Running Head: GENDER, PERSONALITY, AND IMPOSTER PHENOMENON

Research Lab – 1

Conformity to Gender Role Norms, Personality and Imposter Phenomenon

RESEARCH PROPOSAL

Submitted by

Ambarish Prasanna (1837602)

Submitted to

Dr Santhosh. K. R

Department of Psychology

Christ (Deemed to be University)

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Introduction

The term Imposter phenomenon (IP) was coined by Clance and Imes (1978) in

reference to some high achieving women who tend to believe they are frauds who have faked

their success throughout. Theses “Imposters” are also referred to as having feelings of

intellectual fraudulence and believe they have fooled other individuals into thinking that they

are competent individuals. Over the years, studies have gone on to show that this feeling of

imposterism is prevalent in both males and females, and across various sects of life from

college students to CEOs (Badawy, Gazdag, Bentley, & Brouer, 2018).

According to Badawy, Gazdag, Bentley, and Brouer (2018) individuals who

experience IP face self-discrepancies in terms of their competence Chronically and They

develop a sense of discrepancy through childhood and adolescent experiences (as a result of

factors such as parenting, and various environmental interactions). Clance and Imes (1978)

who are credited with propounding the concept have indicated societal sex-role stereotyping

and early family dynamics to be major contributing factors in developing imposter feelings.

Even though the affected individuals may have high achievement and having

accomplished a great many things, imposters display and experience negative attitude and

feeling (Maladaptive perfectionism, lack of perceived organizational support, low self-

efficacy low affective commitment) ( eg. Vergauwe, Wille, Feys, De Fruyt, & Anseel, 2015;

Bechtoldt, 2015 Neureiter & Traut-Mattausch, 2016, 2017; McDowell, Grubb, & Geho,

2015). They may engage in counterproductive and detrimental behaviours (lack of career

planning, biased managerial decision, low organizational citizenship behaviours) in

organizations that have an effect on their progress in a negative manner ( Vergauwe, Wille,

Feys, De Fruyt, & Anseel, 2015; Bechtoldt, 2015 Neureiter & Traut-Mattausch, 2016, 2017;

McDowell, Grubb, & Geho, 2015).

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Initially it was believed that females are more prone to experiencing IP (Clance &

Imes1978) essentially due to the expectations assigned to their genders, newer work suggests

that males tend to experience IP more under pressure (e.g. Badawy, Gazdag, Bentley, &

Brouer, 2018), based on the assumption that gender norms hold, , male IPs may exhibit more

negative reactions due to the belief that society at large values men/males who demonstrate

high competence, and, at the same time, do not think that they can meet this standard. This

study could help determine if there is a relationship between gender role conformity and IP.

Imposter phenomenon has been studied both from a personality trait and a personality

type perspective. Literature suggests that Type A personality is more likely to experience this

phenomenon (Maqsood et al.,2018). With respect to the trait, a significant positive correlation

has been established neuroticism and significant negative correlation has been established

with conscientiousness (Vergauwe, Wille, Feys, Fruyt, and Anseel 2014).

Rationale

Imposter phenomenon as a variable has not been studied in the Indian population or

the Indian organizational employees and the study would add new data to the already existing

ones and contribute to the field of imposter phenomenon research and organizational

research. There is limited research available on imposter phenomenon in an organizational

context as most research is conducted on a student population. Studies have suggested that

gender role norms effect the experience of imposter phenomenon this study would help

understand if conformity or non-conformity to these norms effect the experience of imposter

phenomenon. The variables of personality or gender role conformity can also be studied on

their mediating effect on the experience of imposter phenomenon.

Objectives
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1. To study the influence of social, demographic, and personal characteristics on Conformity

to Gender Role Norms, Personality and Imposter Phenomenon among employees

2. To study the relationship of impostor Phenomenon with conformity to gender role norms

and personality of the employees

Review of Literature

The main objective of the present review is to summarise literature that has

investigated Imposter phenomenon (IP) across different contexts and in relation with

personality and gender role conformity. For the purpose of literature review a computer-

based database search of multiple online journals was conducted using search terms and logic

that would retrieve literature with respect to imposter phenomenon in an organisational

context, in relation with personality trait and gender role or sex role conformity. Research

examining IP and its prevalence seems to be scarce with respect to general population and

especially in Indian context. The exploration does yield some studies in academic context.

