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TABLE 5.20 NORMS FOR ERITREAN SAMPLE FORM S AGREEABLINESS FACET SCALES

Table 5 20 NORMS FOR ERITREAN SAMPLE FORM S AGREEABLINESS FACET SCALES

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96.The findings as shown in the tables below indicate a mean for men and women sample include people who completed at least high school and their age ranged from 21 tc
96.The findings as shown in the tables below indicate a mean for men and women sample include people who completed at least high school and their age ranged from 21 tc
norm for college students including 148 males and 241 females. between the adults and college students. Considering this they decided to develop a new
norm for college students including 148 males and 241 females. between the adults and college students. Considering this they decided to develop a new
5.2.1.Age
5.2.1.Age
Table 5.2. Descriptive statistics for gender and educational level
Table 5.2. Descriptive statistics for gender and educational level
Table 5.4. Cronbach alpha reliability co-efficients 5.4.1. Internal Consistency Reliability
Table 5.4. Cronbach alpha reliability co-efficients 5.4.1. Internal Consistency Reliability
Table 5.5. Face validity frequencies 5.5.1. Face Validity
Table 5.5. Face validity frequencies 5.5.1. Face Validity
Table 5.6. Problematic items in the translation process As can be seen from the above table there was a problem in the translation of 36 items and these were revised based on the comments given from the authors. Among the problematic items 6(16.6%) of them were from Neuroticism domain, particularly three items were from
Table 5.6. Problematic items in the translation process As can be seen from the above table there was a problem in the translation of 36 items and these were revised based on the comments given from the authors. Among the problematic items 6(16.6%) of them were from Neuroticism domain, particularly three items were from
Table 5.7. Content validity frequencies — appropriateness of items Agreeableness items consisted of among the least problematic items. The above table-displayed results regarding question number 3, “ Are there any items -
Table 5.7. Content validity frequencies — appropriateness of items Agreeableness items consisted of among the least problematic items. The above table-displayed results regarding question number 3, “ Are there any items -
Table 5.9. Content validity frequencies — understanding of items the human aspects of their policies”.
Table 5.9. Content validity frequencies — understanding of items the human aspects of their policies”.
giving their opinions.
giving their opinions.
Tables 5.10. Content validity themes — understanding of items As can be seen from the information displayed in table 5.10 there was no communality in the
Tables 5.10. Content validity themes — understanding of items As can be seen from the information displayed in table 5.10 there was no communality in the
Table 5.12. Percentage of variance explained by each factor at the scale level
Table 5.12. Percentage of variance explained by each factor at the scale level
TABLE 5.21. NORMS FOR ERITREAN SAMPLE FORM S CONCIETOUSNESS FACET SCALES
TABLE 5.21. NORMS FOR ERITREAN SAMPLE FORM S CONCIETOUSNESS FACET SCALES
a ae *P<0.05 correlation significant at the 0.05 level ( 2-tailed) **P< 0.01 correlation significant at the 0.01 level (2-tailed) 5.7.1. Age and Personality
a ae *P<0.05 correlation significant at the 0.05 level ( 2-tailed) **P< 0.01 correlation significant at the 0.01 level (2-tailed) 5.7.1. Age and Personality
on *P<0.05 correlation significant at the 0.05 level ( 2-tailed) **P< 0.01 correlation significant at the 0.01 level (2-tailed) were homogenous.
on *P<0.05 correlation significant at the 0.05 level ( 2-tailed) **P< 0.01 correlation significant at the 0.01 level (2-tailed) were homogenous.
Table 5.26. Mean score for males and females for Extraversion facets seeking, and positive emotion.
Table 5.26. Mean score for males and females for Extraversion facets seeking, and positive emotion.
ae RRM *P<0.05 correlation significant at the 0.05 level ( 2-tailed) **P< 0.01 correlation significant at the 0.01 level (2-tailed) than males with a mean of 27.21 for males and a mean of 28.32 for females.
ae RRM *P<0.05 correlation significant at the 0.05 level ( 2-tailed) **P< 0.01 correlation significant at the 0.01 level (2-tailed) than males with a mean of 27.21 for males and a mean of 28.32 for females.
Table 5.28. Mean score for males and females for Openness facets fantasy, aesthetic, feelings, and ideas.
Table 5.28. Mean score for males and females for Openness facets fantasy, aesthetic, feelings, and ideas.
Tables 5.30. Mean score for males and females for Agreeableness facets \n examination of the means in table 5.30 indicated that females seem to be more
Tables 5.30. Mean score for males and females for Agreeableness facets \n examination of the means in table 5.30 indicated that females seem to be more
mean of 172.19 for females and a mean of 167.57 for males. Tables. 5.31. ANOVA results for gender and Consciousness facets
mean of 172.19 for females and a mean of 167.57 for males. Tables. 5.31. ANOVA results for gender and Consciousness facets
Table 5.32. Mean score for males and females for Consciousness facets self-discipline, and deliberation facets of Consciousness personality.
