High School Personality Questionnaire Research Articles

Violence risk and personality assessment in adolescents by Structured Assessment of Violence Risk in Youth (SAVRY) and high school personality questionnaire (HSPQ): Focus on protective factors strengthening.

Adolescents are most at risk of engaging in violent interaction. Targeting violence risk and protective factors is essential for correctly understanding and assessing their role in potential violence. We aimed to use the Structured Assessment of Violence Risk in Youth (SAVRY) tool within the sample of adolescents to capture violence risk and protective factors and personality variables related to risk and protective factors. We further aimed to identify which violence risk and protective factors were positively or negatively related to violence within personal history and if any personality traits are typical for violent and non-violent adolescents. Identifying broader or underlying constructs within the SAVRY tool factor analysis can enable appropriate therapeutic targeting. We used the Czech standardized version of the SAVRY tool. The study sample comprised 175 men and 226 women aged 12-18 years divided into two categories according to the presence or absence of violence in their personal history. Mann-Whitney U test was used to compare numerical variables between the two groups. SAVRY factor analysis with varimax rotation was used to determine the item factors. We administered the High School Personality Questionnaire (HSPQ) to capture adolescents' personality characteristics. In our sample, there were 151 participants with violence in their personal histories and 250 non-violent participants. Non-violent adolescents had higher values for all six SAVRY protective factors. The strongest protective factor was P3, Strong attachment and bonds across gender or a history of violence. Using factor analysis, we identified three SAVRY internal factors: social conduct, assimilation, and maladaptation. The SAVRY protective factors were significantly positively related to several factors in the HSPQ questionnaire. The results highlight the significance of protective factors and their relationship with violence prevalence. HSPQ diagnostics could be helpful in clinically targeting personality-based violence risks and protective factors. The therapeutic focus should be on tension, peer rejection, and anxiety. It is also essential to foster positive attitudes toward authority, prosocial behavior, and attitudes toward school. These strategies can help strengthen protective factors of the SAVRY.

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.

ADOLESCENT CRISIS AND EDUCATIONAL CRISES OF ADAPTATION TO THE NEXT EDUCATIONAL LEVEL

The problem of pupils’ adaptation to new educational level is explored from the standpoint of human agency becoming.194 pupils (84 fifth-graders and 110 tenth-graders) took part in the study. Pupils’ agency and psychological resources were surveyed at the beginning of the academic year by Children’s Personality Questionnaire (CPQ), Pupils’ Motives Questionnaire (fifth-graders), High School Personality Questionnaire (HSPQ), Purpose-in-Life Test, Motives of learning activity Questionnaire (tenth-graders). Adaptation criteria (informational, behavioral and affective) were estimated by expert assessment method and academic performance analysis at the end of the academic year. K-means method of cluster analysis, U-test and Spearman's rank correlation coefficient are used for data analysis.In each age category of pupils we have found a lot of significant correlation links between the psychological resources and adaptation criteria indicators only in the cluster of pupils with high agency level. So, only pupils with a high level of agency use their psychological resources to successful overcoming of normative educational crises. Thus, without human agency qualities, both the intellectual and personal resources of pupils can remain unused during the period of adaptation and further training, the results of the study demonstrated.The study was funded by RFBR, project # 18-413-400001

Intelligence, Personality, and Emotional Intelligence as Predictors of Academic Achievement among Secondary School Students

Academic achievement is a multidimensional phenomenon. Present study is intended to find out the relationship between predictor variables intelligence, personality, and emotional intelligence and criterion variable academic achievement. Two hundred secondary school students aged fourteen to sixteen years from Lalitpur, Uttar Pradesh, India served as the sample in the present study. A set of tools containing Test of General Mental Ability, High School Personality Questionnaire (HSPQ), and Emotional Intelligence Scale (EIS) were administered to gather information. A multiple regression analysis revealed an interesting pattern of relationship. It was found that intelligence; personality and emotional intelligence explain 0.752 of the variance in academic achievements. The results are consistent with some of the studies in the field and inconsistent with the others.