With respect to gender, IP was thought to be unique to women as seen in the origin

study by Clance and Imes (1978) who studied 150 successful women who were part of their

individual psychotherapy, interaction group and college classes. A range of qualitative data

from these high achieving women established the theoretical basis for the Imposter

Phenomenon. The Authors stated some early family dynamics and sex role stereotyping by

society to be the causal factor. The authors found that multi modal approach that integrates

several therapeutic approaches to be most effective and best delivered through group therapy

and interactional groups.

Maqsood, et al. (2018) studied the frequency of imposter phenomenon among medical

college students (n = 200). The results suggested that over 54% of the sample experienced

severe imposter feelings, the study also concluded that both genders were equally at risk of

having Imposter feelings though the higher severity was found in the female population. The
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authors also found a significant correlation of IP with psychological distress and burnout

indices, and state that students exhibiting Type A personality were the ones usually suffering

from it.

Vergauwe, Wille, Feys, Fruyt, and Anseel (2014) attempted to study imposter

phenomenon and the its trait relatedness using the Five factor model of personality in Belgian

employees (n=201). The results suggested that IP was positively correlated with neuroticism

(β=.51) and negatively with conscientiousness (β=-.13). A regression analysis also concluded

that the Big Five a set explained up to 43 % of the variance in the imposter tendency for the

study. The analysis also suggested that imposter tendencies of greater severity indicate lower

levels of job satisfaction and organizational citizenship behaviour. Suggestions such as self-

efficacy focused coaching programs were made by the authors to curb the imposter

tendencies.

Cokley, et al., (2015) attempted to test a hypothesised model of academic outcomes in

an undergraduate student population (n=491(m=146, f=345)). The model linked gender

stigma consciousness, and imposter phenomenon with academic performance outcomes of

disengagement and grade point average). The hypothesis of importance to the current study is

impostorism predicting gender stigma consciousness. The results suggest that gender stigma

consciousness was in fact a significant predictor of imposter phenomenon further suggesting

that individuals high on gender stigma consciousness are more likely to have feelings of

intellectual fraudulence. The magnitude of this effect was found to be greater in woman than

men in the study. In their suggestions they also emphasise on the need to incorporate

stereotype endorsement measures in link with IP for future studies

Imposter tendencies do tend to aggravate under certain situations and under high

pressure conditions. Badawy, Gazdag, Bentley, and Brouer, (2018) investigated the

relationship between imposter phenomenon and performance in adult working population

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across genders under two conditions: feedback (n=268) and accountability (n=250). The

results showed that people affected by IP did in fact react more negatively under the

conditions of negative feedback and high accountability. The findings further suggested that

IP was found in a higher degree in females though male IPs reacted significantly more

negatively under the conditions as compared to female IPs thus suggesting a much more

complex relationship between gender and IP. The authors, based on the assumption that

gender role norms hold, suggest that male IPs may have reacted more negatively as they

believe that societal expectations value males the exhibit higher competencies and that they

cannot fulfil these expectations, and because females are not constrained by such

expectations as they are already expected to perform poorly, the conditions did not aggravate

the Imposter tendency related performance hindrances.

Effective leadership and task delegation are of great importance in contemporary

organizations, another area that can be hindered due to IP. Bechtoldt (2015) analysed the

effects of impostorism on leadership behaviour in a sample of managers (n=190). The core

component of task delegation (empowering employees to take more or less challenging tasks)

was studied the results implied that managers high on IP preferred to delegate both

challenging and routine tasks to team members who had similar self-views that of the

managers suggesting a similarity effect and hence an incline towards irrational task

delegation and subjective decision making.

Method

Research design

The present study is a quantitative study, employing a correlation research design which will

use survey method of data collection. The two independent variables will be, Personality

Trait, Conformity to gender role norms (High vs. Low) and the dependent variable will be

Imposter phenomenon experience (High vs Low)

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Sample

The sample will consist of 150 professionals (age 22-55 yrs.) (75 Women and 75

Men) who are working or have worked in a position above a clerical or operational role. The

criteria for inclusion and exclusion will be as follows:

Inclusion Criteria:

1. Individuals should be in the age group of 22-55 years.

2. Individuals should currently be working professionally (any sector)

Exclusion Criteria:

1. Individuals should not have been diagnosed with a mental health disorder or any other

pertinent clinical disorder previously (information to be acquired via self-report).

Informed consent will be obtained from all professionals on an electronic platform,

before providing the assessment tools (IP scale, Personality, Conformity to gender role

scale). To ensure confidentiality, participant names will be removed before data entry, and

all names will be identified only by a number code/participant ID.

