a study of the relationship between the .../67531/metadc131522/...a study of the relationship...
Post on 25-Mar-2018
214 Views
Preview:
TRANSCRIPT
A STUDY OF THE RELATIONSHIP BETWEEN THE EYSENCK PERSONALITY
INVENTORY, AND THE NEEDS OP COLLEGE STUDENTS
APPROVED:
Major Prof essr£
»\
Z^rynyy ? I &C
0 4
Wiy&br Professor
of the Department of Psychology
Doarf of the Graduate School
Spies, Emma Jean, A Study of the Relationship Between
The Eysenck Personal:? ty Inventory, and the Heeds of College
Students. Master of Science (Clinical Psychology), May,
1972, 25 pp., 2 tables, bibliography, 10 titles.
The problem with, which this investigation was concerned
was that of determining the extent various subgroups of in-
dividuals within certain clinical groups would agree in terras
of how to rank order Maslow's basic needs. The four groups
studied were male vs. female, high extraversion vs. low
extraversion, high neuroticism vs. low neuroticism, and high
lie scores vs. low lie scores. The subjects were asked to
rank order Maslow's needs and to complete the Eysenck
Personality Inventory. It was hypothesized that there would
be a significant relationship between the different clinical
groups in terms of how to rank order Maslow's needs.
The sevent7'-twc subjects -used in this study were volunteer
seventeen to twenty year old freshman and sophomore psychology
students. A Spearman rank correlation was computed between
the groups and tested for significance using .05 level of
confidence as the criterion for accepting the hypotheses.
Significant correlations were found between all groups.
Significant at the .01 level were the groups of Male vs.
Female, E-Low vs. E-High, N-Low vs. N-High. The group of L-
Low vs. L-rfigh was significant at the .05 level of significance.
Homogeneity may have been more influential than the subjects'
A STUDY OF THE RELATIONSHIP BETWEEN THE EYSENCK PERSONALITY
INVENTORY AND THE NEEDS OP COLLEGE STUDENTS
THESIS
Presented to the Graduate Council of the
North Texas State University in Partial
Fulfillment of the Requirements
For the Degree of
MASTER OF SCIENCE
toy
Emma Jean Spies, 33. A.
Denton, Texas
Kay, 1S72
TABLE OF CONTENTS
Page
II ST 0? TABLES iv
Chapter
I. INTRODUCTION 1
Statement of the Problem Hypotheses Description of the Instrument' Procedure for Analyzing-Data I W-r" 1 c
II. METHOD 9
Description of Subjects Procedure for Collecting Data Procedure for Analyzing Data
III. RESULTS
17. DISCUSSION 15
V. SUMiARY AND CONCLUSION 20
BIBLIOGRAPHY 22
i n
LIST OP TABLES
Table Page
I. Average Rank Orderings of Maslow's Needs by Each of the Subgroups Under Investigation . . . . 12
II. Spearman Rank Correlation Coefficient of Maslow's Needs by Each of the Subgroups Under Investigation 14
IV
CHAPTER I
INTRODUCTION
Abraham Maslow has developed a theory which is concerned
with the psychiatrically healthy individual. He feels that
most other theorists have been concerned with man's weak-
ness rather than with his strength, theories which have
resulted in a pessimistic and negative conception of man.
Maslow1s theory views man as having an inborn nature which
is essentially good. Man has needs and capacities which are
genetically based; some ox these are characteristic of the
human species and some are unique to the individual. Man's
development is normal and healthy when he is able to actual-
ize this natue, fulfilling his needs and his capacities.
Kan grows and develops from within along the lines that his
essential nature dictates. Man becomes neurotic or psychotic
when the environment blocks the actualization of his nature
(4, p. 325).
Kaslow's theory of human motivation assumes that man's
needs are arranged in a hierarchy from most potent to least
potent. When the needs which have greatest strength are
satisfied, man is able to move down the hierarchy and sat-
isfy those needs of lesser strength. The hierarchical order
from most to least DOtent is as follows: physiological needs
such as hunger, thirst, and sex; safety needs such as securi-
ty, stability, and order; needs for belongingeness and love
such as needs for affection, affiliation, and identification;
esteem needs such as needs for prestige, success, and self-
respect; needs for self-actualization; cognitive needs such
as a thirst for knowledge; and aesthetic needs such as the
desire for beauty. '.Then the environment permits man to
satisfy these needs, he is able to actualize his nature.
