CHAPTER I

 
INTRODUCTION TO PERSONALITY
OBJECTIVE:
By the end of this chapter, you will be able to:

• By the end of this chapter, you will be able to:

• Define the personality and basic of personality
• To known the nature of personality and types of personality
• To distinguish the dimensions of Theories of Freud and
Erickson
• Known the importance of significance of personality
development
• To understand the five aspects of personality
 Learning Activities:
DEFINITION OF PERSONALITY AND BASICS OF
PERSONALITY

What Is Personality?
Personality refers to the long-standing traits and patterns that propel individuals to consistently
think, feel, and behave in specific ways.
Our personalities are thought to be long term, stable, and not easily changed.
The word personality comes from the Latin word persona. In the ancient world, a persona was a
mask worn by an actor. While we tend to think of a mask as being worn to conceal one’s identity,
the theatrical mask was originally used to either represent or project a specific personality trait of a
character.
 Happy, sad, impatient, shy, fearful, curious
What characteristics describe your personality?
WHAT IS BASIC PERSONALITY?
• An individual's unique, covert, or
underlying personality characteristics. The shared
behavioral traits of individuals raised in the same culture
and experiencing similar child-rearing practices.
• Personality can be described as: the collective qualities,
characteristics, disposition and values of a person which
distinguish him or her from others
• A person’s personality should be seen as on-going
development process.
DETERMINANTS OF PERSONALITY

• BIOLOGICAL FACTORS
• CULTURAL FACTORS
• SOCIAL FACTORS
• SITUATIONAL FACTORS
BIOLOGICAL FACTORS
Brain

Brain is one of the most important factors of personality

determinant.
It is generally believed that the father and the child adopt almost
the same type of brain stimulation and the later differences are
the result of the environment in which the child has been grown
up.
Physical

One of the most important factors in determining personality is the

‘Physical Characteristics’ of an individual.
It is believed that this factor plays a vital role in determining one’s
behavior in any organization.
Heredity Factors

Heredity factors are the ones that are determined at the time of conception.
These factors not only affect the physical features of a person, but the
intelligence level, attentiveness, gender, temperament, various inherited
diseases and energy level, all get affected by them.
SOCIAL FACTORS

Social factors also play a vital role in determining one’s personality.

The society that we live in, the cultural environment that we face
daily, the community we get interacted to, all are included in this
factor.
CULTURAL FACTORS AND RELIGIOUS
FACTORS

The culture in which one lives in, that may involve traditional
practices, norms, customs, procedures, rules and regulations,
precedents and values, all are important determinants of personality.
SITUATIONAL FACTORS

Although these factors do not literally create and shape up an individual’s

personality, situational factors do alter a person’s behavior and response from time
to time.
The situational factors can be commonly observed when a person behaves
contrastingly and exhibits different traits and characteristics.
For example, a person’s behavior will be totally different when he is in his office,
in front of his boss, when compared to his hangout with old friends in a bar.
  
NATURE PERSONALITY
WHAT IS NATURE
PERSONALITY?
Personality 

embraces moods, attitudes, and opinions and is most clearly expressed in

interactions with other people.
It includes behavioral characteristics, both inherent and acquired, that distinguish
one person from another and that can be observed in people's relations to the
environment and to the social group.
“Personality is the key to adjustment and mental
health. A healthy, well-develop and well-integrated
personality is a guarantee of effective adjustment.”

Alexander Schneiders
DEVELOPMENT OF PERSONALITY

Personality development begins at birth and develops gradually. The infant

possesses only the barest rudiments of personality. Potentialities for growth
should be developed and the process is known as maturation.
 The infant is entirely self-centered.
 During the child’s second or third year, he or she usually
become stubborn, even to reasonable suggestions and
wishes of others.
 By the age of three, the child has already moved towards
further personality differentiation.
 The child from four to five years of age is extremely
talkative, and is curious about the surrounding world.
 The sixth year, because of their growing concern for ethical and
moral behavior.
 Children from Six to seven years old are usually very active full
of vigor and very energetic.
 The seventh year is a milestone in a child’s life.
 Between eight and nine years’ old
 Period of “relaxation” where the child takes time to rest from the
exuberant period that preceded this age.
 Period of preparation for the critical age of puberty.
 At age ten, however
 Children become less calm and more difficult to handle.
 Their minds start to move forward, to develop.
 They start to make judgments and analyze things.
 They become very critical of anything that displeases them.
 Towards the age of eleven and twelve
 Children will start to hide behind small affectations and slyness.
 Believes that he or she is misunderstood and persecuted.
 It is also very difficult what is going on inside their minds.
 They do not understand themselves either.
 At twelve, childhood begins to fade and adolescence starts to flourish.
 The conditions which contribute to the
maintenance of emotional stability in later life
are:
1. Adequate material facilities (Nourishing food, sleep that is commensurate to
his or her needs and age, and health that is intelligently safeguarded)

