scholarly journals Validation of the Sasang Personality Questionnaire in high school students

2016 ◽  
Vol 5 (4) ◽  
pp. 259-266 ◽  
Author(s):  
Soo Jin Lee ◽  
Sang Yun Han ◽  
Yong-Jae Lee ◽  
You-Sun Ko ◽  
Nayoung Bae ◽  
...  
Keyword(s):  
High School ◽  
High School Students ◽  
Personality Questionnaire ◽  
School Students

scholarly journals Exploring the Psychometric Properties of Mandarin-Translated Zuckerman Kuhlman Personality Questionnaire among Chinese High School Students in Malaysia

2019 ◽  
Vol 8 (2S10) ◽  
pp. 790-794
Keyword(s):  
High School ◽  
High School Students ◽  
Personality Traits ◽  
Psychometric Properties ◽  
Five Factor Model ◽  
Personality Testing ◽  
Personality Questionnaire ◽  
School Students ◽  
Factor Loadings ◽  
Chinese High School Students

The Zuckerman Kuhlman Personality Questionnaire (ZKPQ-50-CC) is widely used tool to measure personality traits among the test takers and has been translated in various languages. However, based on the literatures related to personality, it is apparent that there is no Mandarin translated ZKPQ is available to measure personality traits among Chinese population based on the Alternative Five Factor Model. Therefore, the aim of this study is to validate and explore the psychometric properties of the Mandarin-translated version of the Zuckerman Kuhlman Personality Questionnaire. A cross-sectional study was designed involving 250 Malaysian Chinese High school students, aged thirteen to eighteen. Forward-backward translations were performed followed by the factor analysis and reliability testing. The five factors structure was assessed and the factor loadings are similar with the Malay version of ZKPQ. This Mandarin translated ZKPQ comprised of 38 items with the factor loadings ranged from 0.41 to 0.79. The reliability values also showed that Mandarin translated ZKPQ is reliable. As such, the Mandarin translated ZKPQ was found to be valid and reliable to use among Mandarin speaking population for the purpose of personality testing and screening.

A Leadership Profile of Secondary Gifted Students

1983 ◽  
Vol 53 (3_suppl) ◽  
pp. 1259-1262 ◽  
Author(s):  
Jane C. Chauvin ◽  
Frances A. Karnes
Keyword(s):  
High School ◽  
High School Students ◽  
Gifted Students ◽  
Full Scale ◽  
Self Control ◽  
Personality Factor ◽  
Personality Questionnaire ◽  
School Students ◽  
Self Sufficiency ◽  
Personality Factor Questionnaire

The present study was undertaken to ascertain the leadership profile of secondary gifted students. Characteristics of leadership were based on earlier findings for adults who responded to the 16 Personality Factor Questionnaire. The High School Personality Questionnaire, an instrument based on the 16 PF, but normed for high school students, was administered to 181 secondary gifted students, all of whom had Full Scale IQs of at least 130. Comparing their profiles with those of adult leaders showed the gifted students scored higher on Factors B, intelligence; F, enthusiasm; and Q2, self-sufficiency. They scored lower on Factors G, conscientiousness and Q3, self-control.

Identification of Self-Concept Using the High School Personality Questionnaire

1979 ◽  
Vol 48 (3) ◽  
pp. 731-734 ◽  
Author(s):  
Brian J. Anderson ◽  
Elmer A. Lemke ◽  
Marjorie L. Lewis
Keyword(s):  
High School ◽  
High School Students ◽  
The Self ◽  
Self Concept ◽  
Personality Factors ◽  
General Factor ◽  
Personality Questionnaire ◽  
School Students ◽  
Significant Group ◽  
The Relationship

This study investigated the relationship between level of self-concept and personality factors in 130 high school students, using as self-concept measures, subtests from the Index of Adjustment and Values, the Self-esteem Inventory, and the Tennessee Self-concept Scale, and using the High School Personality Questionnaire as a measure of personality factors. A general self-concept factor was derived, through factor analysis, from the self-concept subtests and then two groups of subjects were identified as high or low on this general factor. A sex by group by subtest analysis of variance indicated a significant group by subtest interaction, suggesting that the questionnaire can be used to identify students with high and low self-concepts. Low self-concept subjects were more anxious and introverted than high self-concept subjects, who were less anxious and more extroverted.

Creativity, Intelligence, and Achievement

1968 ◽  
Vol 22 (3) ◽  
pp. 749-754 ◽  
Author(s):  
Russell Eisenman ◽  
Jerome J. Platt ◽  
Alex Darbes
Keyword(s):  
High School ◽  
High School Students ◽  
Word Meaning ◽  
Achievement Test ◽  
Personality Questionnaire ◽  
School Students ◽  
Stanford Achievement Test ◽  
Independent Variables ◽  
Low Iq ◽  
True False

Two tests of creativity (complexity-simplicity preferences, and a true-false personality questionnaire), one test of intelligence (Stanford-Binet IQ) and one achievement test (Stanford Achievement Test, Advanced Battery Partial: KM-3) were administered to 62 high school students. Six 2 × 2 analyses of variance were computed for each achievement subtest, with high and low creativity and high and low IQ as independent variables. It was found that IQ was significant for 5 of the 6 subtests: paragraph meaning, word meaning, spelling, language, and arithmetic computation, while creativity was significantly related to scores on arithmetic reasoning. There were no significant IQ × creativity interactions, although low IQ-low creativity Ss had the lowest scores on all six subtests.

