CHAPTER I

PROBLEM AND SETTINGS

Background of the Study

The study of the human personality goes all the way back to the famous Greek physician

Hippocrates (460-370 BC), the “father of medicine” — he was born during the prophetic

ministries of Nehemiah and Malachi, or some 450 years before the birth of Christ. Hippocrates’

work has been researched extensively and is used as a dynamic diagnostic tool in both

psychology and psychiatry to this day. A generic explanation of human “Temperaments” or

“Personalities” is that all of us have been born with genetically inherited “behavioral tendencies”

that are as much a part of our DNA as is the color of our hair (Ekstrand, 2012). According to

Jung (1995) in spite of a large number of motivation factors, there are two basic psychological

attitudes, namely extroversion and introversion.

According to Engler (2016) there is a little common agreement among personality on the

appropriate use of the term personality. For Allport, personality is something real within an

individual that leads to characteristic behavior and thought. For Carl Rogers, a personality or

“self” is an organized, consistent pattern of perception of the “I” and “me” that lies at the heart of

an individual’s experience. For B.F. Skinner, an influential behaviorist, the word personality was

unnecessary. Skinner did not believe that it is necessary or desirable to use a concept such as self

or personality to understand human behavior. For Sigmund Freud, the father of contemporary

psychoanalysis, personality is largely unconscious, hidden, and unknown.

Personality has a huge role then and now to people’s lives. As defined by Merriam-

Webster dictionary, personality is the set of emotional qualities, ways of behaving that

makes a person different from other people. Personality has been shown to be relevant to
many types of interactions; it has been shown to be useful in predicting job satisfaction,

professional and romantic relationship success, and even preference for different interfaces. Until

now, to accurately gauge users’ personalities, they needed to take a personality test (Golbeck,

2011).

According to Feist (2013) humans are not alone in their uniqueness of and variation

between individual members of the species. But the degree, to which individual humans vary

from one another, both physically and psychologically, is quite astonishing and somewhat unique

among species. Some of us are quite introverted, others crave social contact and stimulation;

some of us are calm and even-keeled, whereas others are highly-strung and persistently anxious.

We explore the explanations and ideas that various men and women have had concerning how

these differences in human personality come about.

As stated by Pepua Marcelino (2000) In the area of Filipino Personality, Enriquez,

together with PPRH, developed the Panukat ng Ugali at Pagkatao (PUP) (Measure of character

and personality) in 1975 which utilized dimensions of personality that are relevant of Filipinos.

While psychological testing is of Western origin, the substance of the PUP originated from an

understanding of the Filipinos. The test administration procedures were also adapted to Filipino

ways (Enriquez & Guanzon, 1985). It must be noted that Enriquez’s PUP and three other

examples of Philippine personality measures may actually have cross-cultural similarities in the

dimensions they measure (Guanzon-Lopeña, Church, Carlota, & Katigbak, 1998). A Filipino

personality test developed efforts have in fact come a long way, as can be seen in the history of

psychological measurement in the Philippines.

In this research, the researchers adapted the Big Five Inventory Test to assess the

personality traits of the students in Emilio Aguinaldo College – Cavite. Also the researchers used

2
a self-made questionnaire for correlating the result of the first test. Furthermore, the researchers

established the implications of the similarities and differences of the Emilians students to the

community.

Statement of the Problem

The study assessed the personality traits of Emilio Aguinaldo College – Cavite students

toward the emerging Emilian Identity in the 21st century. Specifically, the study answered the

following questions:

1. What was the demographic profile of the respondents of the study, in terms of:

1.1.age;

1.2.gender; and

1.3.course

2. What were the personality traits of the respondents according to the Big Five Inventory?

3. Which of the Emilian core values does the Emilio Aguinaldo College students practiced?

4. Was there a significant relationship between the personality traits of the students and the

three core values?

Objectives

The following were the deemed objectives for this study:

1. To know the demographic profile of the respondents in terms of: age, gender, and course;

2. To know the personality traits of the respondents according to the Big Five Inventory

3. To know the Core Values that the students practice the most

4. To know the significant relationship between personality traits of the students and the

three core values

3
Theoretical Framework

The Big Five Theory

The Big Five personality dimensions provided a very wide-ranging overview of

someones personality. Many researchers believed that there were five core personality traits

which was known as the Big Five dimensions. Evidence of this theory had been growing for

many years, beginning with the research of D. W. Fiske (1949) and later expanded upon by other

researchers, including Norman (1967), Smith (1967), Goldberg (1981), and McCrae & Costa

(1987), (Cobb-Clark & Schurer, 2012). The Big Five dimensions of personality are as follows:

Openness (level of creativity and curiosity), Conscientiousness (level of organization and work

ethic), Extraversion (level of sociability and enthusiasm), Agreeableness (level of friendliness

and kindness), and Neuroticism (level of calmness and tranquillity), (Ignacio & Martin, 2012).

The big five dimensions: (Openness, Conscientiousness, Extraversion, Agreeableness and

Neuroticism) or OCEAN (Rentfrow, 2009).

Several studies were found that both biological and environmental influences play a role

in shaping our personalities. This suggests that both nature and nurture play a role in the

development of each of the five personality factors, (Lang, Livesly & Vemon, 1996).

Longitudinal studies also suggest that these big five personality traits tend to be relatively stable

over the course of adulthood and displayed little change as a result of adverse life events. This

present that maturation may have an impact on the five traits. As people age, they tend to

become less extraverted, less neurotic, and less open to experience, (Costa & McCrae, 2003).

The Big Five Personality was commonly used to understand the relationship between

personality and various behaviors, (Neustaetter, 2017). The researchers of this study shared the

4
same goals with the previous studies where their theoretical framework was almost the same.

The difference between this research from other studies was that the students were the

respondents and it mainly focuses on how the core values of Emilio Aguinaldo College- Cavite

reflected on the students' personality. The researchers believed that the result of the Big Five

traits embodied in the theory may correlate to the three core values of the said school.

Conceptual Framework

Big Five Personality

Three Core values
Openness Personality
Traits of Virtue
Conscientiousness
Third Year Excellence
Extraversion Emilian
Student Service
Agreeableness
Neuroticism

Figure 1. The relationship of the big five personality traits and the three core values

The big five model which is a theory of personality was used to support this study. As

seen in figure 1, it showed that the big five personality traits, namely; Openness,

Conscientiousness, Extraversion, Agreeableness and Neuroticism was correlated with the three

core values of Emilio Aguinaldo College (Virtue, Excellence and Service). Suggesting that the

three Core Values of the said school can influence the big five personality traits of the third year

5
students. It was the intention of this study to know and find from among the Three Core Values

correlates with the domains of the Big Five personality.

Hypothesis

HO1. There was no significant relationship between the personality traits of the students

and the three core values.

HO2. The personality traits of Emilian students do not reflect on the three core values.

Significance of the Study

This study benefited the following:

Emilian Students. This study made a sense of awareness about the personality traits of

different school departments of Emilio Aguinaldo College – Cavite. They will also

gain knowledge and understanding of themselves, which might help them improve

their personality. By this, students can well adjust with their social environment.

Academic Community. This study will help on how they will handle and approach each

student in different school departments of Emilio Aguinaldo College – Cavite.

They will also enable them to understand their students in both academics and

emotional aspects. They can also assist the student to adjust and cope with their

social environment.

Guidance Counselors. This study will make the counselor to be more effective in giving,

dealing, and managing help of students by considering to the personality traits of

an individual as a tool for intervention.

6
 Future Researchers. This study can be additional references to the future researchers that

may have similar topic of this study.

