scholarly journals Self-Expressive Creativity in the Adolescent Digital Domain: Personality, Self-Esteem, and Emotions

2019 ◽  
Vol 16 (22) ◽  
pp. 4527 ◽  
Author(s):  
Pérez-Fuentes ◽  
Molero Jurado ◽  
Gázquez Linares ◽  
Oropesa Ruiz ◽  
Simón Márquez ◽  
...  
Keyword(s):  
Emotional Intelligence ◽  
High School Students ◽  
Personality Traits ◽  
Self Esteem ◽  
Positive Influence ◽  
Openness To Experience ◽  
Positive Development ◽  
Personality Factors ◽  
School Students ◽  
Negative Effect

Background: Although self-expressive creativity is related to cyberbullying, it can also reinforce strengths that contribute to positive adolescent development. Our study concentrated on the relationships between personality traits and self-expressive creativity in the digital domain in an adolescent population. For this, we analyzed the effect of self-esteem and emotional intelligence as assets for positive development related to personality traits and self-expressive creativity. Methods: The study population included a total of 742 adolescents that were high-school students in the province of Almería, Spain. The following instruments were used: Big Five Inventory (BFI) to evaluate the five broad personality factors, Rosenberg Self-Esteem Scale (RSE), Expression, Management, and Emotion Recognition Evaluation Scale (TMMS-24), and the Creative Behavior Questionnaire: Digital (CBQD). Results: The cluster analysis revealed the existence of two profiles of adolescents based on their personality traits. The analysis showed that the group with the highest levels of extraversion and openness to experience and lowest levels of neuroticism were those who showed the highest scores in self-esteem, clarity, and emotional repair, as well as in self-expressive creativity. Higher scores in neuroticism and lower scores in extraversion and openness to experience showed a direct negative effect on self-expressive creativity and indirect effect through self-esteem and emotional attention, which acted as mediators in series. Conclusions: To counteract certain characteristics that increase adolescents’ vulnerability to social network bullying, a plan must be developed for adequate positive use of the Internet from a creative model that enables digital self-expression for acquiring identity and self-efficacy through the positive influence of peers, which promotes feelings of empowerment and self-affirmation through constructive tasks that reinforce self-esteem and emotional intelligence.

scholarly journals The Role of Personality Traits in Predicting Senior High School Students’ Academic Buoyancy

2019 ◽  
pp. 1336-1340
Author(s):  
Meilani Rohinsa ◽  
Surya Cahyadi ◽  
Achmad Djunaidi ◽  
Tb. Zulrizka Iskandar
Keyword(s):  
High School ◽  
High School Students ◽  
Personality Traits ◽  
Big Five ◽  
Senior High School ◽  
Personality Factors ◽  
School Students ◽  
Academic Buoyancy ◽  
Senior High School Students

All students have to face academic pressures, setbacks and challenges that are part of their everyday academic life. The capacity to deal with this, i.e. ‘academic buoyancy’, is needed to reduce the impact of academic adversity. Since academic buoyancy may be associated with personality, our study explored the role of personality trait, especially the ‘big five’, as predictors of the academic buoyancy in senior high school students in an Eastern culture. Methods: Using quota sampling, 356 respondents were sampled from the eight largest senior high schools in Bandung, Indonesia. Five personality factors were measured using the Big Five Inventory. Furthermore, academic buoyancy was assessed utilizing the Academic Buoyancy Scale. Multiple regression analysis was used to analyze the predictive value of each trait for academic buoyancy. Result: Academic buoyancy appears to be related to personality differences. We found three personality traits which predicted positively and significantly academic buoyancy, namely Conscientiousness, Agreeableness and Extraversion. Conclusions: The study has provided a new understanding of the relevance of personality for academic student’s life. Implications and differences in relation between personality and academic buoyancy in senior high school’ student are discussed.

scholarly journals How does Social Media Affect the Psychological Well-Being of High School Students Attending Jose Marti MAST 6-12 Academy?

