Chapter 3:

Foundations of Individual
My Contents My Sources
Behavior
 Learning Biographical
Objectives Characteristics
Ability

Personality shaping
Learning

Organizational
reinforcements Applications Summary
1. Define the key biographical
characteristics.
2. Identify two types of ability
3. Explain the factors that determine an
individuals personality.
4. Describe the impact of
job typology on the
personality-job
performance
relationship
5. Summarize how
learning theories
provide insights into
changing behavior
6. Distinguish among
the four schedules
of reinforcement
7. Clarify the role of
punishment
Personal characteristics—such as
age, gender, and marital status,
number of dependents, tenure—that
are objective and easily obtained
from personnel records.
• “Age is inversely related to absenteeism”

• “Productivity declines with age”

• “Most studies indicate a positive

association between age and job
satisfaction”
Assumption:
“There is no significant difference in job
productivity between males and females.
Similarly, no evidence indicates an employee’s
gender affects job satisfaction”
 The results indicated that gender does not affect the
job satisfaction of university teachers directly.
Titus Oshagbemi, (2000) "Gender differences in the job satisfaction of
university teachers", Women in Management Review, Vol. 15 Issue: 7,
pp.331-343
Consistent research indicates that Married
employees :
1. have fewer absences
2. Undergo less turn
over
3. more satisfied with
their job
“Specifically, increases in marital satisfaction were
significantly related to increases in job
satisfaction, and increases in marital discord were
significantly related to declines in job
satisfaction”.

Spillover Between Marital Quality and Job Satisfaction: Long-Term Patterns and
Gender Differences
Authors
Stacy J. Rogers,
Dee C. May
First published: May 2003
Strong evidence indicates that the number
of children an employee has is positively
correlated with absence, esp. among
females
“Tenure has consistently been found
to be negatively related to turn-over
and has been suggested as one of
the single best predictors of
turnover.”
Ability
- is an individual’s capacity
to perform the various tasks in a
job

*intellectual abilities
*physical abilities
Intellectual Abilities
- those needed to perform mental
activities
- ex. IQ test, college admission test

7 dimensions:
-number aptitude
-verbal comprehension
-perceptual speed
-inductive reasoning
-deductive reasoning
-spatial visualization
-memory
Number aptitude
-ability to do speedy and
accurate arithmetic

Job example: Accountant

( computing the sales tax on a set
of items)
Verbal Comprehension
- Ability to understand what is
read or heard and the relationship
of words to each other

Job example: Plant manager

(Following corporate policies)
Perceptual speed
- ability to identify visual
similarities and differences
quickly and accurately

Job example: Fire Investigator

(Identifying clues to support a
charge of arson)
Inductive reasoning
-Ability to identify a logical
sequence in a problem and then
solve the problem

Job example: Market Researcher

(Forecasting demand for a product
in the next time period)
Deductive reasoning
- ability to use logic and
assess the implications of an
argument

Job example: Supervisor

(Choosing between two different
suggestions offered by
employees)
Spatial Visualization
- ability to imagine how an
object would look if its position in
space were changed

Job example: Interior Decorator

(Redecorating an office)
Memory
- ability to retain and recall
past experiences

Job example: Salesperson

(Remembering the names of
customers)
Physical Abilities
- required to do tasks
demanding stamina, dexterity,
strength, and similar skills

Nine basic physical abilities:

Strength factors Flexibility Factors
*dynamic strength *extent flexibility
*trunk strength *dynamic flexibility
*static strength
*explosive strength
Other factors
*body coordination
*balance
*stamina
Dynamic strength
- ability to exert muscular
force repeatedly or continuously
over time
Trunk strength
- ability to exert muscular
strength using the trunk
(particularly abdominal) muscles
Static strength
- ability to exert force
against external objects
Explosive strength
- ability to expend a
maximum of energy in one or
a series of explosive acts
Extent flexibility
- ability to move the trunk
and back muscles as far as
possible
Dynamic flexibility
- ability to make rapid,
repeated flexing movements
Body coordination
- ability to coordinate the
simultaneous actions of
different parts of the body
Balance
- ability to maintain
equilibrium despite forces
pulling off balance
Stamina
- ability to continue
maximum effort requiring
prolonged effort over time
PERSONALITY
-dynamic concept describing the
growth and development of a person ‘s
whole psychological system
(Psychologist)

-the sum total of ways in which an

individual reacts and interacts with
others
Personality Determinants
*Heredity
*Environment
*Situation

Personality Traits
*The MYERS-BRIGGS TYPE INDICATOR
*THE BIG 5 MODEL
HEREDITY
- factors that were determined
at conception.

