes.

Since successful leaders are expected to project confidence and create a

psychologically safe environment for their team so that members can

anticipate their actions, emotional stability is seen as a crucial leadership

quality. responses of the leader in crisis situations. According to (Goudreau,

2015), managers, who are able to manage theirs and other people’s emotions

make the emotionally intelligent leaders and competent ‘superstar bosses’.

Intellect. Because data lacks facts, uncertainties, and ambiguities, a

responsible and educated person must realize that human intellect is

irreplaceable in the analysis of complex and arbitrary situations. You will

notice immediately. As a result, the field of "knowledge management" based

on human cognition was born. Procházková (2014) defines human

intelligence (understanding) as the ability of the human mind to generalize

experience, deal with abstract terms, and draw conclusions from

assumptions.

Empathy Index

Affective Response. Based on (Zhang, 2013) affective response, also

known as affective response (AR), is a broader term that includes a person's

emotional response to a stimulus, as well as the emotional appraisal of the

stimulus. Affective responses are of particular interest to ICT researchers

because of their focus on the interaction and intersection of a person and her

ICT. Among emotional reactions, emotional judgments require more attention.

The literature on emotional thinking in this area is perplexing and begging for

clarification. The concept of sentiment evaluation is therefore given special

consideration in taxonomies.

Emotion Regulation. In general, emotional regulation is a term to describe

a persons capacity to properly control and deal with an emotional experience.

But the key idea stated in the study of Sheppes and Gross (2012), is that the
purposes of emotion regulation is to alter the process that generates

emotions, and it entails the intentional recruitment of one or more processes

to affect emotion creation. It could entail actions like evaluating a difficult

circumstance to lessen anger or stress, hiding visible indications of grief or

fear, or concentrating on things that make you feel pleased or at ease. What

might it be, it is clear that emotions can be controlled in many different ways.

Perspective Taking. There hasn't been a direct investigation into how

prior experiences affect how easy it is for someone to perceive things from

another's perspective. However, in a series of studies by (Chambers & Davis,

2012), an ease of self-simulation heuristic was proposed, where the ease with

which a person can imagine him or herself in another’s situation is used “for

gauging their empathic reactions to the target”. These studies support the

idea that ease predicts empathic outcomes (sympathy and willingness to

help).

Self-Other Awareness. According to (Krol, 2021), Empathy is

fundamental to social functioning. Despite the fact that empathy entails

sharing emotional, Research also emphasizes the significance of separating

the self from the other for the best empathic response. Sharing another

person's emotions without making an adequate self-other distinction can

result in

personal distress, a self-focused aversive reaction that frequently

results in withdrawal from the situation, as opposed to empathic concern, an

other-focused response of care. Being empathic, or in the state of empathy, is

the ability to accurately perceive another person's internal frame of reference,

along with the emotional implications and meanings that go along with it,

without losing the as-if condition.

Emphatic Attitudes. Many studies have shown that women tend to be

more empathetic than men (Fields et al., 2011). A longitudinal study from Italy

showed that a special training course to improve nursing students' empathy

skills was more effective for female students than for male students. Studies

have shown conclusive results on the development of empathy during nursing

research. A cross-sectional study conducted in Australia by (Williams et al.,

2014) found no statistically significant differences in mean levels of empathy

between students in different grades (McKenna et al., 2012). Therefore, an

empathic attitude is when you train to improve your empathy skills.

Chapter 2

Methodology

This chapter discusses the research design used in this study, the

place of the conduct of this study, the research respondents, the research

sampling method, the research instrument, the data gathering procedures,

and the statistical tools used in the data analysis and in interpreting the results

of this study.

Research Design
 This research study applies the quantitative correlational design.

According to (Tan, 2014), a correlational study seeks to ascertain the

relationship between two or more variables. This study can use a correlational

research design to gather information from the student participants regarding

their personality traits and empathy index. In order to ascertain the

relationship between personality traits and the empathy index of senior high

school students, the researchers set out to conduct this study.

Research Participants

The Participants in this study are the grade 12 senior high school

students from the University of Mindanao in the school year 2022-2023 with

the new blended learning modality, located at Bolton Campus, Embassy Area.

The participants are specifically chosen from the STEM, ABM, and HUMSS

students. As stated the research participants will be 12 senior high school

students, with the population size of 397 senior high school students. The

researchers of this study used the convenience sampling method from

selecting respondents. Furthermore, Raosoft recommends a sample size of

192 students for this study.

Convenience sampling is a technique where participants are chosen

for the study because they are readily accessible, nearby geographically,

available at a specific time, or ready to participate (Etikan et al., 2016). In

other words, this type of sampling strategy implies that participants are

chosen wherever they can be found or participants who are most convenient.

