Personality Variables Related to Shyness

2008 ◽  
Vol 102 (1) ◽  
pp. 40-42 ◽  
Author(s):  
Mirja Kalliopuska
Keyword(s):  
Social Skills ◽  
Personality Trait ◽  
Genetic Background ◽  
Self Esteem ◽  
Self Disclosure ◽  
Personality Variables ◽  
Long Time

Shyness has been a very common Finnish characteristic as social skills are manifest. Shy people may have a good empathetic listening but self-disclosure, another aspect of empathetic communication, is missing. Shyness refers to poor social skills more than a personality trait, which would have a more genetic background, as Finns have been genetically isolated for a long time. Shy persons show a mediocre empathy (good empathetic listening and sensitivity but poor self-disclosure), weak self-esteem, weak narcissism, and sometimes more burnout.

Personality Correlates of Actual Self-Disclosure

1968 ◽  
Vol 22 (2) ◽  
pp. 495-501 ◽  
Author(s):  
Darhl M. Pedersen ◽  
Vincent J. Breglio
Keyword(s):  
Personality Traits ◽  
Personality Trait ◽  
Physical Appearance ◽  
Self Disclosure ◽  
Personality Variables ◽  
Significant Relationships ◽  
Personality Correlates ◽  
Depth Rating ◽  
Males And Females ◽  
Personality Studies

A questionnaire which obtained actual self-disclosure about five topics—interests, personality, studies, body, and money—and instruments which measured seven personality traits were administered to 52 Ss. Seven self-disclosure scores were obtained from the questionnaire, one depth rating for each topic, a total depth score (sum of the five topic depth ratings), and an amount of disclosure score (count of words written in responding to all five topic areas). All self-disclosure measures were correlated with the personality variables for males and females separately and also with sex. No significant relationships were found between the personality variables and the measures of self-disclosure for females. However, data suggested that more emotionally unstable males tended to disclose more about their personality and their health and physical appearance than the stable males. Although no significant correlations were found between masculinity-femininity as a personality trait and the measures of actual disclosure, females tended to disclose more than males about all topics except “money.”

scholarly journals Social Skills Development and Enhancing Inclusion of Men Experiencing Social Disjuncture in the Group of Social Changes

Pedagogika ◽  
2021 ◽  
Vol 140 (4) ◽  
pp. 94-115
Author(s):  
Oksana Mačėnaitė ◽  
Jūratė Požėrienė
Keyword(s):  
Social Skills ◽  
Social Inclusion ◽  
Self Esteem ◽  
Skills Development ◽  
Social Changes ◽  
Self Confidence ◽  
Or Groups ◽  
The Social ◽  
Long Time ◽  
Social Insecurity

Social disjuncture is a complex result of certain unfavorable life circumstances, a person’s social insecurity, and psychological discomfort, lack of self-confidence, social skills, respect, dignity, and self-esteem. Individuals or groups experience social disjuncture due to poverty, discrimination, loss of employment, relationships with relatives, imprisonment, illness, and addictions. One of the groups experiencing social disjuncture is men, and the stereotypes of society towards men further increase the risk of exclusion of this social group. Due to men’s social disjuncture, their social and professional life becomes very limited; their repulsive experience limits decisionmaking, and disrupts the expression of socially acceptable behavior. Men in social disjuncture suffer from social rejection, inferiority; self-doubt, diminished self-esteem, their social skills, and social expression are often unacceptable in society. They often refuse to make positive decisions that can improve their quality of life, do not recognize their uniqueness, otherness, and avoid socially significant changes, bold decisions. Men who have been separated for a long time exhibit aggressive behavior and become even more isolated as a result. The social disjuncture of men can be successfully reduced in the group of social changes aimed at men’s self and knowledge of the environment, development of social skills, development of suitable alternatives for socially unacceptable behavior, increasing social inclusion in society.

Emily Parker and Her Family

2017 ◽  
Author(s):  
Peggy J. Miller ◽  
Grace E. Cho
Keyword(s):  
Social Skills ◽  
Middle Class ◽  
Social Life ◽  
Self Esteem ◽  
European American ◽  
American Family ◽  
Her Family ◽  
Normative Practices

Chapter 8, “Emily Parker and Her Family,” is the first of four chapters that focus on individual children and their families. Forming the “Persons” part of the book, these chapters provide intimate portraits of the children and their circumstances, complementing the preceding chapters, which focused on normative practices. Emily Parker was the middle child in a middle-class European American family. She was an affectionate child who loved to please people and remained close to her older sister, despite their wrangles. Emily was sensitive to criticism from her parents but was unperturbed by her sister’s jibes. Mr. and Mrs. Parker immersed their children in a rich and varied social life in which Emily developed precocious social skills—evidence, her parents believed, of her high self-esteem. Emily learned to praise herself and to ask adults for help.

