Five Factor Model Of Personality Analysis

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The Five-Factor Model of personality
A “trait” is a temporally stable, cross-situational individual difference. Presently, for studying personality traits there are two important models with five factors, Costa & Mc Crae’s Five Factor Model, and Goldberg’s Big Five (as sighted in Mc Adams, 1992). In Five-Factor Model there are five traits named as Extraversion, openness, Agreeableness conscientiousness and Neuroticism. The Big Five model replaces “neuroticism” with “emotional stability”, and names the “openness” factor “intelligence”. The Big Five are based upon factor analysis of the entire trait-descriptive adjective in a natural language, as collected from a dictionary. The Big Five are meant to provide a comprehensive description of phenotypic
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The open person likes to think and imagine. The persons who are low in this trait are down to earth, uncreative, conforming, and conservative. (PARVEEN, 2007) Emotional Stability-Neuroticism This trait plays a role in almost all of the current factor models for personality. It is thought to cover many other personality traits like nervousness, chronic anxiety, depression, self consciousness, moodiness, and aggression. Individuals high in this trait will express emotions more frequently than an emotionally stable one. While the persons low in this dimension are generally secure, relaxed, self satisfied, relatively unemotional and cool and calm (Carlson, 1971; Lanyon, 1984.)
Agreeableness-Antagonism
It represents the extremes of easy going versus stubborn or trusting versus suspicious. Persons high in agreeableness are sympathetic to others, helpful and understanding. Persons low in this trait are skeptical argumentative and strong-built.
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Data collection
For data collection researcher will visit Islamabad model schools and will request students to fill questionnaires.
Data Analysis
Objectives Hypotheses Analysis
1. To measure parental influence, students’ personality and academic achievement.

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2. To find out the effect of parental influence on students’ personality. Ho1: There is no significant difference among the students personality having high, low and moderate parental influence. One way ANOVA will be used to compare the personality of three groups of students having high, low and moderate parental influence.
3. To determine the effect of parental influence on students ‘academic achievement Ho2: There is no significant difference among the students’ academic achievement having high, low and moderate parental influence. One way ANOVA will be used to compare the academic achievement of three groups having high, low and moderate parental
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