Scope and Limitations

This study was limited to establishing its personality traits of the Third-year college

students in different courses in Emilio Aguinaldo College – Cavite namely; Accountancy,

Business Administration, Communication, Computer Science, Criminology, Customs

Administration, Dentistry, Elementary Education, Engineering, Hotel & Restaurant

Management, Medical Technology, Midwifery, Nursing, Physical Therapy, Psychology,

Radiologic Technology, Real Estate Management, and Secondary Education.. The profile of the

respondents were limited by age, gender, and courses. The researchers excluded the freshmen

and sophomores due to the reason of the implementation of K12 program School year 2016-

2017. The researchers conducted the data gathering on the First Semester of Academic Year

2017 – 2018.

Definition of Terms

The following terms were operationally defined for the better understanding of the readers.

Agreeableness. in the big five models of personality. People who score high on

agreeableness are very trustworthy, altruistic, honest, modest, empathetic, and cooperative.

Conscientiousness. in the big five models of personality. The trait has six dimensions:

self-efficacy, orderliness, dutifulness, achievements striving, self-discipline, and cautiousness.

Extraversion. in the big five models of personality. Extravert tends to be outgoing,

talkative, energetic.

7
 Neuroticism. in the big five models of personality. People who score high on

neuroticism are more emotionally unstable and have higher levels of anxiety and depression.

Openness. in the big five models of personality. The trait has the six dimensions: active

imagination, attentiveness to inner feelings, aesthetic, sensitivity, adventurousness, preference

for variety, and liberal ideas.

Personality traits. are the individual’s qualities or characteristics that are the

embodiment of an individual. They are the usual patterns of behavior, nature, and emotion.

8
 CHAPTER II

REVIEW OF RELATED LITERATURE AND STUDIES

This chapter presented the concepts, local and foreign studies relevant to the present

study. It consisted of the studies and literature about personality traits, big five dimensions, big

five inventory, the core values, and thinking of an 18-21 years of age.

Personality Traits

Everyday conceptions of personality traits make two key assumptions. First, the traits are

stable over time. Most people would accept that an individual’s behavior naturally varies

somewhat from occasion to occasion, but would also maintain that there is a core of consistency

which defines the individual’s ‘true nature’: the unchangeable spots of the leopard. In other

words, there are differences between individuals that are apparent across a variety of situations.

We might expect a student we have noted as a ‘worrier’ to be particularly disturbed and worried

in several different contexts such as examinations, social occasions and group discussions.

Stability distinguishes traits from more transient properties of the person, such as temporary

mood states. Second, it is generally believed that traits directly influence behavior. If a person

spontaneously breaks into cheerful song, we might ‘explain’ the behavior by saying that he or

she has a happy disposition. Such lay explanations are, of course, on shaky ground because of

their circularity (Matthews, 2009)

In dealing with the term “personality”. People expect a less satisfactory and clear

definition, no matter how an individual has measured it. In the measurement of intelligence, a

person has at least the advantage of scales of performance of various mental functions

standardized into point scale groups. Personality sorts succeed equally well in general

9
adaptations to situations of practical life. The true criterion of personality is without doubt to be

found in the field of social interaction with people capable of giving a complete popular

description of personality to have a definite definition of personality is necessary to determine

tentatively at least the fundamental traits which people have to deal (Espiritu, 2009) and

Personality is about the most essential aspects of an individual‟s life, the thoughts, feelings,

motives, skills and behaviors. “Persona” is a Latin word that means mask. It is one‟s identity or

the way that can distinguish from others. A person can select to expose different personas which

create his personality, but still it is the inner selves which have a greater representation of the

true characters (Exorfys, 2010).

Personality Traits are an expression of each person’s uniqueness and can be affected

whatever people may do or think as they reflect on, adjust to, or strive to master the environment

in a manner that is unique to each person (Caducci, 1998; Pinto, et al, 2003). Personality traits

refer to the consistent patterns in the way individuals behave, feel and think. It involves those

dimensions of the individual, which depict the uniqueness and commonalities with others (Catell,

1979). The concept of a personality trait carries with it some unnecessary baggage that we would

like to address forthwith. A common misperception of personality traits is that they denote the

existence of highly heritable (e.g., 80%–90% heritable), unchangeable, and decontextualized

constructs. We have provided an alternative vision of personality traits that expands on the

structure, the developmental, as well as the contextual nature of traits that attempts to address

these misperceptions (Roberts, 2009; Roberts & Jackson, 2008),

Personality is composed of different facets. Personality as defined by Alfred Adler in the

individual’s style of life, or characteristics, manner of responding to life’s problem including the

life goals. (Chaplin. 1985). According to Gloria et al, (2005) man is a person. A person is more

10
than a human being, a human being is that exists with the characteristics of a person or people as

distinct from lower animals. The characteristics or distinctiveness that makes one person

different from another is known as personality.

The given definition of personality has two defining terms. First, is about “individuals”. It

refers to a person’s self, its own and a single entity of the human person, how he behaves in such

way as speaking, listening, feeling and interacting and among other factors comprising human

behavior. The second defining term is the “characteristics”. This pertains to the capacity of

human in responding to life’s problem. This explains that personality also implies the ability and

skill of human character in facing and coping with situational problems.

Therefore, if the person has a persistent and consistent pattern of behavior, this is now

what is called as the personality trait. It is the dominated part of the entire personality; it is one of

the facets in identifying personality of different persons. Allport 1967 (as cited by Hurlock,

1982) defined personality traits by three properties- frequency, intensity, and range of situations.

They represent the generalized personality disposition that accounts for the regularities in the

functioning of a person across situations and over time.

Gordon Allport, in 1965, defined traits as predispositions to respond in the same or

similar manner to different kinds of stimuli. He summarized the characteristics of traits as (1)

personality traits are real, they are not just theoretical conducts or labels conjured up to account

for or explain certain behaviors. They exist inside each person, (2) traits determine or cause

behavior, guiding its course. Traits do not come into existence only in response to appropriate

stimuli. They direct man to seek the certain stimuli, and they interact with the environment to

produce behavior, (3) traits can be demonstrated easily because traits are real; it should be

possible to verify their existence and nature even though the traits themselves cannot be seen. By

11
observing a person’s behavior over time, one can infer evidence of traits in the coherence and

consistency of that person to the same and similar stimuli, (4) traits is not rigidly separated from

one another – only relatively so. This may overlap, although they present different

characteristics; they often correlate highly with one another, (5) traits vary within the situation,

they are often aroused in one type of situation and not in another; and not all stimuli are

equivalent ineffectiveness (Davis & Palladino, 2002).

The idiographic approach to personality (e.g., Lamiell, 1981) considers that all aspects of

personality are fundamentally unique and idiosyncratic to each individual, so that no generalized

theoretical statements are possible. In this book, we adopt the alternative, nomothetic approach,

which assumes that we can arrive at general hypotheses concerning stable individual differences

through the normal scientific method. We cannot, of course, expect such hypotheses to predict

all or even most of the person’s behavior; the uniqueness of individuals seem secure.

Personality type refers to the psychological classification of different types of individuals.

These are sometimes distinguished from personality traits, with the latter embodying a smaller

grouping of behavioral tendencies. Types are sometimes said to involve qualitative differences

between people, whereas traits might be constructed as quantitative differences. (Bulugagao,

2012).