2. Secure home life. (The need for affection and status should be satisfied in
home. This will result in confidence and stable outlook in life.)

3. Opportunities for self-expression (The child should be given reasonable

opportunity for self-expression.) 4. Protection from high emotional tension (The
child should be safeguarded against severe traumatic experiences or situations
which they cannot understand and evaluate.)

4. Opportunities for social living (It is through social intercourse that emotions
are developed in approved ways.)
CHILDRENS NEEDS FOR GOOD MENTAL
HEALTH

 To grow healthy and strong, children should have good food, plenty of
sleep, exercise and fresh air. Equally important is the fulfillment of
children’s emotional needs.
 To be both healthy and happy, children needs.
 Love
 Acceptance
 Security
 Protection
 Independence
 Faith
 Guidance
 Control
 PERSONALITY ADOLESCENCE

 Adolescence is the period of transition from dependence on adult direction and

protection to self-determination.
 The pubescent stage is from 12-15 years for females and 14-17 years for males.
 Many facets of intelligence develop at a rapid pace with the onset of adolescence.
 Emotional attitudes of adolescence are unpredictable, as they swing from
optimism and enthusiastic cooperation to withdrawal and pessimistic depression.
 Physiological changes make young adolescents aware of one’s role.
 The degree of physical energy, the types of pleasurable activities engaged in are
representative of the interest of one’s cultural group.
 PROBLEMS IN ADOLESCENCE
1. Freedom from parental supervision the adolescent faces the problem of
achieving self-discipline while still under parental control and dependent upon
the family.
2. Constructive use of leisure
 Team sports
 Club activities
 Hobbies
3. Sexual relationships Emotional difficulties arise because of correct or
inadequate information concerning sex.
4. Peer adjustment the peer culture acts as transition period reaching adult status
in the community.
5. Intellectual maturity Attitudes are formed, which are likely to remain
relatively unchanged throughout life.
6. Vocational choice Adolescent make little or no preparation for an occupation.
7. Emotional maturity Adolescent must learn to channel his/her impulse to
constructive endeavors.
8. Development of life goals One factor in attaining maturity involves the
development of life goals and healthy personal philosophy.
 FACTORS IN PERSONALITY
DEVELOPMENT
 Personality is basically developmental in nature and factors, such as learning,
training, and discipline, are of primary importance in its development. These
factors are experienced at home, in the school and in the community.
 Home and Mental Health

 The home is the first and most significant agency that affects the life of a
child. Aside from physical care, a satisfactory family life is indispensable
to the adequate development of the child.

• Because of the relation between personality and environment, family

cohesion and disruption are fundamentally important to adjustment and
mental health. The saying “a broken home results in a broken child” has
been found to be true in many instances.
The following aspects of inter-parental relationships were found to be
factors to child adjustment:

1. Tension over matters of sex

2. Problems of ascendancy-submission
3. Lack of consideration for each other
4. Lack of cooperation concerning the upbringing of the child
5. Extramarital relations
6. Problems of health
7. Insufficient to talk over differences to mutually acceptable solutions
8. Insufficient expressions of affection
9. Tension over friends, work, and relatives
 INADEQUATE PARENT-CHILD
RELATIONSHIP
Emotional rejection of the child

 Rejection may be defined as an overt behavior toward an individual which

leads him to believe that he is neither loved nor valued.
The following are practice which indicates parental rejection:

1. Emphasis on the children’s shortcomings

2. Severe punishment and negative responses
3. Rigid discipline
4. Desertion
5. Eviction
6. Unfavorable comparisons with other children
7. Unfavorable verbal statements indicating the he or she is
unwanted
o Domination of the Parents
 Some parents are so rigid and uncompromising with their standards that
anxiety is created in the child. Thumb sucking, nail biting and bed-wetting,
which frequently are the results of anxiety, are met by threats and restraints by
the parents.
o Submission to the child
 A submissive parent is one who capitulates to unrealistic demands and
requests, usually following pressures and teasing by the child. › Submissive
behavior of parents tends to develop conceit, over-confidence, disobedience,
and disrespect for authority in children.
o Overprotecting the child
 Overprotection of parents involves over attention and pampering without
offering opportunities for the child to make decisions or to assume
responsibilities.
 Factors which appear to account for such
overindulgence:

a. Absence of love and affection in the parent’s own childhood.

b. Inharmonious marital relationships
c. Frustrations of personal achievement or thwarting of vocational aspirations
d. Loss of mate or of another child
 OTHERS DETRIMENTAL PRECTICES COMMON TO PARENTS
 

Some parents wish to relive their lives through their children’s career and thus impose
their vocational or professional ambitions without regard to the child’s own interest and
abilities.

 Some parents who have acquired considerable social and economic prestige because
of their perseverance and drive expect their children to be like them. › A parent who
has a strong preference for a child of a given sex is likely to make a child of the
undesired sex feel unwanted and/or will focus emphasis on the preferred sex
characteristics.
 ORIGIN OF PARENT-CHILD
RELATIONSHIPS

Child rearing practices of parents are greatly influenced by the manner in which
they themselves were reared. The adults upon whom the child must depend on the
exert the greatest influence on the child’s life- the parents, Grandparents, aunts,
uncles, or an elder sibling. Mother-child relationship Father-child relationship
Parent Surrogates
 DISCIPLINE
Through the years, the accepted social and educational philosophy of child
rearing is that control based on authority and command.

The modern view of discipline does not dispense with punishment but
utilizes it only when there are certain indications that it will result in
improved adjustment on the part of the child.
Nature Human Behaviour reveals that there
are four personality types — average,
reserved, role-model and self-centered — and
these findings might change the thinking
about personality in general.
The four personality include:
 Average: The most common type are people who are high in
neuroticism and extraversion while lower in openness.
 Reserved: People in this type are not open or neurotic but they are
emotionally stable. They tend to be introverted, agreeable and
conscientious.
 Role-models: These people are natural leaders with low levels of
neuroticism and high levels of agreeableness, extraversion,
openness and conscientiousness. They listen to new ideas and are
reliable.
 Self-centered: While these people score high in extraversion, they
rank below average openness, agreeableness and conscientiousness.
 What are the four types of personalities?
 The four-temperament theory is a proto-psychological theory which suggests that there are four
fundamental personality types: sanguine, choleric, melancholic, and phlegmatic. ...
 Temperament theory has its roots in the ancient theory of humourism.
 In the centuries after Galen, other researchers contributed to the development of his four primary
temperament types, most prominently Immanuel Kant (in the 18th century) and psychologist
Wilhelm Wundt (in the 19th century) (Eysenck, 2009; Stelmack & Stalikas, 1991; Wundt, 1874/1886).
Kant agreed with Galen that everyone could be sorted into one of the four temperaments and that there
was no overlap between the four categories (Eysenck, 2009). He developed a list of traits that could be
used to describe the personality of a person from each of the four temperaments. However, Wundt
suggested that a better description of personality could be achieved using two major axes:
emotional/nonemotional and changeable/unchangeable. The first axis separated strong from weak
emotions (the melancholic and choleric temperaments from the phlegmatic and sanguine). The second
axis divided the changeable temperaments (choleric and sanguine) from the unchangeable ones
(melancholic and phlegmatic) (Eysenck, 2009).
Developed from Galen’s theory of the four temperaments, Kant
proposed trait words to describe each temperament. Wundt later
suggested the arrangement of the traits on two major axes.
 DIMENSIONS OF THEORIES OF FREUD AND ERICKSON
Freud’s Psychoanalytic Theory of Personality Development

According to Freud’s psychoanalytic theory of personality development, there are two basic
factors which drive an individual and help in shaping his/her personality. These two basic
drivers are love and aggression which have a direct impact on what an individual does and
thinks. 

According to Freud, love and aggression have a direct control on our minds and
thoughts.
Freud referred to Love and Aggression as “Eros” and “Thanatos” respectively.

