Chapter 4

PRESENTATION, ANALYSIS AND INTERPRETATION OF DATA

4.1 Sociodemographic profile of the respondents in terms of sex

Female; 204 Male; 203

Fig

ure 4.1.1 Sociodemographic profile of the respondents in terms of sex

The figure above shows the sociodemographic profile of the respondents in terms of

sex. The data shows that the numbers of participants of male and female are almost the same

where female has 204 participants and male has 203 participants.

The study conducted by Akyunus (2019) about the essence of age and sex disparities in

personality constructs during young adulthood, in particular variations on personality traits

and interpersonal issues, based on the model of five factors and the model of interpersonal

circumplex was made up of 514 Turkish participants, of whom 257 were male and 257 were

female. To validate the results of the study, participants in the survey were balanced

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randomly on both sex and age; so that at the same age there were the same number of

females and males.

4.2 Sociodemographic profile of the respondents in terms of age

450

400 381

350

300

250

200

150

100

50 22
4
0
13-14 15-16 17

Series 1

Figure 4.2.1 Sociodemographic profile of the respondents in terms of age

The figure above shows the sociodemographic profile of the respondents in terms of age. The

data shows that most of the participants are 13-14 years old. There are 22 respondents in ages

15-16 and only 4 students in the age of 17.

De Bolle (2015) explored the emergence of transcultural sexual differences in personality

within adolescence, they examined domain and facet level gender differences among

adolescents aged 12, 13 and 17 in the combined sample. The correspondence of gender

differences among adolescents, college-age and adults was investigated by measuring the

correlations between gender differences between age groups. The impact for neuroticism

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starts to take on its adult form around 14 years of age. In all ages between 12 and 17, girls

score higher on Openness to Experience and Conscientiousness. A more complicated pattern

for Extraversion and Agreeability appears at age of 17.

4.2 Personality types of Grade 8 students

140 133
121
120

100

82
80
71

60

40

20

0
Adventurer Giver Organizer Thinker

Figure 4.3.1 Personality types of Grade 8 students

The figure above shows the personality types of Grade 8 students. The data shows that

most of the participants are Organizer with 133. While Giver has 121, followed by

Adventurer with 82. Thinker with 71.

Thinker means a person who enjoys solving problems and love to develop models and

systems, love to explore ideas. Giver is a person who value honesty and authenticity above

all else, enjoy close relationships with loves ones. Function best in a warm, harmonious

working environment with the possibility of interacting with openness and honesty.

Organizer is a person who values the traditional family and support social structures. Enjoy

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work that requires detailed planning and follow-though. Prefer to have tasks defined in clear

and concrete terms. Adventurer is a person who functions best in a work environment that is

action-packed with a hands-on approach. Appreciate the opportunity to be skillful and

adventurous, and to use your natural ability as a negotiator.

Weisberg (2011) explores gender disparities in personality types, both at the level of

the Big Five as well as at the sublevel of two factors within each Big Five domain namely

Neuroticism, Extraversion, Agreeableness, Conscientiousness and Openness. Neuroticism

defines the tendency in response to perceived danger and punishment to experience negative

emotion and associated processes; these include anxiety, depression, frustration, self-

consciousness and emotional ability. Agreeableness involves qualities related to altruism,

such as empathy and kindness. It requires a desire to compromise, to maintain social order

and to take into consideration the interests of others. Conscientiousness defines

characteristics linked to self-discipline, coordination, and impulse control, which tends to

embody the ability to exert self-control to follow rules or achieve goals. Extraversion

represents sociability, assertiveness and optimistic emotionality, all linked to reward

responsiveness. Openness/Intellect represents imagination, ingenuity, intellectual curiosity,

and esthetic appreciation. The largest effect sizes were found in Neuroticism and

Agreeableness.

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4.4 Sex differences of Grade 8 students in terms of personality types

90
79
80
71
70

60
54
50
50
41 41
40 37
34
30

20

10

0
Adventurer Giver Organizer Thinker

Female Male

Figure 4.4.1 Sex differences of Grade 8 students in terms of personality types

The figure above shows the sex differences of Grade 8 students in terms of

personality types. Based on the graph, most male students are organize than female. Female

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were giver than male. In the category of thinker, female dominates the number, while both

male and female have an equal tantamount for the category of adventurer.

According to Weisberg (2011) in his study about Gender differences in personality

across the ten aspects of the Big Five, women scored more on Enthusiasm, Compassion,

Politeness, Orderliness, Volatility, Withdrawal and Openness than men did. At Assertiveness

and Intellect men scored higher than woman. It indicates that the two aspects of Extraversion

(Enthusiasm and Assertiveness) and the two aspects of Openness/Intellect display gender

differences in different directions. In Industriousness, the gender differences were

significant, with men scoring higher than women.

4.1 Significance level of sex, age and personality types

Table 4.1.1
Significance level of sex, age and personality types of Grade 8 students
Source f Sig.
Age, Sex and Personality types 2.431 .089

The figure above shows the significance level of sex, age and personality types. The

result shows an f value of 2.431 and a p value of 0.089>0.05. This implies that there is no

significant difference between age, sex and personality types and indicates strong evidence

for the null hypothesis to be accepted.

The study conducted by Weisberg (2011), more substantial gender differences were

observed at the aspect level, with significant gender differences appearing in both of each Big

Five trait. Significant gender differences were evident in each of the 10 traits assessed. For

some Big Five domains, the aspect level characteristics revealed gender differences in

opposite directions, which helps to explain why gender differences for the Big Five domains

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of Consciousness and Openness/Intellect are not usually apparent, and why the gender

difference for Extraversion is generally very small.

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