Five Factor Model

The five-factor model of personality (FFM) is a set of five broad trait dimensions or

domains, often referred to as the “Big Five”: Extraversion, Agreeableness, Conscientiousness,

Neuroticism (sometimes named by its polar opposite, Emotional Stability), and Openness to

Experience (sometimes named Intellect). The Big Five/FFM was developed to represent as much

12
of the variability in individuals’ personalities as possible, using only a small set of trait

dimensions. Many personality psychologists agree that its five domains capture the most

important, basic individual differences in personality traits and that many alternative trait models

can be conceptualized in terms of the Big Five/FFM structure (Jackson & Soto, 2013) and also

the existence of the FFM is an inductively derived success of personality psychology, but to date,

no extensive theory exists that can generate the FFM from first principles. There are no a priori

reasons for expecting a particular number of trait dimensions or within-trait and inter-trait

correlations, although post hoc explanations of empirical regularities have been made (Denissen

& Penke, 2008; Nettle, 2010).

To know about an individual’s personality is to simply find out that certain trait that

makes them unique and other traits that can be similar to other people. There are different types

and theories of personality, but in this study, it will focus on the big five personality traits. To

identity the big five factors, their basic interpretations and values, analysis of personality

currently has a general consensus through extensive debating and experimenting. The five

factors are presented through the abbreviation OCEAN which means Openness,

Conscientiousness, Extroversion, Agreeableness, and Neuroticism. They are collectively called

the big five personality dimensions (Ewen, 1998).

The Big Five traits are broad personality constructs that are manifested in more specific

traits. Factor 1, Extraversion, represents the tendency to be outgoing, assertive, active, and

excitement seeking. Individuals scoring high on Extraversion are strongly predisposed to the

experience of positive emotions (Watson & Clark, 1997). Factor 2, Agreeableness, consists of

tendencies to be kind, gentle, trusting and trustworthy, and warm. Factor 3, Conscientiousness, is

indicated by two major facets: achievement and dependability. Conscientiousness is the trait

13
from the five-factor model that best correlates with job performance (Barrick & Higgins, 2011).

Factor 4, Emotional Adjustment, is often labeled by its opposite, Neuroticism, which is the

tendency to be anxious, fearful, depressed, and moody. Emotional Adjustment is the principal

Big Five traits that leads to life satisfaction and freedom from depression and other mental

ailments (McCrae & Costa, 1991). Finally, Factor 5, Openness to Experience (sometimes labeled

Intellectance), represents the tendency to be creative, imaginative, perceptive, and thoughtful.

Openness to Experience is the only Big Five traits to display appreciable correlations with

intelligence.

Openness to Experience

Openness as the word suggests means being open to new ideas, being creative, original,

intellectual, and curious. Openness is a personal capacity to entertain different and non-

customary ideas and to change one’s behavior accordingly. People who get a high score in this

dimension seem to thrive in situations that require learning new things, being flexible and

motivated to learn and do well in new things (Lievens, Harris, Van Keer, & Bisqueret, 2003).

People who have openness dimension are more likely to engage in new organizations because of

them being open-minded that leads them to seek a lot of information and feedback regarding

relationships and be quicker in adjustments (Wanberg & Kammeyer-Mueller, 2000). Moreover,

when given support, they tend to be more creative; they are also very adaptable to changes.

Individuals who are also in a team or a group experience these changes in tasks well if they are

populated by members with high in openness compared with people who score low in this

dimension (Baer & Oldham, 2006). On the other hand, people with high openness scores may

also have a potential downside, in which they become prone to becoming more easily bored or

being impatient in routines.

14
 Openness to Experience also refers to how willing people are to make adjustments in

notions and activities in accordance with new ideas or situations (McCrae, & John, 1992). As a

consequence, they are generally more open to different cultures and lifestyles. They are lower in

ethnocentrism and right-wing authoritarianism. There is no relationship between openness and

neuroticism, or any other measure of psychological wellbeing. Being open and closed to

experience are simply two different ways of relating to the world (Butler 2000). However, Low

scorers tend to be conventional, down to earth, narrow interests, uncreative as resulted to closed-

minded.

Conscientiousness

The importance of behavior in personality, is even more apparent when considering the

multitude of theories that rely on behavior to explain the mediation of psychological processes or

that conceptualizes behavior as important manifestations of our underlying feelings and desires

(Furr, 2009). Conscientiousness is a broad domain of traits that subsumes multiple lower order

facets. Presently, at least five facets can be thought of as components of conscientiousness:

industriousness, orderliness, impulse control, reliability, and conventionality (Jackson, 2009).

Conscientiousness is a spectrum of constructs that describe individual differences in the

propensity to be self-controlled, responsible to others, hard working, orderly, and rule abiding

(Roberts, Jackson, Fayard, Edmonds, & Meints, 2009). On the opposite end from impulsivity

comes the construct of constraint. Temperament researchers have defined constraint as individual

differences in the tendency toward planfulness and a focus on the future rather than toward risk

taking and recklessness (Clark & Watson, 2008;). In other words, constraint reflects at least two

primary conscientiousness facets, namely, self-control and conventionality (Roberts, 2005).

15
Extraversion

Extraversion is characterized by excitability, sociability, talkativeness, assertiveness and

high amounts of emotional expressiveness. People who are high in extraversion are outgoing and

tend to gain energy in social situations. People who are low on extraversion (or introverted) tend

to be more reserved and have to expend energy in social settings (Cherry, 2016).

For at least 2500 years, some people have been described as more bold, assertive and

talkative than others. For almost equally long, this set of behaviors has been thought to have a

biological basis and be socially important. Although our taxometric techniques have changed and

our theories of biology are more advanced, the question of the causal basis as well as the

behavioral consequences of the trait dimension that have come to be called extraversion-

introversion remains vitally important (Wilt & Revelle, 2008). The appearance of extraversion in

lexically, behaviorally and biologically derived taxonomies is suggestive evidence that it is one

of the most noticeable and important descriptors of personality (Revelle, 2008).

Hans Eysenck modernized the study of extraversion through both experimental and

psychometric approaches. Eysenck long argued that the major dimensions of human personality

have a biological basis. His first attempt to explain extraversion was based on the notions of

excitation and inhibition (H. J. Eysenck, 1957). It is well established that extraverts feel higher

levels of positive affect than introverts (Costa & McCrae, 1980; Lucas & Baird, 2004; Watson &

Clark, 1992).

Agreeableness

Agreeable people are trusting, pro-social, compassionate, warm, friendly, honest and

considerate – and, as before, this trait plays a big role in their lives. Fortunately, agreeableness

16
can, like the other traits we’ve looked at, be primed by the right context. Being exposed to

superhero cues, for instance, has been found to make people more altruistic and generous (Fagan,

2014).

Agreeableness measures how compatible people are with other people, or basically how

able they are to get along with others. It is a tendency to be pleasant and accommodating in

social situations reflecting individual differences in concern for cooperation and social harmony

(Graziano & Eisenberg 1997). An agreeable person is fundamentally altruistic, sympathetic to

others and eager to help them, and in return believes that others will be equally helpful. The

disagreeable/antagonistic person is egocentric, skeptical of others’ intentions, and competitive

rather than cooperative. According to Tett in 1991, Agreeableness is a significant predictor of job

performance. Salgado (1997) found that Agreeableness is related to training success. The co-

operative nature of agreeable individuals may lead to success in occupations where teamwork

and customer service are relevant (Judge, 2000).

Neuroticism

Neuroticism (N) is a personality dimension that is described by adjectives such as tense

(vs. relaxed), nervous (vs. at ease) and moody (vs. steady) and inversely labelled emotional

stability (Denissen & Penke, 2008). Neuroticism also refers to characterized by sadness,

moodiness, and emotional instability. Individuals who are high in this trait tend to experience

mood swings, anxiety, moodiness, irritability and sadness. Those low on this trait tend to be

more stable and emotionally resilient (Cherry, 2016).