".Then the environment blocks their satisfaction, the good man
becomes bad.
Statement of the Problem
The purpose of the present study was to investigate
whether or not various subgroups of individuals within groups
would agree in the ranking of Maslow's basic needs, and
whether differences would appear between male vs. female (A),
high extraversion vs. low extraversion (B), high neuroticism
vs. low neuroticism (C) high lie scores vs. low lie scores
(D). A, B, C, and D constituted the four groups studied.
Hypotheses
For each grouping of the subjects it was hypothesized
that there would be a significant relationship between the
different clinical groups in terms of how to rank order
Maslow's needs.
Description of The Instrument
The Evsenck Personality Inventory (EFI) was used to
determine the two subgroups within the latter three groups
(extraversien, neurot'icism, and lie). The EPI measures two
dimensions of personality which are identified as extraver-
sion-introversion (E) and neuroticism-stability (N). Each
of these dimensions is measured by means of twenty-four
questions to which the examinee responds 'yes' or 'no.' A
lie scale is included to detect attempts to falsify answers
(1, p. 20).
High E scores indicate extraversion. According to
Eysenck:
High scoring individuals tend to be outgoing, im-? pulsive and uninhibited, having many social contacts and frequently taking part in group activities. The typical extravert is sociable, likes parties, has many friends, needs to have people to talk to, and does not like reading or studying by himse]ft He craves excitement, takes chances, often sticks his neck out, acts on the spur of the moment and is generally an impulsive individual. He is fond of practical jokes, always has a ready answer, and generally likes change. He is carefree, easy going, optimistic, and likes to laugh and be merry. He prefers to keep moving and doing things, tends to be aggressive and to lose his temper quickly. His feelings are not kept under tight control and he -is not always a reliable person.
The typical introvert is a quirt, retiring sort of person, introspective, fond of books rather than people; he is reserved and distant except to in-timate friends. He tends to plan ahead, "look be-fore he leaps," and distrusts the impulse of the moment. He does not like excitement, takes matters of everyday life with proper seriousness, and likes a well-ordered mode of life. He keeps his feelings under close control, seldom behaves in an aggres-sive nature, and dees not lose his temper easily.
He is reliable, somewhat pessimestlc, and places great value on ethical standards (1, p. 6).
High N scores indicate emotimal lability and overreact-
ivity. Eysenck reports that
High scoring individuals tend to be emotionally overresponsive and to have difficulties in return-ing to a normal state after emotional experiences. Such individuals frequently complain of vague so-matic upsets of a minor kind, such as headaches, digestive troubles, insomnia, backaches, etc., and also report many worries, anxieties, and other dis-agreeable emotional feelings. Such individuals are predisposed to develop neurotic disorders -under stress, but such predispositions should not be con-fused with actual neurotic breakdown; a person may have high scores on N while yet function adequat-ely in work, sex, family, and society spheres (1, p. 6).
An eighteen-item lie scale (L) is included in the EPI.
Some of these items have been reproduced and adapted from the
Minnesota Multiphasic Personality Inventory. Eysenck reports
the scale to be valid and reliable in detecting individuals
"faking good" (1, p. 20).
Eysenck states that the correlation between E and N is
-.Oil in the normal group and -.09 -n both the neurotic and
psychotic groups (1, p. 15)• Wells, Eyeth, and Wray (8, p.
271) confirm the independence of the two scales in a study
which found a -.08 correlation between the extraversion and
neuroticism scales. These findings were again supported by
Farley (2, p. 15>6).
Eysenck reports test-retest reliabilities running from
.81}. to .9U- for two groups of English subjects with a one-
year time lapse for one group and a nine-month time lapse
5
for the other group between test and retest (1, p. 14).
Wells, Eyeth, and ',7ray (8, p. 272) found a split-half re-
liability of .72 for the neuroticism scale and a .41 reli-
ability for the extraversion scale.
Kramer (6, p.-59) examined the dimension of extraversion
as measured by the EPI in terms of its construct validity
and the compatibility of its label with the common use of
the term "extraversion." He had naive Ss rate themselves
for how extraverted they fel't they appeared to others. The
former rating correlaed .46 and the latter .48 with the EPI
extraversion scores which is significant at the .001 level.
