NIOS Class 12 Psychology Chapter 17 Self And Personality

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NIOS Class 12 Psychology Chapter 17 Self And Personality

Also, you can read the NIOS book online in these sections Solutions by Expert Teachers as per National Institute of Open Schooling (NIOS) Book guidelines. These solutions are part of NIOS All Subject Solutions. Here we have given NIOS Class 12 Psychology Notes, NIOS Senior Secondary Course Psychology Solutions in English for All Chapter, You can practice these here.

Self And Personality

Chapter: 17

PART – II

Module – 4: Individual Differences

INTEXT QUESTIONS 17.1

Fill in the blanks:

(i) Self develops because of child’s _______________with others. 

Ans: Interaction.

(ii) These concepts of self are either _____________ or ______________ .

Ans: Positive, Negative.

(iii) The core concept is called _________ . 

Ans: Self Concept.

(iv)  Self-esteem is evaluation of self as ______________ or _____________ . 

Ans: Positive, Negative.

(v) Self-efficacy is related to ______________ . 

Ans: Initiative.

(vi) Self-concept develops from ______________ .

Ans: Childhood.

(vii) Feedback from _____________, _____________ and _____________determines self-concept. 

Ans: Parents, sibling, and friends.

(viii) __________ helps in development of positive self-concept. 

Ans: Positive, Feedback.

(ix) Even your _____________ and _____________ affect your self-concept. 

Ans: Teachers and classmates/friends.

INTEXT QUESTIONS 17.2

(i) Explain the meaning of personality. 

Ans: Personality is our unique ways of behaving in different situations such as, excited, joyful, warm, or friendly, etc.

(ii) Why do psychologists study personality? 

Ans: Knowing the personality of people enables us to predict their behaviour in different situations. The purpose of studying personality is to understand how it develops in a certain way. This knowledge would help us plan experiences that would facilitate change in a positive direction.

(iii)  Fill in the blanks:

(a) Personality is _____________, _____________ and consistent. 

Ans: Unique, flexible.

(b) Knowing personality helps us to plan _____________. experiences for individuals. 

Ans: Positive.

INTEXT QUESTIONS 17.3 (Reconstructed from Content & Key) 

(i) What are the two major approaches to explaining personality?

Ans: The two major approaches to explaining personality are: Type Theories and Trait theory.

(ii) Name the type theories of personality discussed in the lesson.

Ans: Hippocrates theory, Krestschmer’s theory, Charak’s theory and Jung’s theory.

(iii) According to Charak, what are the three humours of the body?

Ans: Vata, pita and kapha.

(iv) What are the three kinds of traits distinguished by Allport?

Ans: Cardinal, central and secondary.

(v) Cattell’s Trait Theory divides traits into________ 

Ans: Central and secondary.

(vi) Fill in the blanks:

(a) According to Sheldon, three body types are ______________, ______________, ______________ .

Ans: Endomorphs, Ectomorphs, Mesomorphs.

(b) According to Jung, there are two types of people: ______________, ______________ .

Ans: Introverts, extroverts.

(c)  Cattell’s test is known as the ______________ questionnaire.

Ans: 16 PF.

(d) In Allport’s theory, cardinal traits are the ______________ feature of personality.

Ans: Defining.

INTEXT QUESTIONS 17.4

(i) Psychodynamic theory was first developed by _______________________ .

Ans: Sigmund Freud.

(ii) Three main parts of the personality given in psychodynamic theory are ____________, _________________ and _____________________.

Ans: Id, ego, superego.

(iii) The parents’ teaching and morals are contained in __________________ . 

Ans: Super ego.

(iv) _______________ is the prime motive that drives people according to psychodynamic theory of Freud. 

Ans: Pleasure seeking.

(v) Conflicts occur because all three parts of personality try to control __________________ . 

Ans: Libido or energy.

(vi)  List all the stages of development given in Freud’s theory of personality. 

Ans: (i) Oral.

(ii) Anal.

(iii) Phallic.

(iv) Latency.

(v) Genital.

INTEXT QUESTIONS 17.5

Fill in the blanks:

(i) The common component of Roger’s and Maslow’s theory is that humans can become what they _______________ . 

Ans: want.

(ii) The two most important foundations of Rogers theory are role of subjective-________________ and _______________ to develop. 

