Children's Personality Questionnaire Research Articles

Cultural and educational environment in the development of younger schoolchildren's creative potential.

The purpose of our research is to study the creative potential as psychological capacities for younger schoolchildren's creative self-realization and self-development in various conditions of the educational environment. The methodological basis of this work is Vygotsky's conceptual provisions according to which the human psyche is culturally determined, and a sociocultural environment is considered to be the main source and condition for the child's mental development. The study involved younger schoolchildren (a total of 160 children from the 4th grade aged 9-10 years, n = 160, M = 9.5 years, SD = 2.6; 49% boys) from schools in Kazan (Russian Federation). We used a test of verbal creativity when studying the creative potential of younger schoolchildren, the proposed method is a Russian-language adapted version of the RAT test (remote association test) by Mednik. The Johnson Creativity Inventory was used as adapted by Tunick. To study the level of communicative control, the test "Diagnostics of communicative control" by Schneider was used. To assess the personal qualities of younger students, we used a modified version of the children's personality questionnaire intended for 8-12 year-old children and developed by Cattell and Koan. As a result of a comprehensive expert assessment, we identified four types of schools with different severity degrees of essential characteristics of educational environments: serene, dogmatic, career and creative. According to the analysis of variance (one-dimensional one-factor ANOVA), the younger schoolchildren's creative potential was revealed in the context of the educational environment variability and the contingency of the educational environment parameters with the personal characteristics of the children. We have empirically confirmed that in a creative educational environment with cultural content based on ethno-cultural values, patterns and norms, the development of the child is actively supported largely, with the disclosure of his creative potential. Younger schoolchildren are characterized by greater subjective agency and the capability to gain unique achievements in educational and cognitive activity.

Psychological Characteristics of Children with Psoriasis

Background: The disease, regardless of its nosology, involves the child in a different deficient social situation. It creates two restraint conditions for the sick child: restriction of motions or restriction of cognitive activity. The interview with paediatric patients with psoriasis showed that 65% of them were stigmatised in the form of bullying, insults, and humiliation. Concerns about constant skin peeling and odour affect leisurely activity in 15-30% of children with psoriasis. This stigmatisation can lead to changes in behaviour, depression, anxiety, and apprehension. In adolescents with psoriasis, apprehension is increasingly mediated by the features of the attitude toward oneself and is of a contradictory, conflicting nature during this period. A persistently high anxiety level in childhood leads to a wide range of problems, the consequence of which can be impaired development of individual structures and functions and, ultimately, impaired formation of the personality structure as a whole. Objective: The article aims to determine the psychological characteristics of children with psoriasis aged 8–12 years. Materials and Methods: Characterological and behavioural traits were studied in 54 children with psoriasis aged 8–12 years using R. Cattell's multi-factor test (junior version). Characteristics of personality traits in terms of factor scoring were carried out by grouping them by communicative and emotional-volitional components. Results: It was determined that the majority of 8–12-year-old children with psoriasis have an average scoring of the basic factors by both communicative and emotional-volitional components. In addition, half of the children were found to have a low score of factor A “outgoingness” and factor Q3 “self-control”, while a third of the children had a low score of factors C “self-confidence” and F “risk proneness”. High scores were revealed for factors D “excitability” and O “apprehension”. The correlation analysis revealed a significant number of correlations between the bipolar factor indicators. Conclusion: The analysis using R. Cattell's Children's Personality Questionnaire identified the characteristic personality traits of children aged 8 to 12 years with psoriasis. The children are fairly adapted to society, showing activity and moderate sensitivity, and the ability to observe moral standards of behaviour. However, the disease's impact on the formation of psychological characteristics can already be traced: 50% of children with psoriasis have hyperexcitability and lack of self-control; one-third of patients have depressed moods, increased apprehension, seclusiveness, resentfulness, mistrustfulness and nervous tension, increased responsibility for their own actions and deeds, and lack of self-confidence; every fifth patient has a poor concentration of attention, fatigue and a simplified approach to problem-solving. The determined significant number of correlational pleiads between the bipolar factor scores in 8–12-year-old children with psoriasis allows designing approaches to individual and group psychocorrective and psychotherapeutic counselling.