Procedure

The study will be carried out in a single phase. A Volunteer based sampling will be

used to recruit participants. An E-format of the informed consent will be created to ensure

that ethical obligations and basic criteria for participants’ data inclusion are met, along with

an E-version of the tools to be used. During the course, the participant will be redirected to

either Conformity to Masculine Norms Scale or Conformity to Feminine Norms Scale based

on the gender option they select.

Ethical Considerations. The study will take into account ethical research practises as

cited by American Psychological Association. First, the research will only be carried out post

a formal approval by the Institutional Review Board (IRB) and Ethics Committee. Second, a

proper consent process will be carried out to ensure that individuals are voluntarily
Conformity to Gender Role Norms, Personality, And Imposter Phenomenon
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participating in the research with full knowledge of relevant risks and benefits. The consent

form (yet to be written) will be provided before the online survey. The form will have

information regarding the purpose of research, duration and procedures, research benefits and

risks, participants’ rights to decline participation or leave at any point in the study and limits

of confidentiality, i.e. each participant will be given a subject ID at the beginning of the

research, hence names will not be used anywhere and data will only be used for research

purposes. Data shall only be used once full consent is acquired from participants.

Tools Used

1. Demographic Sheet: A demographic sheet will be given to each participant to gather

information on personal details, family dynamics, educational qualifications etc.

2. The 20-item Clance Impostor Phenomenon Scale (Clance, 1985) will be used in the

study to assess the level of imposter feelings. The scale projects significant Cronbach alpha

reliability (α=.92) and has 5-point Likert scale format of response.

3. Conformity to Masculine Norms Inventory (Parent & Moradi, 2009) will be used to

assess the masculine gender role conformity by men the counter part of the same, Conformity

to Feminine Norms (Parent & Moradi, 2010) will be used to assess the feminine gender role

conformity by Women. (Access requested.) alternative scale in a scenario where access is not

granted would be Personal Attributes Questionnaire (PAQ) developed by Spence, Helmreich

& Stapp (1974)

4. NEO Five Factor Inventory (NEO-FFI) is a concise 60 item measure of five basic

personality factors. The scale uses a five-point Likert scale format of response. The scales’

test-retest reliability is high with the coefficient ranging from 0.86 to 0.90 for all the five

scales (Robins, Fraley, Roberts, & Trzesniewski, 2001) and presents a satisfactory internal

constancy ranging from 0.68 to 0.86 (Costa & McCrae, 1992).

Operational Definitions
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Impostor phenomenon is operationally defined as the score received by the

participants in the 20-item Clance Impostor Phenomenon Scale (CIPS; Clance, 1985)

2. Conformity to gender role norms can be operationally defined as the score received

by the female participants in the 46 item Conformity to Feminine Norms Inventory (Parent &

Moradi, 2010) and the score received by male participants in the 45 item Conformity to

Masculine Norms Inventory (Parent & Moradi, 2009)

3. Personality traits can be defined as the scores obtained by the participants in the

domain of neuroticism, extraversion, openness to experience, agreeableness, and

conscientiousness in the 60 item NEO-FFI scale (Costa & McCrae, 1992).

Data Analysis.

Descriptive statistics (means, SDs Percentiles) will be used to provide summarization

about the sample and the measures used. Pearson’s correlation will be employed to establish

relationship between the independent variable (personality traits and gender role conformity)

and dependent variable (Imposterism). A Regression analysis will be run to assess the

prediction values for the response variable (imposterism) and predictor variable (personality

traits and gender role conformity).

Implication

The current study has implication in the field of IP research in general. The results

obtained can further support the relevance of assessing and curbing imposter experiences in

organizations. assuming gender role conformity is either a significant predictor of IP or has a

significant relationship with IP, interventions can integrate the aspect of gender role

conformity in them.

Limitations
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The sample acquired may incline towards employees from a particular sector or at a

certain level in the organization which may limit the generalizability of the results. As the

target sample is that of working adults and the total number of items they have to respond to

will be more than 100, the time constraint aspect might lead to the participants showing a

lack of interest.

Time line

Task Start Date End Date Duration

(Days)

Proposal submission 1-02-2019 18-03-2019 18 days

Presentation 19-3-2019 19-03-2019 1 days
Preparation for Data
Collection 20-03-2019 27-03-2019 8 days
Data Collection 15-04-2019 15-07-2019 60 days
Data Analysis and 16-07-2019 21-07-2019 6 days

Interpretation
First draft submission 22-07-2019 10-08-2019 20 days

The above-mentioned timeline is subject to change depending on the deadlines

provided by the university, changes recommended, and time taken to receive approval from

the Institutional Review Board (IRB).

