The Assessment of Personality Traits from the HEXACO Model (Research Paper Sample)
Aim of the assignment:
The assignment is designed to help you learn about writing a psychology lab report and to give you an opportunity to explore your own class data on personality traits and how they relate to your beliefs.
The personality traits we assessed were from the HEXACO model. These include the following traits: Honesty Humility (H), Emotionality [E], Extraversion (X), Agreeableness (A), Conscientiousness (C), and Openness (O).
Select two traits and one outcome variable (belief). Come up with two hypotheses (one per trait) about how these two traits might relate (or not relate) to the one belief you are interested in.
Test your hypotheses in the data set and write this up as a psychology report
PSYCHOLOGY LAB REPORT
ASSESSMENT OF THE RELATIONSHIP BETWEEN AGREEABLENESS AND CONSCIENTIOUSNESS TRAITS WITH THE BELIEF THAT IT’S IMPORTANT THAT LEARNING ENVIRONMENTS HAVE SAFE SPACES TO ALLOW FOR EQUAL CONTRIBUTION
OBJECTIVES AND HYPOTHESIS
1 To assess the relationship between conscientiousness trait and learning environments safe spaces belief
2 To assess the relationship between agreeableness trait and learning environments safe spaces belief
1 Ho: Conscientiousness has no relationship with learning environments safe spaces belief.
Ha: Conscientiousness has a positive relationship with learning environments safe spaces belief.
2 Ho: Agreeableness has no relationship with learning environments safe spaces belief.
Ha: Agreeableness has a positive relationship with learning environments safe spaces belief.
Summary statistics of the sample
After data was collected, it was entered and analysed making use of S.P.S.S. The results revealed that most of the respondent were in the age blanket of 20-24 years (54.1%). A least percentage of the sample was formed by people above the age of 25 years (8.6%) as shown on table 1 below.
Descriptive statistics by age
25 years and above
A good number of the respondents were in the age of 18 years and 19 years (36.1%). The age marks a youthful age. A similar study comprising of youths was undertaken by (Rajaei, 2010). Similarly, in the study had a big population to be among youths of the age 20-24 years.
Further analysis were conducted to assess the residency of the respondents. The results revealed that most of the respondents (89%) were residents of New Zealand.
Descriptive statistics by residency
The residency results were important as it was assumed that residents would have a better understanding of the different beliefs that have been embraced. The findings concurred to those of Park et.al (2010) who reported a 78% residency rate in their study.
A summary statistics of the variables of interest revealed that the mean Conscientiousness was 4.42 an indication that most respondents were indifferent about the trait. As for Agreeableness the mean was 5.86 an indication that most respondent agree that the personal trait would like to a person’s attitude towards certain beliefs.
Learning environment safe spaces
The learning environments safety was seen to have a mean of 6.57 which is an indication that the respondent strongly agree that the belief would be related to personal traits.
Objective 1: To assess the effect of Conscientiousness on learning environments safe spaces
To assess the links, a correlation analysis was undertaken with respect to Conscientiousness trait and on learning environments safe spaces belief. The results were assessed at a ɑ= 0.05, p= 0.048 which was lower than the stated value. This was an indication that we should reject our null hypotheses and accept the alternative hypothesis.
Believe on learning environment safe space
The results were positive but have a weak correlation. This was an indication that there is a positive relation between Conscientiousness and believe on learning environment safe space. This means that having Conscientiousness trait increases ones belief that learning environment should have adequate space for all to contribute. The results concur to the work of Ano & Vasconcelles (2005) who reported a positive linear relationship between personal trait and safe space to allow for equal contribution. However, the work of Connor-Smith & Flachsbart (2007) reported contrary results where they found Conscientiousness to have no effect on believing that safe space was important to ensure equal contribution. Masters & Spielmans (2007) on the other hand, though found a significant relationship, the results showed a negative relationship.
Objective 2: To assess the effect of Agreeableness on learning environments safe spaces
The correlation analysis was undertaken at ɑ= 0.05, p= 0.000. The p-value was lower than the stated level an indication that we should reject the null hypothesis and accept the alternative hypothesis.
Believe on learning environment safe space
The results indicate that persons having Agreeableness trait have a weak positive relation to believing that learning environment safe space is important to allow all students to contribute. The results were similar to the work of Koenig (1999) who found that Agreeableness trait has a positive significant linear relationship with environment space for equal contributions. However, Koenig et.al (2002) reported no significant linear relationship which is contrary to the current review results.
The key findings of the current report include; most of the respondents included in the sample were between the age of 20 years and 24 years. In addition, a high percent of the respondents were residents of New Zealand. Most of the respondents on a 7 point scale reported to be indifferent with respect to Conscientiousness trait, agree to the Agreeableness trait, and strongly agree with the belief that learning environment safe space is important for equality in contributions. Testing the hypothesis, major results reported that there is a positive link between Conscientiousness and Agreeableness with the belief that environment safe space is important for equal contribution.
The analysis imply that environment learning space beliefs have a positive link to Agreeableness traits (forgiving, good-natured, soft-hearted, selfless, sympathetic, and forgiving traits). It also implies that environment learning space beliefs have a positive link to Conscientiousness traits (conscientious, careful, reliable, hardworking, and well organized)
Personal traits have been seen to have a high link to beliefs. Studies have shown that personal traits have a grate link with the quality of human life. It has been reported that that giving life meaning is important in psychology and physical health since one is able to relate which the surroundings (Koenig, 2009). Giving meaning to the surrounding has been shown to impact positively on human’s life. Research has also reported that personal traits and religious beliefs are well portrayed in circumstances of stress. Thus also of scientist have argues that personal traits and good predictors to assessing a well-being in the face of adversity. This has led to a wide body of research determining the different psychological traits and their relationship to the different beliefs.
Thus different researchers have made use of different theories to assess the relationships. For instance a study by Alminhana and Moreira-Almeda made use of agreeableness and conscientiousness traits. The study found that there exist a positive link between the two variables and need for good environment. Another study by Koenig (1999) making use of the big-five personality factors, found that the two factors have a strong link with the belief that tis important to have good spaces for learning.
There are other studies that have m
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