PROFILE AND PRIMARY FACTORS OF PERSONALITY AS CORRELATES TO ACADEMIC ACHIEVEMENT OF THE FRESHMEN STUDENTS AT THE COLLEGE OF DEVELOPMENT COMMUNICATION AND ARTS AND SCIENCES DURING THE SCHOOL YEAR, 2014-2015

INTRODUCTION:Under the constitutional act sec 17, art 1 (1987) in the Republic of the Philippines regarding the fundamental laws, the education is made a priority and authorized the soverignty of the education. Likewise, this law commands the government to defend and elevate the welfare of the Filipino people in order to avail high class education right starting from primary level to university levels. The act must ensure and follow that the quality education is affordable by the entire population of the Philippines (Sec. 1, Art.XIV). In the secondary level, the state made an appropriate move while providing the best support to tertiary education among the policies implemented through subsidized State Colleges and Universities of the Philippines (De Leon, 2011).The Isabela State University (ISU), a prestigious university in Northern Isabela, Philippines, caters to students' educational needs. A majority of the students are average income families particularly children of farmers (ISU and You,2010). But poverty should not be a hindrance to succeed in whatever endeavor, the students wish to undertake. This challenge should serve as emotional springboard of realizing one's dreams, goals and aspirations in life. It should rather have a great influence which embraces, rather than depreciate, the students' desirable traits in developing a clearer vision and widening their greater potentials (NSO,2015).With a vision to produce effective and quality students, the college of Development Communication and Arts and Sciences offered various subjects in its curriculum which will surely help the students acquire knowledge and skills much needed in their career as computer experts, researchers, educational broadcasters, journalists, communicators, law enforcers, scientists and careers in other educational endeavour. Consequently, the realization of this educational objectives, like the attainment of quality in teaching-learning process remains with the learners, teachers and parents. Parents are the best teachers. No other person or agency can replace home in providing the child with the qualities that he or she needs for a successful living.Home environment is related to measured levels of intelligence of the child (Schiamberg, 1998). Few evidence suggests that the maternal educational level is the strongest predictor of a child's achievement. Home environment, including parents, acts as the best teacher, whereas, income and educational level are the important factors in predicting a child's academic success.Emotional development has been recognized as an essential impediment in the educational development of a person. The High School Personality Questionnaire has been used as the standardized instrument to measure the emotional conflicts of individuals (Hurlock, 1982). In order to ensure the scientific basis of the study, the researcher formulated a problem pertaining to the possible relationships among the profile, primary factors of personality and academic performance of the freshmen students of the College of Development Communication and Arts and Sciences for the school year, 2014-2015.The results of the study serves as the reference of the first year college students to understand themselves and the teachers can be fully aware of the personalities of their students. The parents are also provided with the knowledge about their children behavior and as stakeholders, they are made aware of the present circumstance in the school system, particularly the variables that affect their children academic achievements. Hence, this study is a notable one in the current setting The research problemThis study attempts to determine the relationship between the profile and 14 Primary Factors of Personality (14PF) such as warmth, intelligence, emotional stability, excitability, dominance, cheerfulness, conformity, boldness, sensitivity, withdrawal, apprehension, self sufficiency, self discipline and tension and how it correlates with the academic performance of freshmen students of College of Development Communication and Arts and Sciences during the year, 2014-2015. …

Effects of Life – Skills Counseling In Enhancing Self-Sufficiency among High School Students

The purpose of the present paper is to know the effectiveness of life-skills counseling intervention in enhancing self-sufficiency of high school students. Life-skills counseling is an educational approach, which is used to inculcate the essential life-skills in an individual to meet the challenges of everyday life. It is also known to be very effective and appropriate for present day scenario. It is easily adaptable for larger groups. High School students are in the stage of adolescence. High school students face a wide variety of problems out of which the major ones are lack of self-sufficiency, inability to manage emotions, decision-making skills etc. The present study involves 300 high school students (150 Boys and 150 Girls) who are selected from various schools in Mysore city corporation limit. High School Personality Questionnaire (HSPQ) was administered to find out the personality problems of high school students. Experimental design has been applied and Life-skills counseling intervention has been given for the experimental group. Life-skills counseling was found to be very effective in enhancing the self-sufficiency of high school students.

