An exploration of the personality preferences of post graduate psychology students utilising the Myers-Briggs Type Indicator
- Authors: Smit, René
- Date: 2010
- Subjects: Personality assessment , Students -- South Africa -- Psychology , Personality and academic achievement -- South Africa , Myers-Briggs Type Indicator
- Language: English
- Type: Thesis , Masters , MA
- Identifier: vital:9898 , http://hdl.handle.net/10948/1096 , Personality assessment , Students -- South Africa -- Psychology , Personality and academic achievement -- South Africa , Myers-Briggs Type Indicator
- Description: In order to continue their contribution to the profession of psychology in South Africa the selection committees of psychology departments of higher education institutions are faced with the difficult task of selecting the most suitable candidates to fill their Clinical, Counselling, Educational and Industrial Psychology masters coursework programmes. Selection committees have traditionally made use of several admission criteria and procedures ranging from academic performance to personality assessment to a combination of methods. Admission criteria vary greatly across Higher Education Institutions. The selection committee at the selected participating institution of higher education takes into account the prospective students' academic performance, relevant work or practical experience, research experience, active participation in the classroom, active involvement outside of the classroom (participation in and engagement with community activities), and personality. Currently the institution of higher education that provided the sample for the current study employs the NEO PI-R as well as the MMPI-2 to assess masters applicants’ personality traits. A study by Britz (1994) recommended that the MBTI® be included in the assessment battery for psychology masters students. The primary aim of the proposed study is to identify, explore and describe the personality preferences of a group of prospective psychology masters applicants and a group of successfully selected psychology masters students at a South African Higher Education Institution utilising the Myers-Briggs Type Indicator® (MBTI®). The study was exploratory descriptive in nature and was based on the quantitative research approach. Non-probability convenience sampling and the survey method was utilised to identify and approach prospective participants. Participants were requested to complete the MBTI® questionnaire. The MBTI® protocols were hand-scored and the findings analysed utilising frequency distributions and inferential statistics, that is, means and standard deviations. The MBTI® was found to be valid and reliable in a variety of populations and contexts. xi Results indicated that the ISTJ (15 percent), INTP (15 percent) and ESFJ (15 percent) personality types were the three most common personality types amongst participants from the group of prospective psychology masters applicants. The ENFP (13 percent), INTP (13 percent) and ISFJ (13 percent) personality types were the three most common personality types amongst participants from the group of successfully selected masters students. The majority (14 percent) of participants from the total sample displayed a preference for the INTP personality type. An examination of the dichotomous personality types of the participants revealed that the majority of participants preferred the Extraversion attitude, Sensing and Thinking functions, and Judgement attitude.
- Full Text:
- Date Issued: 2010
- Authors: Smit, René
- Date: 2010
- Subjects: Personality assessment , Students -- South Africa -- Psychology , Personality and academic achievement -- South Africa , Myers-Briggs Type Indicator
- Language: English
- Type: Thesis , Masters , MA
- Identifier: vital:9898 , http://hdl.handle.net/10948/1096 , Personality assessment , Students -- South Africa -- Psychology , Personality and academic achievement -- South Africa , Myers-Briggs Type Indicator
- Description: In order to continue their contribution to the profession of psychology in South Africa the selection committees of psychology departments of higher education institutions are faced with the difficult task of selecting the most suitable candidates to fill their Clinical, Counselling, Educational and Industrial Psychology masters coursework programmes. Selection committees have traditionally made use of several admission criteria and procedures ranging from academic performance to personality assessment to a combination of methods. Admission criteria vary greatly across Higher Education Institutions. The selection committee at the selected participating institution of higher education takes into account the prospective students' academic performance, relevant work or practical experience, research experience, active participation in the classroom, active involvement outside of the classroom (participation in and engagement with community activities), and personality. Currently the institution of higher education that provided the sample for the current study employs the NEO PI-R as well as the MMPI-2 to assess masters applicants’ personality traits. A