“Eros” refers to intimate and passionate love between two partners. It is often defined as a
kind of madness which one experiences for his/her partner.
“Thanatos” was a figure in Greek mythology, though he never really existed as a
person. Thanatos symbolizes death.
Freud believed that Eros represents an individual’s instinct to survive. Eros refers to
an individual’s determination to live, where sex is the major driving force.
Thanatos on the other hand represents aggression which ultimately leads to death.
Structure of Personality

According to Freud, an individual’s mind has a fixed amount of desire

towards sexual activity, often called as libido. No two individuals would have
similar desire for sexual activity and the same would vary as per an individual’s
situation, circumstance at the moment.
An adult personality generally has three determinants: Id, Ego and Super
Ego
The outcome of the combination of all the three determinants shapes an
adult personality. Freud believed than an individual’s personality has three
parts and thus is often called as tripartite personality.

 Id
 Ego
 Superego
Id - refers to irrational needs and demands, something which has nothing to do
with the reality of the situation. Freud believed that Individuals seek
immediate pleasure in order to satisfy their biological and physiological needs
without taking into consideration the reality.Id gives immediate pleasure to
individuals and is often irrational.

Ego - Ego develops when individuals start interacting with people around. Ego
helps in the fulfillment of id, taking into consideration the reality of the
situation.

Super Ego - Super ego is often the third stage which includes the moral
constraints imposed on an individual by his parents or family.
Defense Mechanisms

 According to Freud’s theory, Repression is one of the most powerful

defense mechanisms which push irrational impulses into
unconscious mind. Defense mechanisms play an important role in
pushing unrealistic thoughts out of awareness. Stressful thoughts
which are threatening to an individual’s survival should be pushed
into unconscious mind to reduce anxiety through repression.
Psychosexual Stages

 Freud believed that a single organ or body part is more sensitive

to sexual stimulation at a particular stage in a child’s complete
development cycle. These organs often referred to as erogenous
zones include mouth, genital regions and anus. An individual’s
sexual desires depend on erogenous zone for a particular age.
Sometimes a child finds himself/herself overindulged in sexual
pleasures of a particular age and is reluctant to grow beyond that stage.
Frustration arises when sexual needs are not fulfilled. Overindulgence and
Frustration sometimes lead to fixation. Fixation refers to a state where an
individual is reluctant to progress beyond a particular stage and is often obsessed
with a sexual attachment.

Sigmund Freud's psychosexual theory and Erik Erikson's psychosocial theory are

two well-known theories of development. While he was influenced by Freud's
ideas, Erikson's theory differed in a number of important ways.
Like Freud, Erikson recognized the importance of the unconscious on
development. He also believed that personality develops in a series of
predetermined stages. Unlike Freud’s theory of psychosexual stages, Erikson’s
theory describes the impact of social experience across the whole lifespan.
Let's compare and contrast these two theories by looking at some of the key
similarities and differences at each stage.
Birth to 1 Year
The two theories of development both focus on the importance of early
experiences, but there are notable differences between Freud's and Erikson's ideas.
Freud centered on the importance of feeding, while Erikson was more concerned
with how responsive caretakers are to a child's needs.
Freud's Theory
The first stage of psychosexual development is known as the oral stage.1 At this
point in development, a child's primary source of pleasure is through the mouth via
sucking, eating, and tasting.
Problems with this stage can result in what Freud referred to as an oral fixation.
Erikson's Theory
Trust vs. mistrust is the first stage in Erik Erikson's theory of psychosocial
development.2 During this stage, children learn to either trust or mistrust their
caregivers
The care that adults provide determines whether children develop this sense of trust
in the world around them. Children who do not receive adequate and dependable care
may develop a sense of mistrust of others and the world.
Ages 1 to 3 Years
While there are a number of differences between Erikson's and Freud's
ideas, their theories both focus on how children develop a sense of
independence and mastery.
Freud's Theory
The second stage of psychosexual development is known as the anal
stage. 3​ In this stage, children gain a sense of mastery and competence
by controlling bladder and bowel movements.