Adolescent Users of Chewable Tobacco: Male / Female Personality Comparisons

Prevalence of chewable tobacco among adolescents has multiplied incite of ban on tobacco products. The study compares personality characteristics of 275 male and female users of chewable tobacco (gutkha, kharra) between 12 to 18 years using catell’s high school personality questionnaire. Significant differences were seen in intelligence levels with female users scoring less on intelligence (3.35) than male users (3.81). F females scored higher in expediency and evasion of rules (9.34) than males (10.38) and also had lower levels of self discipline and control (9.72) as compared to males (10.50). Programs for tobacco cessation need to build trust and rapport at initiation stage, target female users keeping in mind their more assertive self image and incorporate meaningful unstructured activities for them.

Impact of life skills counseling in enhancing emotional stability among High School Students

The present study is an attempt to find out the impact of life skills counseling in enhancing emotional stability among high school students. The sample comprised of 300 High School students taken from various high schools in Mysore city corporation limit. R. B. Cattlel's High School personality questionnaire was used to find out the personality factors of high school students. The sample was divided into experimental and control group. Life skills counseling intervention was given to experimental group. The results showed that life skills counseling has enhanced the emotional stability among high schools students.

Academic achievement of high school students in relation to their emotional stability

In the present study an attempt was made to know the relationship between personality factor emotional stability and academic achievement of the high school students of South Kamrup district of Assam, India. Students were randomly selected from different high schools of the selected area. A sample of 400 (both boys and girls) students was selected and Cattell's Jr. High School Personality Questionnaire (HSPQ) was administered to them and record of academic achievement was collected from the school record. Subsequently the data were subjected to statistical analysis with the help of percentage analysis and x2 .Results indicated a significant relationship between emotional stability and academic achievement of high school students of South kamrup district, Assam, India. The study also depicted that high level of emotional stability leads to high academic achievement and low emotional stability leads to low level of academic achievement.

PERVALE-S: a new cognitive task to assess deaf people's ability to perceive basic and social emotions.

A poorly understood aspect of deaf people (DP) is how their emotional information is processed. Verbal ability is key to improve emotional knowledge in people. Nevertheless, DP are unable to distinguish intonation, intensity, and the rhythm of language due to lack of hearing. Some DP have acquired both lip-reading abilities and sign language, but others have developed only sign language. PERVALE-S was developed to assess the ability of DP to perceive both social and basic emotions. PERVALE-S presents different sets of visual images of a real deaf person expressing both basic and social emotions, according to the normative standard of emotional expressions in Spanish Sign Language. Emotional expression stimuli were presented at two different levels of intensity (1: low; and 2: high) because DP do not distinguish an object in the same way as hearing people (HP) do. Then, participants had to click on the more suitable emotional expression. PERVALE-S contains video instructions (given by a sign language interpreter) to improve DP’s understanding about how to use the software. DP had to watch the videos before answering the items. To test PERVALE-S, a sample of 56 individuals was recruited (18 signers, 8 lip-readers, and 30 HP). Participants also performed a personality test (High School Personality Questionnaire adapted) and a fluid intelligence (Gf) measure (RAPM). Moreover, all deaf participants were rated by four teachers for the deaf. Results: there were no significant differences between deaf and HP in performance in PERVALE-S. Confusion matrices revealed that embarrassment, envy, and jealousy were worse perceived. Age was just related to social-emotional tasks (but not in basic emotional tasks). Emotional perception ability was related mainly to warmth and consciousness, but negatively related to tension. Meanwhile, Gf was related to only social-emotional tasks. There were no gender differences.

