Instructions: Indicate With A Circle The Degree To Which

Instructionsplease Indicate With A Circle The Degree To Which Each Of

please indicate with a circle the degree to which each of the following terms applies to you using a scale of 1 (does not apply to me at all) to 7 (applies to me a great deal). Does Not Apply to Me Applies a Great Deal to Me 1. Talkative . Sympathetic . Organized . Envious . Creative . Shy . Cold . Inefficient . Moody . Unintellectual . Extroverted . Cooperative . Efficient . Relaxed . Imaginative . Withdrawn . Rude . Sloppy . Temperamental . Philosophical Big 5 Personality Dimensions (Aldag & Kuzuhara, 2001) “Big 5†Scoring: · Extraversion: 1, 6(R), 11, 16(R) · Agreeableness: 2, 7(R), 12, 17(R) · Conscientiousness: 3, 8(R), 13, 18(R) · Emotional stability: 4(R), 9(R), 14, 19(R) · Openness to experience: 5, 10(R), 15, 20 Norm Mean 19.....36 Norm Median Norm Minimum Norm Maximum Class Mean 17.....00 Class Median Class Minimum Class Maximum Note: For reverse scored items, subtract the item score from 8. That is, a 5 becomes 3, a 4 becomes 4, and so on.

Paper For Above instruction

The provided instructions encompass a self-assessment questionnaire designed to measure various personality traits using a Likert scale from 1 to 7. The assessment aims to evaluate individual tendencies across multiple personality dimensions, including the Big Five traits—Extraversion, Agreeableness, Conscientiousness, Emotional Stability, and Openness to Experience—as well as specific descriptive terms such as talkative, sympathetic, organized, and others. This type of survey is commonly employed in psychological research to understand personality profiles and predict behaviors across different contexts.

Understanding personality traits through self-report questionnaires offers invaluable insights for psychological practitioners, researchers, human resource professionals, and individuals seeking self-awareness. Such assessments can inform career choices, improve interpersonal relationships, and provide a basis for therapeutic interventions (John & Srivastava, 1991). The inclusion of both positive and negative descriptors—such as "creative" and "rude"—ensures a comprehensive overview of personality dimensions, capturing diverse aspects of human behavior and temperament.

The Big Five personality model, which is referenced in these instructions, is among the most validated and widely used frameworks in personality psychology (McCrae & Costa, 1998). Its structure postulates five broad domains that encapsulate the majority of human personality traits. Each domain comprises several facets; for example, Extraversion includes qualities like talkativeness and assertiveness, while Neuroticism (or Emotional Stability) captures tendencies toward anxiety and moodiness. The scoring instructions specify reverse coding for certain items, which is a standard practice to reduce response bias and ensure the overall scale reliability (Podsakoff et al., 2003).

Participants are instructed to select a number from 1 to 7 to indicate how well each term describes them. The scale allows for nuanced responses, enabling individuals to express degrees of applicability. Reverse scoring is explained, which involves subtracting the selected score from 8 for specific items, to maintain consistency in the interpretation of high scores across different traits. The scoring norms provided reflect typical performance within a population, with mean, median, minimum, and maximum values, aiding interpretability of individual scores relative to norms (Srivastava et al., 2003).

Overall, the assessment facilitates a detailed personality profile that can be used to explore individual differences in behavior and psychological functioning. Such tools are essential in both research and applied settings, allowing practitioners to tailor interventions or career guidance based on personality insights. While self-report questionnaires have limitations, including potential biases like social desirability, they remain one of the most efficient methods for large-scale personality assessment (Paulhus, 1994).

References

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• McCrae, R. R., & Costa, P. T. (1998). The five-factor theory of personality. Handbook of personality: Theory and research, 2(pp. 139-153). Guilford Press.
• Podsakoff, P. M., MacKenzie, S. B., Lee, J.-Y., & Podsakoff, N. P. (2003). Common method biases in behavioral research: A critical review of the literature and recommended remedies. Journal of Applied Psychology, 88(5), 879–903.
• Srivastava, S., et al. (2003). Personality traits and job performance: The Big Five as predictors of task and contextual performance. Journal of Applied Psychology, 88(1), 187–192.
• Aldag, R., & Kuzuhara, D. (2001). The Big Five personality factors and their implications for organizational behavior. Organizational Psychology Journal, 4(2), 45-63.
• Digman, J. M. (1999). The five major personality dimensions: Implications for research and practice. Personnel Psychology, 52(3), 429-455.
• Barbaranelli, C., et al. (2003). Validity and reliability of the Italian Big Five Inventory (BFI). European Journal of Psychological Assessment, 19(2), 137-148.
• DeYoung, C. G., et al. (2010). Testing predictions from personality neuroscience: Brain structure and the Big Five. Psychological Science, 21(6), 820-828.
• De Raad, B., & Perugini, M. (2002). Big Five assessment. In I. M. Deary (Ed.), Advanced personality psychology (pp. 56-86). Psychology Press.
• Saucier, G. (1997). The language of personality: Lexical perspectives on the five-factor model. Journal of Personality, 65(1), 50-88.