Die verband tussen identiteitsontwikkeling en persoonlikheidstipevoorkeure by adolessente in die Wes-Kaap

De Wet, Bernita (2002-03)

Thesis (MEdPsych)--University of Stellenbosch, 2002.

Thesis

ENGLISH ABSTRACT: The primary aim of the study was to investigate the relationship between identity development and personality type preference during the adolescent developmental phase. The Extended Objective Measure of Ego Identity status (EOM-EIS-2) and the Myers-Briggs Type Indicator (MBTI) were used as research instruments. School, gender and language were considered as the demographic variables. Personality type preferences and the demographic variables indicated six significant interactions. The Thinking-Feeling (T-J) scale was related significantly to the gender variable. Sensing-Intuition (S-N), Thinking-Feeling (T-J) and Judging-Perception (J-P) were related significantly to language. Sensing-Intuition (S-N) and Judging-Perception (J-P) have indicated significant interactions with the school variable. Identity status and the demographic variables also indicated significant interactions. Gender was related significantly to the interpersonal moratorium status. The school and language variables interacted with the identity diffusion, foreclosure and moratorium statuses in the ideological and in the interpersonal domains.. Significant interactions were indicated among identity status and two of the dimensions of personality type preference, that is Sensing-Intuition (S-N) and Judgement-Perception (JP). Significant preferences for Intuition (N) in relation to the ideological, as well as the interpersonal foraetosure statuses were indicated. Intuition (N) was also related to the. interpersonal diffusion and moratorium statuses. Preferences for Perception (P) were also related significantly to ideological and interpersonal foreclosure, as well as to interpersonal diffusion and moratorium statuses. Neither Thinking-Feeling (T-J) nor Extroversion- Introversion (E-I) dimensions demonstrated any significant interaction with the identity statuses. Educational implications and recommendations are suggested in terms of the indicated personality types and preferences among adolescents, identity formation, as well as the demographic variables related to personality type preferences and identity formation. Recommendations are also suggested with regard to the relationship between identity status and personality type preferences. The researcher would like to emphasise individual differences and diversity (in terms of identity development and personality type preferences) which link up with an inclusive educational approach.

AFRIKAANSE OPSOMMING: Die hoofdoel van die studie was om die verband tussen identiteitsontwikkeling en persoonlikheidstipevoorkeure tydens die adolessente ontwikkelingsfase te ondersoek. Die volgende twee vraelyste is gebruik: Die Extended Objective Measure of Ego Identity Status (EOM-EIS-2) en die Myers-Briggs Type Indicator (MBTI). Skool, geslag en taal is oorweeg as demografiese veranderlikes. Persoonlikheidstipevoorkeure het ses beduidende interaksies met die demografiese veranderlikes getoon. Die Denke-Gevoel-skaal het beduidend met geslag verband gehou. Die Sintuiglik-Intuïtiewe (S-N), Denke-Gevoel (T-J) en Beoordeling-Waarneming (J-P) skale is beduidend met taal geassosieer. Die Sintuiglik-Intuïtiewe (S-N) en Beoordeling- Waarneming (J-P) skale het beduidend met skool verband gehou. Identiteitstatus en die demografiese veranderlikes het ook beduidende verbande aangetoon. Geslag het 'n beduidende verband met interpersoonlike moratorium getoon. Skool en taal het elk ses beduidende interaksies met die identiteitsdiffusie-, premature sluiting- en moratoriumstatusse in die ideologiese en interpersoonlike domeine aangedui. Beduidende interaksies is gevind tussen identiteitstatus en twee dimensies van persoonlikheidstipevoorkeure, naamlik die Sintuiglik-Intuïtiewe (S-N) en Beoordeling- Waarneming (J-P) skale. Beduidende voorkeure ten opsigte van die Intuïtiewe (N) funksie in die ideologiese en interpersoonlike premature sluitingstatusse, sowel as in die interpersoonlike diffusie- en moratoriumstatusse is gevind. Beduidende voorkeure ten opsigte van die Waarnemende funksie is ook in die statusse van ideologiese en interpersoonlike premature sluiting, sowel as in interpersoonlike diffusie en moratorium aangedui. Sowel die Ekstroversie-Introversie (E-I) as die Denke-Gevoel (T-J) dimensies het geen beduidende interaksies met identiteitstatusse aangedui nie. Opvoedkundige implikasies en aanbevelings word aangespreek in terme van die aangeduide persoonlikheidstipes en -voorkeure, identiteitsontwikkeling, en die demografiese veranderlikes wat persoonlikheidstipevoorkeure en identiteitsontwikkeling affekteer. Aanbevelings met betrekking tot die aangeduide verband tussen identiteitstatus en persoonlikheidstipevoorkeure word ook gedoen. Die navorsing wil indiwiduele verskille en diversiteit (ten opsigte van identiteitsontwikkeling en persoonlikheidstipevoorkeure) beklemtoon, wat aansluit by 'n inklusiewe opvoedingsbenadering.

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