2021 ◽  
Vol 10 (4) ◽  
Author(s):  
Mizael Prieto ◽  
Marika De Los Reyes
Keyword(s):  
Social Media ◽  
High School Students ◽  
Public Perception ◽  
Well Being ◽  
Negative Influence ◽  
Positive Influence ◽  
Jose Marti ◽  
School Students ◽  
Psychological Well Being ◽  
Negative Effect

Social media is arguably the most influential force the 21st century has to offer more than the economy, politics, or anything in between; social media has greatly influenced everyone more than once. With a network of interconnected people so large over multiple platforms the force social media exerts over people has never been greater than now; social media has become the place where people share their opinions with the world for others to read, see, and hear. One example of its influence is the public perception on Covid-19, it increased the general fear of it and also decreased mental health among several users of social media; panic mostly spread among younger users, who expressed their concerns over social media (Ahmad & Murad, 2020). While social media applications have a positive influence, they also have a negative influence on their users, especially teenagers. A study conducted by Dr. Ghulam Shabir, Chairman of the Department of Media Studies at The Islamia University of Bahawalpur, found that out of 279 participants, 139 agreed and 85 strongly agreed that social media has a bad influence on the participants; however, they also found that 110 of the agreed and 63 strongly agreed that social media positively influenced them (2014). With many children trying to find who they are, this study stands to find whether social media has a positive or negative effect over the psychological well-being of students in Jose Marti Mast 6-12 Academy.

Personality traits and locus of control in situations of successes and failures among first grade junior high school students

2019 ◽  
Vol 57 (15) ◽  
pp. 38-62
Author(s):  
Sara Filipiak ◽  
Beata Łubianka
Keyword(s):  
High School ◽  
High School Students ◽  
Locus Of Control ◽  
Personality Traits ◽  
Junior High School ◽  
Junior High ◽  
First Grade ◽  
Openness To Experience ◽  
School Students ◽  
Successes And Failures

The situation of the change of education stage is an important moment in life of school children. Finishing elementary school education and transition into the first grade of junior high school is parallel to developmental psychophysiological changes which occur in the early adolescence. The need of acceptance of these changes and the necessity of adaptation to new environment and school demands, may be interpreted by students as a developmental chance or a risk. The article presents the results of research conducted on 560 students from first grades of junior high schools in the school year 2016/2017. The analysis pertained to estimate connections between personality traits in Big Five Model measured with Obrazkowy Pomiar Cech Osobowości Dzieci OPCO-D (Maćkiewicz, Cieciuch, 2012), and locus of control in the situations of successes and failures measured with Kwestionariusz do Badania Poczucia Kontroli KBPK (Krasowicz, Kurzyp-Wojarska, 1990). Boys are more extravert, eager to engage and experience more positive emotions in social interactions than girls. Girls, in turn, scored higher in features linked with anxiety than boys. In terms of locus of control, results indicate it is not formed yet, both in the situations of successes and failures. There is no difference between boys and girls in the way how they explain causes of events which they experience. The strongest correlations between personality traits and locus of control were reported in links between locus of control and consciousness, openness to experience and agreeableness. Moreover, the results revealed interaction effect between gender and openness to experience, only in the situations of successes.

Using Personality Traits to Understand the Influence of Personality on Computer Programming

2016 ◽  
Vol 18 (1) ◽  
pp. 28-48 ◽  
Author(s):  
Zahra Karimi ◽  
Ahmad Baraani-Dastjerdi ◽  
Naser Ghasem-Aghaee ◽  
Stefan Wagner
Keyword(s):  
Personality Traits ◽  
Computer Programming ◽  
Openness To Experience ◽  
Personality Factors ◽  
Software Projects ◽  
Programming Students ◽  
Negative Effect ◽  
Software Psychology ◽  
Personality Facets ◽  
Positive Effect

Computer programming is complex and all personality factors might influence it. Personality factors are comprehensive but broad and, therefore, lower level traits may help understanding the influence of personality on computer programming. The objective of this paper is to extend the empirical knowledge in software psychology by using narrow personality traits as well as broad personality traits to explain the influence of personality. The authors surveyed 68 programming students developing software projects to investigate the influence of personality on performance in computer programming. They measured five broad personality factors, 17 personality facets, prior experience, attitude and self-assessed survey performance. They also used the grade students achieved in the software projects as an indicator of software quality. It was found that prior programming experience, attitude towards programming, academic performance, Openness to Experience, Conscientiousness, Extraversion and Agreeableness have a positive effect on performance in computer programming. However, one facet of Openness to Experience and facets of Neuroticism revealed negative effect. The authors found an indication that different aspects of personality factors have different influences on computer programming. Personality facets show larger effect than personality and help explaining the influence of personality. More studies are needed to strengthen the findings and clarify the situation.