Ans: Experience, will.

(iii) The main structures of personality in Roger’s theory are _______________ and _____________ .

Ans: Organism, self.

(iv) ______________ self is what you want to be. 

Ans: Ideal.

(v) __________ self is what you really are. 

Ans: Real.

(vi) ___________ is an evaluation of various aspects of your personality. 

Ans: Self-esteem.

(vii) Development is in a positive direction when ____________ and _____________ are congruent. 

Ans: Real-self, ideal-self.

INTEXT QUESTIONS 17.6 

(i) The learning theorists believe that all behavior is due to the formation of ____________ and ________ connections. 

Ans: Stimulus, Response.

(ii) Personality consists of __________ . 

Ans:  Learned Behaviour.

(iii) The learning of a behaviour is strengthened by ______________ . 

Ans: Reward.

(iv) In addition to learning, __________ and ____________ play an important part in development of personality. 

Ans: Genetics and Environment.

(v) Social cognitive theory was developed by ____________ . 

Ans: Albert Bandura.

INTEXT QUESTIONS 17.7 

(i) The two important characteristics of personality tests are  ____________ and  _____________ .

Ans: Reliability, validity.

(ii) The problem with self-report inventories is about  ___________,  ____________ and accuracy of  ____________. 

Ans: Social desirability, rating.

(iii) Self-report inventories include questions about own  _____________. 

Ans: Qualities.

(iv) MMPI contains  _____________ items and  ___________ scales. 

Ans: 567, ten.

(v) Cattell’s 16 PF test contains 16  ____________. 

Ans: Personality Factors.

(vi) Projective techniques make use of the unconscious tendency to ____________ one’s own inner  ____________ on others. 

Ans: Project, Conflicts.

(vii) Word association tests is about quality of  ____________ to words which are presented during testing. 

Ans: Response.

(viii) TAT assesses individual response to picture cards in terms of  ____________,  _____________ and  ____________. 

Ans: Story, result, hero (story, character, feeling.

TERMINAL EXERCISES

1. Explain the concept of Self, self-concept, and its development.

Ans: The Concept of Self: The Self is defined as the totality of descriptions we use to define our characteristics (such as ‘I am tall’, ‘I can learn fast’, or ‘I am strong’). An individual develops an understanding of the Self during continuous interactions with other individuals, as well as with their physical and social environment. Based on these interactions and feedback from others, people form opinions about their own physical, academic, social, and emotional qualities.

Self-Concept: This refers to the core concepts that lie at the very heart of an individual’s Self. If these core concepts (such as age, parentage, or religion) are challenged, the individual feels emotionally threatened and disturbed. Conversely, peripheral self-descriptions (such as one’s favorite color, games played, or political party supported) do not cause emotional threats when challenged. The self-concept is not neutral; it is either positive or negative. A child with a negative physical self-concept, for instance, may avoid behaving confidently in social situations, creating a cycle that further strengthens their negative self-concept.

Development of Self: A newborn child has no concept of Self. As the child grows, the Self emerges out of their childhood experiences and interactions within and outside the family. Early self-descriptions are simple and concrete, focused primarily on physical characteristics (e.g., ‘this is my hand’ or ‘this is my mother’). As cognitive capabilities grow, children begin to compare themselves with others, adding comparative adjectives like “I am quick in learning”. Feedback in the form of comments and opinions from parents, siblings, friends, teachers, classmates, and peers plays a decisive role in determining whether aspects of the Self develop in a positive or negative direction.

2. Define self-esteem and self-efficacy.

Ans: Self-Esteem: Self-esteem is the overall evaluative component of the Self. It is the sum of all positive evaluations across physical, emotional, social, and academic aspects. An individual with high self-esteem views themselves as a good person, leading to greater efforts to behave in positive, socially approved ways. Conversely, low self-esteem causes individuals to develop persistent doubts about their ability to perform tasks successfully. Poor self-esteem often results from a mismatch when the real-self and ideal-self pull a person in opposite directions.

Self-Efficacy: Self-efficacy is an individual’s expectation and belief about their capability to successfully perform different types of tasks. It helps a person predict their success or failure in various activities. A person with high self-efficacy will readily take up challenges and invest significant time and effort in selected tasks. It is highly task-dependent (e.g., a person can have high overall self-esteem but low self-efficacy in cooking due to past bad experiences). Self-efficacy beliefs are increased by observing successful role models who are similar to us, task mastery, and genuine praise from important persons, while stress and failure decrease it.

