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language personality</title> <meta name="description" content="Search results for: secondary language personality"> <meta name="keywords" content="secondary language personality"> <meta name="viewport" content="width=device-width, initial-scale=1, minimum-scale=1, maximum-scale=1, user-scalable=no"> <meta charset="utf-8"> <link href="https://cdn.waset.org/favicon.ico" type="image/x-icon" rel="shortcut icon"> <link href="https://cdn.waset.org/static/plugins/bootstrap-4.2.1/css/bootstrap.min.css" rel="stylesheet"> <link href="https://cdn.waset.org/static/plugins/fontawesome/css/all.min.css" rel="stylesheet"> <link href="https://cdn.waset.org/static/css/site.css?v=150220211555" rel="stylesheet"> </head> <body> <header> <div class="container"> <nav class="navbar navbar-expand-lg navbar-light"> <a class="navbar-brand" href="https://waset.org"> <img src="https://cdn.waset.org/static/images/wasetc.png" alt="Open Science Research Excellence" title="Open Science Research Excellence" /> </a> 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action="https://publications.waset.org/abstracts/search"> <div id="custom-search-input"> <div class="input-group"> <i class="fas fa-search"></i> <input type="text" class="search-query" name="q" placeholder="Author, Title, Abstract, Keywords" value="secondary language personality"> <input type="submit" class="btn_search" value="Search"> </div> </div> </form> </div> </div> <div class="row mt-3"> <div class="col-sm-3"> <div class="card"> <div class="card-body"><strong>Commenced</strong> in January 2007</div> </div> </div> <div class="col-sm-3"> <div class="card"> <div class="card-body"><strong>Frequency:</strong> Monthly</div> </div> </div> <div class="col-sm-3"> <div class="card"> <div class="card-body"><strong>Edition:</strong> International</div> </div> </div> <div class="col-sm-3"> <div class="card"> <div class="card-body"><strong>Paper Count:</strong> 7210</div> </div> </div> </div> <h1 class="mt-3 mb-3 text-center" style="font-size:1.6rem;">Search results for: secondary language personality</h1> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">7210</span> The Role of Extrovert and Introvert Personality in Second Language Acquisition</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Fatma%20Hsain%20Ali%20Suliman">Fatma Hsain Ali Suliman</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Personality plays an important role in acquiring a second language. For second language learners to make maximum progress with their own learning styles, their individual differences must be recognized and attended to. Personality is considered to be a pattern of unique characteristics that give a person’s behavior a kind of consistency and individuality. Therefore, the enclosed study, which is entitled “The Role of Personality in Second language Acquisition: Extroversion and Introversion”, tends to shed light on the relationship between learners’ personalities and second language acquisition process. In other words, it aims at drawing attention to how individual differences of students as being extroverts or introverts could affect the language acquisition process. As a literature review, this paper discusses the results of some studies concerning this issue as well as the point views of researchers and scholars who have focused on the effect of extrovert and introvert personality on acquiring a second language. To accomplish the goals of this study, which is divided into 5 chapters including introduction, review of related literature, research method and design, results and discussions and conclusions and recommendations, 20 students of English Department, Faculty of Arts, Misurata University, Libya were handed out a questionnaire to figure out the effect of their personalities on the learning process. Finally, to be more sure about the role of personality in a second language acquisition process, the same students who were given the questionnaire were observed in their ESL classes. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=second%20language%20acquisition" title="second language acquisition">second language acquisition</a>, <a href="https://publications.waset.org/abstracts/search?q=personality" title=" personality"> personality</a>, <a href="https://publications.waset.org/abstracts/search?q=extroversion" title=" extroversion"> extroversion</a>, <a href="https://publications.waset.org/abstracts/search?q=introversion" title=" introversion"> introversion</a>, <a href="https://publications.waset.org/abstracts/search?q=individual%20differences" title=" individual differences"> individual differences</a>, <a href="https://publications.waset.org/abstracts/search?q=language%20learning%20strategy" title=" language learning strategy"> language learning strategy</a>, <a href="https://publications.waset.org/abstracts/search?q=personality%20factors" title=" personality factors"> personality factors</a>, <a href="https://publications.waset.org/abstracts/search?q=psycho%20linguistics" title=" psycho linguistics "> psycho linguistics </a> </p> <a href="https://publications.waset.org/abstracts/13789/the-role-of-extrovert-and-introvert-personality-in-second-language-acquisition" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/13789.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">664</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">7209</span> Predicting Personality and Psychological Distress Using Natural Language Processing</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Jihee%20Jang">Jihee Jang</a>, <a href="https://publications.waset.org/abstracts/search?q=Seowon%20Yoon"> Seowon Yoon</a>, <a href="https://publications.waset.org/abstracts/search?q=Gaeun%20Son"> Gaeun Son</a>, <a href="https://publications.waset.org/abstracts/search?q=Minjung%20Kang"> Minjung Kang</a>, <a href="https://publications.waset.org/abstracts/search?q=Joon%20Yeon%20Choeh"> Joon Yeon Choeh</a>, <a href="https://publications.waset.org/abstracts/search?q=Kee-Hong%20Choi"> Kee-Hong Choi</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Background: Self-report multiple choice questionnaires have been widely utilized to quantitatively measure one’s personality and psychological constructs. Despite several strengths (e.g., brevity and utility), self-report multiple-choice questionnaires have considerable limitations in nature. With the rise of machine learning (ML) and Natural language processing (NLP), researchers in the field of psychology are widely adopting NLP to assess psychological constructs to predict human behaviors. However, there is a lack of connections between the work being performed in computer science and that psychology due to small data sets and unvalidated modeling practices. Aims: The current article introduces the study method and procedure of phase II, which includes the interview questions for the five-factor model (FFM) of personality developed in phase I. This study aims to develop the interview (semi-structured) and open-ended questions for the FFM-based personality assessments, specifically designed with experts in the field of clinical and personality psychology (phase 1), and to collect the personality-related text data using the interview questions and self-report measures on personality and psychological distress (phase 2). The purpose of the study includes examining the relationship between natural language data obtained from the interview questions, measuring the FFM personality constructs, and psychological distress to demonstrate the validity of the natural language-based personality prediction. Methods: The phase I (pilot) study was conducted on fifty-nine native Korean adults to acquire the personality-related text data from the interview (semi-structured) and open-ended questions based on the FFM of personality. The interview questions were revised and finalized with the feedback from the external expert committee, consisting of personality and clinical psychologists. Based on the established interview questions, a total of 425 Korean adults were recruited using a convenience sampling method via an online survey. The text data collected from interviews were analyzed using natural language processing. The results of the online survey, including demographic data, depression, anxiety, and personality inventories, were analyzed together in the model to predict individuals’ FFM of personality and the level of psychological distress (phase 2). <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=personality%20prediction" title="personality prediction">personality prediction</a>, <a href="https://publications.waset.org/abstracts/search?q=psychological%20distress%20prediction" title=" psychological distress prediction"> psychological distress prediction</a>, <a href="https://publications.waset.org/abstracts/search?q=natural%20language%20processing" title=" natural language processing"> natural language processing</a>, <a href="https://publications.waset.org/abstracts/search?q=machine%20learning" title=" machine learning"> machine learning</a>, <a href="https://publications.waset.org/abstracts/search?q=the%20five-factor%20model%20of%20personality" title=" the five-factor model of personality"> the five-factor model of personality</a> </p> <a href="https://publications.waset.org/abstracts/159772/predicting-personality-and-psychological-distress-using-natural-language-processing" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/159772.