An earlier study by Vingo (7, p. 89) supports the validity
of both the extraversion and neuro fcicism scales as measured
by the EPI.
Related Literature
There have been very few investigations of Maslow's
need hierarchy. It has been used most frequently to study
job satisfaction in an organizational setting, although
Goldberg (3, p. 253) did employ need satisfaction theory in
investigating the rehabilitation process of psychotic
patients. Results indicated that patients within a mental
hospital gain need satisfaction at work irrespective of
whether they are memebers of the rehabilitation or control
program. A positive relationship was found between need
satisfaction at work and rehabilitation progress which is
6
consistent with Kaslow's theory which states that basic need
satisfaction is necessary for the healthy development of the
individual.
Hall and Noregain (5, p. 13) studied Maslow's need hier-
archy in an organizational setting but found no strong evi-
dence for the hierarchy. However, they did find that as the
managers advanced, their needs for safety decreased their
needs for affiliation, achievement and esteem and self-
actualization increased.
Wolf (9, P. 91) has formulated a need gratification
theory based on Maslow's hierarchy of needs to account for
job satisfaction/dissatisfaction and job motivation. Accord-
ing to wolf, dissatisfaction is a result of the interruption
of the continued gratification of previously gratified needs.
Satisfaction is the result of the gratification of any need, and
job motivation occurs when an individual recognizes an oppor-
tunity to satisfy an active need through job-related behavior.
The present inquiry focused on the various subgroups
of individuals within each group, and whether they would
agree among themselves in terms of how to rank order Maslow's
basic needs. After analyzing related literature it was
hypothesized that a significantly negative correlation
exists between the two variables as measured by Spearman
rank correlation. This is an area in which no research
CHAPTER BIBLIOGRAPHY
1. Eysenck, H.J., and Sybil B.G. Eysenck. Manual for the Eysenck personality inventory. San Diego, California: Educational and Industrial Testing Service, 1968.
2. Parley, Frank H. On the independence of extraversion and neuroticism. Journal of Clinical Psychology, 1967, 23, I5i}.-156.
3. Goldberg, Richard T. Need satisfaction anr! rehabilitation of psychotic patients. Journal of Counseling Psychology, 1967, 17, 253-257.
I+. Hall, Calvin S., find Gardner Lindzey. Theories of Personality. New York: John Wiley and Sons, Inc., 1957.
5. Hall, Douglas T., and Khalil E. Noregain. An examination of Maslow's need hierarchy in an organizational setting. Organizational Behavior and Human Performance, 1968, 3, 12-35.
6. Kramer, Ernst. The Eysenck personality inventory and self-ratings of extraversion. J ournal of Projective Techniques and Personality Assessment^ 19^9, 33, 59-62.
7. Vingoe, F.J. Validity of the Eysenck extraversion scale as determined by self-ratings on normals. Br3tlsh Journal of Social and Clinical Psychology, 1966, 5. 89-91.
8. Wells, William D., Eyeth, Howard E., and Nancy P. Wray. An American Application of Eysenck's short neuroticism and extravers"on scales. Journal of Applied Psychology, 1961, 1+5, 271-272.
9. Wolf, Martin G. Need gratification theory: a theoretical reformulation of job satisfaction/dissatisfaction and job motivation. Journal of Applied Psychology, 1970, 5*4-, 87-914--
CHAPTER II
METHOD
Description of Subjects
The subjects consisted of male and female undergraduate
students from North Texas State University. Age, race and
grade level were controlled, with all subjects being Cau-
casian, between the ages of- seventeen and twenty, and clas-
sified as freshman or sophomore students. Voluntary data
were collected from a total of eighty-five psychology stu-
dents.
Procedure for Collecting Data
The data were collected in a group meeting. The re-
sponses of ten students were discarded because they failed
to meet the race criterion, and an additional three were
discarded because of failure to fill out the forms correctly.
The remaining seventy-two students were selected as subjects
and their responses constituted the data.
The subjects were given a mimeographed form on which
was listed Maslow's need hierarchy with the needs arranged
in random order. They were administered Form A of the EPI.