Children who succeed at this stage develop a sense of capability and

productivity. Those who have problems at this stage may develop an
anal fixation. As adults, they might be excessively orderly or messy.
Erikson's Theory
Autonomy versus shame and doubt is the second stage of psychosocial
development.4 During this stage, children become more mobile. They
develop self-sufficiency by controlling activities such as eating, toilet
training, and talking.
Children who are supported in this stage become more confident and independent. Those who
are criticized or overly controlled are left doubting themselves.

Ages 3 to 6 Years
 
During the preschool and early elementary years, Freud's theory was much more
concerned with the role of the libido while Erikson's theory was more focused on
how children interact with parents and peers.
Freud's Theory
The third stage of psychosexual development is known as the phallic stage.5 In
this stage, the libido's energy is focused on the genitals. Children become aware
of their anatomical sex differences which leads boys to experience the 
Oedipus complex while girls experience the Electra complex.
 By the end of this stage, they begin to identify with their same-sex
parent.

Erikson's Theory
Erikson's third stage of psychosocial development is the initiative versus guilt stage.6 In
this stage, children begin to take more control over their environment. They begin to
interact with other children and develop their interpersonal skills.
Ages 7 to 11 Years
Freud believed that this age served as more of a transitional period
between childhood and adolescence.7 Erikson, on the other hand,
believed that kids continue to forge a sense of independence and
competence.
Freud's Theory

The fourth stage of psychosexual development is known as the latent

period. In this stage, the libido's energy is suppressed and children
focus more on other activities such as school, friends, and hobbies.
Freud believed this stage was important for developing social skills
and self-confidence.
Erikson's Theory

Industry versus inferiority is the second stage of psychosocial

development.4 Children develop a sense of competence by mastering
new skills, like writing and reading on their own.
Adolescence
 Adolescence played a critical role in both Freud's and Erikson's
theories of development. In both theories, teens begin to forge their
own sense of identity.

Freud's Theory
The fifth stage of psychosexual development is known as the genital stage.7 It is the time
when adolescents begin to explore romantic relationships. According to Freud, the goal
of this stage is to develop a sense of balance between all the areas of life.
 Erikson's Theory
The fifth stage of Erikson's theory of psychosocial development is the 
identity versus role confusion stage. It occurs during adolescence, from about 12 to
18 years.

During this stage, adolescents develop a personal identity and a sense of self. Teens
explore different roles, attitudes, and identities as they develop a sense of self.
Adulthood
 Freud's theory focused exclusively on development between birth and
the teen years, implying that personality is largely set in stone by early
childhood.

Freud's Theory
Freud's theory largely focuses on the period between birth and adolescence,
implying that personality is largely set in stone by early childhood. According to
Freud, the genital stage lasts throughout adulthood. The goal is to develop a
balance between all areas of life.
 Erikson's Theory
Erikson, on the other hand, took a lifespan approach, believing that development
continues even in old age. His theory includes the three additional stages that span
adulthood:

 Intimacy vs. Isolation: Young adults seek out romantic love and companionship.
 Generativity vs. Stagnation: Middle-aged adults nurture others and contribute to
society.
 Integrity vs. Despair: Older adults reflect on their lives, looking back with a
sense of fulfillment or bitterness.
 A Word From Verywell

Freud's and Erikson's theories of development share a number of important similarities.

Both stressed the importance of social experiences and recognized the role that childhood
plays in shaping adult personality.

Unlike Freud's psychosexual approach, Erikson's psychosocial stage theory took a more
expansive view of development, encompassing childhood, adolescence, and adulthood.
While Freud believed that development was largely complete fairly early on, Erikson felt
that it was a process that continued throughout the entire course of a person's life.
 Importance / Significance of Personality
Development

An individual’s personality refers to his/her appearance, characteristics, attitude,

mindset and behavior with others

Let us go through the importance of personality development.

Personality development grooms an individual and helps him make a mark of
his/her own. Individuals need to have a style of their own for others to follow them.
Do not blindly copy others. You need to set an example for people around.
Personality development not only makes you look good and presentable but also
helps you face the world with a smile.
Personality development goes a long way in reducing stress and conflicts. It
encourages individuals to look at the brighter sides of life. Face even the worst
situations with a smile. Trust me, flashing your trillion dollar smile will not only
melt half of your problems but also evaporate your stress and worries. There is
no point cribbing over minor issues and problems.