Body-Image Distortion and Dissatisfaction in University Students

1986 ◽  
Vol 63 (2) ◽  
pp. 907-911 ◽  
Author(s):  
Harriett M. Mable ◽  
William D. G. Balance ◽  
Richard J. Galgan
Keyword(s):  
Body Image ◽  
University Students ◽  
Sex Role ◽  
Body Image Dissatisfaction ◽  
Self Esteem ◽  
Image Distortion ◽  
Body Image Disturbance ◽  
Sex Role Orientation ◽  
Body Image Distortion ◽  
Personality Variables

The present study investigated body-image distortion and body-image dissatisfaction for a sample of 75 male and 75 female university students, in relation to personality variables implicated in the literature, such as sex-role orientation, self-esteem, locus of control, and depression. Women perceived their weight deviation from the norm at over 15% above their actual deviation, whereas men distorted less than 1%. In a multiple regression analysis, none of the personality measures correlated significantly with body-image distortion; however, sex of subject accounted for 25% of its variance. Body dissatisfaction was significantly associated with low self-esteem, externality, depression, and distortion. The relationship between body-image distortion and dissatisfaction, although significant, was surprisingly small Apparently, these two aspects of body-image disturbance represent quite distinct constructs.

scholarly journals Emotional Intelligence, Self-Esteem and Academic Achievement: A Case Study, English Department Students

Humaniora ◽  
2012 ◽  
Vol 3 (1) ◽  
pp. 98
Author(s):  
Wiwik Andreani
Keyword(s):  
Academic Achievement ◽  
Emotional Intelligence ◽  
Social Skills ◽  
Self Esteem ◽  
Academic Ability ◽  
English Department

This study examines the comparison between English Department students’ emotional intelligence (EQ), their self-esteem and their academic achievement. Twenty-two students participated in the research by answering EQ test and two Self-Esteem questionnaires. The result shows that there is no relation between students’ GPA and their self-esteem and EQ. This means that academic ability does not correspond to social skills. Though most students have average EQ and self-esteem, one student has High EQ, High Self-esteem and a 2.95 GPA (out of 4). 

scholarly journals Development Of Stunted Toddlers Aged 24-59 Months Using Prescreening Developmental Questionnaire (Pdq) In Air Dingin Public Health Center, Padang 2019: An Overview

2021 ◽  
Vol 14 (1) ◽  
pp. 27-31
Author(s):  
Dita Hasni ◽  
Febianne Eldrian ◽  
Anjas Adisena
Keyword(s):  
Public Health ◽  
Life Cycle ◽  
Social Skills ◽  
Health Center ◽  
Nutritional Intake ◽  
Fine Motor ◽  
Data Presentation ◽  
Public Health Center ◽  
Long Time ◽  
Nutritional Needs

Background: Stunting is a chronic malnutrition problem that resulted from an insufficient nutritional intake for a long time. This problem can develop during pregnancy, infancy, childhood, and throughout the life cycle due to feeding that does not accommodate the nutritional needs. Stunting correlates with disorders of fine motor, gross motor, language, and personal social skills. Objective: This study aims to perceive an overview of stunted toddlers aged 24-59 months using the Prescreening Developmental Questionnaire (PDQ). Method: The authors carried out this research in Air Dingin public health center, Padang, from April to September 2019. This research was descriptive that included 40 toddlers aged 24-59 months diagnosed with stunting. The data presentation was a frequency distribution table and percentage. Results: This study obtained that 22 toddlers (55.0%) were girls, seven toddlers (17.5%) experienced a developmental deviation, and 26 toddlers (65%) had suspected developmental deviation. In short, there were several cases of stunted toddlers who underwent a developmental deviation

scholarly journals 团体心理咨询对大学生自尊提升的干预研究

2019 ◽  
Vol 01 (02) ◽  
pp. 100-111
Author(s):  
童童 李 ◽  
艳 李 ◽  
莉 潘 ◽  
倩 黄 ◽  
喆 王
Keyword(s):  
Training Program ◽  
Interpersonal Relationship ◽  
Personal Communication ◽  
Self Esteem ◽  
Control Group ◽  
Big Five Personality ◽  
Relationship Skills ◽  
Long Time ◽  
And Control ◽  
Experimental Group

目的：探讨团体心理咨询对大学生自尊提升的干预效果以及内在影响机制。方法：招募18 名大学生为研究对象，采用实验组与控制组前后测量的实验设计，实验组接受为期6 周的自尊提升团体心理咨询，使用自尊量表、人际关系综合诊断量表和大五人格量表进行测试。结果：团体心理咨询后，实验组被试的自尊水平提高[（32.67±3.12）vs.（29.33±3.24）， p< 0.001]，人际关系综合诊断量表总分[（6.62±3.66）vs.（12.00±5.27）， p< 0.001] 及人际关系维度分数[（2.11±1.36）vs.（4.00±1.94），p= 0.009] 下降，大五人格问卷外倾性[（3.51±0.31）vs.（3.30±0.41） ，p= 0.002] 与责任心[（3.65±0.34）vs.（3.43±0.35） ，p= 0.026] 分数提高。结论：团体心理咨询对大学生自尊提升的干预有效，这一干预效应存在潜在的长期效应，其内在机制可能是人际关系困扰的降低；自尊提升能够内化成为个体人格外倾性的一部分。 Objectives： This study is focused on a six-week group psychological guidance to enhance self-esteem and to explore its intrinsic mechanism. Methods：Totally 18 students were randomly assigned to one of two group： experimental group（n=9） and control group（n=9）. The experimental group received six-week training program to enhance self-esteem， as compared as control group who received only baseline and post-six-week measurement which included the self-esteem scale，the interpersonal relationship comprehensive diagnosis scale， and the Big Five personality scale. Results： After the training program， the experimental group’s selfesteem was improved [（32.67±3.12）vs.（29.33±3.24）]， total score[（6.62±3.66）vs.（12.00±5.27）] and inter-personal communication[（2.11±1.36） vs.（4.00±1.94）] score of the interpersonal relationship comprehensive diagnosisscale were declined， and score of extraversion[（3.51±0.31）vs.（3.30±0.41）] and conscientiousness[（3.65±0.34）vs.（3.43±0.35）] were increased. Conclusion： It proves that group psychological guidance could enhance students’ self-esteem for a long time， and self-esteem could be a part of personality. The most important is that the improvement of relationship skills could explain why group psychological guidance could enhance self-esteem.

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