Neuroticism is one of the broad traits at the apex of personality taxonomy. The term

neuroticism has its roots in Freudian theory. The modern concept of neuroticism was introduced

17
by Hans Eysenck and others using a range of methods from personality psychology, including

psychophysiological and lexical studies (Ormel, Jeronimus, Kotov, Riese, Bos, Hankin,

Rosmalen, & Oldehinkel, 2013). According to Ozer and Benet-Martinez in 2006, the correlates

of this trait are profound, including lower subjective well-being, perceptions of low physical

health, maladaptive reactions to illness, higher levels of psychopathology, less mature levels of

identity achievement and a lower quality of social and romantic relationships. This trait also

Costa and McCrae defined by Costa and McCrae as a dimension of maladjustment or negative

emotionality versus adjustment and emotional stability (Costa & McCrae, 1992).

The Core Values

Virtue

The virtue defined by EAC-C as an integrating knowledge and understanding among

emilians equipping them with wisdom to choose to do only the right thing, According to St.

Thomas Aquinas virtue is "a good habit bearing on activity," or a good Faculty-habit [<habitus

operativus bonus>]. Generic to the concept of virtue, then, is the element of habit, which stands

in a special relation to the soul, whether in the natural order or elevated to the divine life by grace

(1995) on the other hand, Aristotle defines moral virtue as a disposition to behave in the right

manner and as a mean between extremes of deficiency and excess, which are vices. We learn

moral virtue primarily through habit and practice rather than through reasoning and instruction.

Virtue is a matter of having the appropriate attitude toward pain and pleasure (Aristotle 384–322

B.C.)

Excellence

Excellence inculcates among emilians the habit of doing only the best in all

understanding, Aristotle concludes that excellence comes about as a result of habit. We become

18
just by doing just acts, temperate by doing temperate acts, brave by doing brave acts (Aristotle

384–322 B.C.).

Service

The service defined by Emilio Aguinaldo college as the developmental stage among

emilians a strong sense of duty and responsibility of helping others in the school, community,

country and mother nature, According to Philip Kotler, “A service is an act of performance that

one party can offer to another that is essentially intangible and does not result in the ownership

of anything (2014).

Thinking of 18-21 Years Old

Researchers choose 18 to 21 years old for a student so that the respondent will take the

test seriously and answer it maturely enough. According to Erik Erikson’s Theory of

Psychosocial Development (1959), this theory contains 8 stages of development, taking in five

stages up to the age of 18 years and three further stages beyond, well into adulthood. Erikson

suggests that there is still plenty of room for continued growth and development throughout

one’s life. Erikson puts a great deal of emphasis on the adolescent period, feeling it was a crucial

stage for developing a person’s identity (McLeod, 2017). The sixth stage of psychosocial

development of Erikson’s the Intimacy Vs. Isolation shows that this stage occurring in young

adulthood (ages 18 to 40 years old), it says that a person on this stage begin to share their selves

more intimately with others. They explore relationships leading toward longer-term

commitments with someone other than a family member (McLeod, 2017).

On the other hand. According to State Adolescent Health Research Center, late

adolescence or young adulthood is a time of life when very little is normative. It is a period of

frequent change and exploration that covers many aspects of their life: home, family, work,

19
school, resources, and role. A person who is in the late adolescent experience significant changes

in their capacity to think. In changing from concrete to abstract thought they are increasingly

able to understand and grapple with abstract ideas, think about possibilities, think ahead, think

about thinking, and “put themselves in another person’s shoes.” In general, this changes their

ability to think about themselves, others, and the world around them. This is a gradual process

that spans adolescence and young adulthood. For example, early in the process youth are limited

in their ability to hold more than one point of view – understanding something from one

perspective, but not another, a person who is in late adolescent also meets their demands of

increasing mature roles and responsibilities (Teipel, 2017).

Some attitudes, behaviors, and physical milestones tend to occur at certain ages. It is

perfectly natural for a teen to reach some milestones earlier and others later than the general

trend. The following are general guidelines for the stages of normal development. The first one is

the emotional development which means a person who are in this stage tend to have a better

sense of self, emotions become more stable, has a greater concern for others, thinks about his or

her purpose in life. The second one is the social development which means they have become

self-reliant and able to make own decisions. And lastly, Mental development which means they

can think ideas through and set goals, and able to express ideas (Colella, 2009). On their gender

differences, there are no overall differences between female and male adolescents’ intelligence.

Females have been shown greater verbal skill and often show a preference for literature,

composition, history, etc. while males show more facility with quantitative and spatial problems

and prefer math and science. These differences are the result of interest, social expectations, and

training rather than different innate mental abilities (Desjardins, 2004).

20
Synthesis of the Literature

Researchers in the related literature present that personality traits are constructed as a

quantitative form to illustrate a person and it is sometimes mistaken as the personality types

which means a qualitative form to differentiate an individual. Based on the related material the

Five Factor Model is a set of five broad trait dimensions or domains and it is also known as the

Big Five, It was developed to represent as much of the variability in individuals’ personalities as

possible, using only a small set of trait dimensions which are the “OCEAN”, “O” stands for

Openness to experience which features characteristics such as imagination and insight, and those

high in this trait also tend to have a broad range of interests, “C” stands for Conscientiousness

which refers to high levels of thoughtfulness, with good impulse control and goal-directed

behaviors, “E: refers to Extraversion which denotes excitability, sociability, talkativeness,

assertiveness and high amounts of emotional expressiveness, “A” refers to Agreeableness which

means a personality dimension includes attributes such as trust, altruism, kindness, affection and

other prosocial behaviors and lastly, N which stands for Neuroticism and this traits characterized

by sadness, moodiness, and emotional instability. Individuals who are high in this trait tend to

experience mood swings, anxiety, moodiness, irritability and sadness.

The difference of the related studies and this research is, the researcher will adapt the Big

Five Inventory a test owned by Oliver P. John and according to him it is freely available for

research purposes to use, these personality tests will determine the traits of each individual. The

test will also practice to know the dominant personality traits in terms of the “OCEAN”. These

literatures will be the guide of the researcher for the results and discussion and also to be

knowledgeable of the Five Factor model.

21
 CHAPTER III
METHODOLOGY

This chapter presented the research design used in conducting the study. It included the

research design, respondents of the study, research procedure, ethical consideration, research

instruments, and statistical treatment.

Research Design

The researchers used the Descriptive Correlational research to see if the big five

personality traits and the three core values of Emilio Aguinaldo College- Cavite were related to

each other. A correlation was simply defined as a relationship between two variables. The whole

purpose of using correlations in research is to figure out which variables are connected

(Kowalczyk, 2015). Also, the researchers will adapt a quantitative design. A Quantitative

research was based on the scientific model that uses observations and numerical data to conduct

hypothesis tests. Using numbers and statistical methods based on measurements of a study makes

the research easy to replicate by others (Thomas, 2014). This study, aimed to identify the Big

Five Personality Dimensions and was correlated to the Core Values. It enabled to distinguish

what are the personality dimensions which are associated with the three core values of the

school.

Research Locale

The researchers conducted the study in Emilio Aguinaldo College-Cavite located at

Congressional East Avenue, Burol Main, City of Dasmariñas, Cavite. The researchers chose the

said school due to its importance towards creating excellent, competent and high achieving

individuals (Buan & De Guzman, 2016).