Relationships of Personality Factors with Clinical Dimensions and School Achievement

1996 ◽  
Vol 82 (1) ◽  
pp. 243-253 ◽  
Author(s):  
Maria Forns-Santacana ◽  
Bernardí Martorell-Balanzó ◽  
Juan Antonio Amador-Campos ◽  
Judit Abad-Gil
Keyword(s):  
High School ◽  
High School Students ◽  
Personality Traits ◽  
School Achievement ◽  
Predictive Ability ◽  
Clinical Analysis ◽  
Personality Factors ◽  
Personality Questionnaire ◽  
School Students

This study analyzes the association of personality traits, psychopathological factors, and school achievement. High School Personality Questionnaire, Clinical Analysis Questionnaire, and academic marks of 224 high school students (90 boys and 134 girls) are used. It can be stated that the predictive ability of measures of personality traits and clinical dimensions is very weak for both boys and girls. The Clinical Analysis Questionnaire does not seem to be useful in the prediction of school achievement.

Articulatory Intervention for the Visually Impaired

1979 ◽  
Vol 10 (3) ◽  
pp. 139-144
Author(s):  
Cheri L. Florance ◽  
Judith O’Keefe
Keyword(s):  
High School ◽  
High School Students ◽  
Behavior Change ◽  
Visually Impaired ◽  
School Students ◽  
Handicapped Children ◽  
Paired Stimuli ◽  
Visually Handicapped ◽  
Parent Program

A modification of the Paired-Stimuli Parent Program (Florance, 1977) was adapted for the treatment of articulatory errors of visually handicapped children. Blind high school students served as clinical aides. A discussion of treatment methodology, and the results of administrating the program to 32 children, including a two-year follow-up evaluation to measure permanence of behavior change, is presented.

A Triarchic Analysis of an Aptitude-Treatment Interaction

1999 ◽  
Vol 15 (1) ◽  
pp. 3-13 ◽  
Author(s):  
Robert J. Sternberg ◽  
Elena L. Grigorenko ◽  
Michel Ferrari ◽  
Pamela Clinkenbeard
Keyword(s):  
High School ◽  
High School Students ◽  
Introductory Psychology ◽  
College Level ◽  
School Students ◽  
Treatment Interaction ◽  
Aptitude Treatment Interaction ◽  
Psychology Course

Summary: This article describes a triarchic analysis of an aptitude-treatment interaction in a college-level introductory-psychology course given to selected high-school students. Of the 326 total participants, 199 were selected to be high in analytical, creative, or practical abilities, or in all three abilities, or in none of the three abilities. The selected students were placed in a course that either well matched or did not match their pattern of analytical, creative, and practical abilities. All students were assessed for memory, analytical, creative, and practical achievement. The data showed an aptitude-treatment interaction between students' varied ability patterns and the match or mismatch of these abilities to the different instructional groups.

Identity Exploration and Commitment of Albanian Youth as a Function of Social Opportunity Structure

2006 ◽  
Vol 11 (4) ◽  
pp. 268-276 ◽  
Author(s):  
Aida Orgocka ◽  
Jasna Jovanovic
Keyword(s):  
High School ◽  
High School Students ◽  
Identity Development ◽  
Youth Development ◽  
Female Students ◽  
Male Students ◽  
Opportunity Structure ◽  
School Students ◽  
Identity Exploration

This study examined how social opportunity structure influences identity exploration and commitment of Albanian high school students. A total of 258 students completed a questionnaire that gauged their identity exploration and commitment in three domains: education, occupation, and family. ANOVA results indicated that, overall, students scored highest in exploration in the domain of education and in commitment in the domain of family. Students' exploration and commitment were linked to gender. Albanian female students scored higher than male students in exploration and commitment regarding education and family. Perceived work opportunities in Albania or abroad also significantly moderated participants' exploration in the domain of education and were associated with commitment in education and occupation. As one of the first studies to explore Albanian youth's identity development in relation to social opportunity structure, findings are discussed in light of furthering the field of Albanian adolescent and youth development.

Mobilizing for Some

2016 ◽  
Vol 28 (3) ◽  
pp. 123-135 ◽  
Author(s):  
Raffael Heiss ◽  
Jörg Matthes
Keyword(s):  
High School ◽  
Social Media ◽  
High School Students ◽  
Experimental Design ◽  
Collective Efficacy ◽  
Political Efficacy ◽  
Negative Effects ◽  
School Students ◽  
Positive Effects ◽  
Specific Factors

Abstract. This study investigated the effects of politicians’ nonparticipatory and participatory Facebook posts on young people’s political efficacy – a key determinant of political participation. We employed an experimental design, using a sample of N = 125 high school students (15–20 years). Participants either saw a Facebook profile with no posts (control condition), nonparticipatory posts, or participatory posts. While nonparticipatory posts did not affect participants’ political efficacy, participatory posts exerted distinct effects. For those high in trait evaluations of the politician presented in the stimulus material or low in political cynicism, we found significant positive effects on external and collective efficacy. By contrast, for those low in trait evaluations or high in cynicism, we found significant negative effects on external and collective efficacy. We did not find any effects on internal efficacy. The importance of content-specific factors and individual predispositions in assessing the influence of social media use on participation is discussed.

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