Personality development helps you develop a positive attitude in life. An

individual with a negative attitude finds a problem in every situation. Rather
than cribbing and criticizing people around, analyze the whole situation and try
to find an appropriate solution for the same. Remember, if there is a problem,
there has to be a solution as well. Never lose your cool. It would make the
situation worse.
It is essential for individuals to behave well with people around. Being polite with
others will not only make you popular among other people but also earn you respect
and pride. You can’t demand respect by being rude with people around. Personality
development plays an important role in developing not only your outer but also inner
self. Human being is a social animal. One needs people around. An individual needs
to have that magnetic power which attracts people towards him. You need to have
that charisma of yours. Personality development helps you gain recognition and
acceptance from the society as well as people around.
Personality development plays an essential role not only in an
individual’s professional but also personal lives. It makes an individual
disciplined, punctual and an asset for his/her organization. An in-
disciplined individual finds it difficult to survive in the long run.
Personality development teaches you to respect not only your Boss and
fellow workers but also family members, friends, neighbours, relatives
and so on. Never make fun of anyone at the workplace. Avoid
criticizing and making fun of your fellow workers.
One should never carry his/her attitude or personal grudges to work. Office is
not a place where you can be rude to others just because you had a fight with
your friend last night. Personality development sessions help you
differentiate between your personal as well as professional life. It is really
essential to keep a balance between both the lives to lead a peaceful and
stress free life.
Personality development helps an individual to inculcate positive
qualities like punctuality, flexible attitude, willingness to learn,
friendly nature, eagerness to help others and so on. Never hesitate
to share information with others. Always reach office on time. Some
people have a tendency to work till late. Late sittings not only increase
your stress levels but also spoil your personal life. Sitting till late at the
office indicates that an individual is extremely poor in time
management skills
Personality development helps you develop an impressive personality
and makes you stand apart from the rest. Personality development also
plays an essential role in improving one’s communication skills.
Individuals ought to master the art of expressing their thoughts and
feelings in the most desired way. Personality development makes you a
confident individual who is appreciated and respected wherever he
goes.
Personality Development Tips

tips for enhancing one’s personality:

 Smile a lot- Nothing works better than a big smile when it comes to

interacting with people around. Do not forget to flash your trillion
dollar smile quite often. Believe me, it works! As they say “a smile
is a curve that sets everything straight”. A smiling face wins even
the toughest soul. Wear your smile while interacting with others.
Smile not only helps in enhancing an individual’s personality but
also winning other’s heart.
 Think positive- It is really essential to think positive. Remember there is light at
the end of every dark tunnel. Do not always think negative as it not only acts as
a demotivating factor but also makes an individual dull and frustrated. Don’t get
upset over minor things. Be a little flexible and always look at the broader
perspectives of life.
 Dress Sensibly- Dressing sensibly and smartly go a long way in honing one’s
personality. One needs to dress according to the occasion. How would a female
look if she wears a sari to a discotheque? Obviously ridiculous! No matter how
expensive your sari is, you can’t wear it to a night club or a pub where everyone
is dressed in smart casuals. Price has nothing to do with smart dressing. An
individual who is well dressed is respected and liked by all. No one would
take you seriously if you do not wear suitable clothes fitting with occasions. Do
take care of the fit of the dress as well. An individual should wear clothes as per
his/her body type, height, physique and so on. Someone who is bulky would not
look very impressive in body hugging clothes. It is not necessary that something
which looks good on your friend would also look good on you. Wear the right
make up. You do not have to apply loud make up to look good and attractive.
Even minimal make up, if applied sensibly can really make you stand apart from
the rest.
 Be soft-spoken- Do not always find faults in others. Fighting and quarrelling
lead to no solution. Be polite with others. Be very careful of what you speak.
Avoid being rude and short tempered.

 Leave your ego behind- An individual needs to hide his ego everywhere he
goes. Be it office or workplace you need to leave your ego behind if you wish
to win appreciation from others. An individual who is good from within is
loved by all.
 Avoid Backbiting- Backstabbing and criticizing people are negative
traits which work against an individual’s personality. Learn to
appreciate others. If someone has done some extraordinary task, do not
forget to give a pat on his/her back. Believe me; the other person will
speak high of you even when you are not around. Do not spread
unnecessary rumours about someone. An individual should not try to
interfere too much in someone’s personal life. Dishonesty, cheating, lies
tarnish your image and people start avoiding you in the long run. If your
friend is seeing someone, you have absolutely no rights to make his/her
affair national news.
 Help others- Do not always think of harming others. Share whatever you
know. Remember no one can steal your knowledge. Always help others.

