A STUDY OF THE RELATIONSHIP BETWEEN THE EYSENCK PERSONALITY

INVENTORY, AND THE NEEDS OP COLLEGE STUDENTS

APPROVED:

Major Prof essr£

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Z^rynyy ? I &C

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Wiy&br Professor

of the Department of Psychology

Doarf of the Graduate School

Spies, Emma Jean, A Study of the Relationship Between

The Eysenck Personal:? ty Inventory, and the Heeds of College

Students. Master of Science (Clinical Psychology), May,

1972, 25 pp., 2 tables, bibliography, 10 titles.

The problem with, which this investigation was concerned

was that of determining the extent various subgroups of in-

dividuals within certain clinical groups would agree in terras

of how to rank order Maslow's basic needs. The four groups

studied were male vs. female, high extraversion vs. low

extraversion, high neuroticism vs. low neuroticism, and high

lie scores vs. low lie scores. The subjects were asked to

rank order Maslow's needs and to complete the Eysenck

Personality Inventory. It was hypothesized that there would

be a significant relationship between the different clinical

groups in terms of how to rank order Maslow's needs.

The sevent7'-twc subjects -used in this study were volunteer

seventeen to twenty year old freshman and sophomore psychology

students. A Spearman rank correlation was computed between

the groups and tested for significance using .05 level of

confidence as the criterion for accepting the hypotheses.

Significant correlations were found between all groups.

Significant at the .01 level were the groups of Male vs.

Female, E-Low vs. E-High, N-Low vs. N-High. The group of L-

Low vs. L-rfigh was significant at the .05 level of significance.

Homogeneity may have been more influential than the subjects'

differences which were in sex and personality traits.

A STUDY OF THE RELATIONSHIP BETWEEN THE EYSENCK PERSONALITY

INVENTORY AND THE NEEDS OP COLLEGE STUDENTS

THESIS

Presented to the Graduate Council of the

North Texas State University in Partial

Fulfillment of the Requirements

For the Degree of

MASTER OF SCIENCE

toy

Emma Jean Spies, 33. A.

Denton, Texas

Kay, 1S72

TABLE OF CONTENTS

Page

II ST 0? TABLES iv

Chapter

I. INTRODUCTION 1

Statement of the Problem Hypotheses Description of the Instrument' Procedure for Analyzing-Data I W-r" 1 c

II. METHOD 9

Description of Subjects Procedure for Collecting Data Procedure for Analyzing Data

III. RESULTS

17. DISCUSSION 15

V. SUMiARY AND CONCLUSION 20

BIBLIOGRAPHY 22

i n

LIST OP TABLES

Table Page

I. Average Rank Orderings of Maslow's Needs by Each of the Subgroups Under Investigation . . . . 12

II. Spearman Rank Correlation Coefficient of Maslow's Needs by Each of the Subgroups Under Investigation 14

IV

CHAPTER I

INTRODUCTION

Abraham Maslow has developed a theory which is concerned

with the psychiatrically healthy individual. He feels that

most other theorists have been concerned with man's weak-

ness rather than with his strength, theories which have

resulted in a pessimistic and negative conception of man.

Maslow1s theory views man as having an inborn nature which

is essentially good. Man has needs and capacities which are

genetically based; some ox these are characteristic of the

human species and some are unique to the individual. Man's

development is normal and healthy when he is able to actual-

ize this natue, fulfilling his needs and his capacities.

Kan grows and develops from within along the lines that his

essential nature dictates. Man becomes neurotic or psychotic

when the environment blocks the actualization of his nature

(4, p. 325).

Kaslow's theory of human motivation assumes that man's

needs are arranged in a hierarchy from most potent to least

potent. When the needs which have greatest strength are

satisfied, man is able to move down the hierarchy and sat-

isfy those needs of lesser strength. The hierarchical order

from most to least DOtent is as follows: physiological needs

such as hunger, thirst, and sex; safety needs such as securi-

ty, stability, and order; needs for belongingeness and love

such as needs for affection, affiliation, and identification;

esteem needs such as needs for prestige, success, and self-

respect; needs for self-actualization; cognitive needs such

as a thirst for knowledge; and aesthetic needs such as the

desire for beauty. '.Then the environment permits man to

satisfy these needs, he is able to actualize his nature.

