personality psychology [McCrae and John, 1992]. This big five factor model is suitable for students as well as for Vietnamese culture because it has been localized and used in practice by Vietnamese psychologists.
The factors of the Big Five model are named differently by each author, but they have in common the description of personality. Goldberg called the five factors: vitality; agreeableness; conscientiousness; emotional stability and intelligence. Botwin and Buss (1989) proposed the five factors as: extraversion; agreeableness; conscientiousness; emotional instability; and culture... But in general, the names of the five factors that are most approved by many people are sensitivity, extraversion, openness to experience, agreeableness and conscientiousness (according to McCrae et al., 2000):
Factor I – Neuroticism >< Emotional Stability: measures individual differences in the experience of distress, specifically differences in how individuals perceive and respond to distress. Neuroticism is contrasted with emotional stability and even-temperedness, such as feelings of anxiety, sadness, and tension. People with high neuroticism scores are more likely to experience negative affect and develop psychiatric disorders (McCrae et al. 1992: 195). Features include: tense, anxious, nervous, moody, worrying, touchy, fearful, high-strung, self-pitying, temperamental, unstable, self-punishing, discouraged, and emotional.
Factor II – Extraversion: refers to an active approach to the social and physical world, including assertive, talkative, active, energetic, outgoing, outspoken, dominant, forceful, enthusiastic, show-off, sociable, spunky, adventurous, noisy, and bossy traits.
Maybe you are interested!
-
Stress coping skills in credit-based learning activities of university students - 22 -
Deviant Behavior of PCT Group in High School Students (%, N=448) -
Fostering students' self-study ability in teaching some knowledge of Mechanics and Electromagnetism in high school Physics with the support of social network Facebook - 21 -
Theory on Implementing Support Policy for High School Students in Particularly Difficult Communes -
Training creative thinking for high school students through solving some Algebra - Analysis exercises in many ways - 6
Factor III – Openness to Experience: describes the breadth, depth, originality, and complexity of one's spiritual and experiential life.
personal experience. Includes traits: wide interests, imaginative, intelligent, original, insightful, curious, sophisticated, artistic, clever, innovative, sharp-witted, ingenious, wise, witty, resourceful, logical, civilized, foresighted, polished, and dignified.
Factor IV – Agreeableness: related to positive social behaviors, including the traits of sympathetic, kind, appreciative, affectionate, soft-hearted, warm, generous, trusting, helpful, forgiving, pleasant, good-hearted, friendly, cooperative, gentle, unselfish, praising, and sensitive.
Factor V – Conscientiousness: related to stimulus control and compliance, includes the traits of organized, careful, planful, efficient, responsible, reliable, dependable, conscientious, precise, practical, deliberate, painstaking, and cautious.
Author Pham Minh Hac (2007) when describing the Neuroticism – Extraversion – Openness Personal Inventory (NEO-PI) scale of McCrae and Costa (1985)
– A typical scale based on the big five factor model of personality also describes the distinct characteristics of the five personality types above as follows:
(1) Sensitivity : often shows signs of anger, insecurity, impulsiveness but also easily anxious, disappointed, easily attacked and hurt. People with high sensitivity scores are prone to irrational thoughts and have poor ability to control impulses and stress. They often have higher feelings of depression, anger, fear, guilt and jealousy than normal people. On the contrary, individuals with low sensitivity scores are more mentally stable with a more secure tendency. Those
This person is calm, composed, not hot-tempered, easy-going, and can face stressful situations without feeling upset. This personality type is also known as the emotionally unstable type.
(2) Extroversion : people with an extroverted personality type are active, lively, optimistic and often have outstanding abilities in their careers. They are also often very confident, comfortable, enthusiastic, enthusiastic in participating in social activities, acting first and thinking later, like to assert themselves and are always full of positive energy. They are sociable, talkative, sociable and assertive individuals. Extroverts are very energetic and often seek attention and attraction from others. On the contrary, introverts are reserved, independent, and less social. They often want to be alone, are not outstanding and do not integrate much. Introverts do not mean they are unfriendly, but they need more time alone than extroverts because they have a more introverted lifestyle in depth.