 Confidence- Confidence is the key to a positive personality. Exude

confidence and positive aura wherever you go.

 A Patient listener- Be a patient listener. Never interrupt when others are

speaking. Try to imbibe good qualities of others.
THE FIVE ASPECTS OF PERSONALITY IS
THE FIVE BIG PERSONALITY TRAITS
The Big Five Model, also known as the Five-Factor Model, is the most widely
accepted personality theory held by psychologists today. The theory states that
personality can be boiled down to five core factors, known by the acronym
CANOE or OCEAN:

 The Big Five personality traits are extraversion (also often spelled extroversion),
agreeableness, openness, conscientiousness, and neuroticism.

 Each trait represents a continuum. Individuals can fall anywhere on the

continuum for each trait.
 The Big Five remain relatively stable throughout most of one’s lifetime.

 They are influenced significantly by both genes and the environment, with
an estimated heritability of 50%.

 They are also known to predict certain important life outcomes such as
education and health.
History and Background
The Big Five model resulted from the contributions of many independent
researchers. Gordon Allport and Henry Odbert first formed a list of 4,500
terms relating to personality traits in 1936 (Vinney, 2018). Their work
provided the foundation for other psychologists to begin determining the
basic dimensions of personality.
In the 1940s, Raymond Cattell and his colleagues used factor analysis (a
statistical method) to narrow down Allport’s list to sixteen traits.
However, numerous psychologists examined Cattell’s list and found that
it could be further reduced to five traits. Among these psychologists were
Donald Fiske, Norman, Smith, Goldberg, and McCrae & Costa (Cherry,
2019).
In particular, Lewis Goldberg advocated heavily for five primary factors of
personality (Ackerman, 2017). His work was expanded upon by McCrae &
Costa, who confirmed the model’s validity and provided the model used today:
conscientiousness, agreeableness, neuroticism, openness to experience, and
extraversion.

The model became known as the “Big Five” and has seen received much
attention. It has been researched across many populations and cultures and
continues to be the most widely accepted theory of personality today.
Each of the Big Five personality traits represents extremely broad categories
which cover many personality-related terms. Each trait encompasses a multitude
of other facets.

For example, the trait of Extraversion is a category that contains labels such as
Gregariousness (sociable), Assertiveness (forceful), Activity (energetic),
Excitement-seeking (adventurous), Positive emotions (enthusiastic), and
Warmth (outgoing) (John & Srivastava, 1999).

Therefore, the Big Five while not completely exhaustive, cover virtually all
personality-related terms.
 Conscientiousness

Conscientiousness describes a person’s ability to regulate their impulse control in

order to engage in goal-directed behaviors (Grohol, 2019). It measures elements
such as control, inhibition, and persistency of behavior.
High

 Incompetent
 Disorganized
 Careless
 Procrastinates
 Indiscipline
 Impulsive
Low

 Incompetent
 Disorganized
 Careless
 Procrastinates
 Indiscipline
 Impulsive
 Conscientiousness vs. Lack of Direction

Those who score high on conscientiousness can be described as organized,

disciplined, detail-oriented, thoughtful, and careful. They also have good impulse
control, which allows them to complete tasks and achieve goals.

Those who score low on conscientiousness may struggle with impulse control,
leading to difficulty in completing tasks and fulfilling goals.

They tend to be more disorganized and may dislike too much structure. They may
also engage in more impulsive and careless behavior.
Agreeableness

Agreeableness refers to how people tend to treat relationships with

others. Unlike extraversion which consists of the pursuit of
relationships, agreeableness focuses on people’s orientation and
interactions with others (Ackerman, 2017).
High

 Trust (forgiving)
 Straightforwardness
 Altruism (enjoys helping)
 Compliance
 Modesty
 Sympathetic
 Empathy
Low

 Sceptical
 Demanding
 Insults and belittles others
 Stubborn
 Show-off
 Unsympathetic
 Doesn't care about how other people feel
 
Agreeableness vs. Antagonism

Those high in agreeableness can be described as soft-hearted, trusting, and well-

liked. They are sensitive to the needs of others and are helpful and cooperative.
People regard them as trustworthy and altruistic.