".Then the environment blocks their satisfaction, the good man

becomes bad.

Statement of the Problem

The purpose of the present study was to investigate

whether or not various subgroups of individuals within groups

would agree in the ranking of Maslow's basic needs, and

whether differences would appear between male vs. female (A),

high extraversion vs. low extraversion (B), high neuroticism

vs. low neuroticism (C) high lie scores vs. low lie scores

(D). A, B, C, and D constituted the four groups studied.

Hypotheses

For each grouping of the subjects it was hypothesized

that there would be a significant relationship between the

different clinical groups in terms of how to rank order

Maslow's needs.

Description of The Instrument

The Evsenck Personality Inventory (EFI) was used to

determine the two subgroups within the latter three groups

(extraversien, neurot'icism, and lie). The EPI measures two

dimensions of personality which are identified as extraver-

sion-introversion (E) and neuroticism-stability (N). Each

of these dimensions is measured by means of twenty-four

questions to which the examinee responds 'yes' or 'no.' A

lie scale is included to detect attempts to falsify answers

(1, p. 20).

High E scores indicate extraversion. According to

Eysenck:

High scoring individuals tend to be outgoing, im-? pulsive and uninhibited, having many social contacts and frequently taking part in group activities. The typical extravert is sociable, likes parties, has many friends, needs to have people to talk to, and does not like reading or studying by himse]ft He craves excitement, takes chances, often sticks his neck out, acts on the spur of the moment and is generally an impulsive individual. He is fond of practical jokes, always has a ready answer, and generally likes change. He is carefree, easy going, optimistic, and likes to laugh and be merry. He prefers to keep moving and doing things, tends to be aggressive and to lose his temper quickly. His feelings are not kept under tight control and he -is not always a reliable person.

The typical introvert is a quirt, retiring sort of person, introspective, fond of books rather than people; he is reserved and distant except to in-timate friends. He tends to plan ahead, "look be-fore he leaps," and distrusts the impulse of the moment. He does not like excitement, takes matters of everyday life with proper seriousness, and likes a well-ordered mode of life. He keeps his feelings under close control, seldom behaves in an aggres-sive nature, and dees not lose his temper easily.

He is reliable, somewhat pessimestlc, and places great value on ethical standards (1, p. 6).

High N scores indicate emotimal lability and overreact-

ivity. Eysenck reports that

High scoring individuals tend to be emotionally overresponsive and to have difficulties in return-ing to a normal state after emotional experiences. Such individuals frequently complain of vague so-matic upsets of a minor kind, such as headaches, digestive troubles, insomnia, backaches, etc., and also report many worries, anxieties, and other dis-agreeable emotional feelings. Such individuals are predisposed to develop neurotic disorders -under stress, but such predispositions should not be con-fused with actual neurotic breakdown; a person may have high scores on N while yet function adequat-ely in work, sex, family, and society spheres (1, p. 6).

An eighteen-item lie scale (L) is included in the EPI.

Some of these items have been reproduced and adapted from the

Minnesota Multiphasic Personality Inventory. Eysenck reports

the scale to be valid and reliable in detecting individuals

"faking good" (1, p. 20).

Eysenck states that the correlation between E and N is

-.Oil in the normal group and -.09 -n both the neurotic and

psychotic groups (1, p. 15)• Wells, Eyeth, and Wray (8, p.

271) confirm the independence of the two scales in a study

which found a -.08 correlation between the extraversion and

neuroticism scales. These findings were again supported by

Farley (2, p. 15>6).

Eysenck reports test-retest reliabilities running from

.81}. to .9U- for two groups of English subjects with a one-

year time lapse for one group and a nine-month time lapse

5

for the other group between test and retest (1, p. 14).

Wells, Eyeth, and ',7ray (8, p. 272) found a split-half re-

liability of .72 for the neuroticism scale and a .41 reli-

ability for the extraversion scale.

Kramer (6, p.-59) examined the dimension of extraversion

as measured by the EPI in terms of its construct validity

and the compatibility of its label with the common use of

the term "extraversion." He had naive Ss rate themselves

for how extraverted they fel't they appeared to others. The

former rating correlaed .46 and the latter .48 with the EPI

extraversion scores which is significant at the .001 level.