22
Respondents of the Study

The researchers adapted purposive and stratified sampling which allowed the researchers

to select the respondents based on the following criteria: (1) must be enrolled in the different

courses of Emilio Aguinaldo College-Cavite (2) 3rd Year regular student; and (3) the age must be

ranging from 18-21 years old. The researchers often believe that they can obtain a representative

sample by using a sound judgment, which will result in saving time and money (Black, 2010).

The stratified sampling was also used in the study wherein the population was partitioned into

non-overlapping groups, called strata and a sample was selected by some design within each

stratum (Bermudo, Araojo, & Morales, 2010).

Research Procedure

In order for the correlational study to begin, the researcher asked for approval from the

authors of the Big Five Inventory to use the test and create a self-made questionnaire about the

three Core Values. After the questions have been approved and formulated, the researchers

established the reliability and validity of the questionnaires, validated by some professionals.

At the beginning of the test, the researchers briefed the respondents about the study, and

obtained voluntary informed consent before administering the instrument. Students who

participated in the study will be anonymous. The researchers assured confidentiality on the

papers of the respondents since the identities were unnecessary. There were no time limit to

complete the questionnaires. Upon completion, respondents were asked to put his or her answer

sheet in an envelope and then the researchers collected the answered questionnaires.

23
 Approval from the authors to
use the test and creating a self-
made questionnnaire

Reliability and validity

establishment of the tests

Orientation of respondents
about the study

Test I: Administration of Test II: Administration of

Big Five Inventory (BFI) Self-made Questionnaire

Tallying and analysis of the data

gathered

Correlating the result of Test

I and Test II.

Figure 2. Summary of the data gathering procedure

Research Instruments

The researchers adapted the Big five Inventory test (BFI) that was developed by John in

1991. It is a self-report inventory designed to measure the Big Five dimensions. It is quite brief

for a multidimensional personality inventory (44 items total), and consists of short phrases with

relatively accessible vocabulary. The Big Five Inventory has been placed in the public domain

24
by Dr. John. Hence, the author McConochie developed a scoring system for the BFI. The BFI is

a well - normed, reliable measure of the Big Five personality traits. It was used for clarifying

psychological traits that were relevant to either clinical work or in simply understanding non-

clinical adults.

Also, the researchers used a self-made questionnaire for correlating the result of the first

test. It was a 42-item which was developed to assess the Three Core Values of Emilio Aguinaldo

College-Cavite which includes the Virtue, Excellence, and Service. The respondents indicated

their level of agreement with each of the 42 items using a 5-point Likert scale (1= never, 2=

rarely, 3= sometimes, 4= often, and 5= always).

Statistical Treatment

The researchers used the following statistical tool in answering the specific problems of

this study.

1. Frequency Percentage

Frequency percentage was used to indicate the demographic profile of the respondents.

Knowing how respondents fall under each category (such as Age, Gender, and Course) in the

Demographic Profile will help the researchers correlate the big five personality traits and the

three core values of Emilio Aguinaldo College- Cavite.

𝑓
% = × 100
𝑁

25
 2. Chi square

The study was used the Chi square to determine which of the big five personality traits

positively correlate with the three core values of Emilio Aguinaldo College- Cavite. The Chi

square statistic is one way to show a relationship between two categorical variables (Andale,

2013). Moreover, the said statistical tool will able to provide results or answers to the statement

of the problem. To determine whether a relationship exists between the result of big five

personality traits and the three core values of Emilio Aguinaldo College- Cavite.

3. Cronbach’s Alpha

Cronbach’s Alpha was used to measure the reliability or internal consistency of the test

items that will use in conducting the study. Reliability tests, like Cronbach’s alpha, are most

commonly used to see if questionnaires with multiple Likert scale questions are reliable. These

questions were designed to measure latent variables. A latent variable is a hidden or

unobservable variable, like a person’s conscientiousness, neurosis or openness (Tavakol &

Dennick, 2011). These variables were notoriously difficult to actually measure; Cronbach’s

alpha will tell the researchers if the test that they have designed is accurately measuring the latent

variable that they are interested in.

26
 CHAPTER IV

PRESENTATION, ANALYSIS, AND INTERPRETATION OF DATA

This chapter presented the findings, analysis and interpretation of data gathered from the

respondents. It discussed the results and findings of this research based on the previous

Statement of the Problem outlined at the beginning of the study.

The Research Problems and Findings

For the statement of the problem no. 1 regarding on the demographic profile of the

respondents in terms of age, gender and courses, Figures were presented below.

a. Age
7%

17%
18
43%
19
20
21

33%

Figure 1. Frequency Distribution of Profile of the Respondents in terms of Age

Figure 1 showed the distribution of the respondents according to their age. The data

revealed that out of two hundred and thirty-four (234) respondents, a total percentage of 43%

(N=100), falled under the age of eighteen (18); while 33% (N=78) of the respondents belonged

to the age of nineteen (19); followed by 17% (N=40), belonged to the age of twenty (20); and

the remaining 7% (N=16) of the respondents, falled under the age of twenty-one (21).

27
 Based on the frequency distribution of the ages, the figure showed that 76% of the

respondents were from ages eighteen to nineteen years old (18). According to DepEd (2012),

the ideal age of a college student at the third level is 18 years old (18). It is said that at the age

of six (6), a child is expected to be in Grade one and at the age of twelve (12), a student is

expected to be at the High school level. It considers that the primary school is composed of six

levels, equivalent to six years (6), and the secondary school consists of four levels, equivalent to

four years (4), and thus, it is clearly shown that the age from eighteen to nineteen is just simply

normal for a third year college student.

b. Gender

35%

Female

Male

65%

Figure 2. Frequency distribution of profile of the respondents in terms of gender

Figure 2 showed that there were 65% (N=152) of female respondents, while 35%

(N=82) were male. According to Philippine Commission on Women (2015), for higher

education, females accounted for more than a half of the total 2,483,645 enrollees at 54.48%

compared with males at 45.52%. Medical and allied discipline courses posted the highest

percentage of female enrollees at 27.44%, followed by Business Administration and Related

Discipline at 24.35%

28
 c. Courses
Accountancy
Business Administration
4%
10%
7% Communication

4% 1% Computer Science
Criminology

16% Customs Administration

6%
Dentistry

4% Elementary Education
Engineering

5% Hotel & Restaurant Management

8%
Medical Technology

5% Nursing

2% Physical Therapy
3%
Psychology
6% 14%
5% Radiologic Technology
Secondary Education

.Figure 3. Frequency distribution of profile of the respondents in terms of courses

Figure 3 showed the distribution of the respondents in terms of their courses. The data

revealed that 16% (N=37) of the respondents are coming from the Radiological Technology;

followed by 14% (N=33) from the course of Engineering; 10% (N=24) are from the Secondary

Education; 8% (N=18) are from the course of Dentistry; 7% (N=16) belonged to the Business

Administration; followed by 6% (N=15) coming from the courses of Medical Technology and

Criminology; 5% (N=12), falled under the courses of Psychology and Physical Therapy; 5%

(N=11) were from the Hotel & Restaurant Management; followed by 4% (N=9) belonging to the

courses of Accountancy, Customs Administration, and Communication; 3% (N=7) were from the

course of Nursing; 2% (N=5) were from the Elementary Education; and 1% (N=3) belonged to

the course of Computer Science.