Psychological Characteristics of Children with Psoriasis

Background The disease, regardless of its nosology, involves the child in a different deficient social situation. It creates two restraint conditions for the sick child: restriction of motions or restriction of cognitive activity. The interview with paediatric patients with psoriasis showed that 65% of them were stigmatised in the form of bullying, insults, and humiliation. Concerns about constant skin peeling and odour affect leisurely activity in 15-30% of children with psoriasis. This stigmatisation can lead to changes in behaviour, depression, anxiety, and apprehension. In adolescents with psoriasis, apprehension is increasingly mediated by the features of the attitude toward oneself and is of a contradictory, conflicting nature during this period. A persistently high anxiety level in childhood leads to a wide range of problems, the consequence of which can be impaired development of individual structures and functions and, ultimately, impaired formation of the personality structure as a whole. Objective The article aims to determine the psychological characteristics of children with psoriasis aged 8–12 years. Materials and Methods Characterological and behavioural traits were studied in 54 children with psoriasis aged 8–12 years using R. Cattell's multi-factor test (junior version). Characteristics of personality traits in terms of factor scoring were carried out by grouping them by communicative and emotional-volitional components. Results It was determined that the majority of 8–12-year-old children with psoriasis have an average scoring of the basic factors by both communicative and emotional-volitional components. In addition, half of the children were found to have a low score of factor A “outgoingness” and factor Q3 “self-control”, while a third of the children had a low score of factors C “self-confidence” and F “risk proneness”. High scores were revealed for factors D “excitability” and O “apprehension”. The correlation analysis revealed a significant number of correlations between the bipolar factor indicators. Conclusion The analysis using R. Cattell's Children's Personality Questionnaire identified the characteristic personality traits of children aged 8 to 12 years with psoriasis. The children are fairly adapted to society, showing activity and moderate sensitivity, and the ability to observe moral standards of behaviour. However, the disease's impact on the formation of psychological characteristics can already be traced: 50% of children with psoriasis have hyperexcitability and lack of self-control; one-third of patients have depressed moods, increased apprehension, seclusiveness, resentfulness, mistrustfulness and nervous tension, increased responsibility for their own actions and deeds, and lack of self-confidence; every fifth patient has a poor concentration of attention, fatigue and a simplified approach to problem-solving. The determined significant number of correlational pleiads between the bipolar factor scores in 8–12-year-old children with psoriasis allows designing approaches to individual and group psychocorrective and psychotherapeutic counselling.