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References

Badawy, R. L., Gazdag, B. A., Bentley, J. R., & Brouer, R. L. (2018). Are all impostors

created equal? Exploring gender differences in the impostor phenomenon-

performance link. Personality and Individual Differences, 131, 156-163.

doi:10.1016/j.paid.2018.04.044

Bechtoldt, M. N. (2015). Wanted: Self-doubting employees—Managers scoring positively on

impostorism favor insecure employees in task delegation. Personality and Individual

Differences, 86, 482–486.

Clance, P. R., & Imes, S. A. (1978). The imposter phenomenon in high achieving women:

Dynamics and therapeutic intervention. Psychotherapy: Theory, Research & Practice,

15, 241–247. http://dx.doi.org/10.1037/h0086006

Cokley, K., Awad, G., Smith, L., Jackson, S., Awosogba, O., Hurst, A., . . . Roberts, D.

(2015). The Roles of Gender Stigma Consciousness, Impostor Phenomenon and

Academic Self-Concept in the Academic Outcomes of Women and Men. Sex

Roles,73(9-10), 414-426. doi:10.1007/s11199-015-0516-7

Costa, P. T., & McCrae, R. R. (1992). Normal personality assessment in clinical practice: The

NEO Personality Inventory. Psychological assessment, 4(1), 5

Goldberg, L. R. (1990). An alternative" description of personality": the big-five factor

structure. Journal of personality and social psychology, 59(6), 1216.

Mahalik, J. R., Locke, B. D., Ludlow, L. H., Diemer, M. A., Scott, R. P., Gottfried, M., &

Freitas, G. (2003). Development of the conformity to masculine norms

inventory. Psychology of Men & Masculinity, 4(1), 3.

Maqsood, H., Shakeel, H. A., Hussain, H., Khan, A. R., Ali, B., Ishaq, A., & Shah, S. A.

(2018). The descriptive study of imposter syndrome in medical students. International

Conformity to Gender Role Norms, Personality, And Imposter Phenomenon
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Journal of Research in Medical Sciences,6(10), 3431. doi:10.18203/2320-

6012.ijrms20184031

McDowell, W. C., Grubb, W. L., III, & Geho, P. R. (2015). The impact of self-efficacy and

perceived organizational support on the imposter phenomenon. American Journal of

Management, 15, 23 –29

Neureiter, M., & Traut-Mattausch, E. (2016). An inner barrier to career development:

Preconditions of the impostor phenomenon and consequences for career development.

Frontiers in Psychology,

Parent, Mike & Moradi, Bonnie. (2009). Confirmatory Factor Analysis of the Conformity to

Masculine Norms Inventory and Development of the Conformity to Masculine Norms

Inventory-46. Psychology of Men & Masculinity. 10. 175-189. 10.1037/a0015481.

Parent, Mike & Moradi, Bonnie. (2010). Confirmatory factor analysis of the Conformity to

Feminine Norms Inventory and development of an abbreviated version: The CFNI-45.

Psychology of Women Quarterly. 34. 97 - 109. 10.1111/j.1471-6402.2009.01545.x.

Robins, R. W., Fraley, R. C., Roberts, B. W., & Trzesniewski, K. H. (2001). A longitudinal

study of personality change in young adulthood. Journal of personality, 69(4), 617-

640.

Vergauwe, J., Wille, B., Feys, M., Fruyt, F. D., & Anseel, F. (2014). Fear of Being Exposed:

The Trait-Relatedness of the Impostor Phenomenon and its Relevance in the Work

Context. Journal of Business and Psychology,30(3), 565-581. doi:10.1007/s10869-

014-9382-5
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APEENDIX I

Consent Form
The Department of Psychology at Christ (deemed to be university) supports the practice of
protection of human participants in research. The following will provide you with
information about the research that will help you in deciding whether or not you wish to
participate. If you agree to participate, please be aware that you are free to withdraw at any
point throughout the duration of the experiment.

In this study you will be asked to give responses to a questionnaire on Imposter phenomenon,
personality and gender role conformity. All information you provide will remain
confidential, will not be associated with your name and will be used for research purpose
only. If, for any reason during this study you do not feel comfortable, you are free to leave
this form and exit. Your participation in this study will require approximately 12-15 minutes.
When this study is complete you will be provided with the results of the experiment if you
request them, and you will be free to ask any questions.

