Running head research proposal1research proposal8.docxjeanettehully
Running head: research proposal 1
research proposal 8
Impact of Personality on Individuals’ Self-Esteem
LaTonya Bethune
PSYCH 665
Professor Teresa Neal
December 16, 2019
Impact of Personality on Individuals’ Self-Esteem
There are various definitions of self-esteem as described by different authors in the field of psychological research. It can also be defined as the general or typical feeling that an individual has about himself in a certain context and time (Heimpel et al., 2006). Andreassen et al. (2017), stated that self-esteem is an individual’s sense of worth or the level at which an individual likes or values himself. Self-esteem is individuals’ personal evaluation regarding their capabilities, importance, value, or worth (Pizzolli & Strapparava, 2019). Personality refers to the consistent set of behaviors that form a person’s distinctive character. These behaviors have emotional and cognitive patterns that have unique characteristics. An individual’s self-esteem is largely determined by their inherent personality traits, which include extraversion, neuroticism, openness, agreeableness, and conscientiousness (Pizzolli & Strapparava, 2019). Previous research has linked personality with self-esteem but didn’t establish the extent to which self-esteem is influenced by personality. This research seeks to establish how individual personality traits influence an individual’s self-esteem.
Purpose of the Study
The purpose of this research is to establish the relationship between personality and self-esteem and determine the extent to which personality traits can be used to predict an individual’s level of self-esteem. The personality traits, which include extraversion, neuroticism, openness, agreeableness, and conscientiousness, are usually referred to as the Big Five and are described in the five personality traits model. Each trait individually affects an individual’s self-esteem, but the most dominant traits determine an individual’s level of self-esteem.
Significance of the Study
Understanding the relationship between personality and self-esteem is important because it would enable psychologists to establish the psychological outcomes associated with various personality traits which would be helpful in the prediction of outcomes such as personality disorders, job performance, divorce, and academic achievement. Also, personality traits determine the temperament level of an individual and their overall behavioral tendencies. For example, individuals with low temperament are likely to be negative about themselves, thus, have low self-esteem. The findings of this study would enable therapists to precisely predict the patient outcomes based on their personality traits and understand the type of therapy that would suit their personality. For instance, individuals with low self-esteem may not respond to therapeutic sessions that are offered in group sessions since they cannot actively participate in that context.
Lite ...
Attending to the role of identity explorationin self-esteem.docxikirkton
Attending to the role of identity exploration
in self-esteem: Longitudinal associations
between identity styles and two features
of self-esteem
Bart Soenens,
1
Michael D. Berzonsky,
2
and Dennis R. Papini
3
Abstract
Although research suggests an interplay between identity development and self-esteem, most studies focused on the role of identity
commitment and measured only level of self-esteem. This study examined longitudinal associations between Berzonsky’s (2011) styles
of identity exploration and two distinct features of self-esteem: level of self-esteem and contingent self-esteem. Participants were 167
college students (mean age ¼ 19 years; 66% female) who completed questionnaires tapping into identity styles and features of self-
esteem at two measurement waves separated by a 4-month interval. Both information-oriented and normative styles were found to
be predicted by contingent self-esteem. Follow-up analyses demonstrated that the content of contingent self-esteem predicting both
identity styles was different. A diffuse-avoidant identity style was predicted mainly by low levels of self-esteem. Although we also
observed some effects of identity styles on the self-esteem variables, the self-esteem variables had overall a more consistent influence
on the identity styles than the other way around.
Keywords
contingent self-esteem, identity, identity style, late adolescence, self-esteem
Erikson (1968) recognized that how adolescents and young adults
negotiate identity conflicts and form a sense of identity has impor-
tant repercussions for their personality development. Given that
self-esteem has long been considered a key feature of healthy per-
sonality development (Baumeister, Campbell, Krueger, & Vohs,
2003), considerable research has addressed associations between
features of identity formation and self-esteem.
Marcia’s (1980) identity-status paradigm has been the basis for
much research on identity and self-esteem. Marcia (1980) concluded
that adolescents in both the achieved (high commitment and exp-
loration) and foreclosed (high commitment and low exploration) sta-
tuses scored higher on self-esteem than adolescents in the moratorium
(low commitment and high exploration) and diffusion (low commit-
ment and exploration) statuses. More recent reviews (e.g., Luyckx
et al., 2013; Meeus, Iedema, Helsen, & Vollebergh, 1999) indicate
that youth with achieved and foreclosed statuses have the highest lev-
els of self-esteem and well-being, whereas those with a moratorium
status reported the lowest levels. Meeus et al. (1999) concluded that
positive well-being (including self-esteem) depends almost exclu-
sively on the degree to which youth have formed identity commit-
ments whereas identity exploration in the absence of commitment
(i.e., moratorium status) is injurious to well-being and self-esteem.