Indicators of cognitive activity of children with laboratory hypothyroidism

The growth rate of a healthy child, the peculiarities of its physical and intellectual development, the formation of reproductive function are largely determined by the state of the endocrine system. Thyroid hormones have a significant impact on the growth and development of the child's organism. Today, attention is focused on the consequences of intellectual disabilities in children with hypothyroidism, as well as the impact of chronic iodine deficiency in the environment on the development of children. Insufficient intake of iodine in the body leads to congenital dysontogenesis of higher mental functions, to the formation, in severe cases, of mental retardation of varying degrees, and, in mild forms - to the borderline or partial disorders of intelligence.
 The aim is to study the cognitive functions of children with laboratory hypothyroidism.
 Methods. For a screening study of the intellectual development of school-age children living in geographical areas of Chernivtsi region (Ukraine) with varying degrees of iodine supply, 399 schoolchildren aged 11-18 years were studied, including 194 boys and 205 girls. The main group consisted of children (99) with laboratory hypothyroidism (HL), with thyroid stimulating hormone (TSH) elevation or with diverse complaints and who had been found to have elevated TSH levels during routine examinations. Patients with any kind of systemic disease and/or taking medications were excluded from the study. Diagnosis of HL was based on mild increase of TSH (5-25mIU/L) with a normal fT4 level. Thyrotropin-releasing hormone (TRH) test was also performed in all children. TSH response to TRH stimulation was considered to be normal when TSH levels were between 5-25 mIU/L. The formation of intellectual function was determined using a fragment of the R. Kettel test (adapted modified version of the children's personality questionnaire R. Kettel).
 Іnclusion сriteria: age 11-18 years, living in the Chernivtsi region, the absence of organic pathology of the CNS and mental retardation, diseases of the eyesight and hearing, for 6 months, all subjects did not receive any treatment with iodine-containing drugs and thyroid hormones.
 Results. Analysis of the study results showed that children, for the most part, have an average degree of intellectual development (60%). The level of intellectual formation changed in the direction of decreasing with increasing degree of iodine deficiency. Among children with laboratory hypothyroidism, the number of those who had a low level of intelligence was almost twice as high as in children from the comparison group 25 [21.8-27.3] % against 13 [11.8-16.6] %, P < 0.01). Children with laboratory hypothyroidism have a "debt" of 56% of attention, 36% of perception, 26% of motility, and 44% of memory. The pace of operating activities was reduced by 26%. Comparison of TSH concentration, ioduria and thyroid volume with the presence or absence of deficits in certain cognitive functions showed that in children with laboratory hypothyroidism and fine motor skills TSH G level was increased by 90%, thyroid volume by 28% , and with memory loss - 125% and 38%, respectively. Correlative analysis revealed a highly probable positive relationship between moderate strength in prepubertal children between thyroid volume and fine motor skills (r = 0.485, P < 0.01), memory (r = 0.488, P < 0.05) and efficiency (r = 0,321, P < 0,05).
 Conclusion. Children with subclinical hypothyroidism are characterized by decreased memory, instability of attention and decreased ability to concentrate, impaired fine motor skills, which generally reduces their mental capacity.

Study of personality and anxiety in children and adolescents with inflammatory bowel disease

to analyze the presence of common personality traits and anxiety states in children and adolescents with inflammatory bowel disease (IBD). Longitudinal, prospecti ve, and analytical study by applying the questionnaires Children's Personality Questionnaire, High School Personality Questionnaire, State-Trait Anxiety Inventory for Children, and State-Trait Anxie ty Inventory for patients with IBD aged between 9 and 18 years seen at reference IBD units in Ara gon, Spain. The participants excluded were those with active disease, defined as a score > 10 on the Pediatric Crohn's Disease Activity Index (PCDAI Score) or > 10 on the Pediatric Ulcerative Colitis Activity Index (PUCAI Score). Twenty-six patients participated (73% male). 61.5% pre sented Crohn's disease (CD) and 38.5% ulcerative colitis (UC). No patient presented active disease. The personality profile as a group was characterized by being open, emotionally stable, calm, sober, sensible, enterprising, impressionable, dependent, serene, perfectionist, and relaxed. 50% of the CD patients were enterprising versus no UC patients (p < 0.05). There were no statistically significant di fferences when comparing the remaining personality factors based on IBD type, age, or sex. Patients with CD tended to be calmer (p = 0.0511) and patients with UC more introverted (p = 0.0549). The sample presented a state anxiety level (A/E) -1.1 ± 0.8 SD compared with the population average. The level of anxiety as a feature (A/R) was -0.6 ± 1 SD. Males had significantly lower levels than females in the case of A/E (p < 0.05). The presence of common personality traits in the pediatric population with IBD stands out but there was no greater anxiety than in the reference population.