An earlier study by Vingo (7, p. 89) supports the validity

of both the extraversion and neuro fcicism scales as measured

by the EPI.

Related Literature

There have been very few investigations of Maslow's

need hierarchy. It has been used most frequently to study

job satisfaction in an organizational setting, although

Goldberg (3, p. 253) did employ need satisfaction theory in

investigating the rehabilitation process of psychotic

patients. Results indicated that patients within a mental

hospital gain need satisfaction at work irrespective of

whether they are memebers of the rehabilitation or control

program. A positive relationship was found between need

satisfaction at work and rehabilitation progress which is

6

consistent with Kaslow's theory which states that basic need

satisfaction is necessary for the healthy development of the

individual.

Hall and Noregain (5, p. 13) studied Maslow's need hier-

archy in an organizational setting but found no strong evi-

dence for the hierarchy. However, they did find that as the

managers advanced, their needs for safety decreased their

needs for affiliation, achievement and esteem and self-

actualization increased.

Wolf (9, P. 91) has formulated a need gratification

theory based on Maslow's hierarchy of needs to account for

job satisfaction/dissatisfaction and job motivation. Accord-

ing to wolf, dissatisfaction is a result of the interruption

of the continued gratification of previously gratified needs.

Satisfaction is the result of the gratification of any need, and

job motivation occurs when an individual recognizes an oppor-

tunity to satisfy an active need through job-related behavior.

The present inquiry focused on the various subgroups

of individuals within each group, and whether they would

agree among themselves in terms of how to rank order Maslow's

basic needs. After analyzing related literature it was

hypothesized that a significantly negative correlation

exists between the two variables as measured by Spearman

rank correlation. This is an area in which no research

has thus far been attempted.

CHAPTER BIBLIOGRAPHY

1. Eysenck, H.J., and Sybil B.G. Eysenck. Manual for the Eysenck personality inventory. San Diego, California: Educational and Industrial Testing Service, 1968.

2. Parley, Frank H. On the independence of extraversion and neuroticism. Journal of Clinical Psychology, 1967, 23, I5i}.-156.

3. Goldberg, Richard T. Need satisfaction anr! rehabilitation of psychotic patients. Journal of Counseling Psychology, 1967, 17, 253-257.

I+. Hall, Calvin S., find Gardner Lindzey. Theories of Personality. New York: John Wiley and Sons, Inc., 1957.

5. Hall, Douglas T., and Khalil E. Noregain. An examination of Maslow's need hierarchy in an organizational setting. Organizational Behavior and Human Performance, 1968, 3, 12-35.

6. Kramer, Ernst. The Eysenck personality inventory and self-ratings of extraversion. J ournal of Projective Techniques and Personality Assessment^ 19^9, 33, 59-62.

7. Vingoe, F.J. Validity of the Eysenck extraversion scale as determined by self-ratings on normals. Br3tlsh Journal of Social and Clinical Psychology, 1966, 5. 89-91.

8. Wells, William D., Eyeth, Howard E., and Nancy P. Wray. An American Application of Eysenck's short neuroticism and extravers"on scales. Journal of Applied Psychology, 1961, 1+5, 271-272.

9. Wolf, Martin G. Need gratification theory: a theoretical reformulation of job satisfaction/dissatisfaction and job motivation. Journal of Applied Psychology, 1970, 5*4-, 87-914--

CHAPTER II

METHOD

Description of Subjects

The subjects consisted of male and female undergraduate

students from North Texas State University. Age, race and

grade level were controlled, with all subjects being Cau-

casian, between the ages of- seventeen and twenty, and clas-

sified as freshman or sophomore students. Voluntary data

were collected from a total of eighty-five psychology stu-

dents.

Procedure for Collecting Data

The data were collected in a group meeting. The re-

sponses of ten students were discarded because they failed

to meet the race criterion, and an additional three were

discarded because of failure to fill out the forms correctly.

The remaining seventy-two students were selected as subjects

and their responses constituted the data.

The subjects were given a mimeographed form on which

was listed Maslow's need hierarchy with the needs arranged

in random order. They were administered Form A of the EPI.