The subjects were asked to complete the EPI and to rank
order Kaslow's needs according to the following instruction:
10
Please rank order these needs from 1 to 7 in order of their importance to you. That is, the rank of #1 will "be assigned to the need which you see as most important and the rank of #7 to the need which you see as least important. That is, rank these needs in the order in which you would have them fulfilled. The needs are defined as follows; safe-ty needs such as security, stability and order, needs for belongingiiess and love, such as needs for affection, affiliation, and identification, esteem needs such as ns~ds for prestige, success, and self-respect, need for self-actualization or the utilization and growth of one's potential skills and abilities, physiological needs such as hunger, thirst and sex, cognitive needs such as a thirst for knowledge, and aesthetic needs such as a desire for beauty.
Procedure for Analyzing Data
A division of the subjects into each high and low sub-
groups was based upon Eysenck's percentile Norms for American
College Students (1, p. 8). The Spearman rank correlation
coefficient (2, p. 202) was used to test the hypothesis that
are no associations between the ranking by the two subgroups
within each group. The .05 level of significance determined
the acceptance or rejection of the hypothesis.
CHAPTER BIBLIOGRAPHY
1. Eysenck, H.J., aid Sybil 3.G. Sysenck. Manual for the Eysenck personality inventory. San Diego, California! Educational and Industrial Testing Service, 1968.
2. Siegel, Sidney. Nonparametric Statistics for the Behavioral Sciences. New York: ' McGraw-Hill Book Company, 1956.
11
CHAPTER III
HESUITS
Table I presents the average rank ordering of Kaslow's
needs by each of the subgroups investigated. The needs are
listed in the first column in the hierarchical order upon
which Maslow bases his theory of human motivation.
-TABLE I
AVERAGE RANK 0RDERING3 OP MASLOW'S NEEDS BY EACH OP THE SUBGROUPS UNDER INVESTIGATION
Needs Male Female E- E-Low High
N-Low
I\-High
L-Low
L-High
Physiological 2 3 2 3 2 3 3 2
Safety 6 6 6 5 5 5 5 6
Belongingaess and Love
1 1 1 1 1 1 1 1
Esteem 5 5 6 5 6 6 7 5
Self-Actualization 3 2 3 2 3 3 3 3
Cognitive 4 4 4 4 4 4 4 4
Aesthetics 7 7 7 7 7 7 7 7
12
13
The distribution for each high, and low subgroup in
terms of percentile, raw score, and number of subjects was
as follows: The division between E-Low and E-High was be-
tween the 62nd and 70th percentiles which correspond to the
raw scores of 13 and 14; E-Low and E-High contained thirty-
seven and thirty-five subjects, respectively. The division
between N-Low and N-High. was between the 64th and 70th per-
centiles which correspond to .the raw scores of 11 and 12;
N-Low and N-High were comprised of thirty-seven and forty-
five subjects, respectively. The division between L-Low and
L-High was between the 25th and 47th percentile which correspond
to the raw scores of 1 and 2; L-Low and L-High included twen-
ty and 52 subjects respectively.
The Spearman rank correlation coefficient was used to
test the null hypothesis that there are no associations be-
tween the rankings by the two subgroups within each group.
As can be seen in Table II there were significant correlations
between the two subgroups within each group. The null hy-
pothesis was therefore rejected and the alternative hypothesis
that the two subgroups within each group agree in their rank-
ings was accepted. This supposition held for the groups of
I'ale vs. Female, E-Low vs. E-Iiigh, N-Low vs. N-High at the
.01 level of significance and for the L-Low vs. L-High at
the .05 level of significance.
24
TABLE II
SPEARMAN RANK CORRELATION COEFFICIENT OF MASLOY/'S NEEDS BY EACH OF THE SUBGROUPS UNDER INVESTIGATION
Group Rho P
Male vs. Female .968 p. 01
E-Low vs. E-High .957 p. 01
N-Low vs. N-High .978 p. 01
L-Low vs. L-High .915 p. 05
Although the present study was designed with the males vs.
females and introversion vs. extraversion dimensions in mind,
the neurotic and lie scales of the EPI were scored and in-
cluded in the analysis. Since the lie scale has not been
thoroughly validated, all subjects were included in the above
analyses regardless of scores on this scale. However, if the
data from subjects with high lie scores are discarded, the
rankings are not materially altered. On the two dimensions
of interest, the only ranking which changes by more than one
place is that esteem appears to be less important to honest
males.