If you have any further questions concerning this study please feel free to contact me.

Details of the Researcher-

Name: Ambarish Prasanna
Phone :8980047261
Email: ambarish.prasanna@psy.christuniversity.in

Details of the Research guide-

Name: Dr. Santosh. K. R
Email: santosh.kr@christuniveristy.in
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APPENDIX II
Demographic Form

1. Name (Optional)

2. Age

3. Gender

a. Male

b. Female

c. Prefer not to say

d. Other: Please mention

4. Occupation

5. Designation

6. Sector

7. Educational Qualifications

8. Relationship status

a. Single

b. Committed

c. Married

d. Divorced

e. Widowed

f. Other: Please mention (optional)

9. Years/Months in current Job

10. Overall experience (In Years)

11. Professional achievements (if any)

12. Academic Achievements (if any)

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APPENDIX III

Clance IP Scale
For each question, please circle the number that best indicates how true the statement is of
you. It is best to give the first response that enters your mind rather than dwelling on each
statement and thinking about it over and over.
1. I have often succeeded on a test or task even though I was afraid that I would not do well
before I undertook the task.
1 2 3 4 5
(not at all true) (rarely) (sometimes) (often) (very true)

2. I can give the impression that I’m more competent than I really am.
1 2 3 4 5
(not at all true) (rarely) (sometimes) (often) (very true)
3. I avoid evaluations if possible and have a dread of others evaluating me.
1 2 3 4 5
(not at all true) (rarely) (sometimes) (often) (very true)

4.When people praise me for something I’ve accomplished, I’m afraid I won’t be able to live
up to their expectations of me in the future.
1 2 3 4 5
(not at all true) (rarely) (sometimes) (often) (very true)

5.I sometimes think I obtained my present position or gained my present success because I
happened to be in the right place at the right time or knew the right people.
1 2 3 4 5
(not at all true) (rarely) (sometimes) (often) (very true)
6. I’m afraid people important to me may find out that I’m not as capable as they think
I am.
1 2 3 4 5
(not at all true) (rarely) (sometimes) (often) (very true)
7. I tend to remember the incidents in which I have not done my best more than those times
I have done my best.
1 2 3 4 5
(not at all true) (rarely) (sometimes) (often) (very true)

8. I rarely do a project or task as well as I’d like to do it.

1 2 3 4 5
(not at all true) (rarely) (sometimes) (often) (very true)
9. Sometimes I feel or believe that my success in my life or in my job has been the result of
some kind of error.
1 2 3 4 5
(not at all true) (rarely) (sometimes) (often) (very true)
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10. It’s hard for me to accept compliments or praise about my intelligence or

accomplishments.
1 2 3 4 5
(not at all true) (rarely) (sometimes) (often) (very true)

11. At times, I feel my success has been due to some kind of luck.
1 2 3 4 5
(not at all true) (rarely) (sometimes) (often) (very true)
12. I’m disappointed at times in my present accomplishments and think I should have
accomplished much more.
1 2 3 4 5
(not at all true) (rarely) (sometimes) (often) (very true)

13. Sometimes I’m afraid others will discover how much knowledge or ability I really lack.
1 2 3 4 5
(not at all true) (rarely) (sometimes) (often) (very true)

14.I’m often afraid that I may fail at a new assignment or undertaking even though I
generally do well at what I attempt.
1 2 3 4 5
(not at all true) (rarely) (sometimes) (often) (very true)

15.When I’ve succeeded at something and received recognition for my accomplishments, I

have doubts that I can keep repeating that success.
1 2 3 4 5
(not at all true) (rarely) (sometimes) (often) (very true)

16.If I receive a great deal of praise and recognition for something I’ve accomplished, I tend
to discount the importance of what I’ve done.
1 2 3 4 5
(not at all true) (rarely) (sometimes) (often) (very true)
17. I often compare my ability to those around me and think they may be more intelligent
than I am.
1 2 3 4 5
(not at all true) (rarely) (sometimes) (often) (very true)

18.I often worry about not succeeding with a project or examination, even though others
around me have considerable confidence that I will do well.
1 2 3 4 5
(not at all true) (rarely) (sometimes) (often) (very true)

19.If I’m going to receive a promotion or gain recognition of some kind, I hesitate to tell
others until it is an accomplished fact.
1 2 3 4 5
(not at all true) (rarely) (sometimes) (often) (very true)
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20. I feel bad and discouraged if I’m not “the best” or at least “very special” in situations
that involve achievement.
1 2 3 4 5
(not at all true) (rarely) (sometimes) (often) (very true)

Scoring the Impostor Test

The Impostor Test was developed to help individuals determine whether or not they have IP
characteristics and, if so, to what extent they are suffering.