Adjustment disorders of children patients from internally displaced families

This paper presents findings of the survey into studying the adjustment of children from internally displaced families (IDP). The aim of the present research was to identify clinical peculiarities of adjustment disorders in children from IDP families.Materials and methods. The survey examined 66 children with AD signs from IDP families aged 7-18, the average age was 10.32±0.09 years old. The research was focused on studying children's personality traits using the “Adjusted Modified Variant of R.B. Cattell's Children's Personality Questionnaire (CPQ) (adjusted by E.M. Aleksandrovska, I.N. Giliasheva, 1993),anxiety values were registered by Spilberg-Khanin Anxiety Scale (2007), aggression and autoaggression levels were identified by Buss-Durkee Hostility Inventory (BDHI) (adjusted by O. Osnytskyi, 2008).Results. The obtained data testify to the complexity and diversity of the clinical picture of adaptation disorders in this category of patients. The violations of emotional-volitional, value-motivational and cognitive spheres are identified in the form of isolation, coldness, rigidity and alienation, and cruelty. It is stated that the activity of establishing and storing contacts with others is low. Found high rates of anxiety, resulting in the presence of anxiety, neurotic conflicts, emotional and neurotic breakdowns, psychosomatic disorders and diseases. Also, the tendency to aggression and autoaggression, the tendency to use physical force and aggressiveness to others, and the tendency to use physical violence and rudeness were revealed. Proved dependent formation of a high level of aggressiveness on the presence of children from families with RA IDPs physical, verbal and indirect aggression, high index of manifestations of hostility and resentment of suspicion, motivated aggressive activity from physical and verbal aggression and irritation.Conclusions. Adaptation disorders in paediatric patients from families of IDPs are an acute problem of modern psychiatric science. The findings bring us to the conclusion that there is a need for a more detailed study of adjustment disorders to elaborate clinical peculiarities of diagnostic criteria and targets in psychotherapeutic correction of the abovementioned disorders

Study of Personality Characteristics of Children with High and Low Challenging Behavior Patterns

Challenging behaviour is a broadly used term which generally refers to behaviour that is seen as abnormal within the context of person’s culture. It can denote a range of behaviours such as self injury, aggression, sexualised behaviour and destruction of property and often refers to more than one of these behaviours that co-exist. When children show persistent social, emotional and or behavioural difficulties, they need to be identified early, so that the abusive temperament may not convert into challenging personality traits. Growth period of late childhood is the period when they learn to regulate their emotions, cope with sensory input, express their desires, and develop relationships with others. Immature identity and self structure often pose vulnerability in their behaviour pattern and the child develops emotional outburst like crying, throwing, biting and deny social rules. Social agents like family, school and other systems train them to navigate the situation. However behaviour of this age group of children when appear worrisome often defined as challenging. Failing of address the challenging behaviours at this stage may create personality problem. Research outcomes indicate that services that address challenging behaviours may receive the health approach towards personality development. The broad objective of the study is to understand personality characteristics between children with high challenging behaviour and low challenging behaviour group. The sample of 150 parents and guardians are included for identifying the challenging behaviour patterns in children by administrating Coolidge Personality and Neuropsychological Inventory for Children. Out of this 30 children affected with challenging behaviour (high challenging behaviour N=15 &amp; low challenging behaviour N=15) were selected for the study. Children Personality Questionnaire by Kapoor &amp; Rao was administered on both the groups. To study how much they differ in terms of their personality characteristics out of 14 factors, groups differed on 5 factors A,D,E,I and Q4 differed on 5 factors A,D,E,I and Q4 of personality characteristics. High challenging behaviour children reported high warm hearted (A), excitable (D), dominant (E), tender minded (I) and with high ergic tension (Q4) (t&lt; 0.05/ &lt; 0.01).