Herein we aim to address two shortcomings in research on iden-
tity and self-esteem. First, research has focused t ...
Enjoy these webinar slides from 'Bipolar Creativity: The Evidence and the Gaps', co-hosted by CREST.BD and the Sean Costello Memorial Fund for Bipolar Research. In this webinar, Dr. Sheri Johnson, Dr. Erin Michalak and Debbie Ann Smith discussed recent research findings exploring the relationship between creativity and bipolar disorder. You can also watch the video at: http://ow.ly/R9OtU
Methods II Preview Assignment (Student example answers are in re.docxendawalling
Methods II Preview Assignment
(Student example answers are in red)
1. What are the hypotheses for study one?
There were several hypotheses, though they only analyzed two of them. First, they predicted that participants would choose a suspect more frequently in the target present condition than when told the suspect may or may not be present or when they were given no information about the suspect being present. Second, they predicted that participants would be more confident in their choice than all other conditions. Comment by Ryan Winter: They original paper also looked at an attention check variable (did they recall the instructions), and they found that participants paid attention to the lineup instructions. However, this manipulation check DV isn’t as relevant to the abstract two ANOVAs the author ran, so there is no need to write about it as a hypothesis
2. What is the independent variable(s) for study one? Make sure you tell me how many IVs there are and how many levels there are for each IV
There was one independent variable in study one with three levels: 1). Some participants were given lineup instructions which said the target was present in the lineup. 2). Some participants were given instructions in which the target “might” be present. 3). Some participants were not given any instructions.
3. What is the dependent variable(s) for study one? Note: there are several of these, so focus on the ones the author analyzed.
There were several of these, the three most important of which were 1). A manipulation check in which they were asked to recall the instruction they were given prior to the lineup. 2). Whether the participant actually chose a suspect from the lineup. 3). How confident they there were in their lineup choice.
4. What did they find in study one? Give the general outcome
As predicted, participants who were told the participant was in the lineup were more likely to choose a lineup suspect and were more confident in their choice than participants in the “might” be present or no instruction conditions
5. What are the hypothesis for study two?
Like study one, the authors predicted that participants would both choose and have more confidence in their choice than participants in the target “might” be present condition (This second study lacked the “no instruction” condition). They also predicted that participants would be more willing to choose a suspect and have more confidence in that choice when there were eight lineup members compared to four members. Finally, they predicted that those given target present instructions and an eight person lineup would be most willing to choose and have more confident in their choice than those in all other conditions.
6. What is the independent variable(s) for study two? Make sure you tell me how many IVs there are and how many levels there are for each IV
There were two independent variables in this study. The first one was lineup instructions (target present versus target “migh.
Methods II Preview Assignment (Student example answers are in re.docxbuffydtesurina
Methods II Preview Assignment
(Student example answers are in red)
1. What are the hypotheses for study one?
There were several hypotheses, though they only analyzed two of them. First, they predicted that participants would choose a suspect more frequently in the target present condition than when told the suspect may or may not be present or when they were given no information about the suspect being present. Second, they predicted that participants would be more confident in their choice than all other conditions. Comment by Ryan Winter: They original paper also looked at an attention check variable (did they recall the instructions), and they found that participants paid attention to the lineup instructions. However, this manipulation check DV isn’t as relevant to the abstract two ANOVAs the author ran, so there is no need to write about it as a hypothesis
2. What is the independent variable(s) for study one? Make sure you tell me how many IVs there are and how many levels there are for each IV
There was one independent variable in study one with three levels: 1). Some participants were given lineup instructions which said the target was present in the lineup. 2). Some participants were given instructions in which the target “might” be present. 3). Some participants were not given any instructions.
3. What is the dependent variable(s) for study one? Note: there are several of these, so focus on the ones the author analyzed.
There were several of these, the three most important of which were 1). A manipulation check in which they were asked to recall the instruction they were given prior to the lineup. 2). Whether the participant actually chose a suspect from the lineup. 3). How confident they there were in their lineup choice.
4. What did they find in study one? Give the general outcome
As predicted, participants who were told the participant was in the lineup were more likely to choose a lineup suspect and were more confident in their choice than participants in the “might” be present or no instruction conditions
5. What are the hypothesis for study two?
Like study one, the authors predicted that participants would both choose and have more confidence in their choice than participants in the target “might” be present condition (This second study lacked the “no instruction” condition). They also predicted that participants would be more willing to choose a suspect and have more confidence in that choice when there were eight lineup members compared to four members. Finally, they predicted that those given target present instructions and an eight person lineup would be most willing to choose and have more confident in their choice than those in all other conditions.