29
 Radiological Technology had the highest population among the other program for the

reason that Radiologists play an important role in medical systems everywhere. As specialists in

the use of imaging techniques to see inside patients’ bodies, they support physicians in a wide

range of specialties, from orthopedics to obstetrics. Their work is crucial for diagnosing and

treating diseases of many kinds, so their absence can produce deadly bottlenecks in medical

workflow. A 2009 study by Shih-chang Wang, a radiologist and professor at the University of

Sydney, highlighted the scale of Southeast Asia's radiologist shortage (Greene, 2014). Moreover,

Computer Science has the lowest population. According to the department of the Registrar, as

per school year 2017-2018, the total enrollees for the Computer Science were only 8.

For the statement of the problem no. 2 regarding on the personality traits of the

respondents according to the Big Five Inventory Test, Table was presented below.

Personality Traits Frequency Percentage

Openness 132 56.42%

Agreeableness 75 32.05%

Conscientiousness 22 9.40%

Neuroticism 4 1.71%

Extroversion 1 0.42%
Overall 234 100%

Table 1. Personality traits of the respondents according to the big five inventory test

The majority of the respondents manifested the highest scores in Openness, with a

percentage of 56.42%, followed by Agreeableness, Conscientiousness, and Neuroticism. The

30
lowest percentage was obtained for Extroversion, with a percentage of 0.42%. Amongst the Big

Five Personality Traits, statistics showed that most of the respondents fall under the trait of

Openness. Good examples that were considered under the Openness of the Filipino trait were

being flexible, thrive in situations that require learning new things, motivated to learn and do

well in new possessions (Ignacio & Martin, 2012). On the other hand, teenagers who were low

scorers on Extroversion tend to focus more on internal thoughts, feelings and moods rather than

seeking out external stimulation. Their extroversion trait became lower to the point that they

have a low keen interest in other people and external events and have a smaller group of peers

with approximately 2 to 5 members (Ewen, 1998).

The minority of the respondents showed that the least personality traits that array was the

extroversion, according to Cheryl, 2016 people who extrovert tend to be sociable, talkative,

assertive and their emotional experiences is high, the data resulted that 0.42% of the students

were extrovert meaning that it was the lowest among the five traits. Being extrovert showed that

an individual had a high self-esteem. Self-esteem developed and changed as the child move into

adolescence. Given that we know about gender differences in adolescence perception of pubertal

body changes and the importance of appearance to adolescence identity it perhaps surprising that

there was some evidence that self-esteem declines in adolescence considerably more for girls

than for boys that was why extroversion became the least personality trait that array in the study

(Robin, 2002).

31
 For the statement of the problem no. 3 regarding on the core values of the respondents

according to the self-made questionnaire, Table was presented below.

Core Values Frequency Percentage

Excellence 99 42.31%

Virtue 72 30.77%

Service 63 26.92%
Overall 234 100%

Table 2. Core values of the respondents according to the self-made questionnaire

The data revealed that most of the respondents scored high on Excellence with the

percentage of 42.31% (N=99); 30.77% (N=72) of them falled under the Virtue; and the

remaining 26.92% (N=63) falled under the Service. The results only signified that most of the

students focused more on excellence rather than virtue and service. People who earned high

marks on Excellence drive the behavior of doing just the best in all understanding. And likewise,

most of the students wanted to succeed in life, and in order to do so, they must first surpass or

succeed in learning. After all, in college – as in life after college – only the fittest survive (Uloft,

2012). On the other hand, the core values with the lowest percentage was the service, it simply

indicated that the students were giving more importance to being competent and acquiring

knowledge than obeying the duties and responsibilities of helping others at school, community,

country, and Mother Nature.

In the view of Dr. Hersh in 2005, a proponent of accountability in higher education, he

believed that students have to be held responsible for their own initiative, but low standards

allow them to coast through their college years with minimal involvement. As per the researchers

32
assumptions the result showed that it was similar to Egocentrism; which was the incapability to

differentiate between self and other. More specifically, it was the inability to untangle subjective

schemas from objective reality; an inability to understand or assumes any viewpoint other than

their own (Andermann, 2009). While according to Philip Kotler in 2014, “A service is an act of

performance that one party can offer to another that is essentially intangible and does not result

in the ownership of anything. And also, as stated by Martinez in 2014, key informants expressed

that there were some policies that were ambiguous were not clearly explained or communicated

by the managers to the subordinates. This could be the reason why some employees could not

follow school policies, this finding showed why the respondents have the least percentage of the

service, it affects the performance of the students when it comes on following school policies and

regulation due to the reason that even the faculties and employees could not follow the

implemented policies of the School.

For the statement of the problem no. 4 regarding on the relationship between the core

values and the big five personality traits, Tables were presented below:

Variables Chi – Square Value Cramer’s V – Value P - Value Interpretation

Personality

Traits
14.986 0.179ns 0.059 Not Significant

Core Values

ns = 0.05 Level of Significance

Table 3. Relationship between the core values and personality traits

The table showed that there was no significant relationship between the core values and

the personality traits of the students, If the correlation coefficient of two variables is zero, it

33
signified that there was no linear relationship between the variables. However, this was only for

a linear relationship; it is possible that the variables have a strong curvilinear relationship

(Nickolas, 2017). It only means that the core values do not affect the personality traits of the

respondents and they do not rely on the Virtue, Excellence, and Service to build their own traits.

Every individual had their own values and they have their own will to follow and practice their

own beliefs. Core values that was understood well by internal and external stakeholder, helped

build a clear organizational identity. This identity was mostly observed in the way people

interact and communicate with one another and in their decision-making. There was an evidence

that an organizational identity that was understood by both internal (employees) and external

(students) stakeholder (St. John & Harrison, 2012). This also means that there was simply not

enough evidence to reject the null hypothesis of the coefficient being equal to zero, at the chosen

level of significance (usually 0.01 or 0.05) (El Gewily, 2017).

34
 CHAPTER V

SUMMARY, CONCLUSION AND RECOMMENDATION

In this chapter, the summary of data, as well as the conclusions of this study.

Recommendations to future researchers were also discussed.

Summary

This study was undertaken to determine the relationship between the Big Five Personality

Traits and the Three Core Values of Emilio Aguinaldo College – Cavite. In the first part, the

Three Core Values and the Five Domains of Personality were described in order to extend the

understanding of what variables might correlate to each other. The study included two hundred

and thirty-four respondents who came from the different courses of Emilio Aguinaldo College –

Cavite. This research included the demographic profile of the respondents such as age, gender,

and courses; these were obtained through the data sheet while some of the problems stated in this

study used two instruments; first, the adapt Big five Inventory test (BFI) that was developed by

John in 1991. It was a self-report inventory designed to measure the Big Five dimensions. And

second, the Self-made questionnaire was developed by the researchers to know which among the

Three Core Values of the said school does the respondent fall. In order to answer some of the

problems that were stated in the study; frequency percentage was used. Meanwhile, to determine

whether there was a significant relationship between the two variables, Chi square was applied.

On the other hand, the research design used in this study was a descriptive – correlational

survey that typically seeked to discover respondent’s viewpoint or experiences on a specified

subject in a predetermined structured manner. The researchers utilized a purposive and stratified

sampling that allows them to select their respondents based on the criteria that they set.

35
After gathering data, the findings follow:

For problem number 1, regarding on the demographic profile of the respondents, it was

shown on the data that most of the respondents ages were ranging from 18 to 19 years old, 65%

of them were female, and also the majority of the respondents came from the courses of

Radiological Technology, Engineering and Secondary Education. While the rest of the courses

got a comparable number of respondents that were quite similar to one another.

For problem number 2, the researchers identified the personality traits of the respondents

according to the Big Five Inventory. Findings showed that the highest trait obtained is the

Openness to Experience and the lowest is the Extroversion.

For problem number 3, the researchers classified the core values that the respondent's

practice the most. Results showed that the ascending core value was the Excellence and the

descending core value is the Service.

