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<p><span style="float:left;" class="page">Page </span> <span style="text-align: right;">Education made Universal</span> </p>
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<h2>Personality Test - Report</h2>
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<h4>Name : <span style="font-weight: bold;"> Ridhi </span>
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<h4>Gender : <span style="font-weight: bold;"> Female </span>
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<h4>Current Education Level : <span style="font-weight: bold;"> Graduation </span>
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<h4>Date of birth : <span style="font-weight: bold;"> 09 May, 1999 </span>
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<h4>Email Address : <span style="font-weight: bold;"> ridhipugalia@gmail.com </span>
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<h4>Phone No. : <span style="font-weight: bold;"> 8583859406 </span>
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<h3>ABOUT PERSONALITY TESTS</h3>
<p>Personality is defined as the characteristic sets of behaviors, cognitions, and emotional patterns that distinguish individuals from one another. Our personalities are predicted by biological and environmental factors. While there is no generally agreed upon definition of personality, most theories focus on motivation and psychological interactions with one's environment. Personality has many dimensions which according to research may predict behavior, type of interpersonal relationships, success in career etc.
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<p>The results from numerous research programs suggest that many nontraditional cognitive and behavioral factors also significantly and differentially contribute to academic success.</p>
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<p>Personality tests are techniques designed to measure the various traits of personality. There are two types of personality tests: self-report inventories and projective tests. We use self-report inventories to measure personality traits as they are free from rater bias.</p>
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<p>Personality Tests help in</p>
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<li>Understanding one’s strengths and weaknesses.</li>
<li>Deciding what to study in school/college.</li>
<li>Making informed decisions about careers.</li>
<li>Understanding one’s own behavior.</li>
<li>Improving inter-personal relationships</li>
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<p>At EMU, we try and test various cognitive and behavioral factors, in order for you to understand yourself better. Research has shown that these factors usually play a role in predicting academic/professional success.</p>
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<th>Attribute Tested</th>
<th>Importance of the attribute in predicting academic success</th>
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<td>1.</td>
<td>Motivation Calibration</td>
<td>Achievement motivation describes our attitudes towards trying hard and the degree to which we find doing our best more or less enjoyable. Achievement goals can affect the way a person performs a task and represent a desire to show competence.</td>
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<td>Growth Mindset<b style="font-size:20px;"><sup>*</sup></b></td>
<td>Growth mindset, or the belief that you can succeed if you work hard, better predicts academic success than a student’s home environment or socioeconomic background.</td>
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<td>3.</td>
<td>Self Esteem<b style="font-size:20px;"><sup>*</sup></b></td>
<td>Self-esteem describes how we feel about ourselves. Self-esteem mediates the role of conscientiousness on academic performance, with higher levels of conscientiousness predicting increased performance through higher levels of self-esteem.</td>
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<td>4.</td>
<td>Academic Resilience<b style="font-size:20px;"><sup>*</sup></b></td>
<td>Academic resilience describes perseverance, reflectiveness and adaptive help-seeking, and emotional responding. Broadly, academic resilience describes a students’ capacity to overcome setbacks (e.g., failing an exam) and it strongly predicts academic success.</td>
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<td>5.</td>
<td>Personality<b style="font-size:20px;"><sup>*</sup></b>
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<li>Extraversion</li>
<li>Agreeableness</li>
<li>Conscientiousness</li>
<li>Emotional Stability</li>
<li>Openness to Experiences</li>
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<td>Personality is a well-established predictor of academic performance. Specifically, neuroticism (i.e., emotional instability) and conscientiousness (i.e., being organized; reliable), account for the variance in academic performance, with higher neuroticism predicting decreased academic performance and higher conscientiousness predicting increased. It was found conscientiousness was as predictive as intelligence of academic performance. It was also found that agreeableness (i.e., empathetic and cooperative) and openness (curious about new experiences and ideas) predict academic performance, with more agreeable and more open students performing better than those who are less agreeable and open.</td>
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<h3>MOTIVATION CALIBRATION</h3>
<p>Motivation describes your attitude towards trying hard at school and the extent to which you find trying your best enjoyable. </p>
<p>You scored in the <strong>70th</strong> percentile on motivation.</p>
<p>Students who have higher motivation often perform better at school than students with lower motivation. </p>
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<h3>GROWTH MINDSET</h3>
<p>Mindset describes the extent to which you believe that qualities, such as your intelligence, are things that you can increase or decrease via effort. </p>
<p>You scored in the <strong>26th</strong> percentile on growth mindset.</p>
<p>Students who believe that they can increase their intelligence through effort perform better at school.</p>
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<h3>SELF ESTEEM</h3>
<p>Self-esteem captures how we generally feel about ourselves.</p>
<p>You scored in the <strong>75th</strong> percentile on self-esteem.</p>
<p>Self-esteem interacts with motivation, mindset, and personality in ways that affect performance.</p>
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<h3>ACADEMIC RESILIENCE</h3>
<p>Resilience is made up of three patterns of thought and behavior:</p>
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<li>perseverance</li>