study by Britz (1994) recommended that the MBTI® be included in the assessment battery for psychology masters students. The primary aim of the proposed study is to identify, explore and describe the personality preferences of a group of prospective psychology masters applicants and a group of successfully selected psychology masters students at a South African Higher Education Institution utilising the Myers-Briggs Type Indicator® (MBTI®). The study was exploratory descriptive in nature and was based on the quantitative research approach. Non-probability convenience sampling and the survey method was utilised to identify and approach prospective participants. Participants were requested to complete the MBTI® questionnaire. The MBTI® protocols were hand-scored and the findings analysed utilising frequency distributions and inferential statistics, that is, means and standard deviations. The MBTI® was found to be valid and reliable in a variety of populations and contexts. xi Results indicated that the ISTJ (15 percent), INTP (15 percent) and ESFJ (15 percent) personality types were the three most common personality types amongst participants from the group of prospective psychology masters applicants. The ENFP (13 percent), INTP (13 percent) and ISFJ (13 percent) personality types were the three most common personality types amongst participants from the group of successfully selected masters students. The majority (14 percent) of participants from the total sample displayed a preference for the INTP personality type. An examination of the dichotomous personality types of the participants revealed that the majority of participants preferred the Extraversion attitude, Sensing and Thinking functions, and Judgement attitude.
- Full Text:
- Date Issued: 2010
Assessing unwanted early sexual experiences: a South African university study
- Authors: Defferary, Tanya E M
- Date: 2008
- Subjects: College students -- Attitudes -- South Africa , College students -- Sexual behavior -- South Africa , Students -- South Africa -- Psychology
- Language: English
- Type: Thesis , Masters , M Soc Sc (Psych)
- Identifier: vital:11603 , http://hdl.handle.net/10353/137 , College students -- Attitudes -- South Africa , College students -- Sexual behavior -- South Africa , Students -- South Africa -- Psychology
- Description: This study assessed the prevalence of unwanted early sexual experiences (UESE), of the first year psychology students at the University of Fort Hare, in East London. Of the participants, 65 (31 percent) indicated that they had been exposed to some form of non-contact (56.9percent) or contact (22.3 prercent) UESE before the age of 16 years. It was found that more male (42.5 percent) than female (25.2 percent) students reported being exposed to an UESE. The most common perpetrator reported by the majority of the participants were friends (52.4 percent). Most respondents reported that they were only exposed to the UESE once (55.6 percent). The study found that females were significantly more bothered than males both at the time of the UESE and at the time of completing the questionnaire. Both male and female participants were more bothered by the UESE at the time of the event than they were at the time of completing the questionnaire, which indicates an abatement of symptoms over time. The results indicate that flashbacks of the UESE were the most bothersome experience for both male and female participants at the time of completing the questionnaire.
- Full Text:
- Date Issued: 2008
- Authors: Defferary, Tanya E M
- Date: 2008
- Subjects: College students -- Attitudes -- South Africa , College students -- Sexual behavior -- South Africa , Students -- South Africa -- Psychology
- Language: English
- Type: Thesis , Masters , M Soc Sc (Psych)
- Identifier: vital:11603 , http://hdl.handle.net/10353/137 , College students -- Attitudes -- South Africa , College students -- Sexual behavior -- South Africa , Students -- South Africa -- Psychology
- Description: This study assessed the prevalence of unwanted early sexual experiences (UESE), of the first year psychology students at the University of Fort Hare, in East London. Of the participants, 65 (31 percent) indicated that they had been exposed to some form of non-contact (56.9percent) or contact (22.3 prercent) UESE before the age of 16 years. It was found that more male (42.5 percent) than female (25.2 percent) students reported being exposed to an UESE. The most common perpetrator reported by the majority of the participants were friends (52.4 percent). Most respondents reported that they were only exposed to the UESE once (55.6 percent). The study found that females were significantly more bothered than males both at the time of the UESE and at the time of completing the questionnaire. Both male and female participants were more bothered by the UESE at the time of the event than they were at the time of completing the questionnaire, which indicates an abatement of symptoms over time. The results indicate that flashbacks of the UESE were the most bothersome experience for both male and female participants at the time of completing the questionnaire.