And lastly, for problem number 4, the researcher assessed if there was a significant

relationship between the personality traits of the students and the three core values. The result

revealed that there was no significant relationship between the personality traits and the core

values.

Conclusion

Based on the results of the study, it showed that the majority of the respondents ages

were ranging between 18 to 19 years old, most of them were female and it accounted for more

than a half of the total enrollees compared with males. It stands as well concluded that the

36
majority age for a third-year college student was 18 years old, and the mainstream program that

the college students taking was Radiological Technology.

For the personality traits, the findings revealed that most of the third-year college

students accounted the high scores on Openness to Experience. It concluded that this dimension

of personality was more popular in the teen years, and was more likely to be quicker in

adjustments, eager to explore, wonder, and learn new things. On the other side, the lowest trait

that the students had is the Extroversion. The researchers concluded that most of the third year

students are introverted; it only signified that majority of them were more reserved and needed to

consume energy in a social setting.

The respondents focused more on Excellence than in the Virtue or Service; due to this,

the researchers concluded that most of the students see the school as their preparation for future

for themselves. The students felt that they really need to excel in the field of learning in order for

them to be successful in life or in the future. It also translated to the idea that the most important

for the teenager at the age of 18 to 21 years old was their self and not about other things. And at

this stage of life, they increased more emphasis on personal dignity and self-esteem and they do

not see other people around them as important to their life because they focused more on

themselves. And as a result, most of the teenagers were no longer following the set values of

their parents or any other adults. Often, they were now following their own beliefs.

In answering the hypothesis, the following findings were reported; there was no

significant relationship between the demographic profile of the respondents, their personality

traits, and the three core values. It was also concluded that the core values does not affect the

personality traits of the students, regardless of how long they have been in the institution. Hence,

the researchers failed to reject the null hypothesis. And, although the frequency scores of Five

37
Personality Traits were quite similar to one another, it was concluded that the respondents of this

study have the above-mentioned personality characteristics.

Recommendation

As found out in this study, the majority of the respondents got the lowest scores in

extroversion. Due to this, the researchers recommended to Emilian Students to research more

about personality and self-development to understand their self more and attend activities

relating to interpersonal relationships for them to gain knowledge and improve their selves to be

more ready when they face the real world. The researchers recommended that there should be no

age limit for the student who will partake in this research, whereas the respondent is a student in

the school which the study will take place.

This study implied that the Guidance Counselors should provide a seminar for the

students about the personal growth or lifespan development and role within the community for

them to have a better understanding about themselves, the community and their personality. The

counselors must also influence the students to engage in new organizations and to become open-

minded regarding on the interpersonal relationships and be quicker in adjustments.

The researchers recommended the School administration and Academic community to

reinforce the teaching of Emilian core values specifically the virtue, excellence and service to

help the students enhance and strengthen their personality traits and to minimize their negative

qualities. The school administration should also see the study in making programs and academic

plans to find out if their implementation is actually effective or necessary and should also

38
monitor their students when it comes to understanding oneself and support future studies for

them to handle their students more effectively. Academic community or School administration

may research too on how to deal with their social setting based on what personality trait the

students might have. It is also recommended that they should conduct some activities that may

practice the student to improve the core values, specifically the virtue and the service for students

to apply it to their everyday lives.

In line with the results that were gathered, the researchers recommend Future Researchers

who might as well conduct a study that is relevant and similar from the current topic to increase

the number of respondents to be targeted and try to look for more other factors that could

improve a student's knowledge about their personality, as well as the professors and guidance

counselors awareness on how they will handle and approach each student. The results of the

present study should be seen as an indication for further research, suggesting, for example,

longitudinal studies investigating the effects of interventions targeting for instance,

conscientiousness, persistence, self-discipline and other relevant traits and behaviors that have

been found to be important for personality traits.

Researchers who are pursuing the same kind of exploration can also develop and improve

this study to be able to have other supporting ideas which can help add to the existing literature

on personality traits. Other variables that may correlate with personality traits may be

undertaken, such as cognition, motivation, academic achievements and learning mechanisms.

These can be studied in the context of the Philippine set-up.

It is also recommended for the future researchers to limit their participants only for those

students who are willing to take part and interested in the study. No specification of the

participant’s socioeconomic status was collected or analyzed in this study. It is recommended to

39
future studies to include such measure in order to take into account possible impacting variables

on personality traits.

40
References:

BOOKS:

Clark, L. A., & Watson, D. (2008). “Temperament: An Organizing Paradigm for Trait

Psychology. In R. W. R. O. P. John & L. A. Pervin (Ed.), Handbook of Personality

Psychology: Theory and Research”. New York, NY: Guilford Press.

Diener, E. & Lucas, R. E. (2017). Personality traits. In R. Biswas-Diener & E. Diener (Eds),

Noba textbook series: Psychology. Champaign, IL: DEF publishers.

Engler, B. (2016). “Personality Theories. Cengage Learning”.

Ewen, R. B. (1998). “Understanding and diagnosing compulsive buying”. New York, Wiley.

Eysenck, H. J. (1981). A model for personality.New York: Springer Verlag.

Feist, G. (2013). “The Psychology of Science and the Origins of the Scientific Mind”.

Yale University Press.

Graziano, W. G., & Eisenberg, N. H. (1997). “Agreeableness: A dimension of personality”.

In R. Hogan, J. Johnson, & S. Briggs (Eds.), Handbook of personality

psychology. San Diego, CA: Academic Press.

Matthews G., Deary I.J, Whiteman M.C. (2009). “Personality Traits” (Third Edition).

New York, United States of America: Cambridge University Press.

41
ARTICLES:

Ames D.A, Bianchi E.C. (December 4, 2008). The Agreeableness Asymmetry in First

Impressions: Perceivers’ Impulse to (Mis)judge Agreeableness and How It Is

Moderated by Power. (Page 1721-1733).

Barrick M. R, Higgins C. A, Judge T. A, Thorese C. J. (2011). “The Big Five Personality

Traits, General Mental Ability, and Career Success across the Life Span”. (Page. 622)

Benet-Martinez, V., & John, O. P. (2006). “Los Cinco Grandes across cultures and ethnic

groups: Multitrait multimethod analyses of the Big Five in Spanish and English”.

Journal of Personality and Social Psychology, 75, 729-750.

Bulugagao PR. A. (October, 2012). “Personality Types, Stressors, and Stress Coping Strategies

of Coffee Farmers in Selected Brgy. Of Amadeo, Cavite”. (Page 11).

Cobb-Clark, DA. & Schurer, S. (2012) “The stability of big-five personality traits”.

Economics Letters. 2012; 115(2): 11–15.

Denissen J.A, Penke L. (May, 2008). “Neuroticism Predicts Reactions to Cues of Social

Inclusion”. Humboldt University Berlin, Germany, University of Edinburgh, UK.

(Page2).

Ekstrand D.W. (2012). “The Four Human Temparaments” (Page 1).

Eseque A. R. (April, 2013). Personality Traits, Stress Level and Driving Behavior of Bus

Drivers in Erjohn and Almank Transit Corporation (Page 12).

42
Golbeck, J., Robles, C., Edmonson, M., Turner, K. (2011). “Predicting Personality from

Twitter". IEEI. (Page 14).

Gray, J. A. (1981). A critique of Eysenck’s theory of personality. In H. J. Eysenck (Ed.), A

Model for Personality (pp. 246-276). New York: Springer Verlag.