6. What is the independent variable(s) for study two? Make sure you tell me how many IVs there are and how many levels there are for each IV
There were two independent variables in this study. The first one was lineup instructions (target present versus target “migh.
Annotated Bibliography : Mental Health
Examples Of Annotated Bibliography
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Annotated Reflection
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Running head research proposal1research proposal8.docxjeanettehully
Running head: research proposal 1
research proposal 8
Impact of Personality on Individuals’ Self-Esteem
LaTonya Bethune
PSYCH 665
Professor Teresa Neal
December 16, 2019
Impact of Personality on Individuals’ Self-Esteem
There are various definitions of self-esteem as described by different authors in the field of psychological research. It can also be defined as the general or typical feeling that an individual has about himself in a certain context and time (Heimpel et al., 2006). Andreassen et al. (2017), stated that self-esteem is an individual’s sense of worth or the level at which an individual likes or values himself. Self-esteem is individuals’ personal evaluation regarding their capabilities, importance, value, or worth (Pizzolli & Strapparava, 2019). Personality refers to the consistent set of behaviors that form a person’s distinctive character. These behaviors have emotional and cognitive patterns that have unique characteristics. An individual’s self-esteem is largely determined by their inherent personality traits, which include extraversion, neuroticism, openness, agreeableness, and conscientiousness (Pizzolli & Strapparava, 2019). Previous research has linked personality with self-esteem but didn’t establish the extent to which self-esteem is influenced by personality. This research seeks to establish how individual personality traits influence an individual’s self-esteem.
Purpose of the Study
The purpose of this research is to establish the relationship between personality and self-esteem and determine the extent to which personality traits can be used to predict an individual’s level of self-esteem. The personality traits, which include extraversion, neuroticism, openness, agreeableness, and conscientiousness, are usually referred to as the Big Five and are described in the five personality traits model. Each trait individually affects an individual’s self-esteem, but the most dominant traits determine an individual’s level of self-esteem.
Significance of the Study
Understanding the relationship between personality and self-esteem is important because it would enable psychologists to establish the psychological outcomes associated with various personality traits which would be helpful in the prediction of outcomes such as personality disorders, job performance, divorce, and academic achievement. Also, personality traits determine the temperament level of an individual and their overall behavioral tendencies. For example, individuals with low temperament are likely to be negative about themselves, thus, have low self-esteem. The findings of this study would enable therapists to precisely predict the patient outcomes based on their personality traits and understand the type of therapy that would suit their personality. For instance, individuals with low self-esteem may not respond to therapeutic sessions that are offered in group sessions since they cannot actively participate in that context.
Lite ...
Attending to the role of identity explorationin self-esteem.docxikirkton
Attending to the role of identity exploration
in self-esteem: Longitudinal associations
between identity styles and two features
of self-esteem
Bart Soenens,
1
Michael D. Berzonsky,
2
and Dennis R. Papini
3
Abstract
Although research suggests an interplay between identity development and self-esteem, most studies focused on the role of identity
commitment and measured only level of self-esteem. This study examined longitudinal associations between Berzonsky’s (2011) styles
of identity exploration and two distinct features of self-esteem: level of self-esteem and contingent self-esteem. Participants were 167
college students (mean age ¼ 19 years; 66% female) who completed questionnaires tapping into identity styles and features of self-
esteem at two measurement waves separated by a 4-month interval. Both information-oriented and normative styles were found to
be predicted by contingent self-esteem. Follow-up analyses demonstrated that the content of contingent self-esteem predicting both
identity styles was different. A diffuse-avoidant identity style was predicted mainly by low levels of self-esteem. Although we also
observed some effects of identity styles on the self-esteem variables, the self-esteem variables had overall a more consistent influence
on the identity styles than the other way around.
Keywords
contingent self-esteem, identity, identity style, late adolescence, self-esteem
Erikson (1968) recognized that how adolescents and young adults
negotiate identity conflicts and form a sense of identity has impor-
tant repercussions for their personality development. Given that
self-esteem has long been considered a key feature of healthy per-
sonality development (Baumeister, Campbell, Krueger, & Vohs,
2003), considerable research has addressed associations between
features of identity formation and self-esteem.