CHANGES OF MIDDLE CHILDHOOD STUDENTS’ EMOTIONAL AWARENESS IN SOCIAL COMPETENCE AND AWARENESS INTERVENTION GROUP FOR CHILDREN

Emotion awareness (EA) is the cornerstone of emotional intelligence, an essential prerequisite for the development of children's social competence. Recent scientific studies have shown that EA has a number of positive psychological outcomes. The main objective of the study was to develop and implement the EA and social competence intervention program for children (N=19, boys n=8 and girls n=11, age8 -9, M=8,05, SD=0,23) and compare the indicators of EA of middle childhood students before and after the realization of the author's program. Additional purpose of the study was the approbation of The Levels of Emotional Awareness Scale for Children (LEAS-C; Bajgar&amp;Lane, 2003) by analysis of its psychometric indicators. In total 13 sessions were carried out during the school year 2013/2014 - from the beginning of November, 2013 until the end of May, 2014. LEAS-C (Bajgar&amp;Lane, 2003) and Children's Personality Questionnaire (CPQ, Porter &amp; Cattel, 1975), observations, interviews, content analysis were used. The study results show the effectiveness of intervention programs, namely, it was found that there was a statistically significant difference between the EA level of children before and after the intervention program (SELF t=- 2,99, p=0,008, OTHER t=- 3,78, p=0,001, TOTAL t=- 3,58 (p=0,002&lt;0,05). The level of EA increased and the quality of emotional vocabulary improved after the intervention program. The LEAS-C version in Latvian language of showed high internal consistency scores and high Inter-Rater Reliability between the two encoders. The paper also carries out detailed analysis of indicators of construct validity.

Handprints of the Mind: Decoding Personality Traits and Handwritings.

Context:Handwriting analysis is a unique, specialized and emerging scientific process that has been carried out and applied for centuries now. However, its reliability and effectiveness as a method of assessing personality and behavior is not established and is still a debatable issue. The present paper aimed to examine the possibility of a correlation between clinical diagnosis and graphological analysis and to explore the key links between the underlying personality traits and its manifestations in handwriting among children.Aim:The aim was to study the possibility of a correlation between clinical diagnosis and graphological analysis.Objectives:To explore the key links between the underlying personality traits and its manifestations in handwriting among children. To study the possibility of using Graphotherapy as a remedial tool in aid of teaching/learning techniques and behavior modifications.Hypothesis:There are no significant and concrete differences between the psychodiagnostic assessment of personality through Children's Personality Questionnaire (CPQ) and handwriting analysis.Materials and Methods:N = 60, age group = 8-12 years. Tools: CPQ - a 16 personality factor scale and a semi-structured proforma. Simple random sampling technique was used.Results:The P values for the study sample were found to be greater than 0.05 at 5% level of significance to all the 14 dimensions of personality hence going in line with the null hypothesis that states “there are no significant and concrete differences between the psychodiagnostic assessment of Personality through CPQ and handwriting analysis.” Graphologists were thoroughly trained to interpret on the same 14 dimensions of personality as that of CPQ, most samples were analyzed to have a lying loop, a trait, which might also be attributed to the difference found in Trait-H, further asserting the subjective limitations of most psychological tests.

A personalidade agressiva nos pré-adolescentes: um estudo empírico

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Personality and Locus of Control among School Children.

The main purpose of this investigation is to find out the sex differences in personality traits and locus of control among school children. A total 60 children (30 boys and 30 girls) were taken as a sample. The research tool for personality, children personality questionnaire was used, which was made by Cattell and Porter. Locus of control was measured by Rotter's Locus of Control Scale. t-test was applied to examine the significance of personality and locus of control in children. Results revealed significant difference in 14 personality factors and not significant difference in locus of control, in respect to both boys and girls. Key words: 14 Personality factors, locus of control.