(3) Willing to experience : people with this personality type are considered to be very creative, imaginative, curious and experience new things in life. People who lack openness tend to be conservative, pragmatic, and rigid. They are often loyal to the old way of working, with a certain routine, and do not like novelty. Therefore, people who lack openness often have difficulty adapting to changes in life. On the contrary, open people are always ready to experience, are highly open, are always curious about the world around them and want to experience to make their lives richer. They are willing to approve of new ideas and unique values, they experience positive and negative emotions more deeply than individuals who are not open. Loving adventure, appreciating art, having unique ideas and an aesthetic mind are characteristics of this personality type.
(4) Agreeable : often found in individuals who are warm, altruistic, tolerant, generous and cooperative. They are highly empathetic, know how to share and understand the feelings of others, and care about the interests of everyone. These individuals are also very straightforward, optimistic and trustworthy. On the contrary, individuals who are
People with low agreeableness tend to be selfish, pessimistic, suspicious, distrustful, and they also lack the desire to cooperate or hurt others.
(5) Conscientiousness : is demonstrated in the ability to control oneself and be proactive in planning, organizing and implementing goals. Individuals with a conscientious personality type are purposeful, strong-willed and determined. Conscientiousness is often demonstrated through the following factors: diligence, carefulness, responsibility in work and caution in making decisions. They are highly disciplined people and are very aware of their responsibilities to themselves and society. On the contrary, people with low scores in this personality type are often very easygoing and have no definite goals.
Each individual has a certain personality tendency that represents uniqueness, one-of-a-kind, creating the value and identity of each person in society. Personality type will be assessed through the individual's self-report or from someone who has in-depth knowledge of that individual over long periods of adulthood. Besides the NEO-PI scale by McCrae and Costa, the 240-item version and the 60-item shortened version, there are some other shortened scales based on the 5-factor model, with good psychometric structure and reliability, including: International Personality Item Pool 50 items - Five Factor Model (IPIP-FFM, Goldberg, 1999), Big Five Inventory 44 items (BFI, John & Srivastava, 1999), Big Five Minni Markers 40 items (BFMM, Saucier, 1994), Mini International Personality Item Pool 20 items (Mini IPIP, Donnellan et al., 2006), Big Five Inventory 15 items
– Short Form (BFI – S, Lang et al., 2011) (according to Truong Thi Khanh Ha & Tran Ha Thu, 2017).
Thus, there are many different ways of classification depending on the theoretical perspective and classification criteria. But in our study, we chose to classify according to the big-five model of personality , also known as Big-Five; with the shortened five-factor scale Big Five Inventory 15 items - Short Form (BFI - S, Lang et al., 2011) (according to Truong Thi Khanh Ha & Tran Ha Thu, 2017).
1.2.6. Coping with stress of high school students with different personality types
1.2.6.1. The concept of coping with stress of high school students with different personality types
Based on the theory of the concept of "stress coping", the concept of "high school students" and the concept of "personality type", the thesis proposes the concept of
―stress coping of high school students with different personality types‖ is as follows:
Coping with stress of high school students with different personality types is a conscious reaction, associated with each student's own personality traits, expressed through thoughts, emotions and actions when students encounter tiring, stressful situations or situations beyond their abilities, forcing students to make an effort to solve.
A more specific understanding of stress response in high school students with different personality types can be found as follows:
- Coping shows children's awareness of unfavorable changes in living conditions.
- Coping is often personal, depending on each student's individual personality type.
- The way students with different personality types cope with stress is shown through their thoughts about the object of stress, the causes of stress, how to prevent and stop stress...; through their emotions (anxiety, fear, anger...) and their actions (avoidance or confrontation, seeking support...)
- Coping emphasizes the effort to improve living conditions in a way that benefits the individual student.