3 streams of research:
1.genetic underpinnings of human
behavior and temperament
2. the study of twins who were
separated at birth
3. the consistency in job satisfaction
over time and across situation
ENVIRONMENT
- the cultural environment in
which people are raised plays a
major role in shaping personality.
Example:
In India, children learn from
an early age the values of hard
work, frugality and family
closeness
SITUATION

An individuals personality,
while generally stable and
consistent, does change in
different situations.
Personality Traits
-enduring characteristics
that describe an individual’s
behavior
MYERS-BRIGGS TYPE INDICATOR
(MBTI)
-a personality test that taps 4
characteristics and classifies
people into one of 16 personality
types
MBTI answers are classified as:
*extroverted or introverted ( E or I)
*sensing or intuitive ( S or N)
*thinking or feeling ( T or F)
*perceiving or judging ( P or J)

where;
INTJ’s – visionaries
ESTJ’s – organizers
ENTP – conceptualizers
NTS – intuitive thinkers
Sixteen Primary Traits
1 Reserved vs. Outgoing
2 Less intelligent Vs. More intelligent
3 Affected by feelings Vs. Emotionally stable
4 submissive Vs. Dominant
5 serious Vs. Happy-go-lucky
6 expedient Vs. Conscientious
7 timid Vs. Venturesome
8 Tough-minded Vs. Sensitive
9 trusting Vs. Suspicious
10 practical Vs. Imaginative
11 forthright Vs. Shrewd
12 Self-assured Vs. Apprehensive
13 conservative Vs. Experimenting
14 Group-dependent Vs. Self-sufficient
15 uncontrolled Vs. Controlled
16 relaxed Vs. tense
Big 5 Model of Personality

1. Extraversion
- sociable, talkative, assertive
2. Agreeableness
- good-natured, cooperative, trusting
3. Conscientiousness
- responsible, dependable, persistent,
achievement-oriented
Big 5 Model of Personality cont….

4. Emotional stability
- calm, enthusiastic, secure (positive)
to tense, nervous, depressed, insecure
(negative)

5. Openness to experience
- imaginative, artistically sensitive,
intellectual
Major Personality Attributes
Influencing OB

*Locus of Control
*Machiavellianism
*Self-esteem
*Self-monitoring
*risk-taking
*Type A personality
Locus of Control
- the degree to which people
believe they are masters of their
own fate

*Internals
* externals
Internals
- individuals who believe that
they control what happens to them
Externals
- individuals who believe that
what happens to them is controlled
by outside forces such as luck or
chance
Scoring key:
Give yourself 1 point for each of the
following selections:
1B, 2A, 3A, 4B, 5B, 6A, 7A, 8A, 9B, and
10A.

Interpretations of scores:
8-10 = high internal locus of control
6-7 = moderate internal locus of control
5 = mixed
3-4 = moderate external locus of control
1-2 = high external locus of control
Machiavellianism
- named after Niccolo Machiavelli
- degree to which an individual is
pragmatic, maintains emotional
distance, and believes that ends can
justify means.
- “ If it works, use it”.
 Disagree Agree
Statement A lot A little Neutral A little A lot

1. The best way to handle people is to tell them 1 2 3 4 5

what they want to hear.
2. When you ask someone to do something for 1 2 3 4 5
you, it is best to give the real reason for wanting
it rather than giving reasons that might carry
more weight.
3. Anyone who completely trusts anyone else is 1 2 3 4 5
asking for trouble.
4. It is hard to get ahead without cutting corners 1 2 3 4 5
here and there.
5. It is safest to assume that all people have vicious 1 2 3 4 5
streak, and it will come out when they are given
a chance.
6. One should take action only when it is morally 1 2 3 4 5
right.
7. Most people are basically good and kind. 1 2 3 4 5
8. There is no excuse for lying to someone else. 1 2 3 4 5
9. Most people more easily forget the death of 1 2 3 4 5
their father than the loss of their property.
10. Generally speaking, people won’t work hard 1 2 3 4 5
unless they’re forced to do so.
Source: R. Christie and F.L. Geis, Studies in Machiavellianism. Academic Press 1970.
Scoring key:
To obtain your Mach score, add the
number you have circled on questions
1,3,4,5,9,and 10. For other four questions,
reverse the numbers you have checked: 5
becomes 1, 4 is 2, 2 is 4, and 1 is 5. Total
your ten numbers to find your score. The
higher your score, the more Machiavellian
you are.
Self- esteem
- individuals degree of
liking or disliking for
themselves
Instructions: Answer each of the following questions frankly and honestly. Next to each
question write a 1,2,3,4, or 5 depending on which statement best describes you:

1 = This statement describes you very often

2= This statement describes you fairly often
3 = This statement describes you sometimes
4 = This statement describes you once in a great while
5 = This statement describes you practically never

__1. How often do you have the feeling that there is nothing that you can do well?
__2. When you talk in front of class or group of people your own age, how often do you feel
worried or afraid?
__3. How often do you feel that you have handled yourself well at a social gathering?
__4. How often do you have the feeling that you can do everything well?
__5. How often are you comfortable when starting a conversation with people you don’t know?
__6. How often do you feel self-conscious?
__7. How often do you feel that you are a successful person?
__8. How often are you troubled with shyness?
__9. How often do you feel inferior to most people you know?
__10. How often do you feel that you are worthless individual?
__11. How often do you feel confident that your success in your future job or career is
assured?
__12. How often do you feel sure of yourself when among strangers?
__13. How often do you feel confident that some day people will look up to you and respect
you?
__14. In general, how often do you feel confident about your abilities?
__15. How often do you worry about how ell you get along with other people?
__16. How often do you feel that you dislike yourself?
__17. How often do you feel so discouraged with yourself that you wonder whether anything is
worthwhile?
__18. How often do you worry about whether other people like to be with you?
__19. When you talk in front of class or a group of people of your own age, how often are you
pleased with your performance?
__How often do you feel sure of yourself when you speak in class dliscussion?

Source: Developed by A.H Eagly and adapted from J.R. Robinson and P.R. Shaver, Measures
of Social Psychological Attitudes ( Ann Arbor, MI: Institute of Social Research, 1973 )
Scoring key:
Add your scores from the left
columns for the following items:
1,2,6,8,9,10,15,16,17, and 18. For
other ten items, reverse your
scoring ( i.e., a 5 becomes a 1; a 4
becomes a 2)

The higher your score, the higher

your self-esteem!
• An attitudinal questionnaire was developed
by the researcher as modified and adapted
from the Teachers Attitude towards
Technology (TAT) and Students Attitude
Towards Technology (SAT) by Christensen,
R. and Knezek, G. (1998). Parallel Forms for
Measuring Teacher's Attitudes Toward
Computers. Proceedings of SITE 98.
Association for the Advancement of
Computing in Education: Charlotteville, VA,
p 831-832.
• Descriptive statistics such as
frequency, percentage and mean was
utilized.
• Five-point Likert-scale:
• 1 – strongly agree/ highly positive
• 2 – agree/ positive
• 3 – undecided
• 4 – disagree/ negative
• 5 – strongly disagree/ highly negative
To determine the distribution
of the pre-service teacher’s
attitude with respect to age,
gender, field of specialization,
and resources at home,
percentage and mean were
used.
 INDICATORS Mean

Product-
Enthu- Use of e- Impact on Product- Gender Import- Confi-
An-xiety ivity in the Voca-tion Rele-vance Enjoy-ment
siasm mail Society ivity Bias ance dence
Classroom