After taking the Impostor Test, add together the numbers of the responses to each statement. If
the total score is 40 or less, the respondent has few Impostor characteristics; if the score is
between 41 and 60, the respondent has moderate IP experiences; a score between 61 and 80
means the respondent frequently has Impostor feelings; and a score higher than 80 means the
respondent often has intense IP experiences. The higher the score, the more frequently and
seriously the Impostor Phenomenon interferes in a person’s life
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APPENDIX IV
NEO –FFI
NEO Five – Factor Inventory
(Paul, T. Costa Jr., Ph. D. & Robert R. Mc crae, Ph.D. )
INSTRUCTIONS
This questionnaire contains 60 statements. Read each statement carefully. For each
statement, darken the box (using a black pencil) with the response that best represents
your
opinion. Make sure that your answer is marked in the correct box.
(A) Fill in SD if you Strongly Disagree or the statement is definitely false.
(B) Fill in D if you Disagree or the statement is false.
(C) Fill in N if you are Neutral on the statement, if you cannot decide or if the statement
is equally true and false
(D) Fill in A if you Agree or the statement is true.
(E) Fill is SA if you Strongly Agree or the statement is definitely true.
Name:
Age:
Gender:
1) I am not a worrier.
2) I like to have a lot of people around me.
3) I don’t like to waste my time daydreaming.
4) I try to be courteous to everyone I meet.
5) I keep my belongings neat and clean.
6) I often feel inferior to others.
7) I laugh easily.
8) Once I find the right way to do something, I stick to it.
9) I often get into argument with my family and co-workers.
10) I am pretty good about pacing myself so as to get things done in time.
11) When I am under a great deal of stress, sometimes I feel like I’m going to pieces.
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12) I don’t consider myself especially “ light hearted.”

13) I am intrigued by the patterns I find in around nature.
14) Some people thing I am selfish and egotistical.
15) I am not a very methodical person.
16) I rarely fell lonely or blue.
17) I really enjoy talking to people.
18) I believe letting students hear controversial speakers can only confuse and
mislead them.
19) I would rather cooperate with others than compete with them.
20) I try to perform all the tasks assigned to me conscientiously.
21) I often fell tense and jittery.
22) I like to be where the action is.
23) Poetry has little or no effect on me.
24) I tend to be cynical and sceptical of the intentions of other people.
25) I have a clear set of goal and work towards them in an orderly fashion.
26) Sometimes I fell completely worthless.
27) I usually prefer to do things alone.
28) I often try new and foreign foods
29) I believe that most people will take advantage of you if you allow them to do so.
30) I waste a lot of time before settling down to work.
31) I rarely feel fearful or anxious.
32) I often fell as if I am bursting with energy.
33) I seldom notice the moods or feelings that different environments produce.
34) Most people I know like me.
35) I work hard to accomplish my goals.
36) I often get angry at the way people treat me.
37) I am a cheerful, high –spirited person.
38) I believe we should look to our religious authorities for decisions on moral issues.
39) Some people think of me as cold and calculating.
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40) When I make a commitment, I can always be counted on to follow through.

41) Too often, when things go wrong, I get discouraged and feel like giving up.
42) I am not a cheerful optimist.
43) Sometimes when I am reading poetry or looking at a work of art, I feel a chill or
wave of excitement.
44) I am hard-headed and tough –minded in my attitudes.
45) Sometime I am not as dependable or reliable as I should be.
46) I am seldom sad or depressed.
47) My life is fast-paced.
48) I have little interest in speculating on the nature of the universe or the human
condition.
49) I generally try to be thoughtful and considerate.
50) I am productive person who always gets the job done.
51) I often feel helpless and want someone else to solve my problems.
52) I am a very active person.
53) I have a lot of intellectual curiosity.
54) If I don’t like people, I let them know it.
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55) I never seem to be able to get organized.
56) At times I have been so ashamed I just want to hide.
57) I would rather go my own than be a leader of others.
58) I often enjoy playing with theories or abstract ideas.
59) If necessary, I am willing to manipulate people to get what I want.
60) I strive for excellence in everything I do.
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