Those low in agreeableness may be perceived as suspicious, manipulative, and

uncooperative. They may be antagonistic when interacting with others, making
them less likely to be well-liked and trusted.
 Extraversion

Extraversion reflects the tendency and intensity to which someone seeks

interaction with their environment, particularly socially. It encompasses the
comfort and assertiveness levels of people in social situations.

Additionally, it also reflects the sources from which someone draws energy.
High

 Sociable
 Energized by social interaction
 Excitement-seeking
 Enjoys being the center of attention
 Outgoing
Low

 Prefers solitude
 Fatigued by too much social interaction
 Reflective
 Dislikes being the center of attention
 Reserved
 Extraversion vs. Introversion
Those high on extraversion are generally assertive, sociable, fun-loving, and outgoing.
They thrive in social situations and feel comfortable voicing their opinions. They tend
to gain energy and become excited from being around others.

Those who score low in extraversion are often referred to as introverts. These people
tend to be more reserved and quieter. They prefer listening to others rather than
needing to be heard.

Introverts often need periods of solitude in order to regain energy as attending social
events can be very tiring for them. Of importance to note is that introverts do not
necessarily dislike social events, but instead find them tiring.
Openness to Experience

Openness to experience refers to one’s willingness to try new things as

well as engage in imaginative and intellectual activities. It includes the
ability to “think outside of the box.”
High

 Curious
 Imaginative
 Creative
 Open to trying new things
 Unconventional
Low

 Predictable
 Not very imaginative
 Dislikes change
 Prefer routine
 Traditional
 Openness vs. Closedness to Experience

Those who score high on openness to experience are perceived as creative and
artistic. They prefer variety and value independence. They are curious about their
surroundings and enjoy traveling and learning new things.

People who score low on openness to experience prefer routine. They are
uncomfortable with change and trying new things so they prefer the familiar over
the unknown. As they are practical people, they often find it difficult to think
creatively or abstractly.
Neuroticism

Neuroticism describes the overall emotional stability of an individual through

how they perceive the world. It takes into account how likely a person is to
interpret events as threatening or difficult.

It also includes one’s propensity to experience negative emotions.

High

 Anxious
 Angry hostility (irritable)
 Experiences a lot of stress
 Self-consciousness (shy)
 Vulnerability
 Experiences dramatic shifts in mood
Low

 Doesn't worry much

 Calm
 Emotionally stable
 Confident
 Resilient
 Rarely feels sad or depressed
Neuroticism vs. Emotional Stability

Those who score high on neuroticism often feel anxious, insecure and self-pitying.
They are often perceived as moody and irritable. They are prone to excessive
sadness and low self-esteem.

Those who score low on neuroticism are more likely to calm, secure and self-
satisfied. They are less likely to be perceived as anxious or moody. They are more
likely to have high self-esteem and remain resilient.
 Factors that Influence the Big 5

Like with all theories of personality, the Big Five is influenced by both 

nature and nurture. Twin studies have found that the heritability (the amount of
variance that can be attributed to genes) of the Big Five traits is 40-60%.

Such twin studies demonstrate that the Big Five personality traits are significantly
influenced by genes and that all five traits are equally heritable. Heritability for
males and females do not seem to differ significantly (Leohlin et al., 1998).
Gender Differences

Differences in the Big Five personality traits between genders have been
observed, but these differences are small compared to differences between
individuals within the same gender.

Costa et al. (2001) gathered data from over 23,000 men and women in 26
countries. They found that “gender differences are modest in magnitude,
consistent with gender stereotypes, and replicable across cultures” .
Women reported themselves to be higher in Neuroticism, Agreeableness,
Warmth (a facet of Extraversion), and Openness to Feelings compared to men.
Men reported themselves to be higher in Assertiveness (a facet of
Extraversion) and Openness to Ideas.

Another interesting finding was that bigger gender differences were reported
in Western, industrialized countries. Researchers proposed that the most
plausible reason for this finding was attribution processes.

They surmised that actions of women in individualistic countries would be

more likely to be attributed to her personality whereas actions of women in
collectivistic countries would be more likely to be attributed to their
compliance with gender role norms.
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