Marcia’s (1980) identity-status paradigm has been the basis for
much research on identity and self-esteem. Marcia (1980) concluded
that adolescents in both the achieved (high commitment and exp-
loration) and foreclosed (high commitment and low exploration) sta-
tuses scored higher on self-esteem than adolescents in the moratorium
(low commitment and high exploration) and diffusion (low commit-
ment and exploration) statuses. More recent reviews (e.g., Luyckx
et al., 2013; Meeus, Iedema, Helsen, & Vollebergh, 1999) indicate
that youth with achieved and foreclosed statuses have the highest lev-
els of self-esteem and well-being, whereas those with a moratorium
status reported the lowest levels. Meeus et al. (1999) concluded that
positive well-being (including self-esteem) depends almost exclu-
sively on the degree to which youth have formed identity commit-
ments whereas identity exploration in the absence of commitment
(i.e., moratorium status) is injurious to well-being and self-esteem.
Herein we aim to address two shortcomings in research on iden-
tity and self-esteem. First, research has focused t ...
Enjoy these webinar slides from 'Bipolar Creativity: The Evidence and the Gaps', co-hosted by CREST.BD and the Sean Costello Memorial Fund for Bipolar Research. In this webinar, Dr. Sheri Johnson, Dr. Erin Michalak and Debbie Ann Smith discussed recent research findings exploring the relationship between creativity and bipolar disorder. You can also watch the video at: http://ow.ly/R9OtU
Methods II Preview Assignment (Student example answers are in re.docxendawalling
Methods II Preview Assignment
(Student example answers are in red)
1. What are the hypotheses for study one?
There were several hypotheses, though they only analyzed two of them. First, they predicted that participants would choose a suspect more frequently in the target present condition than when told the suspect may or may not be present or when they were given no information about the suspect being present. Second, they predicted that participants would be more confident in their choice than all other conditions. Comment by Ryan Winter: They original paper also looked at an attention check variable (did they recall the instructions), and they found that participants paid attention to the lineup instructions. However, this manipulation check DV isn’t as relevant to the abstract two ANOVAs the author ran, so there is no need to write about it as a hypothesis
2. What is the independent variable(s) for study one? Make sure you tell me how many IVs there are and how many levels there are for each IV
There was one independent variable in study one with three levels: 1). Some participants were given lineup instructions which said the target was present in the lineup. 2). Some participants were given instructions in which the target “might” be present. 3). Some participants were not given any instructions.
3. What is the dependent variable(s) for study one? Note: there are several of these, so focus on the ones the author analyzed.
There were several of these, the three most important of which were 1). A manipulation check in which they were asked to recall the instruction they were given prior to the lineup. 2). Whether the participant actually chose a suspect from the lineup. 3). How confident they there were in their lineup choice.
4. What did they find in study one? Give the general outcome
As predicted, participants who were told the participant was in the lineup were more likely to choose a lineup suspect and were more confident in their choice than participants in the “might” be present or no instruction conditions
5. What are the hypothesis for study two?
Like study one, the authors predicted that participants would both choose and have more confidence in their choice than participants in the target “might” be present condition (This second study lacked the “no instruction” condition). They also predicted that participants would be more willing to choose a suspect and have more confidence in that choice when there were eight lineup members compared to four members. Finally, they predicted that those given target present instructions and an eight person lineup would be most willing to choose and have more confident in their choice than those in all other conditions.
6. What is the independent variable(s) for study two? Make sure you tell me how many IVs there are and how many levels there are for each IV
There were two independent variables in this study. The first one was lineup instructions (target present versus target “migh.
Methods II Preview Assignment (Student example answers are in re.docxbuffydtesurina
Methods II Preview Assignment
(Student example answers are in red)
1. What are the hypotheses for study one?
There were several hypotheses, though they only analyzed two of them. First, they predicted that participants would choose a suspect more frequently in the target present condition than when told the suspect may or may not be present or when they were given no information about the suspect being present. Second, they predicted that participants would be more confident in their choice than all other conditions. Comment by Ryan Winter: They original paper also looked at an attention check variable (did they recall the instructions), and they found that participants paid attention to the lineup instructions. However, this manipulation check DV isn’t as relevant to the abstract two ANOVAs the author ran, so there is no need to write about it as a hypothesis
2. What is the independent variable(s) for study one? Make sure you tell me how many IVs there are and how many levels there are for each IV
There was one independent variable in study one with three levels: 1). Some participants were given lineup instructions which said the target was present in the lineup. 2). Some participants were given instructions in which the target “might” be present. 3). Some participants were not given any instructions.
3. What is the dependent variable(s) for study one? Note: there are several of these, so focus on the ones the author analyzed.
There were several of these, the three most important of which were 1). A manipulation check in which they were asked to recall the instruction they were given prior to the lineup. 2). Whether the participant actually chose a suspect from the lineup. 3). How confident they there were in their lineup choice.