The subjects were asked to complete the EPI and to rank

order Kaslow's needs according to the following instruction:

10

Please rank order these needs from 1 to 7 in order of their importance to you. That is, the rank of #1 will "be assigned to the need which you see as most important and the rank of #7 to the need which you see as least important. That is, rank these needs in the order in which you would have them fulfilled. The needs are defined as follows; safe-ty needs such as security, stability and order, needs for belongingiiess and love, such as needs for affection, affiliation, and identification, esteem needs such as ns~ds for prestige, success, and self-respect, need for self-actualization or the utilization and growth of one's potential skills and abilities, physiological needs such as hunger, thirst and sex, cognitive needs such as a thirst for knowledge, and aesthetic needs such as a desire for beauty.

Procedure for Analyzing Data

A division of the subjects into each high and low sub-

groups was based upon Eysenck's percentile Norms for American

College Students (1, p. 8). The Spearman rank correlation

coefficient (2, p. 202) was used to test the hypothesis that

are no associations between the ranking by the two subgroups

within each group. The .05 level of significance determined

the acceptance or rejection of the hypothesis.

CHAPTER BIBLIOGRAPHY

1. Eysenck, H.J., aid Sybil 3.G. Sysenck. Manual for the Eysenck personality inventory. San Diego, California! Educational and Industrial Testing Service, 1968.

2. Siegel, Sidney. Nonparametric Statistics for the Behavioral Sciences. New York: ' McGraw-Hill Book Company, 1956.

11

CHAPTER III

HESUITS

Table I presents the average rank ordering of Kaslow's

needs by each of the subgroups investigated. The needs are

listed in the first column in the hierarchical order upon

which Maslow bases his theory of human motivation.

-TABLE I

AVERAGE RANK 0RDERING3 OP MASLOW'S NEEDS BY EACH OP THE SUBGROUPS UNDER INVESTIGATION

Needs Male Female E- E-Low High

N-Low

I\-High

L-Low

L-High

Physiological 2 3 2 3 2 3 3 2

Safety 6 6 6 5 5 5 5 6

Belongingaess and Love

1 1 1 1 1 1 1 1

Esteem 5 5 6 5 6 6 7 5

Self-Actualization 3 2 3 2 3 3 3 3

Cognitive 4 4 4 4 4 4 4 4

Aesthetics 7 7 7 7 7 7 7 7

12

13

The distribution for each high, and low subgroup in

terms of percentile, raw score, and number of subjects was

as follows: The division between E-Low and E-High was be-

tween the 62nd and 70th percentiles which correspond to the

raw scores of 13 and 14; E-Low and E-High contained thirty-

seven and thirty-five subjects, respectively. The division

between N-Low and N-High. was between the 64th and 70th per-

centiles which correspond to .the raw scores of 11 and 12;

N-Low and N-High were comprised of thirty-seven and forty-

five subjects, respectively. The division between L-Low and

L-High was between the 25th and 47th percentile which correspond

to the raw scores of 1 and 2; L-Low and L-High included twen-

ty and 52 subjects respectively.

The Spearman rank correlation coefficient was used to

test the null hypothesis that there are no associations be-

tween the rankings by the two subgroups within each group.

As can be seen in Table II there were significant correlations

between the two subgroups within each group. The null hy-

pothesis was therefore rejected and the alternative hypothesis

that the two subgroups within each group agree in their rank-

ings was accepted. This supposition held for the groups of

I'ale vs. Female, E-Low vs. E-Iiigh, N-Low vs. N-High at the

.01 level of significance and for the L-Low vs. L-High at

the .05 level of significance.

24

TABLE II

SPEARMAN RANK CORRELATION COEFFICIENT OF MASLOY/'S NEEDS BY EACH OF THE SUBGROUPS UNDER INVESTIGATION

Group Rho P

Male vs. Female .968 p. 01

E-Low vs. E-High .957 p. 01

N-Low vs. N-High .978 p. 01

L-Low vs. L-High .915 p. 05

Although the present study was designed with the males vs.

females and introversion vs. extraversion dimensions in mind,

the neurotic and lie scales of the EPI were scored and in-

cluded in the analysis. Since the lie scale has not been

thoroughly validated, all subjects were included in the above

analyses regardless of scores on this scale. However, if the

data from subjects with high lie scores are discarded, the

rankings are not materially altered. On the two dimensions

of interest, the only ranking which changes by more than one

place is that esteem appears to be less important to honest

males.