1.2.6.2. Stress manifestations and responses of high school students with different personality types
Based on the research results presented, based on the three main manifestations of stress response: thoughts, emotions and actions, and based on
According to the coping classification of Tobin et al. (1989), the author identified 8 common coping methods of high school students when they encounter stressful situations in life, expressed through thoughts (about stressful situations, causes of stress, ways to prevent and limit stress...); emotions (anxiety, fear, anger...) and actions (avoidance or confrontation, seeking support...). Specifically, these are the following coping methods (see diagram 1.4) :
(1) Cognitive restructuring is the positive thinking and objective assessment of students about the effects of stressful situations such as: viewing the problem in a more positive light, as a challenge in life, if overcome, it will help them become more mature; this incident will help them gain more experience in solving similar situations in the future. This way of coping can help students solve their problems in a positive way in the long run, limiting the negative effects of stressful situations on their mental health, friendships and learning activities.
(2) Self-blame is a subjective, inaccurate and incomplete assessment of students about themselves and stressful situations such as: blaming themselves completely, underestimating themselves, only looking at the negative effects of the problem. In the long run, this way of coping does not help students solve their problems in a positive way, but also makes their problems more complicated and negatively affects their mental health, friendships and learning activities.
(3) Dreaming is a student's subjective thoughts about stressful situations such as: students solve problems by imagining instead of doing it in reality or expecting miracles to happen so that the situation can change for the better and the individual can escape from that situation soon. This way of coping in the long run does not help students solve their problems in a positive way but also makes their problems more complicated and negatively affects their mental health, friendships and learning activities.
(4) Expressing emotions is when students express their emotions (anxiety, fear, boredom, sadness, insecurity, anger) when encountering stressful situations in the classroom.
life. In fact, this way of coping will sometimes reduce stress for individuals, but in the long run, this way of coping does not help students solve their problems in a positive way but also negatively affects students' mental health, friendships and learning activities.
(5) Seeking social support is the actions of students to face stressful situations in life and seek help from relevant parties to solve the problems they are facing. This way of coping helps students solve their problems in a positive way, thereby helping students avoid the negative effects of stress on their mental health, friendships and learning activities.
(6) Problem solving is the actions of students to solve problems through planning to implement the chosen solution, taking action to implement the proposed plan, making efforts, overcoming all difficulties to achieve the set goals and drawing lessons for themselves. This way of coping clearly demonstrates the determination of students in solving problems, thereby helping students have good mental health, improve relationships with friends and not negatively affect learning activities.
(7) Avoiding problems are actions that aim to avoid, delay, and not accept reality when students encounter stressful situations, in order to bring a temporary sense of security such as: finding a quiet place to calm down, listening to music or crying; avoiding meeting or contacting people... In the long run, this way of coping does not help students resolve their stress, but also makes the problem more complicated and negatively affects their mental health, friendships, and learning activities.
(8) Self-isolation refers to the actions of individual students to narrow their world, avoid communication and hide their emotions in stressful situations from friends and relatives. These actions are considered early signs of depression syndrome - a syndrome that often leads people to have ideas and carry out suicidal ideas. This way of coping in the long run is not
FEELING
Expressing emotions
ACT
Seek social support
Problem Solving
Avoid the problem
Isolate yourself
not only help students solve their problems in a positive way, but also make their problems more complicated and negatively affect their mental health, friendships and learning activities.
RESPONDING TO STRESS OF HIGH SCHOOL STUDENTS WITH DIFFERENT PERSONALITY TYPES
THINK
Restructuring cognition
Blame yourself
Dream
Figure 1.4: Stress manifestations and responses of high school students with different personality types
In addition, students with different personality types also choose different ways to cope with stress. Research by Mariana Kaiseler, Remco CJ Polman & Adam R. Nicholls (2011) shows that the big five personality factors (extraversion, agreeableness, openness to experience, conscientiousness and neuroticism) influence the choice of coping methods. In particular, higher neuroticism is directly and indirectly related to more emotional and avoidance coping strategies than to problem-focused coping strategies. The other four personality types are also related to the choice of coping strategies that are perceived as more effective such as problem solving, seeking social support, cognitive restructuring, etc. [105]. Authors Igor Hardum, Nada Hrapic (2001) in a study on “personality type, stressful life events, and coping style in early adolescence” also showed that extroverts have a direct positive impact on problem-focused coping style while sensitive people have a direct impact on avoidant coping style [97]. Another study by author Rikee Munsell (2019) also showed that people