The document discusses personality factors related to the affective domain of human behavior. It defines the affective domain as the emotional side involving feelings about oneself and others. Personality factors influence the development of affective states. The affective domain involves five levels - receiving, responding, valuing, organizing values, and characterizing oneself by one's value system. Key personality factors discussed are egocentric factors like self-esteem and inhibition, and transactional factors related to how the self interacts with others. Self-esteem is defined as one's evaluation and view of one's self-worth, and can be general, situational, or related to specific tasks. Inhibition refers to defenses built to protect self-esteem

1. PERSONALITY FACTOR
1

2. AFFECTIVE DOMAIN
 personality factors related to affective domain or
intrinsic side of affectivity
 Affect refers to emotion or feeling.
 Affective Domain is the emotional side of human
behavior and it may be put side by side to cognitive
side.
 The development of affective states or feelings involves
a variety of personality factors, feelings both about
ourselves and about others with whom we come into
contact.

3. Extended definition of Affective Domain
 Benjamin Bloom et al (1964) provided an extended
definition of affective domain, outlining 5 levels of
affectivity:
3
1. Receiving: a person must be aware of the
environment surrounding him, be
conscious of situations, phenomena,
people, objects; be willing to receive,
willing to tolerate a stimulus, not avoid it,
and give a stimulus his controlled or
selected attention.

4. 2. Responding: committing himself to a
phenomenon or a person, a person is willing to
respond voluntarily without compelling, and to
receive satisfaction from that response.
3. Valuing: placing worth on a thing, a behavior or
a person. A person does not only accept a value
to the point of being willing to be identified with
it, but commit himself to the value to pursue it,
seek it out, and to want it, finally to the point of
conviction.
4

5. 4. Organization of values into a system of beliefs,
determining interrelationships among them, and
establishing a hierarchy of values within the
system.
5. Finally, an individual becomes characterized by
and understand himself in terms of his value
system. The individual acts consistently in
accordance with the values he has internalized
and integrates beliefs, ideas, and attitudes into a
total philosophy or world view. At this level, the
problem solving, for example, is approached on
the basis of a total, self-consistent system.
5

6. Personality Factors in Human Behavior
1. Egocentric factors – one’s view of self and its
relevance to language learning
2. Transactional factors – how the self is transacted to
others
3. Motivational factors
6

7. Egocentric Factors
1. Self-Esteem
2. Inhibition
7

8.  Self-esteem is probably the most pervasive aspect of
any human behavior. It could be claimed that no
successful cognitive or affective activity can be carried
out without some degree of self - esteem, self
confidence, knowledge of your self, and belief in your
own capabilities for that activity

9. 1. Self-Esteem - Definition
 Coopersmith (1967: 4-5): defines self-esteem:
9
• The evaluation which the individual
makes and customarily maintains with
regard to himself;
• it expresses an attitude of approval or
disapproval,
• and indicates the extent to which an
individual believes himself to be capable,
significant, successful and worthy.

10. Definition of self-esteem
(cont)
 Self-esteem is a personal judgment of worthiness that
is expressed in the attitudes that the individual holds
towards himself.
 It is a subjective experience which the individual
conveys to others by verbal reports and other overt
expressive behavior.
10

11. Types of self-esteem:
1. General or Global
2. Situational or Specific
3. Task self-esteem
11

12. General or Global self-esteem
General or global SE is thought to be
relatively stable in a mature adult,
and resistant to change except by
active and extended therapy.
12

13. Task self-esteem
 Relates to particular tasks within specific
situations (eg. Within educational domain: refers
to particular subject matter areas).
 In athletic context, skills in a particular sport or
even a facet of a sport (eg. net play in tennis).
 Specific self-esteem might refer to SLA in general,
and task self-esteem might refer to one’s self
evaluation of a particular aspect of the process:
speaking, writing, or a special kind of classroom
exercise.
13

14. Situational or specific self-esteem
 Refers to one’s appraisal of oneself in
14
 certain life situations, such as social
interaction, work, education, home,
 or on certain relatively discretely
defined traits (intelligence,
communicative ability, athletic ability),
 or personality traits (gregariousness,
empathy, and flexibility).

15. 2. Inhibition
 The concept of inhibition is related to and
subsumed under the notion of self esteem.
 All human beings build sets of defenses to protect
the ego.
 The newborn baby has no concept of his own self;
gradually he learns to identify a self that is distinct
from others.
 In childhood, the growing degrees of awareness,
responding and valuing begin to create a system of
affective traits which the person identifies with
himself.
15

16. Inhibition (cont)
 In adolescence, the physical, emotional, and
cognitive changes of the pre-teenager and teenager
bring on mounting defensive inhibitions to protect
a fragile ego, to turn aside ideas, experiences, and
feelings that threaten to take to peaces the
organization of values and beliefs on which
appraisals of SE have been founded.
 The process of building defenses continues on into
adulthood.
16