scholarly journals Motivation and personality factors of Generation Z high school students aspiring to study human medicine

2022 ◽  
Vol 22 (1) ◽  
Author(s):  
Barbara M Holzer ◽  
Oriane Ramuz ◽  
Christoph E Minder ◽  
Lukas Zimmerli
Keyword(s):  
High School ◽  
High School Students ◽  
Intrinsic Motivation ◽  
Personality Traits ◽  
Meaningful Work ◽  
Job Security ◽  
Human Medicine ◽  
Personality Factors ◽  
School Students ◽  
Generation Z

Abstract Background A new generation of medical students, Generation Z (Gen Z), is becoming the predominant population in medical schools and will join the workforce in a few years’ time. Medicine has undergone serious changes in high-income countries recently. Therefore, it is unclear how attractive the medical profession still is for high school students of Gen Z. The aim of this study was to investigate what motivation leads Gen Z students in their choice to study human medicine, and how they see their professional future. Our study was guided by motivation theory and the influence of personality traits and other personal factors on students’ choice of university major. Methods In a cross-sectional online survey, we included third- and fourth-year high school students in Northern Switzerland. We examined the importance of criteria when choosing a university major: personality traits, career motivation, life goals, and other considerations influencing the choice of human medicine versus other fields of study. Results Of 1790 high school students, 456 (25.5%) participated in the survey (72.6% women, mean age 18.4 years); 32.7% of the respondents aspired to major in medicine at university. For all respondents, the foremost criterion for selecting a field of study was ‘interest in the field,’ followed by ‘income’ and ‘job security.’ High school students aiming to study human medicine attached high importance to ‘meaningful work’ as a criterion; supported by 36.2% of those students answering that helping and healing people was a core motivation to them. They also scored high on altruism (p < 0.001 against all groups compared) and intrinsic motivation (p < 0.001) and were highly performance- (p < 0.001) and career-minded (p < 0.001). In contrast, all the other groups except the law/economics group had higher scores on extraprofessional concerns. Conclusions Swiss Gen Z students aspiring to study human medicine show high intrinsic motivation, altruism, and willingness to perform, sharing many values with previous generations. Adequate work-life balance and job security are important issues for Gen Z. Regarding the current working conditions, the ongoing shortage of physicians, and recent findings on physicians’ well-being, the potential for improvement and optimization is high.

Physical self-esteem and personality traits in Swedish physically inactive female high school students: an intervention study

2016 ◽  
Vol 28 (4) ◽  
pp. 363-372 ◽  
Author(s):  
Yvonne Kahlin ◽  
Suzanne Werner ◽  
Gunnar Edman ◽  
Anders Raustorp ◽  
Marie Alricsson
Keyword(s):  
Physical Activity ◽  
High School ◽  
High School Students ◽  
Personality Traits ◽  
Intervention Group ◽  
Self Esteem ◽  
School Students ◽  
Female High School ◽  
Physically Inactive

Abstract Background: Physical activity provides fundamental health benefits and plays a positive role in physical well-being. The aim of this present study was to investigate whether a 6-month physical activity program could influence physical self-esteem and frequency of physical activity in physically inactive female high school students in short- and long-term periods and whether personality traits were related to physical activity behaviour and compliance with the program. Methods: The study was a cluster-randomised controlled intervention study including 104 physically inactive female high school students aged 16–19 years, 60 females in an intervention group and 44 females in a control group. The intervention group exercised at sport centres at least once per week during a 6-month period. Questionnaires were used for evaluation. Results: At a 6-month follow up, the intervention group improved physical self-perception in all subdomains and significantly improved physical condition, physical self-worth and self-related health compared to the control group. At 1-year follow up, 25 females out of 53 females were still physically active, and all ratings remained almost the same as at the 6-month follow up. There were no particular personality traits that were dominant in the groups. Conclusion: A 6-month physical activity program can positively influence physical self-esteem and the frequency of physical activity, both from a short- and long-term perspective.