CHAPTER IV

DISCUSSION

It can be seen from Table I that various groups of

Individuals arrange needs in hierarchies which differ from

Haslow's. Three basic groups emerge from the data: needs

for belongingness and love, physiological needs, and needs

for self-actualization were all given the rank of one, two,

or three by all the subgroups; cognitive needs, safety needs

and esteem needs were given the ranks of four, five or six

by all the subgroups; and in each subgroup and as in Faslow's

theory', aesthetic needs were found in last place. Belonging-

ness and love was ranked first by all the students, followed

in descending order by physiological, self-actualization,

cognitive, esteem, safety and aesthetics.

Two very noticeable discrepancies between Maslow's theory

and the present data concern safety and self-actualization.

These discrepancies may be due to the fact that the subjects

were freshman and sophomore college students. The need for

safety is ranked second in Maslow's hierarchy; however, in

the present data the ranks for safety range from five to six.

Because of their education, college students are both financial-

ly and socially secure or believe they will be at some time

in the near future. Also, college life is quite structured;

for four years a student's routine does not change much from

15

16

day to day. It m y be that safety needs are less important

to the student because he is not threatened by insecurity,

instability, or chaos.

The need for self-actualization is ranked fifth in

Maslow's hierarchy whereas in the present data the ranks for

self-actualization ranged from two to three. Self-actuali-

zation is perhaps the ultimate goal of education, and college

students, as opposed to the general population. Students

are in an environment which enables and encourages them to

develop their full potentialities.

The results show a high agreement within each subgroup

in terms of how to rank order Kaslow's basic needs. These

findings are consistent with the idea that subgroups which

are the same in sex or on some basic personality dimension

should share the same opinions as to the importance of various

needs.

Likewise, it would logically be expected that the two

subgroups within each group would differ in their opinion

as to the importance of the various needs since these two sub-

groups differ in sex or on some basic personality dimension.

A differsnce of one rank does occur between male and female

on physiological needs. Kales assignjhysiological needs a

rank of two while females gave it a rank of three. According

to this data females are more concerned with self-actualiza-

tion than physiological needs in comparison with the males

17

studied. Because the females ranked self-actualization a

rank of two while the males gave it a ranking of three.

A difference of one rank also occurs "between E-Iow and

E-High on physiological needs. Their physiological needs are

perhaps of less importance to High-E's because of the nature

of their personalities. They are "carefree, easy going,

optimistic," as opposed to Low-E's who take "matters of every-

day life with seriousness" (1, p. 9). High-E's assigned self-

actualization needs a rank of t?/o while Low-E's gave them a

rank of three. The desire for self-actualization may be one

of the driving forces which leads to the development of the

extraverted personality.

Low-E's assigned esteem needs a rank of six while High-

E's gave them a rank of five. This may be a reflection of

the High-E's drive for prestige, success, and self-respect,

whereas Low-E's, who are less aggressive than High-E's, who

are less aggressive than High-E's, generally do not develop

such drive for prestige but are typically a retiring sort

of person.

In spite of these differences there was agreement be-

tween the two subgroups within each group. The highest cor-

relation was between K—Low vs. 17—High, followed in descending

order by Hale vs. Female, E-Low vs. E-High, and L—Low vs.

L-High.

It may be that significant relationships were found

18

because of the homogeneity of the subjects who were all un-

dergraduate college students, Caucasian, and between the ages

of seventeen and twenty. This homogeneity may have been

more influential than the subjects' differences which were

in sex and personality traits.

CHAPTER BIBLIOGRAPHY

1. Eysenck, H.J., and Sybil B.G. Eysenc-k. Manual for the Bysenck personality Inventory, San Diego, California: Educational and Industrial Testing Service, 1968.

19

CHAPTER V

SUMMARY AND CONCLUSION

This experiment was concerned with whether or not there

would be a relationship between the two subgroups within

each clinical group in terms of how to rank order Maslow's

needs. The four ssts of two Subgroups studied were: Male

vs. Female, Low-E vs. Hig--E, Low-N vs. Eigh-N, low-L vs.