Ignacio, G., & Martin, M. (2012) “Big Five Personality Traits and Compulsive Buying

Behavior: A Correlational Study”. (Page 13).

John, O. P., Donahue, E. M., & Kentle, R. L. (1991). “The Big Five Inventory--Versions 4a and

54”. Berkeley, CA: University of California,Berkeley, Institute of Personality and Social

Research.

John, O. P., Naumann, L. P., & Soto, C. J. (2008). “Paradigm Shift to the Integrative Big-Five

Trait Taxonomy: History, Measurement, and Conceptual Issues”. In O. P. John, R. W.

Robins, & L. A. Pervin (Eds.), Handbook of personality: Theory and research (pp. 114-

158). New York, NY: Guilford Press.

Judge T.A, Bono J.E. (2000). “Five-Factor Model of Personality and Transformational

Leadership”. University of Iowa. (Page 753).

Lang, KL, Livesley, WJ, & Vemon, PA. (1996) “Heritability of the big five personality

dimensions and their facets: A twin study”. Journal of Personality. 1996; 64(3):

577–591.

McCrae, R. R., & Costa, P. T. (1987). “Validation of the five-factor model of personality across

instruments and observers. Journal of Personality and Social Psychology”. 52, 81–90.

43
McCrae, R. R. & John, O. P. (1992). “An introduction to the five-factor model and its

applications”. Journal of Personality, 60, 175–215.

Mojica ML. C. (April, 2012). “Personality Traits and Tolerance Level of The Seminars from

The Divine Word Seminary, Tagaytay City” (Page 11).

Ormel J., Jeronimus B. F, Kotov R., Riese H., Bos E.H, Hankin B., Rosmalen J.G.M,

Oldehinken A.J. (2013). “Neuroticism and common mental disorders: Meaning and utility of a

complex relationship”. (Page 688).

Peji N. P. (October, 2012). “Personality Types, Stressors and Stress Coping Strategies of Coffee

Farmers in Selected Brgy. In Silang, Cavite”. (Page 12).

Pepua, R., Marcelino, E. (2000). “Sikolohiyang Pilipino (Filipino Psychology): A Legacy of

Virgilio G. Enriquez”. (Page 50)

Roberts, B. W., Chernyshenko, O., Stark, S., & Goldberg, L. (2005). “The structure of

conscientiousness: An Empirical Investigation Based on Seven Major Personality

Questionnaires”. Personnel Psychology. (Page 58).

Roberts B.W, Krueger R.F, Lejuez C., Richards J.M. Hill P.L. (2012). “What is

Conscientiousness and How Can It Be Assessed?”. (Page 1-5).

Roberts, B. W., & Wood, D. (2006). “Personality development in the context of the Neo-

Socioanalytic Model of personality. In D. Mroczek & T. Little (Eds.), Handbook of

personality development”. (pp. 11–39). Mahwah, NJ: Erlbaum.

Sheldon K.M, Lyubomirsky S. (2007) “Is It Possible to Become Happier? (And if so, How?)”.

University of Missouri – Columbia, University of California, Riverside

44
Thompson, Edmund R. (2008). “Development and Validation of an International English

Big-Five Mini-Markers. Personality and Individual Differences”.

Tavakol, M., & Dennick, R. (2011) “Making Sense of Cronbach’s Alpha”. International Journal

of Medical Education. 2011; 2:53-55 Editorial

Wood, D., & Roberts, B. (2006). “The effect of age and role information on expectations for big

five personality traits”. Personality and Social Psychology Bulletin

INTERNET

Andale. (July 31, 2013). “Chi-Square Statistic: How to Calculate It / Distribution”.

Retrieved, March 23, 2017 from http://www.statisticshowto.com/what-is-a-chi-

square-statistic/

Colella. (2009). “Normal Development: 18 to 20 Years Old”. Retrieved 2017 from

http://www.bloomfieldpediatriccare.com/normal-development/normal-development-18-

to-20-years-old/

Costa, P. T., Jr., McCrae, R. R. (1988). “Personality in adulthood: A six-year longitudinal

study of self reports and spouse ratings on the NEO personality inventory”. Journal of

Personality and Social Psychology, 54,853-863. Retrieved, May 2003 from

https://academic.oup.com/psychsocgerontology/article/58/3/P166/583352/Stability-and-

Change-in-Adult-Personality-Over-6

Greene, W. (November 8, 2014). “Philippine Startup Takes on Global Radiologist Shortage”.

Retrieved, December 2017 from http://techonomy.com/2014/11/philippine-startup-takes-

global-radiologist-shortage/

45
Johnson, R. B., Onwuegbuzie, A. J., & Turner, L. A. (2007). “Toward a definition of mixed

methods research”. Journal of Mixed Methods Research, 1. Retrieved, 2016 from

https://www.psychologicalscience.org/observer/mixed-methods-

research#.WNBgtdKGM4x

Kowalczyk, D. (2015) “Correlational Research: Definition, Purpose & Examples”. Retrived,

2015 from http://study.com/academy/lesson/correlational-research-definition-purpose-

examples.html#transcriptHeader

Lacey, J. (January 12, 2017). |What does it mean when an independent variable is NOT

statistically significant? How do you interpret it?” Retrieved, December 2017 from

https://www.quora.com/What-does-it-mean-when-an-independent-variable-is-NOT-

statistically-significant-How-do-you-interpret-it

McLeod, S. (2008). Erik Erikson. Retrieved, 2017 from https://www.simplypsychology.org/Erik-

Erikson.html.

Merrow, J. (April 24, 2005). “The Undergraduate Experience; Survival of the Fittest”.

Retrieved, December 2017 from http://www.nytimes.com/2005/04/24/us/education/the-

undergraduate-experience-survival-of-the-fittest.html

Neustaetter, L (2017) Boundless. "The Big Five Personality Traits." Boundless Management

Boundless, 27 May. 2016. Retrieved, May 28, 2017 from

https://www.boundless.com/management/textbooks/boundless-management-

textbook/organizational-behavior-5/personality-42/the-big-five-personality-traits-220-

3935/

46
Nickolas, S. (May 15, 2017). What Does it Mean if the Correlation Coefficient is Positive,

Negative, or Zero?. Retrieved, December 2017 from

https://www.investopedia.com/ask/answers/032515/what-does-it-mean-if-correlation-

coefficient-positive-negative-or-zero.asp

Phelps, R.P. "Role & Importance of Testing". Retrieved 2016-05-17. From.

nonpartisaneducation.org.

Statistics Canada (July 23, 2013). “Frequency Distribution Tables”. Retrieved 2013. From

http://www.statcan.gc.ca/edu/power-pouvoir/ch8/5214814-eng.htm/

Rentfrow, J. (2009). “The Big 5 Model of Personality”. Retrieved, August 12, 2012. from

http://psychcentral.com/blog/archives/2009/11/10/the-big-5-model-ofpersonality/

Teipel, K. (2002). “Understanding Adolescence: Seeing Through A Developmental Lens”.

Retrieved, 2017 from

http://www.amchp.org/programsandtopics/AdolescentHealth/projects/Document

s/SAHRC%20AYADevelopment%20LateAdolescentYoungAdulthood.pdf

Thomas, M. R. (2003). “Blending Qualitative and Quantitative Research Methods in

Theses and Dissertations”. Retrieved January 2014, from

http://as.wiley.com/WileyCDA/WileyTitle/productCd-1118588738.html/

Uloft. (October 19, 2012).” Survival of the Fittest in College Students (and in College

Furniture)”. Retrieved, December 2017 from http://uloft.com/survival-of-the-fittest-in-

college-students-and-in-college-student-furniture/

47