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">79</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">7208</span> Application of ICT in the Teaching and Learning of English Language in Nigerian Secondary Schools</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Richard%20Ayobayowa%20Foyewa">Richard Ayobayowa Foyewa</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This work examined the application of ICT in the teaching and learning of English language in Nigerian secondary schools. The definition of ICT was given briefly before areas in which the ICT could be applied in teaching and learning of English language were observed. Teachers’ attitudes towards the use of the computer and Internet facilities were also observed. The conclusion drawn was that ICT is very relevant in the teaching and learning of English language in Nigerian secondary schools. It was therefore recommended that teachers who are not computer literate should go for the training without further delay; government should always employ English language teachers who are computer literates. Government should make fund available in schools for the training and re-training of English language teachers in various computer programmes and in making internet facilities available in secondary schools. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=ICT" title="ICT">ICT</a>, <a href="https://publications.waset.org/abstracts/search?q=Nigerian%20secondary%20schools" title=" Nigerian secondary schools"> Nigerian secondary schools</a>, <a href="https://publications.waset.org/abstracts/search?q=teaching%20and%20learning%20of%20English" title=" teaching and learning of English"> teaching and learning of English</a> </p> <a href="https://publications.waset.org/abstracts/54853/application-of-ict-in-the-teaching-and-learning-of-english-language-in-nigerian-secondary-schools" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/54853.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">318</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">7207</span> Estimating Big Five Personality Expressions with a Tiered Information Framework</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Laura%20Kahn">Laura Kahn</a>, <a href="https://publications.waset.org/abstracts/search?q=Paul%20Rodrigues"> Paul Rodrigues</a>, <a href="https://publications.waset.org/abstracts/search?q=Onur%20Savas"> Onur Savas</a>, <a href="https://publications.waset.org/abstracts/search?q=Shannon%20Hahn"> Shannon Hahn</a> </p> <p class="card-text"><strong>Abstract:</strong></p> An empirical understanding of an individual's personality expression can have a profound impact on organizations seeking to strengthen team performance and improve employee retention. A team's personality composition can impact overall performance. Creating a tiered information framework that leverages proxies for a user's social context and lexical and linguistic content provides insight into location-specific personality expression. We leverage the layered framework to examine domain-specific, psychological, and lexical cues within social media posts. We apply DistilBERT natural language transfer learning models with real world data to examine the relationship between Big Five personality expressions of people in Science, Technology, Engineering and Math (STEM) fields. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=big%20five" title="big five">big five</a>, <a href="https://publications.waset.org/abstracts/search?q=personality%20expression" title=" personality expression"> personality expression</a>, <a href="https://publications.waset.org/abstracts/search?q=social%20media%20analysis" title=" social media analysis"> social media analysis</a>, <a href="https://publications.waset.org/abstracts/search?q=workforce%20development" title=" workforce development "> workforce development </a> </p> <a href="https://publications.waset.org/abstracts/129822/estimating-big-five-personality-expressions-with-a-tiered-information-framework" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/129822.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">139</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">7206</span> The Relationship among Personality, Culture Personality and Ideal Tourist/Business Destinations</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Tam%C3%A1s%20Gyulav%C3%A1ri">Tamás Gyulavári</a>, <a href="https://publications.waset.org/abstracts/search?q=Erzs%C3%A9bet%20Malota"> Erzsébet Malota</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The main purpose of our study was to investigate the effect of congruence between the perceived self and perceived culture personality on the evaluation of the examined countries as ideal business/tourist destinations. A measure of Culture Personality (CP) has been developed and implemented to assess the perception of French and Turkish culture. Results show that very similar personality structure of both cultures can be extracted along the dimensions of Competence, Interpersonal approach, Aura, Life approach and Rectitude. Regarding the congruence theory, we found that instead of the effect of similarity between the perceived culture personality and actual self, the more positively culture personality is perceived relative to the perceived self, the more positive attitude the individual has toward the country as business and tourist destination. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=culture%20personality" title="culture personality">culture personality</a>, <a href="https://publications.waset.org/abstracts/search?q=ideal%20business%2Ftourist%20destination" title=" ideal business/tourist destination"> ideal business/tourist destination</a>, <a href="https://publications.waset.org/abstracts/search?q=personality" title=" personality"> personality</a>, <a href="https://publications.waset.org/abstracts/search?q=scale%20development" title=" scale development"> scale development</a> </p> <a href="https://publications.waset.org/abstracts/47146/the-relationship-among-personality-culture-personality-and-ideal-touristbusiness-destinations" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/47146.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">409</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">7205</span> The Psycho-Linguistic Aspect of Translation Gaps in Teaching English for Specific Purposes</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Elizaveta%20Startseva">Elizaveta Startseva</a>, <a href="https://publications.waset.org/abstracts/search?q=Elena%20Notina"> Elena Notina</a>, <a href="https://publications.waset.org/abstracts/search?q=Irina%20Bykova"> Irina Bykova</a>, <a href="https://publications.waset.org/abstracts/search?q=Valentina%20Ulyumdzhieva"> Valentina Ulyumdzhieva</a>, <a href="https://publications.waset.org/abstracts/search?q=Natallia%20Zhabo"> Natallia Zhabo</a> </p> <p class="card-text"><strong>Abstract:</strong></p> With the various existing models of intercultural communication that contain a vast number of stages for foreign language acquisition, there is a need for conscious perception of the foreign culture. Such a process is associated with the emergence of linguistic conflict with the consistent students’ desire to solve the problem of the language differences, along with cultural discrepancies. The aim of this study is to present the modern ways and methods of removing psycholinguistic conflict through skills development in professional translation and intercultural communication. The study was conducted in groups of 1-4-year students of Medical Institute and Agro-Technological Institute RUDN university. In the course of training, students got knowledge in such disciplines as basic grammar and vocabulary of the English language, phonetics, lexicology, introduction to linguistics, theory of translation, annotating and referencing media texts and texts in specialty. The students learned to present their research work, participated in the University and exit conferences with their reports and presentations. Common strategies of removing linguistic and cultural conflict can be attributed to the development of such abilities of a language personality as a commitment to communication and cooperation, the formation of cultural awareness and empathy of other cultures of the individual, realistic self-esteem, emotional stability, tolerance, etc. The process of mastering a foreign language and culture of the target language leads to a reduplication of linguistic identity, which leads to successive formation of the so-called 'secondary linguistic personality.' In our study, we tried to approach the problem comprehensively, focusing on the translation gaps for technical and non-technical language still missing such a typology which could classify all of the lacunas on the same principle. When obtaining the background knowledge, students learn to overcome the difficulties posed by the national-specific and linguistic differences of cultures in contact, i.e., to eliminate the gaps (to fill in and compensate). Compensation gaps is a means of fixing it, the initial phase of elimination, followed in some cases and some not is filling semantic voids (plenus). The concept of plenus occurs in most cases of translation gaps, for example in the transcription and transliteration of (intercultural and exoticism), the replication (reproduction of the morphemic structure of words or idioms. In all the above cases the task of the translator is to ensure an identical response of the receptors of the original and translated texts, since any statement is created with the goal of obtaining communicative effect, and hence pragmatic potential is the most important part of its contents. The practical value of our work lies in improving the methodology of teaching English for specific purposes on the basis of psycholinguistic concept of the secondary language personality. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=lacuna" title="lacuna">lacuna</a>, <a href="https://publications.waset.org/abstracts/search?q=language%20barrier" title=" language barrier"> language barrier</a>, <a href="https://publications.waset.org/abstracts/search?q=plenus" title=" plenus"> plenus</a>, <a href="https://publications.waset.org/abstracts/search?q=secondary%20language%20personality" title=" secondary language personality"> secondary language personality</a> </p> <a href="https://publications.waset.org/abstracts/71447/the-psycho-linguistic-aspect-of-translation-gaps-in-teaching-english-for-specific-purposes" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/71447.