High-1. The subjects were ask to complete the Eysenck

Personality Inventory and to rank order Maslows Needs. The

data suggested that the various groups arranged needs in

hierarchies which differ from Maslow's ranking of basic needs.

The relationships between subgroups were tested using the

Spearman rank correlation coefficient. Significant correl-

ations were found between all groups. Significant at the .01

level were the groups of Male vs. Female, E-Low vs, E-Higb,

N-Low vs. N-High. The group of L-Low vs. L-High was signifi-

cant at the .05 level of confidence.

It was felt that the shift from Maslow's rankings could

be due to homogeneity within the groups tested. This homo-

geneity may have been more influential than the subjects

differences which were in sex and personality traits.

An improvement in the design, would have been to include a random sample of individuals with a greater range in age.

This would allow greater confidence in making the necessary

20

21

generalization to the entire population.

Suggestions for Further Research

As indicated in the first chapter, there has been very

little research reported using Maslow's basic needs. What

has been indicated is a hierarchy of needs, if one's present

needs are fulfilled he develops a new one. Further research

could be done in marriage counselling applying the theory to

reduce frustration. Higher order needs are more complex,

and therefore less easy to satisfy on a continuing basis,

than are, say, finanacial needs. For that reason, they give

rise to more frustration and discontent when they are not

met. People are never entirely satisfied, once they have

met one set of needs, they move on to develop higher-order

needs.

22

APPENDIX A

EYSENCK PERSONALITY INVENTORY FORM A

By H. J. Eysenck and Sybil B. G. Eysenck

23

Name. Age- Sex.

Grade or Occupation, Date-

School or Firm. Mar i ta l Status-

I N S T R U C T I O N S

Here are some questions regarding the way you behave, feel and act. Af ter

each question is a space for answering "Yes," or " N o . "

Try and decide whether "Yes," or " N o " represents your usual way of acting

or feeling. Then blacken in the space under the col-

umn headed "Yes" or " N o . " Section of Answer Column Correctly

Marked

Yes

i No

Yes No

i

Work quickly, and don't spend too much t ime over

any question; we want your f irst reactiop, not a long

drawn-out thought process. The whole questionnaire

shouldn't take more than a few minutes. Be sure not

to omit any questions. Now turn the page over and go ahead. Work quickly, and

remember to answer every question. There are no right or wrong answers, and this

isn't a test of intelligence or abil i ty, but simply a measure of the way you behave.

P U B L I S H E D BY E D U C A T I O N A L A N D I N D U S T R I A L TEST ING S E R V I C E BOX 7 2 3 4 , S A N DIEGO, C A L I F O R N I A 9 2 1 0 7

C O P Y R I G H T & 1 9 6 3 B Y E D U C A T I O N A L A N D I N D U S T R I A L T E S T I N G S E R V I C E .

A L L R I G H T S R E S E R V E D

R E P R O D U C T I O N O F T H I S F O R M B Y A N Y M E A N S S T R I C T L Y P R O H I B I T E D

P R I N T E D I N U S . A

1. Do you often long for excitement? Yes No

2« Do you often need understanding fr iends to cheer you Yes No up? i:

3. Are you usually ca re f ree ? Yes No

4. Do you find it very hard to take no for an answer? . . . Yes No

5. Do you stop and think things over before doing any- Yes No thing?

6. If you say you will do something do you always keep Yes No your promise, no matter how inconvenient it might be to do so?

7. Does your mood often go up and down ? Yes No

8. Do you generally do and say things quickly without Yes No stopping to think?

9. Do you ever feel "just miserable" for no good reason? Yes No I | 10. Would you do almost anything for a da r e? Yes No

11. Do you suddenly feel shy when you want to talk to an Yes No attractive s t r anger?

12. Once in a while do you lose your temper and get Yes No angry?

13. Do you often do things on the spur of the moment? . . . Yes No

14. Do you often worry about things you should not have Yes No done or said?

15. Generally do you prefer reading to meeting people? . . Yes No

16. Are your feelings ra ther easily hurt? Yes No

17. Do you like going out a lot? Yes No

18. Do you occasionally have thoughts and ideas that you Yes No would not like other people to know about ?

19. Are you sometimes bubbling over with energy and Yes No sometimes very sluggish?

20. Do you prefer to have few but special f r iends? Yes No

21. Do you daydream a lot? Yes No

22. When people shout at you, do you shout back? Yes No

23. Are you often troubled about feelings of guilt ? Yes No

24. Are all your habits good and desirable ones? Yes No

25. Can you usually let yourself go and enjoy yourself a Yes No lot at a gay party?

26. Would you call yourself tense or "highly-strung"? . . . Yes No

27. Do other people think of you as being very lively? . . . Yes No

28. After you have done something important, do you often Yes No come away feeling you could have done be t te r? . . . . .