ПРОФЕССИОНАЛЬНАЯ АКТИВНОСТЬ КАК МЕТАИНДИВИДУАЛЬНАЯ ХАРАКТЕРИСТИКА УЧИТЕЛЯ НАЧАЛЬНЫХ КЛАССОВ

Purpose Explore of primary school teacher’s professional activity as metaindividuality’s characteristic. This form of teacher’s metaindividuality is manifested in the effect teacher on educational activity and personality of students. Methodology The sample consisted of 137 teachers and their students. Methods: Teacher Activity Questionnaire (TAQ) (A.A. Volochkov), Children's Personality Questionnaire (CPQ – 12PF) (R. Cattell), Educational Activity Questionnaire Primary School Children (A.V. Krasnov). Statistical methods: T-tests, Pearson product-moment correlation coefficient. Results Students of teacher with low level of professional activity differ from the students of teacher with high level of professional activity by personal traits, expression of individual components of educational activity, the structure of educational activity. DOI: http://dx.doi.org/10.12731/2218-7405-2013-9-41

Personality traits and temporomandibular disorders in a group of children with bruxing behaviour

The aim of the present study was to compare the personality pattern, the anxiety level and the temporomandibular disorders (TMD) between bruxist and non-bruxist children with mixed dentition. Fifty-two subjects, with a mean age of 9.45 years (range 8-11) were evaluated and classified as bruxist (n = 26), according to the American Academy of Sleep Medicine (AASM) and the presence of dental wear clinically visible, under the same conditions of artificial light and position. The control children (n = 26) did not present dental wear and did not accomplished all the AASM criteria. The personality pattern and the anxiety of the bruxist children were studied by means of the Children's Personality Questionnaire (CPQ) and the Conners' Parents Rating Scales (CPRS), respectively, and compared with the personality traits and the anxiety level of a non-bruxist population. The TMD were also evaluated using the Research Diagnostic Criteria for temporomandibular disorders (RDC/TMD) criteria. The data were analysed with the student's t-test, Fisher's exact test and chi-squared tests. A multivariated analysis was performed using a logistic regression with the stepwise likelihood ratio method. Compared with the controls, the bruxist children had significantly higher tension personality and were more anxiety prone. The bruxist children presented more TMD-related signs and symptoms than children in the control group. A strong correlation was found among bruxism, TMD, the high anxiety level and the high tension personality trait.

Rorschach Comprehensive System Data for a Sample of 42 Nonpatient Mexican American Children From the United States

This study is composed of 42 Mexican American children, ages 8 to 10 years, all from the United States. In addition to the children being administered the Rorschach, they also were administered the Children's Hispanic Background Scale (CHBS) and the Children's Personality Questionnaire (CPQ). The principal author was the sole examiner. Inclusion criteria are described. Interrater reliability statistics at the response level are presented along with scores for the Rorschach Comprehensive System (CS; Exner, 1995).

A Longitudinal Investigation of Personality and Social Adjustment Among Chinese American and European American Adolescents

A 2-wave longitudinal study of personality in adolescence was conducted with data obtained at ages 12 and 17 years from approximately 60 European American and 60 second-generation Chinese American youth. At Time 1 they completed the Children's Personality Questionnaire and at Time 2 they completed the High School Personality Questionnaire and self-report measures of high school grades, depression, and self-esteem. Chinese American and European American adolescents became more similar to each other over time through developmental and acculturative processes. Adolescents of both ethnicities increased in Extraversion and Independence. Despite this general trend, the Chinese American youth continued to report lower levels of Extraversion than European American youth. Extraversion and Anxiety predicted school grades for European Americans and psychological adjustment for Chinese Americans.

A Comparative Study of the Personality Characteristics of Primary-School Students with Learning Disabilities and their Nonlearning Disabled Peers

This study examined the personality characteristics of 180 boys and girls of ages 8, 9, and 10 with learning disabilities (LD) in 3rd, 4th, and 5th grade in urban and rural primary schools of Andhrapradesh, India. The subjects were identified based on their scholastic achievement on a spelling dictation test, an oral reading test, a reading comprehension test and an arithmetic test developed specifically for the purpose, along with mental ability tests - Raven's Standard Progressive Matrices and Draw-A-Man. An adapted version of the Children's Personality Questionnaire (CPQ) was administered to the subjects with LD and a comparison group of children without learning disabilities (NLD). Examination of scores obtained by LD and NLD subjects on the CPQ portrays the LD child as having problems in social and emotional adjustment. Further, the older LD children tended to show a more maladaptive behavioral disposition than the younger, and there was a significant gender effect among LD children.