<li>reflectiveness and adaptive help-seeking </li>
<li>emotional responding</li>
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<p>Broadly, resilience refers to an individual’s capacity to overcome setbacks. Students who are more resilient generally perform better at school.</p>
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<h3>PERSEVERANCE</h3>
<p>Perseverance means determination to work hard at a task even in face of obstacles or difficulties. It is one of the most important traits to be successful in life. It is insisting on getting the job done and not giving up.</p>
<p>You scored in the <strong>82th</strong> percentile on perseverance.</p>
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<h3>REFLECTIVE AND ADAPTIVE HELP SEEKING</h3>
<p>Reflective and adaptive help-seeking is the process of using setbacks as opportunities to self-reflect and seeking help/assistance from other people or other sources. It is a unique self-regulated learning strategy which involves the learner to be proactive and is usually helpful to the learning process. This trait is usually present in learners who are cognitively and emotionally engaged in the learning process.</p>
<p>You scored in the <strong>75th</strong> percentile on reflective and adaptive help seeking.</p>
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<h3>NEGATIVE AFFECT AND EMOTIONAL RESPONSE</h3>
<p>Some negative emotional responses (e.g., hopelessness, catastrophizing) to negative events decrease the resilience of an individual. Resilience is a trait that ensures an individual “bounces back” after experiencing stressful events. A high score here indicates lesser resilience.</p>
<p>You scored in the <strong>62th</strong> percentile on negative affect and emotional response.</p>
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<h2>THE FFM PERSONALITY SCALE</h2>
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<p>This scale is usually considered a good predictor of many tangible behaviors which may be helpful in choosing a career, predicting success in school/college or in interpersonal relationships.It is one of the most reliable measures of personality traits. The five factors measured are:</p>
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<ul>
<li><strong>Openness to experience</strong> –It has been described as the depth and complexity of an individual’s mental life and experiences (John & Srivastava, 1999). It is also sometimes called intellect or imagination. It is the willingness of an individual to try new things and his/her ability to innovate or think out of the box. Individuals at the higher end of this scale are usually creative and love art, literature, adventure sports etc. While those at the opposite end are usually more conventional and like routine. The traits related to this factor include:
Creativity, curiosity, imagination, intuitiveness, varied interests, ingenuity, intellect etc.
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<li><strong>Conscientiousness</strong> – It is a trait that can be described as the tendency to control impulses and act in socially acceptable ways, behaviors that facilitate goal-directed behavior (John & Srivastava, 1999). Conscientious people excel in their ability to delay gratification, work within the rules, and plan and organize effectively. Individuals who score high in this factor are more thorough and careful in their work than individuals who score low. The traits included in this factor are: Self-discipline, planning, perseverance, reliability, diligence, dedicated, painstaking, resourcefulness etc.</li>
<li><strong>Extraversion</strong> – It is a trait that defines how an individual like to express himself - like being talkative and outgoing or reserved. High scoring individuals of this trait are extroverts and those who are on the opposite end are introverts. Extroverts usually draw energy by interacting with others, they are out-going and confident in social situations while introverts get tired from interacting with others and replenish their energy with solitude. The traits included in this factor are:Social confidence, out-going, talkativeness, energy etc.</li>
<li><strong>Agreeableness</strong> – It is a trait concerned with level of compassion and cooperativeness in an individual. It is an indicator of how well an individual gets along with others. A high score is an indication of a compassionate person who is well liked and respected, whereas a low score indicates a less considerate and more antagonistic nature. The traits included in this factor are:
Trust, sympathy, patience, politeness, diplomacy, altruism etc.
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<li><strong>Neuroticism</strong> – This trait is about the emotional stability of an individual. People who score high in this factor are usually more prone to experience emotions like anxiety, depression, insecurity, hostility etc. Low scorers are usually individuals who are emotionally stable and unencumbered by worry or self-doubt. The traits included in this factor are: Anxiety, jealousy, lack of confidence, nervousness, self-criticism, fearfulness etc.</li>
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<h4>Your Score: </h3>
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<td>Neuroticism</td>
<td>Agreeableness</td>
<td>Extraversion</td>
<td>Conscientiousness</td>
<td>Openness to Experiences</td>
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<td>-4.0</td>
<td>1.0</td>
<td>2.0</td>
<td>3.0</td>
<td>4.0</td>
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[<strong>*</strong>] :-
<p>(Growth Mindset) - McKinsey & Company, 2017</p>
<p>(Personality) - Ciorbea & Pasarica, 2013; Poropat, 2009, Chamorro-Premuzic & Furnham, 2003</p>
<p>(Self Esteem) - Di Guinta et al., 2013</p>
<p>(Academic Resilience) - Duckworth et al., 2007; Duckworth, 2013; Fortier, Vallerand & Guay, 1995; Rodríguez-Fernández, Ramos-Díaz, & Axpe-Saez, 2018</p>
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<strong> Note : <i>One to one counselling session is recommended for better interpretation of your scores.</i></strong>
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<p class="disc-print" style="font-style: italic;"> <span style="text-decoration: underline;">Disclaimer:</span> It is to be noted that these test scores do not provide any kind of diagnosis. The cognitive functioning is a result of “Nature and Nurture”. This means how an individual thinks is a result of his innate nature as well as his environment. The scores should be taken in the right perspective. These scores indicate an individual’s ability to perform a particular task right now (at the moment of taking the test). Adding extra skill or training in that area may improve the scores.</p>
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