Age Range f % 1 2 3 4 5 6 7 8 9 10 11 12

15-17 0 0% 0 0 0 0 0 0 0 0 0 0 0 0 0.00

18-20 119 96% 2.12 1.64 2.2 1.67 1.81 2.4 2.02 2.1 2.78 2.7 2.62 2.89 2.25

21- above 5 4% 2.63 2.68 2.21 2.8 2.1 2.8 1.8 1.9 1.32 2.1 1.8 2.23 2.20

124 MEAN 1.58 1.44 1.47 1.49 1.30 1.73 1.27 1.33 1.37 1.60 1.47 1.71 1.48

Gender

Male 29 23% 1.4 1.8 1.87 2.13 1.26 2.45 1.54 2.9 2.13 1.5 1.53 1.91 1.87

Female 95 77% 1.23 1.65 1.57 1.45 2.65 2.64 1.8 1.2 1.78 1.17 1.45 2.9 1.79

124 MEAN 1.32 1.73 1.72 1.79 1.96 2.55 1.67 2.05 1.96 1.34 1.49 2.41 1.83

Field

English 53 43% 1.26 2.45 1.54 2.9 2.13 1.5 2.13 1.26 2.45 1.54 2.9 2.13 2.02

Math 24 19% 2.65 2.64 1.8 1.2 1.78 1.4 1.8 1.87 2.13 1.26 2.45 1.54 1.88

Bio 25 20% 1.64 2.2 1.67 1.81 2.4 1.23 1.65 1.57 1.45 2.65 2.64 1.8 1.89

Physics 10 8% 2.68 2.21 2.8 2.1 2.8 1.8 1.87 2.13 1.26 2.45 1.54 2.9 2.21

PE 12 10% 1.86 1.99 2.45 2.13 1.76 1.65 1.57 1.45 2.65 2.64 1.8 1.2 1.93

124 MEAN 2.02 2.30 2.05 2.03 2.17 1.52 1.80 1.66 1.99 2.11 2.27 1.91 1.99

Resources

PC 124 100% 1.2 1.78 1.4 1.8 1.87 1.8 1.87 2.13 1.26 2.45 2.13 1.26 1.75

Internet 124 100% 1.81 2.4 1.23 1.65 1.57 1.65 1.57 1.45 2.65 2.64 1.45 2.65 1.89

MEAN 1.51 2.09 1.32 1.73 1.72 1.73 1.72 1.79 1.96 2.55 1.79 1.96 1.82

GRAND MEAN 1.61 1.89 1.64 1.76 1.79 1.88 1.62 1.71 1.82 1.90 1.75 2.00 1.78
Range of Weight:
1.00 – 1.65 = Strongly Agree
1.66 – 2.34 = Agree
2.35 – 3.00 = Undecided
3.01 – 3.68 = Disagree
3.69 – 5.00 = Strongly Disagree
Age Range:
15-17 0 0% 0 -
18-20 119 96% 2.25 SA
21-above 5 4% 2.20 SA

Gender:
Male 29 23% 1.87 SA
Female 95 77% 1.79 SA
Field of Specialization:
Engl 53 43% 2.02 SA
Math 24 19% 1.88 SA
Bio 25 20% 1.89 SA
Phys 10 8% 2.21 SA
PE 12 10% 1.93 SA

Resources:
PC 124 100% 1.75 SA
Internet 124 100% 1.89 SA
GRAND MEAN WITH RESPECT TO THE PROFILE:
Enthusiasm = 1.61 SA
Anxiety = 1.89 A
Use of E-mail = 1.64 SA
Impact on Society = 1.76 A
Productivity in the Class = 1.79 A
Vocation = 1.88 A
Productivity = 1.62 SA
Gender Bias = 1.71 A
Importance = 1.82 A
Confidence = 1.90 A
Relevance = 1.75 A
Enjoyment = 2.00 A
GRAND MEAN WITH RESPECT TO THE 5 SUB-QUESTIONS/INDICATOR:
Enthusiasm = 2.34 A
Anxiety = 2.33 A
Use of E-mail = 1.36 SA
Impact on Society = 1.39 SA
Productivity in the Class = 1.34 SA
Vocation = 1.38 SA
Productivity = 2.68 A
Gender Bias = 2.33 A
Importance = 1.74 A
Confidence = 1.94 A
Relevance = 2.00 A
Enjoyment = 2.17 A
On the Distribution of Pre-
Service Teachers’ Attitudes
with respect to Age,
Gender, Field of
Specialization and
Availability of Resources
• The respondents came from a
younger age range
• showed a positive outlook with
respect their attitude towards
Educational Technology
• Age is not a factor influencing
Educational Technology in the
classroom as found in this action
research.
• No significant difference that could be
observed between male and female pre-
service teacher – respondents
• In terms of the field of specialization,
the Mathematics majors have a more
positive attitude towards educational
technology as compared from other
fields.
• The lowest mean consisted that od the
Physics majors.
On Pre-Service Teachers’ Attitudes
with respect to the Indicators:
Enthusiasm, Anxiety, , Use of E-mail
and Online Class, Impact on Society,
Productivity in the Classroom,
Vocation, Productivity, Gender Bias,
Importance, Confidence, Relevance
and Enjoyment
• The highest mean in terms of the
attitudes of the respondents is
productivity in the class
• No significant difference can be
noted in comparing the rest of
the indicators since all are
inclined towards the positive
attitude.
• Age, gender, field of specialization and
availability of resources does not
influence the attitudes of the pre-
service teachers towards educational
technology and its application in
teaching.
• The indicators included in the attitudinal
scale has no significant difference as
compared to one another since all are
being described to be highly positive.
• All the pre-service teachers
and full pledge teachers
should be trained on the use
of educational technology not
only for personal purposes but
most especially on its
utilization in the classroom.
• To make the study more comprehensive,
it is recommended that a replication
study maybe conducted:
• “Educational Management Practices of
Schools Heads”
• “School Heads’ Attitudes Toward
Educational Technology in the Classroom”
• “The Educational Technology Classroom
Practices of the Teachers”
L/O/G/O