Construct Validation of the Fairy Tale Test-Standardization Data

The conception of the Fairy Tale Test (FTT) rests on the association between fairy tales and unconscious processes. The stimulus material is derived from classic fairy tales and in particular the stories of Little Red Riding Hood and Snow White and the Seven Dwarfs. The sample of the study consisted of 800 Greek boys and girls 8, 10, and 12 years old from 3 socioeconomic levels. The material consists of 7 sets of cards with 3 pictures per set. The FTT is an individually administered instrument, whereby the child has to respond to questions concerning well-known fairy tale characters. The FTT assesses 26 personality variables. Construct validity was determined in a variety of ways: through factor analysis and correlations between the FTT and more objective measures such as the Children's Personality Questionnaire and the Rutter Behaviour Scales for Parents and Teachers. Factor analysis led to the formation of 8 primary factors: Reality Testing, Mother Image, Assertiveness, Orality, Possessiveness, Aggression, Helpfulness, and Depression. Teachers consider troubled children those who express Type A or "hostile" aggression, whereas parents evaluate troubled children as nonhelpful and depressed. Additional comparisons between the FTT and the other 2 instruments are presented.

Self‐report objective measures of personality for children: A review of psychometric properties for RQC

AbstractKnoff (1995) indicated that Referral Question Consultation (RQC) can be applied to personality assessment and suggested several self‐report objective measures that could be consistent with this approach. The current article reviews the tools mentioned by Knoff, including the Children's Personality Questionnaire, The Millon Adolescent Clinical Inventory, The Minnesota Multiphasic Personality Inventory–Adolescents, The Personality Inventory for Youth, and The Self Report of Personality (SRP) from the Behavior Assessment System for Children. Each review addressed the reliability of the scales and composite scores, validity, usefulness of results for planning interventions, the empirical basis for analyses of individual items, and whether each measure accounted for response biases. The appropriateness of each for use with RQC, and individual strengths and weaknesses varied considerably. Therefore, practitioners should keep each test's limitations in mind when using it for intervention planning, and future research is needed to validate the tools for this purpose. © 2002 Wiley Periodicals, Inc.

Measurement of intelligence and personality within the Cattellian psychometric model

Cattellian research has been prodigious in systematically investigating the structure of personality traits alongside important cognitive/ability dimensions. Source traits delineated factor analytically in both intrapersonal psychological domains have been incorporated into multidimensional measurement instruments such as the Sixteen Personality Factor Questionnaire (16PF), Clinical Analysis Questionnaire (CAQ), Objective-Analytic (O-A) Battery, Culture Fair Intelligence Tests (CFIT), and Comprehensive Ability Battery (CAB). Several downward extensions of these instruments have been developed such as the High School Personality Questionnaire (HSPQ), Children's Personality Questionnaire (CPQ), and Early School Personality Questionnaire (ESPQ). Boyle (1983) has shown under non- emotive conditions that intellectual abilities tend to overshadow personality traits, in cognitive information processing. Nevertheless, under stressful emotional conditions, involvement of personality traits is enhanced such that cognitive factors may play only a minor role in influencing performance outcomes. The Cattellian psychometric model is one of the few approaches which attempts to index intelligence along with temperament. The present paper provides an overview of the Cattellian integration of intelligence and personality measurement, and discusses some of its benefits and problems.

Relating Scales on the Children's Personality Questionnaire to Training Time and Belt Rank in ATA Taekwondo

72 boys attending ATA Taekwondo schools were administered the Children's Personality Questionnaire. Primary factors D(+), F(+), I(–), and N(+) were significantly correlated with belt rank in Taekwondo. Canonical analysis indicted that Factors F(+) and I(–) were predictively associated with increases in belt rank.