CHAPTER IV
DISCUSSION
It can be seen from Table I that various groups of
Individuals arrange needs in hierarchies which differ from
Haslow's. Three basic groups emerge from the data: needs
for belongingness and love, physiological needs, and needs
for self-actualization were all given the rank of one, two,
or three by all the subgroups; cognitive needs, safety needs
and esteem needs were given the ranks of four, five or six
by all the subgroups; and in each subgroup and as in Faslow's
theory', aesthetic needs were found in last place. Belonging-
ness and love was ranked first by all the students, followed
in descending order by physiological, self-actualization,
cognitive, esteem, safety and aesthetics.
Two very noticeable discrepancies between Maslow's theory
and the present data concern safety and self-actualization.
These discrepancies may be due to the fact that the subjects
were freshman and sophomore college students. The need for
safety is ranked second in Maslow's hierarchy; however, in
the present data the ranks for safety range from five to six.
Because of their education, college students are both financial-
ly and socially secure or believe they will be at some time
in the near future. Also, college life is quite structured;
for four years a student's routine does not change much from
15
16
day to day. It m y be that safety needs are less important
to the student because he is not threatened by insecurity,
instability, or chaos.
The need for self-actualization is ranked fifth in
Maslow's hierarchy whereas in the present data the ranks for
self-actualization ranged from two to three. Self-actuali-
zation is perhaps the ultimate goal of education, and college
students, as opposed to the general population. Students
are in an environment which enables and encourages them to
develop their full potentialities.
The results show a high agreement within each subgroup
in terms of how to rank order Kaslow's basic needs. These
findings are consistent with the idea that subgroups which
are the same in sex or on some basic personality dimension
should share the same opinions as to the importance of various
needs.
Likewise, it would logically be expected that the two
subgroups within each group would differ in their opinion
as to the importance of the various needs since these two sub-
groups differ in sex or on some basic personality dimension.
A differsnce of one rank does occur between male and female
on physiological needs. Kales assignjhysiological needs a
rank of two while females gave it a rank of three. According
to this data females are more concerned with self-actualiza-
tion than physiological needs in comparison with the males
17
studied. Because the females ranked self-actualization a
rank of two while the males gave it a ranking of three.
A difference of one rank also occurs "between E-Iow and
E-High on physiological needs. Their physiological needs are
perhaps of less importance to High-E's because of the nature
of their personalities. They are "carefree, easy going,
optimistic," as opposed to Low-E's who take "matters of every-
day life with seriousness" (1, p. 9). High-E's assigned self-
actualization needs a rank of t?/o while Low-E's gave them a
rank of three. The desire for self-actualization may be one
of the driving forces which leads to the development of the
extraverted personality.
Low-E's assigned esteem needs a rank of six while High-
E's gave them a rank of five. This may be a reflection of
the High-E's drive for prestige, success, and self-respect,
whereas Low-E's, who are less aggressive than High-E's, who
are less aggressive than High-E's, generally do not develop
such drive for prestige but are typically a retiring sort
of person.
In spite of these differences there was agreement be-
tween the two subgroups within each group. The highest cor-
relation was between K—Low vs. 17—High, followed in descending
order by Hale vs. Female, E-Low vs. E-High, and L—Low vs.
L-High.
It may be that significant relationships were found
18
because of the homogeneity of the subjects who were all un-
dergraduate college students, Caucasian, and between the ages
of seventeen and twenty. This homogeneity may have been
more influential than the subjects' differences which were
in sex and personality traits.
CHAPTER BIBLIOGRAPHY
1. Eysenck, H.J., and Sybil B.G. Eysenc-k. Manual for the Bysenck personality Inventory, San Diego, California: Educational and Industrial Testing Service, 1968.
19
CHAPTER V
SUMMARY AND CONCLUSION
This experiment was concerned with whether or not there
would be a relationship between the two subgroups within
each clinical group in terms of how to rank order Maslow's
needs. The four ssts of two Subgroups studied were: Male
vs. Female, Low-E vs. Hig--E, Low-N vs. Eigh-N, low-L vs.