29. Are you mostly quiet when you are with other people? Yes No

30. Do you sometimes gossip? Yes No

E N L

31. Do ideas run through your head so that you cannot Yes s leep?

32. If there is something you want to know about, would Yes you ra ther look it up in a book than talk to someone about i t?

33. Do you get palpitations or thumping in your hea r t ? . . . Yes

34. Do you like the kind of work that you need to pay close Yes attention to?

35. Do you get attacks of shaking or trembling? Yes

36. Would you always declare everything at the customs, Yes even if you knew that you could never be found out? . .

37. Do you hate being with a crowd who play jokes on one Yes another?

38. Are you an irr i table person? Yes

39. Do you like doing things in which you have to act Yes quickly?

40. Do you worry about awful things that might happen? . . Yes

41. Are you slow and unhurried in the way you move? . . . Yes

42. Have you ever been late for an appointment or work? . Yes

43. Do you have many nightmares ? Yes

44. Do you like talking to people so much that you would Yes never miss a chance of talking to a s tranger ?

45. Are you troubled by aches and pains? Yes

46. Would you be very unhappy if you could not see lots Yes of people most of the t ime?

47. Would you call yourself a nervous person? Yes

48. Of all the people you know a re there some whom you Yes definitely do not like ?

49. Would you say you were fa i r ly self-confident? Yes

50. Are you easily hurt when people find fault with you or Yes your work?

51. Do you find it hard to really enjoy yourself at a live- Yes ly par ty?

52. Are you troubled with feelings of inferiori ty? Yes

53. Can you easily get some life into a ra ther dull pa r ty? . Yes

54. Do you sometimes talk about things you know nothing Yes about?

55. Do you worry about your health? Yes

5 6 D o you like playing pranks on others ? . Yes

57. Do you suffer f rom sleeplessness ? . . . Yes

21+

RANKING... SHEET

Age Race Sex Grade

1. Aesthetics 4. Cognitive

2. Self-actualization 5. Belongingriess

3. Esteem 6. Physiological

7. Safety

BIBLIOGRAPHY

Books

Hall, Calvin S., and Gardner Lindzey. Theories 'of Peronal-ity. New York: John Wiley and Sons, Inc., 1957•

Siegel, Sidney. Npnparametrlc Statistics for the Behavioral Sciences. New York: McGraw-Hill Book Company, 1956•

Articles

Eysenck, H.J., and Sybil E.G. Eysenck. Manual for the Eysenck personality inventory. San Diego, California: Educational and Industrial Testing Service, 1968.

Farley, Frank H. On the independence of extraversion and neu-roticism. Journal of. Clinical Psychology, 1967, 23, 15^-156.

Goldberg, Richard T. Need satisfaction and rehabilitation of psychotic patients. Journal of Counseling Psy-chology. 1967, 17, 253-257.

Hall, Douglas T., and Khalil E. Noregain. An examination of Maslow's need hierarchy in an organizational setting. Organizational Behavior and Human Perform-ance. 1968, 3, 12-35.

Kramer, Ernst. The Eysenck personality inventory and self-ratings of extraversion. Journal of Projective Tech-niques and Personality Assessment, 19^9, 33» ^9-62.

Vingoe, F.J. Validity of the Eysenck extraversion scale as determined by self-ratings on normals. British Journal of Social and Clinical Psychology. 1966, 5» wrw. . ' 1

Wells, William D., Howard E. Eyeth, and Nancy P. Wrary. An American application of Eysenck's short neuroticism and extraversion scales. Journal of Applied Psychology, 1961, 1+5, 271-272.

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Wolf, Martin G. Heed gratification theory: a theoretical reformulation of job satisfaction/dissatisfaction and job motivation. Journal of Applied Psychology^ 1970, 5k, 87-914-.