Relationships between Personal Responsibility, Emotional Intelligence, and Self-Esteem in Adolescents and young Adults

2007 ◽  
Vol 24 (1) ◽  
pp. 5-18 ◽  
Author(s):  
A Mergler ◽  
F H Spencer ◽  
W Patton
Keyword(s):  
High School ◽  
Emotional Intelligence ◽  
Young Adults ◽  
High School Students ◽  
Personal Responsibility ◽  
Self Esteem ◽  
Self Report ◽  
Adolescents And Young Adults ◽  
Older Students ◽  
School Students

AbstractThe purpose of the present study was to examine the relationships between personal responsibility, emotional intelligence and self-esteem in adolescents and young adults and explore the psychometric properties of the Personal Responsibility Questionnaire. One hundred and fifty high school students and 186 university students completed self-report questionnaires examining personal responsibility, emotional intelligence and self-esteem. Results revealed that older students reported higher levels of personal responsibility, emotional intelligence and self-esteem than the Year 11 students. The Personal Responsibility Questionnaire was found to significantly correlate with emotional intelligence and self-esteem suggesting strong construct validity.

scholarly journals Assessing the Personal and Emotional Developmental Outcomes of High-School Students

2008 ◽  
Vol 25 (2) ◽  
pp. 4-16 ◽  
Author(s):  
Amanda G. Mergler ◽  
Rebecca Spooner-Lane
Keyword(s):  
Emotional Intelligence ◽  
High School Students ◽  
Public School ◽  
Private School ◽  
Emotional Development ◽  
Personal Responsibility ◽  
Developmental Outcomes ◽  
Self Esteem ◽  
School Students ◽  
Public And Private

AbstractAn examination of recent education policy and research demonstrates that the development of personal and emotional competence amongst Australian school students is a national priority (Commonwealth of Australia, 2005; Lewis & Frydenberg, 2002; Reid, 2006). In an attempt to determine whether high-schools are indeed supporting the personal and emotional development of young people, the present study investigated personal responsibility, emotional intelligence and self-esteem among a sample of year 11 public (n = 274) and private (n = 124) school students. The study found that all participants demonstrated high levels of personal responsibility and emotional intelligence, with no significant differences between the public and private school. Public and private school participants significantly differed on self-esteem, with private school participants reporting high levels of self-esteem (M = 30.36) and public school participants (M = 26.92) reporting moderate levels of self-esteem. It is sometimes assumed that private schools facilitate better developmental outcomes among students than public schools. Whilst findings are limited to results obtained from one public and one private school, the current study did not find evidence to support that the personal and emotional development of students is hindered in a public school environment.

scholarly journals Relationship between personality traits and self-concept in high school students

2013 ◽  
pp. 551-562
Author(s):  
Mia Maric
Keyword(s):  
High School ◽  
High School Students ◽  
Personality Traits ◽  
Social Desirability ◽  
Self Esteem ◽  
Negative Evaluation ◽  
Fear Of Negative Evaluation ◽  
Self Concept ◽  
School Students ◽  
The Relationship

In adolescence, there are significant changes in behavior, which are largely determined by personality traits and perceptions which adolescents have about themselves. The main objective of this study was to determine the relationship between basic personality dimensions of Eysenck model and certain aspects of self-concept among high school students. The sample consisted of 200 students in the second and fourth year of high school. The research results confirm the existence of significant correlation between all three investigated dimensions of personality and certain aspects of self-concept in adolescence. Thus, it was determined that neuroticism is positively associated with fear of negative evaluation, externality and low social desirability and negatively with loneliness. Extraversion is positively related to persistence, self-esteem and general life satisfaction, and negatively with the perceived incompetence, loneliness, fear of negative evaluation and externality, and low psychoticism is positively associated with persistence, self-esteem and general satisfaction, and negatively with the perceived incompetence and loneliness.

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.

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