3. Describe the concept of personality.

Ans: The word personality is derived from the Latin word persona, which refers to the mask worn by actors during theatrical performances. However, in psychology, personality is not merely putting on an act. Personality is an individual’s unique, flexible, and consistent ways of behaving, thinking, and feeling across different situations. It includes physical appearance and visible traits, as well as deeper psychological aspects. Psychologists study personality because knowing an individual’s personality enables them to predict their behaviour in different situations. Understanding how personality develops also helps psychologists plan positive experiences that facilitate healthy growth and change in a positive direction.

4. Mention the trait theories of personality.

Ans: Traits are the observable behavioral tendencies of people that are consistent across situations. They are relatively permanent, stable characteristics and serve as the essential building blocks of personality. The two primary trait theories discussed are:

(i) Allport’s Trait Theory: Allport distinguished between observable behaviors and the underlying internal tendencies that produce them. He classified traits into three categories:

Cardinal Traits: Dominant traits that become the defining features of a person’s personality and control their entire behavior (e.g., Mother Teresa’s compassion or Mahatma Gandhi’s non-violent fearless leadership).

Central Traits: General defining traits that are less controlling than cardinal traits.

Secondary Traits: Casual likes, dislikes, and personal preferences.

Functional Autonomy: Allport introduced the concept of functional autonomy, stating that drives or action tendencies that initially develop to satisfy a basic need gradually become autonomous and self-sustaining in adults.

(ii) Cattell’s Trait Theory: Cattell assumed that central traits are universally possessed by everyone, but in varying degrees. Using a statistical procedure (factor analysis) applied to a list of 171 adjectives, he identified 16 central traits (primary factors) of personality. To measure these, he developed the highly popular 16PF (16 Personality Factors) Questionnaire. Traits acquired through the interaction of these primary factors are referred to as secondary traits.

5. Describe the Freud’s theory of personality and the assessment procedures.

Ans: Sigmund Freud developed the Psychodynamic Theory, which explains that personality is determined by psychological forces that often operate unconsciously and may come into conflict with one another. Freud divided personality into three structures: the Id, which operates on the pleasure principle and seeks immediate gratification of basic needs and desires; the Ego, which operates on the reality principle and balances the demands of the id with the conditions of the outside world; and the Superego, which represents moral values and social rules. He also divided the mind into the Conscious, Preconscious, and Unconscious levels. Freud proposed five psychosexual stages of personality development: Oral, Anal, Phallic, Latency, and Genital, with fixation occurring when a person remains emotionally attached to a particular stage. To protect itself from anxiety, the ego uses defence mechanisms such as projection, rationalization, reaction-formation, and regression. For personality assessment, the psychodynamic approach uses projective techniques, such as word association tests, inkblot tests, and the Thematic Apperception Test (TAT), in which individuals may project their unconscious thoughts, conflicts, desires, and anxieties onto vague or ambiguous stimuli.

6. Name two humanistic theories of personality and explain any one theory?

Ans: The two prominent humanistic theories of personality are Carl Rogers’ Theory and Abraham Maslow’s Theory. Both share a common belief that human beings possess a strong power and drive to grow, develop, and realize their full potential (self-actualization).

Carl Rogers’ Theory of Personality:

Subjective Perception: Rogers assumed that all human behavior is the result of an individual’s subjective perception of reality rather than objective reality itself.

Structure (Organism & Self): A child is born simply as an experiencing “organism”. Over time, feedback from parents and significant others helps the child develop a “Self” and a “self-concept”.

Incongruence: Parents often make their care and love conditional on children fulfilling their demands (conditional regard). This forces the child’s self-concept away from their real self (what they really are) to try and match an ideal self (the self they aspire to be or are demanded to be). This discrepancy or gap between the real self and ideal self is called incongruence, which causes misery and anxiety.

Congruence & Growth: Healthy development requires congruence, where the real self and ideal self are closer to each other. Rogers emphasized that individuals have the will and Independence to choose positivity by: accepting experiences rather than being defensive, maintaining acute awareness of the here-and-now, listening to their inner voice, and taking personal responsibility for successes and failures.