For that reason, all the chosen participants in this study are the fraction of the
selected total population are all based on their availability. Giving the purpose

of this study, which is to access the personality and the emotional state of the

senior high school students at the University of Mindanao.

Research Instruments

To evaluate the Personality Traits, the researchers adapted the

questionnaire from (Mlačić & Goldberg, 2007) "An Analysis of a Cross-

Cultural Personality Inventory: The IPIP Big-Five Factor Markers in Croatia''

and Empathy Index adopted from (Lietz et al., 2011) “The Empathy

Assessment Index (EAI): A Confirmatory Factor Analysis of a

Multidimensional Model of Empathy.”

The questionnaire is organized into five sections, and each titled after a

distinct statistic. The first indicator contains six(6) questions, the second has

seven(7), the third has seven(7), the fourth has six(6), and the fifth has six(6).

On the other hand, the respondent's level of agreement with the statement or

question presented is determined on a scale of 1-5. A score of one(1) means

to disagree entirely, and two(2) means to disagree. Three(3) means neither

agree nor disagree, four(4) means agree, and five(5) means to agree.

The Test Empathy Index survey questionnaire is divided into four

sections of 17 questions each. Questions for respondents are set on a scale

of 1 to 5. Moreover, one(1) means strongly disagree, and two(2) means to

disagree. Three(3) means neither for nor against, four(4) means agree, and

five(5) means strongly agree.

In addition, before the actual survey started, the researchers executed

pilot testing to guarantee the credibility and reliability of the answer sheet.

Thirty-three students at the University of Mindanao were asked to answer the

questionnaire, and their readiness for actual administration and the survey

were verified.

Table 1. The table below suggests the level of personality traits using

the following range of means, descriptive equivalent, and interpretation

below.

Range of means Description Interpretation

4.50-5.00 Very High This implies that

students’ personality

traits is constantly

observed.

3.50-4.49 High This implies that

students’ personality

traits is often observed.

2.50-3.49 Moderate This implies that

students’ personality

traits is seldom

observed.

1.50-2.49 Low This implies that

students’ personality

traits is sometimes
 observed.

1.00-1.49 Very Low This implies that

students’ personality

traits is never

observed.

Table 2. The table below suggests the level of empathy index using the

following range of means, descriptive equivalent, and interpretation

below.

Range of means Description Interpretation

4.50-5.00 Very High This implies that

students’ empathy index

is constantly observed.

3.50-4.49 High This implies that

students’ empathy index

is high observed.

2.50-3.49 Moderate This implies that

students’ empathy index

is moderate observed.

1.50-2.49 Low This implies that

students’ empathy index

is low observed.

1.00-1.49 Very Low This that students’

empathy index is very

 low observed.

Data Gathering Procedures

Researchers observed the following step-by-step procedures in

conducting this study and collecting data. The data collection procedures

used in this study are described below.

Asking Permission to Conduct the Study. The researcher writes to

the high school principal and asks for permission to conduct the research.

This includes administering survey tools to respondents.

Informed Consent Form. Before each survey begins, respondents will

be asked to sign a consent form authorizing their participation in the research

study. Individuals have the right to make informed choices for themselves and

choose whether or not to share the data they possess while respecting the

human freedom of the respondent and the independence of the research. The

researcher's role is to enable the subject to make sense of this and its future

implications.

Administration of Questionnaire. After accepting and replying to the

above letter, the researcher will continue to distribute questionnaires to

respondents who are high school seniors at the University of Mindanao in

their free time. The questionnaire will be edited by the researcher once the

responses are completed.

 Collection and Encoding of Data. After the questionnaires have been

collected and compiled, the researcher's role is to organize, present and

analyze them.

Data Analysis

To analyze the data gathered by the researchers about the personality

and the emotional state of our respondents, we used the following statistical
tools.

Mean. To determine, take all of the data, add them together, then

divide the result by the variety of values ( Hoare, Z., & Hoe, J. 2013). In this

study, it is used to know our respondents personality and their emotional

state.

Standard Deviation. It provides a sense of a sample's variability. The

further the sample is spread out around the mean, the higher the standard

deviation is. This was used to tell the measurements for a group that is spread

out from the average mean.

Pearson-r Correlation. According to Hoare and Hoe (2013), this is for

Calculating the linear relationship between two variables, here. It ranges from

-1 to +1, with 0 denoting no connection, -1 denoting that as one value rises,

the other falls, and +1 denoting that as one value grows, the other also rises.

This was employed to determine the relationship between students’

Personality traits and Empathy index.

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