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">289</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">7204</span> Communicative Language Teaching in English as a Foreign Language Classrooms: An Overview of Secondary Schools in Bangladesh</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Saifunnahar">Saifunnahar</a> </p> <p class="card-text"><strong>Abstract:</strong></p> As a former English colony, the relationship of Bangladesh with the English language goes a long way back. English is taught as a compulsory subject in Bangladesh from an early age starting from grade 1 and continuing through the 12th, yet, students are not competent enough to communicate in English proficiently. To improve students’ English language competency, the Bangladesh Ministry of Education introduced communicative language teaching (CLT) methods in English classrooms in the 1990s. It has been decades since this effort was taken, but the students’ level of proficiency is still not satisfactory. The main reason behind this failure is that CLT-based teaching-learning methods have not been effectively implemented. Very little research has been conducted to address the issues English as a foreign language (EFL) classrooms are facing to carry out CLT methodologies in secondary schools (grades 6 to 10) in Bangladesh. Though the secondary level is crucial for students’ language learning and retention, EFL classrooms are marked with various issues that make teaching-learning harder for teachers and students. This study provides an overview of the status of CLT in EFL classrooms and the reasons behind failing to implement CLT in secondary schools in Bangladesh through an analysis of the qualitative data collected from different literature. Based on the findings, effective approaches have been recommended to employ CLT in EFL classrooms. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=Bangladesh" title="Bangladesh">Bangladesh</a>, <a href="https://publications.waset.org/abstracts/search?q=communicative%20language%20teaching" title=" communicative language teaching"> communicative language teaching</a>, <a href="https://publications.waset.org/abstracts/search?q=English%20as%20a%20foreign%20language" title=" English as a foreign language"> English as a foreign language</a>, <a href="https://publications.waset.org/abstracts/search?q=secondary%20schools" title=" secondary schools"> secondary schools</a>, <a href="https://publications.waset.org/abstracts/search?q=pedagogy" title=" pedagogy"> pedagogy</a> </p> <a href="https://publications.waset.org/abstracts/122773/communicative-language-teaching-in-english-as-a-foreign-language-classrooms-an-overview-of-secondary-schools-in-bangladesh" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/122773.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">155</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">7203</span> Language Use in Autobiographical Memory Transcripts as a Window into Attachment Style and Personality</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=McKenzie%20S.%20Braley">McKenzie S. Braley</a>, <a href="https://publications.waset.org/abstracts/search?q=Lesley%20Jessiman"> Lesley Jessiman</a> </p> <p class="card-text"><strong>Abstract:</strong></p> If language reveals internal psychological processing, then it is also likely that language use in autobiographical memory transcripts may be used as a window into attachment style and related personality features. The current study, therefore, examined the possible associations between attachment style, negative affectivity, social inhibition, and linguistic features extracted from autobiographical memory transcripts. Young adult participants (n = 61) filled out attachment and personality questionnaires, and orally reported a relationship-related memory. Memories were audio-recorded and later transcribed verbatim. Using a computerized linguistic extraction tool, positive affect words, negative affect words, and cognition words were extracted. Spearman’s rank correlation coefficients revealed that attachment anxiety was negatively correlated with cognition words (r2 = -0.26, p = 0.047) and that negative affectivity was negatively correlated with positive affect words (r2 = -0.32, p = 0.012). The findings suggest that attachment style and personality are associated with speech styles indicative of both emotionality and depth of processing. Because attachment styles, negative affectivity, and social inhibition are associated with poor mental health outcomes, analyses of key linguistics features in autobiographical memory narratives may provide reliable screening tools for mental wellbeing. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=attachment%20style" title="attachment style">attachment style</a>, <a href="https://publications.waset.org/abstracts/search?q=autobiographical%20memory" title=" autobiographical memory"> autobiographical memory</a>, <a href="https://publications.waset.org/abstracts/search?q=language" title=" language"> language</a>, <a href="https://publications.waset.org/abstracts/search?q=negative%20affectivity" title=" negative affectivity"> negative affectivity</a>, <a href="https://publications.waset.org/abstracts/search?q=social%20inhibition" title=" social inhibition"> social inhibition</a> </p> <a href="https://publications.waset.org/abstracts/95477/language-use-in-autobiographical-memory-transcripts-as-a-window-into-attachment-style-and-personality" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/95477.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">272</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">7202</span> Bilingual Gaming Kit to Teach English Language through Collaborative Learning</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Sarayu%20Agarwal">Sarayu Agarwal</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This paper aims to teach English (secondary language) by bridging the understanding between the Regional language (primary language) and the English Language (secondary language). Here primary language is the one a person has learned from birth or within the critical period, while secondary language would be any other language one learns or speaks. The paper also focuses on evolving old teaching methods to a contemporary participatory model of learning and teaching. Pilot studies were conducted to gauge an understanding of student’s knowledge of the English language. Teachers and students were interviewed and their academic curriculum was assessed as a part of the initial study. Extensive literature study and design thinking principles were used to devise a solution to the problem. The objective is met using a holistic learning kit/card game to teach children word recognition, word pronunciation, word spelling and writing words. Implication of the paper is a noticeable improvement in the understanding and grasping of English language. With increasing usage and applicability of English as a second language (ESL) world over, the paper becomes relevant due to its easy replicability to any other primary or secondary language. Future scope of this paper would be transforming the idea of participatory learning into self-regulated learning methods. With the upcoming govt. learning centres in rural areas and provision of smart devices such as tablets, the development of the card games into digital applications seems very feasible. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=English%20as%20a%20second%20language" title="English as a second language">English as a second language</a>, <a href="https://publications.waset.org/abstracts/search?q=vocabulary-building%20card%20games" title=" vocabulary-building card games"> vocabulary-building card games</a>, <a href="https://publications.waset.org/abstracts/search?q=learning%20through%20gamification" title=" learning through gamification"> learning through gamification</a>, <a href="https://publications.waset.org/abstracts/search?q=rural%20education" title=" rural education"> rural education</a> </p> <a href="https://publications.waset.org/abstracts/40222/bilingual-gaming-kit-to-teach-english-language-through-collaborative-learning" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/40222.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">246</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">7201</span> Relationship of Teachers' Personality and Peer Pressure on Adolescents' Personality Development in Mainland Local Government Area, Lagos State, Nigeria</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Solomon%20Olusegun%20Olugbenro">Solomon Olusegun Olugbenro</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The purpose of this study is to ascertain the relationship of teachers' personalty and peer pressure on adolescents' personalty in mainland local government, Lagos State, Nigeria. The research design for this study was survey. A representative fraction of the population of mainland local government of lagos was used as sample. One hundred and fifty (150) teenagers whose age ranged from 11-19 from six randomly selected public and private secondary schools in mainland local government area of lagos were used. A four-point likert type questionnaire was constructed for eliciting data for this study. Data were analysed using t-test. The study revealed that there is a significant relationship between teachers' and adolescents' personality development. The study also revealed that there is significant relationship between peer pressure and adolescents' personality development. It was recommended that teachers should be role models to students as they manipulate environmental factors to assist adolescents in their personality development. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=adolescents" title="adolescents">adolescents</a>, <a href="https://publications.waset.org/abstracts/search?q=behavior" title=" behavior"> behavior</a>, <a href="https://publications.waset.org/abstracts/search?q=development" title=" development"> development</a>, <a href="https://publications.waset.org/abstracts/search?q=peer%20pressure" title=" peer pressure"> peer pressure</a>, <a href="https://publications.waset.org/abstracts/search?q=personality" title=" personality"> personality</a>, <a href="https://publications.waset.org/abstracts/search?q=relationship" title=" relationship"> relationship</a>, <a href="https://publications.waset.org/abstracts/search?q=significant" title=" significant"> significant</a>, <a href="https://publications.waset.org/abstracts/search?q=teachers" title=" teachers"> teachers</a> </p> <a href="https://publications.waset.org/abstracts/30226/relationship-of-teachers-personality-and-peer-pressure-on-adolescents-personality-development-in-mainland-local-government-area-lagos-state-nigeria" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/30226.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">444</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">7200</span> Relationships between the Components of Love by Stenberg and Personality Disorder Traits</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Barbara%20Gawda">Barbara Gawda</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The study attempts to show the relationship between the structure of love by Sternberg and personality disorder traits. People with personality disorders experience dysfunctional emotionality. They manifest difficulties in experiencing love and closeness. Their relationships are marked by ambivalence and conflicts, e.g., as in borderline and narcissistic personality disorders. Considering love as a crucial human feeling, the study was planned to describe the associations between intimacy, passion, commitment, and personality disorder traits in a community sample. A sample of 194 participants was investigated (men and women in similar age and education levels). The following techniques were used: the SCID-II to assess personality disorders’ traits and the Triangular Love Scale by Sternberg to assess the components of love. Results show there are significant negative correlations between intimacy, commitment and personality disorders traits. Many personality disorders are associated with decreasing of intimacy and commitment, whereas passion was not associated with personality disorders’ traits. Results confirm that emotional impairments in personality disorders elicit conflicts and problems in relationships based on love and closeness. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=intimacy" title="intimacy">intimacy</a>, <a href="https://publications.waset.org/abstracts/search?q=commitment" title=" commitment"> commitment</a>, <a href="https://publications.waset.org/abstracts/search?q=love" title=" love"> love</a>, <a href="https://publications.waset.org/abstracts/search?q=passion" title=" passion"> passion</a>, <a href="https://publications.waset.org/abstracts/search?q=personality%20disorders" title=" personality disorders"> personality disorders</a> </p> <a href="https://publications.waset.org/abstracts/100136/relationships-between-the-components-of-love-by-stenberg-and-personality-disorder-traits" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/100136.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">278</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">7199</span> Relationship between Stress and Personality in Young Adults</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Sneha%20Sadana">Sneha Sadana</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Human beings are unique and so are their reactions towards varied stimuli. This study focuses on the impact personality has on how one deals with stressful situations. It can be intriguing to know how big of an impact our personality has on the way we react and how it is wired in us to respond to things in a particular manner all because of our personality and the traits which make us who we are. The study was done on 150 college going students, 75 males and 75 females mainly from Ahmedabad, India pursuing a variety of different streams and subjects. The questionnaire consists of two standardized questionnaires which measure stress and personality. The Student Stress Scale by Manju Agarwal evaluates stress of subjects and the big five personality locator by Norman. The findings showed that there exists a positive relationship between stress and neuroticism and an inverse relationship between stress and sociability, stress and openness, stress and agreeableness and stress and conscientiousness. And on doing a further comparative analysis on personality types of the same sample it was found out that females were more agreeable, followed by conscientiousness, sociability, openness, and neuroticism. In males, however, it was observed that males were more agreeable, followed by conscientiousness, neuroticism, sociability, and openness <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=college%20students" title="college students">college students</a>, <a href="https://publications.waset.org/abstracts/search?q=personality" title=" personality"> personality</a>, <a href="https://publications.waset.org/abstracts/search?q=stress" title=" stress"> stress</a>, <a href="https://publications.waset.org/abstracts/search?q=theories%20of%20personality" title=" theories of personality"> theories of personality</a> </p> <a href="https://publications.waset.org/abstracts/85821/relationship-between-stress-and-personality-in-young-adults" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/85821.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">336</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">7198</span> Effect of Personality on Consumer Switching: Moderating Role of Involvement and Value of Services</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Anjali%20Sharma">Anjali Sharma</a>, <a href="https://publications.waset.org/abstracts/search?q=R.%20R.%20K.%20Sharma"> R. R. K. Sharma</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The purpose of this study is to examine relationships between personality factors and customer switching for services. Earlier research was directed towards establishing relationship between individual personality traits and customer switching variables considering five-factors model comprised of five personality dimensions (OCEAN), in which personality was not the only influencing factor. Moreover, these works were found to be focused on products and not services. In contrast, the current study is aimed at investigating role of personality using Myer Briggs Type indicator (MBTI) as well as Five-Big Factors, on customer switching and building the conceptual framework on services rather than products. MBTI also known as four opposite pairs or dichotomies of personality dimensions are studied using different levels Involvement (High, Low) of consumer and Value of service-offering (Value for money and Premium) as moderators associated with Consumer Switching. The study is unique in sense that consequences of these indicators of personality on switching behavior has never been studied using considering moderating effect of involvement and value of services. According to our prepositions for a more Extrovert, Intuitive Personality the switching is going to be high whereas the switching is going to be less for an Introvert, Judgmental kind of personality. Similarly, for a consumer with high Neuroticism and Agreeableness the switching would be less as compared to an Open and Conscious Personality type. These level differs with level of a consumer’s involvement and type of a service being offered based on its value. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=consumer%20switching" title="consumer switching">consumer switching</a>, <a href="https://publications.waset.org/abstracts/search?q=involvement" title=" involvement"> involvement</a>, <a href="https://publications.waset.org/abstracts/search?q=Myer%20Briggs%20personality%20type%20indicators" title=" Myer Briggs personality type indicators"> Myer Briggs personality type indicators</a>, <a href="https://publications.waset.org/abstracts/search?q=personality" title=" personality"> personality</a>, <a href="https://publications.waset.org/abstracts/search?q=value%20of%20service" title=" value of service"> value of service</a> </p> <a href="https://publications.waset.org/abstracts/85188/effect-of-personality-on-consumer-switching-moderating-role-of-involvement-and-value-of-services" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/85188.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">283</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">7197</span> Improving Academic Literacy in the Secondary History Classroom</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Wilhelmina%20van%20den%20Berg">Wilhelmina van den Berg</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Through intentionally developing the Register Continuum and the Functional Model of Language in the secondary history classroom, teachers can effectively build a teaching and learning cycle geared towards literacy improvement and EAL differentiation. Developing an understanding of and engaging students in the field, tenor, and tone of written and spoken language, allows students to build the foundation for greater academic achievement due to integrated literacy skills in the history classroom. Building a variety of scaffolds during lessons within these models means students can improve their academic language and communication skills. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=academic%20language" title="academic language">academic language</a>, <a href="https://publications.waset.org/abstracts/search?q=EAL" title=" EAL"> EAL</a>, <a href="https://publications.waset.org/abstracts/search?q=functional%20model%20of%20language" title=" functional model of language"> functional model of language</a>, <a href="https://publications.waset.org/abstracts/search?q=international%20baccalaureate" title=" international baccalaureate"> international baccalaureate</a>, <a href="https://publications.waset.org/abstracts/search?q=literacy%20skills" title=" literacy skills"> literacy skills</a> </p> <a href="https://publications.waset.org/abstracts/157695/improving-academic-literacy-in-the-secondary-history-classroom" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/157695.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">62</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">7196</span> Understanding the Association between Altruism, Personality, and Birth Order among Indian Young Adults</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Shruti%20Soudi">Shruti Soudi</a>, <a href="https://publications.waset.org/abstracts/search?q=Anushka%20Nayak"> Anushka Nayak</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Altruism is a voluntary helping behavior that is not motivated by rewards. The empathy-altruism hypothesis states that altruistic behavior results from empathy, a constant emotional response between the helper and the individual in need. Individual variances in familiar ways of thinking, feeling, and acting are called personalities. The personality of an individual determines their behavior. More importantly, Adler was among the first psychologists to document the importance of birth order on personality. The present study aims to understand the influence of personality and birth order on altruism. A questionnaire consisting of standardized tools to measure altruism (Hindi Self Report Altruism Scale) and personality (Big Five Personality Inventory) will aid in studying the relationship between these variables among young adults in India. A statistical analysis of the data will be completed using ANOVA and T-Test in the SPSS Software. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=altruism" title="altruism">altruism</a>, <a href="https://publications.waset.org/abstracts/search?q=personality" title=" personality"> personality</a>, <a href="https://publications.waset.org/abstracts/search?q=birth%20order" title=" birth order"> birth order</a>, <a href="https://publications.waset.org/abstracts/search?q=ANOVA" title=" ANOVA"> ANOVA</a>, <a href="https://publications.waset.org/abstracts/search?q=young%20adults" title=" young adults"> young adults</a> </p> <a href="https://publications.waset.org/abstracts/163015/understanding-the-association-between-altruism-personality-and-birth-order-among-indian-young-adults" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/163015.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">77</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">7195</span> Transmigration of American Sign Language from the American Deaf Community to the American Society</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Russell%20Rosen">Russell Rosen</a> </p> <p class="card-text"><strong>Abstract:</strong></p> American Sign Language (ASL) has been developed and used by signing deaf and hard of hearing (DHH) individuals in the American Deaf community since early nineteenth century. In the last two decades, secondary schools in the US offered ASL for foreign language credit to secondary school learners. The learners who learn ASL as a foreign language are largely American native speakers of English. They not only learn ASL in US schools but also create spaces under certain interactional and social conditions in their home communities outside of classrooms and use ASL with each other instead of their native English. This phenomenon is a transmigration of language from a native social group to a non-native, non-kin social group. This study looks at the transmigration of ASL from signing Deaf community to the general speaking and hearing American society. Theoretical implications of this study are discussed. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=American%20Sign%20Language" title="American Sign Language">American Sign Language</a>, <a href="https://publications.waset.org/abstracts/search?q=Foreign%20Language" title=" Foreign Language"> Foreign Language</a>, <a href="https://publications.waset.org/abstracts/search?q=Language%20transmission" title=" Language transmission"> Language transmission</a>, <a href="https://publications.waset.org/abstracts/search?q=United%20States" title=" United States"> United States</a> </p> <a href="https://publications.waset.org/abstracts/64273/transmigration-of-american-sign-language-from-the-american-deaf-community-to-the-american-society" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/64273.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">419</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">7194</span> Impact of Personality on Vengeance and Forgiveness in Young Adults</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Marium%20Javaid%20Bajwa">Marium Javaid Bajwa</a>, <a href="https://publications.waset.org/abstracts/search?q=Ruhi%20Khalid"> Ruhi Khalid</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This study aimed to identify personality traits that affect vengeful and forgiving behavior among people. Big Five Personality Inventory, Vengeance Scale and Trait Forgiveness Scale were administered to 159 male and female students to have a base-line data for the study. Overall, agreeableness trait predicted forgiveness. Vengeance showed significant negative relation with agreeableness, conscientiousness and openness. Whereas Independent T-test indicated that personality traits plays crucial role in determining vengeful and forgiving behaviors in contrast to gender in young adults. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=personality" title="personality">personality</a>, <a href="https://publications.waset.org/abstracts/search?q=traits" title=" traits"> traits</a>, <a href="https://publications.waset.org/abstracts/search?q=vengeance" title=" vengeance"> vengeance</a>, <a href="https://publications.waset.org/abstracts/search?q=forgiveness" title=" forgiveness"> forgiveness</a> </p> <a href="https://publications.waset.org/abstracts/27840/impact-of-personality-on-vengeance-and-forgiveness-in-young-adults" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/27840.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">381</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">7193</span> Dual Language Immersion Models in Theory and Practice</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=S.%20Gordon">S. Gordon</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Dual language immersion is growing fast in language teaching today. This study provides an overview and evaluation of the different models of Dual language immersion programs in US K-12 schools. First, the paper provides a brief current literature review on the theory of Dual Language Immersion (DLI) in Second Language Acquisition (SLA) studies. Second, examples of several types of DLI language teaching models in US K-12 public schools are presented (including 50/50 models, 90/10 models, etc.). Third, we focus on the unique example of DLI education in the state of Utah, a successful, growing program in K-12 schools that includes: French, Chinese, Spanish, and Portuguese. The project investigates the theory and practice particularly of the case of public elementary and secondary school children that study half their school day in the L1 and the other half in the chosen L2, from kindergarten (age 5-6) through high school (age 17-18). Finally, the project takes the observations of Utah French DLI elementary through secondary programs as a case study. To conclude, we look at the principal challenges, pedagogical objectives and outcomes, and important implications for other US states and other countries (such as France currently) that are in the process of developing similar language learning programs. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=dual%20language%20immersion" title="dual language immersion">dual language immersion</a>, <a href="https://publications.waset.org/abstracts/search?q=second%20language%20acquisition" title=" second language acquisition"> second language acquisition</a>, <a href="https://publications.waset.org/abstracts/search?q=language%20teaching" title=" language teaching"> language teaching</a>, <a href="https://publications.waset.org/abstracts/search?q=pedagogy" title=" pedagogy"> pedagogy</a>, <a href="https://publications.waset.org/abstracts/search?q=teaching" title=" teaching"> teaching</a>, <a href="https://publications.waset.org/abstracts/search?q=French" title=" French"> French</a> </p> <a href="https://publications.waset.org/abstracts/103249/dual-language-immersion-models-in-theory-and-practice" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/103249.