Prevention and Correction of Juvenile Neglect

The problem of juvenile neglect in recent years has gained particular relevance since the phenomena of family’s non-participation in the life of the child as well as children in their own lives have spread. The article reveals the essence, the main causes of neglect, or homelessness. Juvenile neglect is a reflection of the negative processes caused by economic factors, low spiritual and moral values of the population, the growing number of delinquency among adolescents and young adults, the problem of alcoholism and drug abuse, an insufficient number of methodological literature on this issue. The article describes the characteristic features of neglected teenagers: intellectual rigidity, proneness to conflict and the inability to communicate with people, alienation, irresponsibility and indifference to the fate of others, self-doubt. It also considers a system of corrective and preventive measures to stop juvenile neglect. The experimental work involved 132 school teenagers from Kazan (Republic of Tatarstan). For the implementation of the experiment there were used the following techniques: “The High School Personality Questionnaire (HSPQ) of Cattell, methods of “Diagnosis of the social and psychological adaptation” by Rogers and Diamond, Parental Attitude Questionnaire (PAQ) of Varga and Stolin, as well as methods of mathematical statistics, Student’s t-test to check hypotheses for the reliability of mean difference.

Neuroticism and sleep-onset: What is the long-term connection?

People with sleep-onset problems often experience neuroticism. To what extent the one problem leads to the other is unknown. We used self-reported data from a Swedish longitudinal project to examine developmental links between neuroticism and sleep-onset problems. A sample of 212 people, followed from birth to midlife, was part of a cohort study spanning 37 years. Adolescent neuroticism was measured at age 16 with the High School Personality Questionnaire (HSPQ, Form A) and in midlife at age 37 with the Eysenck Personality Questionnaire (EPQ). Sleep-onset problems were measured at ages 15 to 17, 25, and 37 with items developed for the Solna Project. Adolescent neuroticism failed to predict sleep-onset problems. Instead, sleep-onset problems in adolescence and young adulthood predicted midlife neuroticism. We found that sleep-onset problems during adolescence were a direct risk for midlife neuroticism, as well as, an indirect risk through continuance of sleep-onset problems into adulthood. This study provides longitudinal support for adolescent sleep-onset problems as a potent risk factor for heightened neuroticism in midlife.

Personality Profile for Adolescents at Risk for Internalizing and Externalizing Problems

To estimate the personality profile for adolescents at psychopathological risk, a community sample of 762 adolescents, ages 12 to 16 years (M = 13.8, SD = 1.3), 53% boys and 47% girls, from the city of Barcelona, Spain, were tested with the Youth Self-Report and the High School Personality Questionnaire. Among this group, 140 adolescents were identified as showing symptoms of psychopathological risk for internalizing or externalizing syndromes as defined by Achenbach's theory. Analysis indicated that adolescents who scored high for internalizing and externalizing symptoms showed differing personality profiles, which also differed by sex. Boys scoring high on internalizing tended to adopt an inhibited, shy, and apprehensive behavior, while girls showed a tendency to display a more distant and cold affect and changeable emotionality. The personality pattern of boys and girls who scored high on externalizing symptoms showed both similar and different aspects. Both sexes displayed characteristics such as dominance, poor rule conformity, and low self-discipline. However, girls who scored high on externalizing symptoms also tended to show impulsiveness, social boldness, and low sensitivity.

The relationship between personality traits and eating pathology in adolescent girls

This research investigated the relationship between personality and the tendency towards developing eating disorders in adolescent females Personality traits were assessed using the High School Personality Questionnaire (HSPQ) and dysfunctional eating attitudes and behaviours were assessed using the Eating Attitudes Test (EAT-26) and the Eating Disorder Inventory (EDI). The sample consisted of 244 students from a high school in Johannesburg, South Africa. Significant relationships were found between certain personality traits and eating dysfunction. Reservation, emotional instability, excitability, opportunism, shyness, individualism, proneness to guilt feelings, self-sufficiency and high tension were the personality factors that were significant in relation to eating dysfunction. This thus suggests that personality appears to influence the tendency towards developing eating disorders.