High-1. The subjects were ask to complete the Eysenck
Personality Inventory and to rank order Maslows Needs. The
data suggested that the various groups arranged needs in
hierarchies which differ from Maslow's ranking of basic needs.
The relationships between subgroups were tested using the
Spearman rank correlation coefficient. Significant correl-
ations were found between all groups. Significant at the .01
level were the groups of Male vs. Female, E-Low vs, E-Higb,
N-Low vs. N-High. The group of L-Low vs. L-High was signifi-
cant at the .05 level of confidence.
It was felt that the shift from Maslow's rankings could
be due to homogeneity within the groups tested. This homo-
geneity may have been more influential than the subjects
differences which were in sex and personality traits.
An improvement in the design, would have been to include a random sample of individuals with a greater range in age.
This would allow greater confidence in making the necessary
20
21
generalization to the entire population.
Suggestions for Further Research
As indicated in the first chapter, there has been very
little research reported using Maslow's basic needs. What
has been indicated is a hierarchy of needs, if one's present
needs are fulfilled he develops a new one. Further research
could be done in marriage counselling applying the theory to
reduce frustration. Higher order needs are more complex,
and therefore less easy to satisfy on a continuing basis,
than are, say, finanacial needs. For that reason, they give
rise to more frustration and discontent when they are not
met. People are never entirely satisfied, once they have
met one set of needs, they move on to develop higher-order
needs.
EYSENCK PERSONALITY INVENTORY FORM A
By H. J. Eysenck and Sybil B. G. Eysenck
23
Name. Age- Sex.
Grade or Occupation, Date-
School or Firm. Mar i ta l Status-
I N S T R U C T I O N S
Here are some questions regarding the way you behave, feel and act. Af ter
each question is a space for answering "Yes," or " N o . "
Try and decide whether "Yes," or " N o " represents your usual way of acting
or feeling. Then blacken in the space under the col-
umn headed "Yes" or " N o . " Section of Answer Column Correctly
Marked
Yes
i No
Yes No
i
Work quickly, and don't spend too much t ime over
any question; we want your f irst reactiop, not a long
drawn-out thought process. The whole questionnaire
shouldn't take more than a few minutes. Be sure not
to omit any questions. Now turn the page over and go ahead. Work quickly, and
remember to answer every question. There are no right or wrong answers, and this
isn't a test of intelligence or abil i ty, but simply a measure of the way you behave.
P U B L I S H E D BY E D U C A T I O N A L A N D I N D U S T R I A L TEST ING S E R V I C E BOX 7 2 3 4 , S A N DIEGO, C A L I F O R N I A 9 2 1 0 7
C O P Y R I G H T & 1 9 6 3 B Y E D U C A T I O N A L A N D I N D U S T R I A L T E S T I N G S E R V I C E .
A L L R I G H T S R E S E R V E D
R E P R O D U C T I O N O F T H I S F O R M B Y A N Y M E A N S S T R I C T L Y P R O H I B I T E D
P R I N T E D I N U S . A
1. Do you often long for excitement? Yes No
2« Do you often need understanding fr iends to cheer you Yes No up? i:
3. Are you usually ca re f ree ? Yes No
4. Do you find it very hard to take no for an answer? . . . Yes No
5. Do you stop and think things over before doing any- Yes No thing?
6. If you say you will do something do you always keep Yes No your promise, no matter how inconvenient it might be to do so?
7. Does your mood often go up and down ? Yes No
8. Do you generally do and say things quickly without Yes No stopping to think?
9. Do you ever feel "just miserable" for no good reason? Yes No I | 10. Would you do almost anything for a da r e? Yes No