- Full Text:
- Date Issued: 2008
The personal, career and learning skill needs of first year psychology students
- Authors: Norris, Toni Louise
- Date: 2008
- Subjects: Personality and academic achievement -- South Africa , Personality assessment , Students -- South Africa -- Psychology , Learning ability
- Language: English
- Type: Thesis , Masters , M Soc Sc (Psych)
- Identifier: vital:11605 , http://hdl.handle.net/10353/140 , Personality and academic achievement -- South Africa , Personality assessment , Students -- South Africa -- Psychology , Learning ability
- Description: This study assessed the personal, career and learning skills needs of 196 psychology students (M= 56, F= 103). The preferred means of counselling assistance, preferred experience of counselling and preferred counselling provider were also assessed. The most highly endorsed needs were time management skills (83.5 percent, n=162), learning test-taking strategies (82 percent, n=159), job search strategies (73.6 percent, n=142), increasing self-confidence (70.3 percent, n=135), increasing motivation (72.4 percent, n=134), controlling anxiety and nervousness (68.7 percent, n=134), public speaking anxiety (68.4percent, n=134), understanding career interests and abilities (67.5 percent, n=131), fear of failure (68.1 percent, n=130), and improving study skills (66.5 percent, n=129). Significant sex differences were found for the following, finding a greater purpose in life, controlling weight, job search strategies, concerns about career choice, understanding career interests and abilities in the selection of major subjects and improving study skills. Males highly endorsed the need for finding a greater purpose in life, job search strategies, and concern about career choice, understanding career interest and abilities, selection of major subjects and to improve study skills, whereas females endorsed the need for controlling weight. Respondents indicated individual counselling as being their preferred means of counselling assistance, but lectures were the most prevalent means of assistance previously received by respondents. Most respondents (78.1 percent) found the assistance they had received to be helpful.
- Full Text:
- Date Issued: 2008
- Authors: Norris, Toni Louise
- Date: 2008
- Subjects: Personality and academic achievement -- South Africa , Personality assessment , Students -- South Africa -- Psychology , Learning ability
- Language: English
- Type: Thesis , Masters , M Soc Sc (Psych)
- Identifier: vital:11605 , http://hdl.handle.net/10353/140 , Personality and academic achievement -- South Africa , Personality assessment , Students -- South Africa -- Psychology , Learning ability
- Description: This study assessed the personal, career and learning skills needs of 196 psychology students (M= 56, F= 103). The preferred means of counselling assistance, preferred experience of counselling and preferred counselling provider were also assessed. The most highly endorsed needs were time management skills (83.5 percent, n=162), learning test-taking strategies (82 percent, n=159), job search strategies (73.6 percent, n=142), increasing self-confidence (70.3 percent, n=135), increasing motivation (72.4 percent, n=134), controlling anxiety and nervousness (68.7 percent, n=134), public speaking anxiety (68.4percent, n=134), understanding career interests and abilities (67.5 percent, n=131), fear of failure (68.1 percent, n=130), and improving study skills (66.5 percent, n=129). Significant sex differences were found for the following, finding a greater purpose in life, controlling weight, job search strategies, concerns about career choice, understanding career interests and abilities in the selection of major subjects and improving study skills. Males highly endorsed the need for finding a greater purpose in life, job search strategies, and concern about career choice, understanding career interest and abilities, selection of major subjects and to improve study skills, whereas females endorsed the need for controlling weight. Respondents indicated individual counselling as being their preferred means of counselling assistance, but lectures were the most prevalent means of assistance previously received by respondents. Most respondents (78.1 percent) found the assistance they had received to be helpful.