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">175</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">7192</span> Temperament and Character Dimensions as Personality Predictors of Relationship Quality: An Actor-Partner Interdependence Model</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Dora%20Vajda">Dora Vajda</a>, <a href="https://publications.waset.org/abstracts/search?q=Somayyeh%20Mohammadi"> Somayyeh Mohammadi</a>, <a href="https://publications.waset.org/abstracts/search?q=Sandor%20Rozsa"> Sandor Rozsa</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Predicting the relationship satisfaction based on the personality characteristics of both partners has a long history. The association between relationship quality and personality traits has been previously demonstrated. Personality traits are most commonly assessed using the Five-Factor Model. The present study has focused on Cloninger's psychobiological model of personality that accounts for dimensions of both temperament and character. The goal of this study was to examine the actor and partner effect of couple's personality on relationship outcomes. In total, 184 heterosexual couples completed the Temperament and Character Inventory (TCI) and the Dyadic Adjustment Scale. The analysis was based on Actor-Partner Interdependence Model (APIM) using multilevel modeling (MLwiN). Results showed that character dimensions Self-Directedness and Cooperativeness had a statistically meaningful actor and partner effect on both partner's relationship quality. However, male's personality temperament dimension Reward Dependence had an only actor effect on his relationship quality. The findings contribute to the literature by highlighting the role of character dimensions of personality in romantic relationships. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=APIM%20%28actor-partner%20interdependence%20model%29" title="APIM (actor-partner interdependence model)">APIM (actor-partner interdependence model)</a>, <a href="https://publications.waset.org/abstracts/search?q=MLwiN" title=" MLwiN"> MLwiN</a>, <a href="https://publications.waset.org/abstracts/search?q=personality" title=" personality"> personality</a>, <a href="https://publications.waset.org/abstracts/search?q=relationship%20quality" title=" relationship quality"> relationship quality</a> </p> <a href="https://publications.waset.org/abstracts/50712/temperament-and-character-dimensions-as-personality-predictors-of-relationship-quality-an-actor-partner-interdependence-model" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/50712.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">414</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">7191</span> Language Factor in the Formation of National and Cultural Identity of Kazakhstan</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Andabayeva%20Dina">Andabayeva Dina</a>, <a href="https://publications.waset.org/abstracts/search?q=Avakova%20Raushangul"> Avakova Raushangul</a>, <a href="https://publications.waset.org/abstracts/search?q=Kortabayeva%20Gulzhamal"> Kortabayeva Gulzhamal</a>, <a href="https://publications.waset.org/abstracts/search?q=Rakhymbay%20Bauyrzhan"> Rakhymbay Bauyrzhan</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This article attempts to give an overview of the language situation and language planning in Kazakhstan. Statistical data is given and excursion to history of languages in Kazakhstan is done. Particular emphasis is placed on the national- cultural component of the Kazakh people, namely the impact of the specificity of the Kazakh language on ethnic identity. Language is one of the basic aspects of national identity. Recently, in the Republic of Kazakhstan purposeful work on language development has been conducted. Optimal solution of language problems is a factor of interethnic relations harmonization, strengthening and consolidation of the peoples and public consent. Development of languages - one of the important directions of the state policy in the Republic of Kazakhstan. The problem of the state language, as part of national (civil) identification play a huge role in the successful integration process of Kazakh society. And quite rightly assume that one of the foundations of a new civic identity is knowing Kazakh language by all citizens of Kazakhstan. The article is an analysis of the language situation in Kazakhstan in close connection with the peculiarities of cultural identity. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=Kazakhstan" title="Kazakhstan">Kazakhstan</a>, <a href="https://publications.waset.org/abstracts/search?q=mentality" title=" mentality"> mentality</a>, <a href="https://publications.waset.org/abstracts/search?q=language%20policy" title=" language policy"> language policy</a>, <a href="https://publications.waset.org/abstracts/search?q=ethnolinguistics" title=" ethnolinguistics"> ethnolinguistics</a>, <a href="https://publications.waset.org/abstracts/search?q=language%20planning" title=" language planning"> language planning</a>, <a href="https://publications.waset.org/abstracts/search?q=language%20personality" title=" language personality"> language personality</a> </p> <a href="https://publications.waset.org/abstracts/22912/language-factor-in-the-formation-of-national-and-cultural-identity-of-kazakhstan" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/22912.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">635</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">7190</span> The Role of Maladaptive Personality Traits in Obesity Treatment – Quantitative Study</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Judita%20Kone%C4%8Dn%C3%A1">Judita Konečná</a>, <a href="https://publications.waset.org/abstracts/search?q=Dagmar%20Halo"> Dagmar Halo</a>, <a href="https://publications.waset.org/abstracts/search?q=Martin%20Matoulek"> Martin Matoulek</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Background: Personality pathology does not have to be a contraindication nor an obstacle in obesity treatment, or eventually, surgical treatment. Detection of specific maladaptive personality traits can help us understand the manner of behavior leading to obesity as well as to address the treatment better. Objective: Using The Personality Inventory for DSM-5 (PID-5) in combination with clinical interviews with the goal of gaining a psychological evaluation to set the treatment procedure. Data was collected from more than 400 patients to detect differences in constellations of maladaptive personality traits based on BMI, DM2 and gender. Conclusions: Besides the fact that a psychological evaluation can help address the treatment better, analyses showed that it is also useful to detect specific groups of patients. Implications for clinical practice are discussed, as well as recommendations for group education programs based on quantitative research. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=bariatric%20surgery" title="bariatric surgery">bariatric surgery</a>, <a href="https://publications.waset.org/abstracts/search?q=obesity" title=" obesity"> obesity</a>, <a href="https://publications.waset.org/abstracts/search?q=personality%20traits" title=" personality traits"> personality traits</a>, <a href="https://publications.waset.org/abstracts/search?q=PID-5" title=" PID-5"> PID-5</a>, <a href="https://publications.waset.org/abstracts/search?q=treatment" title=" treatment"> treatment</a> </p> <a href="https://publications.waset.org/abstracts/144165/the-role-of-maladaptive-personality-traits-in-obesity-treatment-quantitative-study" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/144165.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">228</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">7189</span> Fibromyalgia and Personality: A Review of the Different Personality Types Identified</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Lize%20Tibiri%C3%A7%C3%A1">Lize Tibiriçá</a>, <a href="https://publications.waset.org/abstracts/search?q=Ronnie%20Lee"> Ronnie Lee</a>, <a href="https://publications.waset.org/abstracts/search?q=Samantha%20Behbahani"> Samantha Behbahani</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Fibromyalgia (FM) is a musculoskeletal disorder affecting men and women of different ages and cultures. The cause of this disorder is unknown; however, studies suggest an etiology that involves biological and psychosocial factors. Few studies have shown that a personality type such as neuroticism is associated with chronic pain conditions. Past research has explored whether patients with FM present with a specific personality trait. However, studies have used different methods (i.e. Minnesota Multiphasic Personality Inventory (MMPI), Sociotropy and Autonomy Scale (SAS) and Dysfunctional Attitude Scale (DAS), Tridimensional Personality Questionnaire or Temperament and Character Inventory (TCI), Karolinska scale of personality, Big Five Inventory or NEO Personality Inventory) to explore the connection between FM and a personality type. They have identified personality types that present similar characteristics but vary in the name (i.e. high harm avoidance and low novelty seeking, psychasthenia/muscular tension/somatic anxiety, neuroticism). Although Zuckerman-Kuhlman Personality Questionnaire and the Big Five Inventory differ in terms of content and structure, both of them identify neuroticism as the personality type of FM patients, and the former also identifies these patients as having a low sociability personality trait. Previous research also shows a trend of sociotropic personality style with FM patients that also suffer from Major Depressive Disorder. Participants in these studies were, for the most part, adult female and researchers have recognized that as a limitation and whether their findings can be generalized to men and younger patients with FM. Furthermore, most studies reviewed were conducted in Europe (i.e. Spain) and had a cross-sectional design. Future research should replicate past studies in different countries and consider conducting a longitudinal study. Although it is suspected that FM course is modulated by FM patients’ personality, it is not known whether individuals with similar personalities will develop FM. This review sought to explain the differences and similarities between the personality types identified. Limitations in the studies reviewed were addressed, and considerations for future research and treatment were discussed. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=chronic%20pain" title="chronic pain">chronic pain</a>, <a href="https://publications.waset.org/abstracts/search?q=fibromyalgia" title=" fibromyalgia"> fibromyalgia</a>, <a href="https://publications.waset.org/abstracts/search?q=neuroticism" title=" neuroticism"> neuroticism</a>, <a href="https://publications.waset.org/abstracts/search?q=personality%20type" title=" personality type"> personality type</a> </p> <a href="https://publications.waset.org/abstracts/67380/fibromyalgia-and-personality-a-review-of-the-different-personality-types-identified" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/67380.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">323</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">7188</span> Perceiving Interpersonal Conflict and the Big Five Personality Traits</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Emily%20Rivera">Emily Rivera</a>, <a href="https://publications.waset.org/abstracts/search?q=Toni%20DiDona"> Toni DiDona</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The Big Five personality traits is a hierarchical classification of personality traits that applies factor analysis to a personality survey data in order to describe human personality using five broad dimensions: Extraversion, Agreeableness, Conscientiousness, Neuroticism, and Openness (Fetvadjiev & Van de Vijer, 2015). Research shows that personality constructs underline individual differences in processing conflict and interpersonal relations. (Graziano et al., 1996). This research explores the understudied correlation between the Big Five personality traits and perceived interpersonal conflict in the workplace. It revises social psychological literature on Big Five personality traits within a social context and discusses organizational development journal articles on the perceived efficacy of conflict tactics and approach to interpersonal relationships. The study also presents research undertaken on a survey group of 867 subjects over the age of 18 that were recruited by means of convenience sampling through social media, email, and text messaging. The central finding of this study is that only two of the Big Five personality traits had a significant correlation with perceiving interpersonal conflict in the workplace. Individuals who score higher on agreeableness and neuroticism, perceive more interpersonal conflict in the workplace compared to those that score lower on each dimension. The relationship between both constructs is worthy of research due to its everyday frequency and unique individual psycho-social consequences. This multimethod research associated the Big Five personality dimensions to interpersonal conflict. Its findings that can be utilized to further understand social cognition, person perception, complex social behavior and social relationships in the work environment. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=five-factor%20model" title="five-factor model">five-factor model</a>, <a href="https://publications.waset.org/abstracts/search?q=interpersonal%20conflict" title=" interpersonal conflict"> interpersonal conflict</a>, <a href="https://publications.waset.org/abstracts/search?q=personality" title=" personality"> personality</a>, <a href="https://publications.waset.org/abstracts/search?q=The%20Big%20Five%20personality%20traits" title=" The Big Five personality traits"> The Big Five personality traits</a> </p> <a href="https://publications.waset.org/abstracts/129112/perceiving-interpersonal-conflict-and-the-big-five-personality-traits" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/129112.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">157</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">7187</span> Relationship between Teachers' Empowerment and Personality Traits, Case Study: Tehran Public Schools of Region 5</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Alireza%20Ladan%20Moghaddam">Alireza Ladan Moghaddam</a>, <a href="https://publications.waset.org/abstracts/search?q=Hadi%20Rezghi%20Shirsavar"> Hadi Rezghi Shirsavar</a>, <a href="https://publications.waset.org/abstracts/search?q=Panteha%20Pirayandeh"> Panteha Pirayandeh</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This study aimed to investigate the Relationship between Teachers' Empowerment and Personality Traits (Case Study: Tehran Public Schools of region 5). To achieve this objective, a descriptive research in correlation type has been used. The statistical population of this research includes all teachers and administrators in Tehran Public Schools of region 5. In this study, a five factor model of personality and a 49-item questionnaire to measure empowerment of teachers have been used to assess personality traits of administrators and the teachers' empowerment, respectively. The research hypotheses test has been done using SPSS and LISREL software. The results show that in general there is no significant relationship between personality traits of administrators and teachers' empowerment, and among the 5 dimensions of personality, there is only significant relationship between the characteristic of administrators' agreeableness and teachers' empowerment. The results suggested a way to improve knowledge and skills of teachers a top priority administrator consider. In addition, the performance of teachers affected by the performance of the executive directors, so it is necessary to improve their yield towering notice. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=personality%20traits" title="personality traits">personality traits</a>, <a href="https://publications.waset.org/abstracts/search?q=five%20factor%20model%20of%20personality" title=" five factor model of personality"> five factor model of personality</a>, <a href="https://publications.waset.org/abstracts/search?q=teacher" title=" teacher"> teacher</a>, <a href="https://publications.waset.org/abstracts/search?q=empowerment" title=" empowerment"> empowerment</a> </p> <a href="https://publications.waset.org/abstracts/53520/relationship-between-teachers-empowerment-and-personality-traits-case-study-tehran-public-schools-of-region-5" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/53520.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">366</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">7186</span> The Influence of Trait of Personality, Stress and Driver Behavior on Road Accident among Bas Driver in Indonesia</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Fikri">Fikri</a>, <a href="https://publications.waset.org/abstracts/search?q=Rozmi%20Ismail"> Rozmi Ismail</a>, <a href="https://publications.waset.org/abstracts/search?q=Fatimah%20Wati%20Halim"> Fatimah Wati Halim</a>, <a href="https://publications.waset.org/abstracts/search?q=Sarah%20Waheeda"> Sarah Waheeda</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The aim of this research is to investigate the influence of personality and driver behavior on road accident among bus driver who have the high risk behavior on road accident in Riau Province. The hypotheses proposed this research is there are has a significant influences of Treat of Personality and Driver Behavior among bus driver in Riau Province Indonesia. Subject participated in this research are 100 bus driver in Riau Province. This study using the purposive random sampling technique and quantitative design. The data is collected using the Big Five Personality questionnaires, Driver Behavior questionnaires and Road Accident Inventory. Research found that there are significant influence of personality and driver behavior on road accident among bus driver in Riau Province Indonesia. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=personality" title="personality">personality</a>, <a href="https://publications.waset.org/abstracts/search?q=driver%20behavior" title=" driver behavior"> driver behavior</a>, <a href="https://publications.waset.org/abstracts/search?q=driver%20stress" title=" driver stress"> driver stress</a>, <a href="https://publications.waset.org/abstracts/search?q=road%20accident" title=" road accident"> road accident</a> </p> <a href="https://publications.waset.org/abstracts/14832/the-influence-of-trait-of-personality-stress-and-driver-behavior-on-road-accident-among-bas-driver-in-indonesia" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/14832.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">484</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">7185</span> Corpus-Based Description of Core English Nouns of Pakistani English, an EFL Learner Perspective at Secondary Level</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Abrar%20Hussain%20Qureshi">Abrar Hussain Qureshi</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Vocabulary has been highlighted as a key indicator in any foreign language learning program, especially English as a foreign language (EFL). It is often considered a potential tool in foreign language curriculum, and its deficiency impedes successful communication in the target language. The knowledge of the lexicon is very significant in getting communicative competence and performance. Nouns constitute a considerable bulk of English vocabulary. Rather, they are the bones of the English language and are the main semantic carrier in spoken and written discourse. As nouns dominate the bulk of the English lexicon, their role becomes all the more potential. The undertaken research is a systematic effort in this regard to work out a list of highly frequent list of Pakistani English nouns for the EFL learners at the secondary level. It will encourage autonomy for the EFL learners as well as will save their time. The corpus used for the research has been developed locally from leading English newspapers of Pakistan. Wordsmith Tools has been used to process the research data and to retrieve word list of frequent Pakistani English nouns. The retrieved list of core Pakistani English nouns is supposed to be useful for English language learners at the secondary level as it covers a wide range of speech events. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=corpus" title="corpus">corpus</a>, <a href="https://publications.waset.org/abstracts/search?q=EFL" title=" EFL"> EFL</a>, <a href="https://publications.waset.org/abstracts/search?q=frequency%20list" title=" frequency list"> frequency list</a>, <a href="https://publications.waset.org/abstracts/search?q=nouns" title=" nouns"> nouns</a> </p> <a href="https://publications.waset.org/abstracts/152043/corpus-based-description-of-core-english-nouns-of-pakistani-english-an-efl-learner-perspective-at-secondary-level" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/152043.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">103</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">7184</span> Using Machine Learning to Predict Answers to Big-Five Personality Questions</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Aadityaa%20Singla">Aadityaa Singla</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The big five personality traits are as follows: openness, conscientiousness, extraversion, agreeableness, and neuroticism. In order to get an insight into their personality, many flocks to these categories, which each have different meanings/characteristics. This information is important not only to individuals but also to career professionals and psychologists who can use this information for candidate assessment or job recruitment. The links between AI and psychology have been well studied in cognitive science, but it is still a rather novel development. It is possible for various AI classification models to accurately predict a personality question via ten input questions. This would contrast with the hundred questions that normal humans have to answer to gain a complete picture of their five personality traits. In order to approach this problem, various AI classification models were used on a dataset to predict what a user may answer. From there, the model's prediction was compared to its actual response. Normally, there are five answer choices (a 20% chance of correct guess), and the models exceed that value to different degrees, proving their significance. By utilizing an MLP classifier, decision tree, linear model, and K-nearest neighbors, they were able to obtain a test accuracy of 86.643, 54.625, 47.875, and 52.125, respectively. These approaches display that there is potential in the future for more nuanced predictions to be made regarding personality. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=machine%20learning" title="machine learning">machine learning</a>, <a href="https://publications.waset.org/abstracts/search?q=personally" title=" personally"> personally</a>, <a href="https://publications.waset.org/abstracts/search?q=big%20five%20personality%20traits" title=" big five personality traits"> big five personality traits</a>, <a href="https://publications.waset.org/abstracts/search?q=cognitive%20science" title=" cognitive science"> cognitive science</a> </p> <a href="https://publications.waset.org/abstracts/157911/using-machine-learning-to-predict-answers-to-big-five-personality-questions" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/157911.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">145</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">7183</span> Comparative Study of Sound Intensity in Individuals Diagnosed with Antisocial Personality Disorder and Normal People</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Nadia%20Warmilee">Nadia Warmilee</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This study is s descriptive-analytical research and it aims at studying sound intensity in individuals with antisocial personality disorder and ordinary persons. Data were collected from experimental and control groups by interviews and a field research. Population was all male Iranian with antisocial personality disorder that three of them (a murderer and two individuals with antisocial personality disorder (APD) who have not committed any crimes yet) were selected purposefully. They were compared to three non-affected people. PRAAT software has been used to analyze the data. Results of this study show that there is a significant relationship between dysthymia and sound intensity values. Antisocial personality disorder also affects sound intensity fluctuations. The values of sound intensity are higher in non-affected people than affected one whilst these values are more monotonous. T-test was used to study significance or in significance of sound intensity difference in producing vowels. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=Acoustics" title="Acoustics">Acoustics</a>, <a href="https://publications.waset.org/abstracts/search?q=Sound%20Intensity" title=" Sound Intensity"> Sound Intensity</a>, <a href="https://publications.waset.org/abstracts/search?q=Antisocial%20Personality%20Disorder" title=" Antisocial Personality Disorder"> Antisocial Personality Disorder</a>, <a href="https://publications.waset.org/abstracts/search?q=Psycholinguistics" title=" Psycholinguistics"> Psycholinguistics</a> </p> <a href="https://publications.waset.org/abstracts/166358/comparative-study-of-sound-intensity-in-individuals-diagnosed-with-antisocial-personality-disorder-and-normal-people" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/166358.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">130</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">7182</span> Quiet Ego and Its Predictors: Comparing Turkey and the US</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Ece%20Akca">Ece Akca</a>, <a href="https://publications.waset.org/abstracts/search?q=Nebi%20Sumer"> Nebi Sumer</a>, <a href="https://publications.waset.org/abstracts/search?q=Heidi%20A.%20Wayment"> Heidi A. Wayment</a>, <a href="https://publications.waset.org/abstracts/search?q=Meliksah%20Demir"> Meliksah Demir</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This study compares a typical individualistic culture (the USA) and a relatively collectivist culture (Turkey) on the levels and personality predictors of the quiet ego. A total of 248 Turkish and 683 American university students completed the Quiet Ego Scale and the Big Five Personality Inventory. The moderating role of culture on the relationship between quiet ego and personality characteristics was investigated. Openness to experience was the strongest predictor of the quiet ego among both Turkish and the US samples. Whereas extraversion, conscientiousness, and agreeableness significantly predicted quiet ego in the US, lower levels of neuroticism were related to the quiet ego in Turkey. Results revealed that the effect of personality characteristics on quiet ego varied across cultures. Agreeableness in the US and neuroticism in Turkey seemed to be the critical predictor of quite ego. Results were discussed considering cultural values in Turkish and the USA context. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=agreeableness" title="agreeableness">agreeableness</a>, <a href="https://publications.waset.org/abstracts/search?q=big%20five%20personality" title=" big five personality"> big five personality</a>, <a href="https://publications.waset.org/abstracts/search?q=culture" title=" culture"> culture</a>, <a href="https://publications.waset.org/abstracts/search?q=neuroticism" title=" neuroticism"> neuroticism</a>, <a href="https://publications.waset.org/abstracts/search?q=quiet%20ego" title=" quiet ego"> quiet ego</a> </p> <a href="https://publications.waset.org/abstracts/25081/quiet-ego-and-its-predictors-comparing-turkey-and-the-us" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/25081.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">397</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">7181</span> Firesetting in a Male Prison; An Investigation into the Personality Differences in Firesetters and Non-firesetters</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Elinor%20Bull">Elinor Bull</a>, <a href="https://publications.waset.org/abstracts/search?q=Faye%20Horsley"> Faye Horsley</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Abstract Objective: The current study investigated if there was a difference in personality factors in prisoners who had a recorded history of firesetting and who had no recorded history of firesetting. Participants: Participants were 64 male prisoners in a Category B male prison. Participants who had set a fire were identified through the prisons data base, and prisoners who had not set a fire were selected at random. Method: The study used the International Personality Item Pool-50 to measure personality factors, and prisoners who had set a fire were identified through a range of sources accessible to the prison. Analytical evaluation was done by the Multivariate Kruskal Wallis and Mann-Whitney tests. Findings: There was a significant difference between the the firesetting and non-firesetting group in the scores of the personality factor of Contentiousness. Contentiousness was significantly lower in the firesetting sample compared to the non-firesetting sample. Conclusions: Implications for clinical practice and future research are discussed. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=firesetting" title="firesetting">firesetting</a>, <a href="https://publications.waset.org/abstracts/search?q=personality" title=" personality"> personality</a>, <a href="https://publications.waset.org/abstracts/search?q=arson" title=" arson"> arson</a>, <a href="https://publications.waset.org/abstracts/search?q=prison" title=" prison"> prison</a>, <a href="https://publications.waset.org/abstracts/search?q=prisoners" title=" prisoners"> prisoners</a> </p> <a href="https://publications.waset.org/abstracts/167421/firesetting-in-a-male-prison-an-investigation-into-the-personality-differences-in-firesetters-and-non-firesetters" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/167421.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span 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