Cattell's personality model and attitude toward Christianity

A sample of 491 male and 354 female secondary school pupils between the ages of 13 and 15 years completed the Cattell High School Personality Questionnaire alongside the Francis Scale of Attitude toward Christianity. The aim of the study was to extend previous research by concentrating on a narrow age range in order to safeguard against spurious associations between religiosity and personality resulting as artefacts of age differences. The data demonstrate that a positive attitude toward Christianity is significantly correlated with five of Cattell's first-order personality factors and with three of the four second-order personality factors. Regarding the first-order personality factors, a positive attitude toward Christianity is associated with high scores on factor G (conformity), factor I (tendermindedness), and factor Q3 (self-discipline), and with low scores on factor E (submissiveness) and factor F (sobriety). Regarding the second-order factors, a positive attitude toward Christianity is associated with low scores on extraversion (indicating a relationship with introversion), with low scores on tough-poise (indicating a relationship with emotionality) and with low scores on independence (indicating a relationship with a lack of independence).

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.

The longitudinal and concurrent role of neuroticism for partner relationships.

Neurotic characteristics of spouses have often been associated with dissatisfaction with the partner relationship. This article addresses the question whether the link between dissatisfaction with the relationship and neuroticism appears during the partner relationship, or whether it is present before the person enters the relationship. Utilizing data from a Swedish longitudinal project, satisfaction with the partner relationship was linked with neuroticism both in adolescence and in adulthood. Adolescent neuroticism was measured at age 15 with the High School Personality Questionnaire (HSPQ), and adult neuroticism was measured at age 37 with the Eysenck Personality Questionnaire (EPQ-I). Results showed that a lower degree of satisfaction in partner relationships in mid-life was linked with higher concurrent neuroticism scores. Opposing most of the previous studies, this association appeared for both men and women. Higher neuroticism in adolescence was, however, not significantly associated with satisfaction in partner relationships in mid-life.

Personality and religion: Applying cattell’s model among secondary school pupils

A sample of 1,070 secondary school pupils between the ages of eleven and eighteen years completed the High School Personality Questionnaire alongside the Francis Scale of Attitude toward Christianity. The data demonstrate that religiosity is significantly correlated with five of the fourteen personality factors and with two of the four second-order factors. A positive attitude toward Christianity is associated with high scores on factor G (conformity), factor I (tendermindedness) and factor Q3 (self discipline), and low scores on factor E (submissiveness), factor F (sobriety), second-order factor of extraversion (indicating a relationship with introversion), and second-order factor of tough poise (indicating a relationship with emotionality).

Die persoonlikheidsamestelling van die beskeie leerder in die senior sekondêre skoolfase

The personality profile of the modest senior secondary school learner. According to literature modesty may be an indication of an unrealistic self-evaluation, insufficient assertiveness, a virtue or even ignorance of other people's view of the self. Modesty is also associated with such personality traits as reserve, timidity, inhibition, unassertiveness, lack of arrogance, unrealistic self-evaluation and ignorance. Modesty implies an inability to promote oneself and may impede on the forming of interpersonal relations and the self-actualisation of learners. The findings from the literature study are analysed in terms of the High School Personality Questionnaire (HSPQ) to suggest a personality profile for the modest learner. A number of hypotheses are stated regarding the personality traits of the modest learner and they were tested empirically by administering the HSPQ to 174 learners in Grade 11. The Pearson product moment correlation coefficients of the different HSPQ factors were calculated by means of the SAS programme and t tests were used. Low and moderate correlations were indicated for the HSPQ factors. No typical personality profile could be compiled for modest learners, but several personality traits which may be associated with modesty emerged from the study. South African Journal of Education Vol.23(3) 2003: 233-241

Gender differences in personality among adolescents

The most robust findings on the differences between the two sexes have been that men are more assertive than women and that women are more tenderminded than men (see, for example, Feingold 1994). In the present study striking reversed gender differences were found on the Cattell High School Personality Questionnaire (HSPQ, Cattell, Cattell and Johns 1984) completed by 1,070 secondary school pupils. In particular, the score on Factor E (dominance) was significantly higher ( p <0.001) for the girls than the boys; the score on Factor I (tendermindedness) was significantly lower ( p <0.001) for the girls than the boys. Girls also made higher scores on the second-order factor of Independence. If confirmed by further research, a gender role transition in young women could have important social consequences.