Table 5.32. Mean score for males and females for Consciousness facets self-discipline, and deliberation facets of Consciousness personality.
ar= 1 *P<0.05 correlation significant at the 0.05 level ( 2-tailed) **P< 0.01 correlation significant at the 0.01 level (2-tailed) than males with a mean of 31.22 and 30.11 for females and males respectively. for males. In addition the result also indicated that females scored higher in dutifulness facet
ar= 1 *P<0.05 correlation significant at the 0.05 level ( 2-tailed) **P< 0.01 correlation significant at the 0.01 level (2-tailed) than males with a mean of 31.22 and 30.11 for females and males respectively. for males. In addition the result also indicated that females scored higher in dutifulness facet
was obtained for action (O4), and self-discipline. TABLE 5.34. KRUSKAL WALLIS MEDIAN RANK RESULTS FOR GENDER AND PERSONALITY
was obtained for action (O4), and self-discipline. TABLE 5.34. KRUSKAL WALLIS MEDIAN RANK RESULTS FOR GENDER AND PERSONALITY
a ea *P<0.05 correlation significant at the 0.05 level ( 2-tailed) **P< 0.01 correlation significant at the 0.01 level (2-tailed) examine the mean at the general level rather than comparing between groups.
a ea *P<0.05 correlation significant at the 0.05 level ( 2-tailed) **P< 0.01 correlation significant at the 0.01 level (2-tailed) examine the mean at the general level rather than comparing between groups.
*P<0.05 correlation significant at the 0.05 level ( 2-tailed) **P< 0.01 correlation significant at the 0.01 level (2-tailed)
*P<0.05 correlation significant at the 0.05 level ( 2-tailed) **P< 0.01 correlation significant at the 0.01 level (2-tailed)
*P<0.05 correlation significant at the 0.05 level ( 2-tailed) **P< 0.01 correlation significant at the 0.01 level (2-tailed)
*P<0.05 correlation significant at the 0.05 level ( 2-tailed) **P< 0.01 correlation significant at the 0.01 level (2-tailed)
Table.5.38.ANOVA results for educational level and Extraversion facet
Table.5.38.ANOVA results for educational level and Extraversion facet
ANU TTL *P<0.05 correlation significant at the 0.05 level ( 2-tailed) **P< 0.01 correlation significant at the 0.01 level (2-tailed) difference among educational levels and the Extraversion domain in general. Table 5.39. Post-Hoc results for education and assertivness personality
ANU TTL *P<0.05 correlation significant at the 0.05 level ( 2-tailed) **P< 0.01 correlation significant at the 0.01 level (2-tailed) difference among educational levels and the Extraversion domain in general. Table 5.39. Post-Hoc results for education and assertivness personality
*P<0.05 correlation significant at the 0.05 level ( 2-tailed) **P< 0.01 correlation significant at the 0.01 level (2-tailed)
*P<0.05 correlation significant at the 0.05 level ( 2-tailed) **P< 0.01 correlation significant at the 0.01 level (2-tailed)
as RRM *P<0.05 correlation significant at the 0.05 level ( 2-tailed) **P< 0.01 correlation significant at the 0.01 level (2-tailed) and ideas (OS). Table. 5.42. Post-Hoc results for education and fantasy significant difference among the levels of education and personality scales of feelings (O3)
as RRM *P<0.05 correlation significant at the 0.05 level ( 2-tailed) **P< 0.01 correlation significant at the 0.01 level (2-tailed) and ideas (OS). Table. 5.42. Post-Hoc results for education and fantasy significant difference among the levels of education and personality scales of feelings (O3)
*P<0.05 correlation significant at the 0.05 level ( 2-tailed) **P< 0.01 correlation significant at the 0.01 level (2-tailed) 4" year students.
*P<0.05 correlation significant at the 0.05 level ( 2-tailed) **P< 0.01 correlation significant at the 0.01 level (2-tailed) 4" year students.
*P<0.05 correlation significant at the 0.05 level ( 2-tailed) **P< 0.01 correlation significant at the 0.01 level (2-tailed)
*P<0.05 correlation significant at the 0.05 level ( 2-tailed) **P< 0.01 correlation significant at the 0.01 level (2-tailed)
*P<0.05 correlation significant at the 0.05 level ( 2-tailed) **P< 0.01 correlation significant at the 0.01 level (2-tailed)
*P<0.05 correlation significant at the 0.05 level ( 2-tailed) **P< 0.01 correlation significant at the 0.01 level (2-tailed)
Certificate students seem to be more open than high school students. Table.5.46. ANOVA results for educational level and Agreeableness facets
Certificate students seem to be more open than high school students. Table.5.46. ANOVA results for educational level and Agreeableness facets
Table.5.47. ANOVA results for educational level and Consciousness facets
Table.5.47. ANOVA results for educational level and Consciousness facets
ds *P<0.05 correlation significant at the 0.05 level ( 2-tailed) **P< 0.01 correlation significant at the 0.01 level (2-tailed) domain as a whole and the different educational levels.
ds *P<0.05 correlation significant at the 0.05 level ( 2-tailed) **P< 0.01 correlation significant at the 0.01 level (2-tailed) domain as a whole and the different educational levels.
*P<0.05 correlation significant at the 0.05 level ( 2-tailed) **P< 0.01 correlation significant at the 0.01 level (2-tailed)
*P<0.05 correlation significant at the 0.05 level ( 2-tailed) **P< 0.01 correlation significant at the 0.01 level (2-tailed)
Table 5.50. Kruskal Wallis results for education and Agreeableness From the table 5.51 it was clear that significant differences were found for the Agreeableness dimension of personality (A, p= .002).
Table 5.50. Kruskal Wallis results for education and Agreeableness From the table 5.51 it was clear that significant differences were found for the Agreeableness dimension of personality (A, p= .002).
6.6. NORMS
6.6. NORMS
INTERCORRELATION MATRIX IN THE USA SAMPLE
INTERCORRELATION MATRIX IN THE USA SAMPLE
Related topics:
PsychologyOpenness to experience
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