11. Do you suddenly feel shy when you want to talk to an Yes No attractive s t r anger?
12. Once in a while do you lose your temper and get Yes No angry?
13. Do you often do things on the spur of the moment? . . . Yes No
14. Do you often worry about things you should not have Yes No done or said?
15. Generally do you prefer reading to meeting people? . . Yes No
16. Are your feelings ra ther easily hurt? Yes No
17. Do you like going out a lot? Yes No
18. Do you occasionally have thoughts and ideas that you Yes No would not like other people to know about ?
19. Are you sometimes bubbling over with energy and Yes No sometimes very sluggish?
20. Do you prefer to have few but special f r iends? Yes No
21. Do you daydream a lot? Yes No
22. When people shout at you, do you shout back? Yes No
23. Are you often troubled about feelings of guilt ? Yes No
24. Are all your habits good and desirable ones? Yes No
25. Can you usually let yourself go and enjoy yourself a Yes No lot at a gay party?
26. Would you call yourself tense or "highly-strung"? . . . Yes No
27. Do other people think of you as being very lively? . . . Yes No
28. After you have done something important, do you often Yes No come away feeling you could have done be t te r? . . . . .
29. Are you mostly quiet when you are with other people? Yes No
30. Do you sometimes gossip? Yes No
E N L
31. Do ideas run through your head so that you cannot Yes s leep?
32. If there is something you want to know about, would Yes you ra ther look it up in a book than talk to someone about i t?
33. Do you get palpitations or thumping in your hea r t ? . . . Yes
34. Do you like the kind of work that you need to pay close Yes attention to?
35. Do you get attacks of shaking or trembling? Yes
36. Would you always declare everything at the customs, Yes even if you knew that you could never be found out? . .
37. Do you hate being with a crowd who play jokes on one Yes another?
38. Are you an irr i table person? Yes
39. Do you like doing things in which you have to act Yes quickly?
40. Do you worry about awful things that might happen? . . Yes
41. Are you slow and unhurried in the way you move? . . . Yes
42. Have you ever been late for an appointment or work? . Yes
43. Do you have many nightmares ? Yes
44. Do you like talking to people so much that you would Yes never miss a chance of talking to a s tranger ?
45. Are you troubled by aches and pains? Yes
46. Would you be very unhappy if you could not see lots Yes of people most of the t ime?
47. Would you call yourself a nervous person? Yes
48. Of all the people you know a re there some whom you Yes definitely do not like ?
49. Would you say you were fa i r ly self-confident? Yes
50. Are you easily hurt when people find fault with you or Yes your work?
51. Do you find it hard to really enjoy yourself at a live- Yes ly par ty?
52. Are you troubled with feelings of inferiori ty? Yes
53. Can you easily get some life into a ra ther dull pa r ty? . Yes
54. Do you sometimes talk about things you know nothing Yes about?
55. Do you worry about your health? Yes
5 6 D o you like playing pranks on others ? . Yes
57. Do you suffer f rom sleeplessness ? . . . Yes
21+
RANKING... SHEET
Age Race Sex Grade
1. Aesthetics 4. Cognitive
2. Self-actualization 5. Belongingriess
3. Esteem 6. Physiological
7. Safety
BIBLIOGRAPHY
Books
Hall, Calvin S., and Gardner Lindzey. Theories 'of Peronal-ity. New York: John Wiley and Sons, Inc., 1957•
Siegel, Sidney. Npnparametrlc Statistics for the Behavioral Sciences. New York: McGraw-Hill Book Company, 1956•
Articles
Eysenck, H.J., and Sybil E.G. Eysenck. Manual for the Eysenck personality inventory. San Diego, California: Educational and Industrial Testing Service, 1968.
Farley, Frank H. On the independence of extraversion and neu-roticism. Journal of. Clinical Psychology, 1967, 23, 15^-156.
Goldberg, Richard T. Need satisfaction and rehabilitation of psychotic patients. Journal of Counseling Psy-chology. 1967, 17, 253-257.
Hall, Douglas T., and Khalil E. Noregain. An examination of Maslow's need hierarchy in an organizational setting. Organizational Behavior and Human Perform-ance. 1968, 3, 12-35.
Kramer, Ernst. The Eysenck personality inventory and self-ratings of extraversion. Journal of Projective Tech-niques and Personality Assessment, 19^9, 33» ^9-62.
Vingoe, F.J. Validity of the Eysenck extraversion scale as determined by self-ratings on normals. British Journal of Social and Clinical Psychology. 1966, 5» wrw. . ' 1
Wells, William D., Howard E. Eyeth, and Nancy P. Wrary. An American application of Eysenck's short neuroticism and extraversion scales. Journal of Applied Psychology, 1961, 1+5, 271-272.
25 .
top related