- Full Text:
- Date Issued: 2008
The Raven's Coloured Progressive Matrices Test: a pilot study for the establishment of normative data for Xhosa-speaking primary school pupils in the Grahamstown region
- Authors: Bass, Natalie Tanyia
- Date: 2000
- Subjects: Raven's Progressive Matrices , Students -- South Africa -- Psychology , Educational tests and measurements -- South Africa , Intelligence levels -- South Africa , Students -- Psychology
- Language: English
- Type: Thesis , Masters , MSocSc
- Identifier: vital:2930 , http://hdl.handle.net/10962/d1002439 , Raven's Progressive Matrices , Students -- South Africa -- Psychology , Educational tests and measurements -- South Africa , Intelligence levels -- South Africa , Students -- Psychology
- Description: The Raven’s Coloured Progressive Matrices (CPM) test is used extensively across a wide variety of settings in South Africa, however more appropriate local normative data has yet to be established. The CPM is internationally recognised as a culture-fair test of nonverbal intelligence, designed for use with children between the ages of 5½ and 11½. This pilot study thus sought to establish normative data for this instrument for a population of Xhosa-speaking Primary School children in the peri-urban township area in the Grahamstown region. The booklet version of the test was used and it was administered in group format and according to an alternate method of test administration (using Xhosa instructions) developed by Vass in 1992. The final normative sample consisted of 197 male and 182 female Xhosa-speaking children in Grades Two to Seven (N=379). The results showed (1) a significant effect of age on test scores, where scores increased with age as expected; (2) a consistent tendency for males to outperform females was also noted, however small sample sizes precluded any categorical claims to this effect; (3) no significant effect of education on test scores was observed and finally; (4) and finally, it appeared that the norms generated for this study revealed a tendency to be lower than those obtained by Raven, Court and Raven (1990) during the standardisation of this instrument in the United Kingdom and America. The study concluded that (1) there is an urgent need for more appropriate South African normative data for this test; and (2) that when assessing African children from disadvantaged backgrounds, further research into the effects of cultural and socio-economic factors and gender on non-verbal intelligence (and on performance on this test in particular) is required.
- Full Text:
- Date Issued: 2000
- Authors: Bass, Natalie Tanyia
- Date: 2000
- Subjects: Raven's Progressive Matrices , Students -- South Africa -- Psychology , Educational tests and measurements -- South Africa , Intelligence levels -- South Africa , Students -- Psychology
- Language: English
- Type: Thesis , Masters , MSocSc
- Identifier: vital:2930 , http://hdl.handle.net/10962/d1002439 , Raven's Progressive Matrices , Students -- South Africa -- Psychology , Educational tests and measurements -- South Africa , Intelligence levels -- South Africa , Students -- Psychology
- Description: The Raven’s Coloured Progressive Matrices (CPM) test is used extensively across a wide variety of settings in South Africa, however more appropriate local normative data has yet to be established. The CPM is internationally recognised as a culture-fair test of nonverbal intelligence, designed for use with children between the ages of 5½ and 11½. This pilot study thus sought to establish normative data for this instrument for a population of Xhosa-speaking Primary School children in the peri-urban township area in the Grahamstown region. The booklet version of the test was used and it was administered in group format and according to an alternate method of test administration (using Xhosa instructions) developed by Vass in 1992. The final normative sample consisted of 197 male and 182 female Xhosa-speaking children in Grades Two to Seven (N=379). The results showed (1) a significant effect of age on test scores, where scores increased with age as expected; (2) a consistent tendency for males to outperform females was also noted, however small sample sizes precluded any categorical claims to this effect; (3) no significant effect of education on test scores was observed and finally; (4) and finally, it appeared that the norms generated for this study revealed a tendency to be lower than those obtained by Raven, Court and Raven (1990) during the standardisation of this instrument in the United Kingdom and America. The study concluded that (1) there is an urgent need for more appropriate South African normative data for this test; and (2) that when assessing African children from disadvantaged backgrounds, further research into the effects of cultural and socio-economic factors and gender on non-verbal intelligence (and on performance on this test in particular) is required.
- Full Text:
- Date Issued: 2000
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