4. What did they find in study one? Give the general outcome
As predicted, participants who were told the participant was in the lineup were more likely to choose a lineup suspect and were more confident in their choice than participants in the “might” be present or no instruction conditions
5. What are the hypothesis for study two?
Like study one, the authors predicted that participants would both choose and have more confidence in their choice than participants in the target “might” be present condition (This second study lacked the “no instruction” condition). They also predicted that participants would be more willing to choose a suspect and have more confidence in that choice when there were eight lineup members compared to four members. Finally, they predicted that those given target present instructions and an eight person lineup would be most willing to choose and have more confident in their choice than those in all other conditions.
6. What is the independent variable(s) for study two? Make sure you tell me how many IVs there are and how many levels there are for each IV
There were two independent variables in this study. The first one was lineup instructions (target present versus target “migh.
Annotated Bibliography : Mental Health
Examples Of Annotated Bibliography
Annotated Bibliography Paper
Annotated Reflection
Annotated Bibliography
Annotated Bibliography
Annotated Bibliography Example
Example Of Annotated Bibliography Essay
APA Example Of Annotated Bibliography
Annotated Bibliography
Example Of Annotated Bibliography
Essay On Annotated Bibliographies
What Is An Example Of Annotated Bibliography
Annotated Bibliography
Annotated Bibliography
Annotated Bibliography Examples
Example Of Annotated Bibliography
Example Of Annotated Bibliography Summary
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Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
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Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
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On word slaying
1. Learn to omit unnecessary words: a word on word-slaying
If you can say it equally well in a page or in a few sentences… why waste time, space, and energy?
Original: 205 words
Stephen Horvath and Carolyn C. Morf (2010) conducted a study in which they attempted to examine the difference
between narcissists and high self-esteem individuals. They explain in the beginning of the article, that although narcissism
and high self-esteem are closely related, and that there is a high correlation between narcissists and people with high self-
esteem, there are actually distinct variations between the two. In their study, they seek sought to examine “differences in
the strategies narcissists and high self-esteem individuals use to preserve the positivity of their self-view” (Horvath & Morf
2010). the different ways that narcissists and those with high self-esteem maintained their positive self-images. In order to
conduct their study, Horvath and Morf, the researchers administered two personality tests (the Narcissistic Personality
Inventory and the Rosenberg Self-Esteem Scale) to fifty nine participants. Subsequently, the participants were instructed
complete a survey which would who were then assessed on the self-goal and their approaches to self-enhancement
between the two groups. They found that, for people high in narcissismts, the self-goal of maintaining and confirming a
grandiose self is in the foreground and of utmost importance, while those with high self-esteem is were characterized by
the self-goals of social inclusion and acceptance (Horvath & Morf, 2010).
2. Learn to omit unnecessary words: a word on word-slaying
If you can say it equally well in a page or in a few sentences… why waste time, space, and energy?
Original: 205 words
Stephen Horvath and Carolyn C. Morf (2010) conducted a study in which they attempted to examine the difference
between narcissists and high self-esteem individuals. They explain in the beginning of the article, that although narcissism
and high self-esteem are closely related, and that there is a high correlation between narcissists and people with high self-
esteem, there are actually distinct variations between the two. In their study, they seek sought to examine “differences in
the strategies narcissists and high self-esteem individuals use to preserve the positivity of their self-view” (Horvath & Morf
2010). the different ways that narcissists and those with high self-esteem maintained their positive self-images. In order to
conduct their study, Horvath and Morf, the researchers administered two personality tests (the Narcissistic Personality
Inventory and the Rosenberg Self-Esteem Scale) to fifty nine participants. Subsequently, the participants were instructed
complete a survey which would who were then assessed on the self-goal and their approaches to self-enhancement
between the two groups. They found that, for people high in narcissismts, the self-goal of maintaining and confirming a
grandiose self is in the foreground and of utmost importance, while those with high self-esteem is were characterized by
the self-goals of social inclusion and acceptance (Horvath & Morf, 2010).
Word-Slaying Version: 86 words (less than half)
Horvath and Morf (2010) sought to examine the different ways that narcissists and those with high self-esteem maintained
their positive self-images. The researchers administered the Narcissistic Personality Inventory and the Rosenberg Self-
Esteem scale to fifty-nine participants who were then assessed on their approaches to self-enhancement. It was found that
for people high in narcissism, the goal of maintaining and confirming a grandiose self is of utmost importance, while people
with high self-esteem were characterized by goals of social inclusion and acceptance.
QUESTION: is anything missing?
The shorter version says it all… without the extra junk. Learn to be a word-slayer! =)