PRILOZI, Odd. med. nauki, XXXV 2, 2014 MANU CONTRIBUTIONS. Sec. Med. Sci., XXXV 2, 2014 MASA

DOI: 10.2478/prilozi-2014-0008 ISSN 18579345 UDC: 159.942:159.922057.875

EMOTIONAL AND BIGFIVE FACTORS IN FEMALE STUDENT SAMPLE

Nada PopJordanova1, Emilija StoimenovaCanevska2

1 Macedonian Academy of Sciences and Arts, Skopje, R. Macedonia 2 International Balkan University, Skopje, R. Macedonia

Corresponding Author: Nada PopJordanova, MANU, Bul. Krste Misirkov 2, Skopje, R. Macedonia, Tel: + 389 (0)2 3 23 54 00, Fax + 389 (0)2 3 23 55 00, Email address: [email protected]

Abstract The aim of this study is to figure out possible connectedness between and five big personality factors in female students selected from social sciences faculties. The evaluated sample comprised 66 healthy students, of Macedonian nationality, mean age 18.9 ± 0.63 years. As psychometric instruments, we used the EItest and NEOPIR, both with eligible metric characteristic and already used in the Republic of Macedonia. Statistical analysis was performed using Sta17, both descriptive and inferential statistics including medians, standard deviations, and twotailed Pearson's correlation. The obtained results for emotional intelligence showedn average anxiety level (M = 77.35), extraversion (M = 50.91) and a realistic outlook on life (M = 81.64), high selfconfidence (M = 44.44) and generally satisfactory (M = 85.39). Personality characteristics obtained with NEOPIR showed high extroversion (M = 123. 70), low (M = 105.82) and cons ciousness (M = 104.67), as well as mild (M = 91.33) and openness (M = 117.45). The results confirmed a high positive correlation between anxiety, optimism, and empathy; and between selfconfidence and empathy within the EI test. Within NEOPRR there was a positive correlation between factors Extroversion and and a negative correlation between the factors Extroversion and Agreeableness. However, just one negative correlation is noted, between Extroversion from EI and Openness to experience from NEOPRR (0,25; p < 0.05). We concluded that similar facets measured with different psychometric instruments have different basic concepts. The obtained results, although they figure out some support from other research, also differ from other studies. It is important for us to follow the obtained results and to provoke further research on a bigger and more diverse sample.

Key words: personality traits, emotional intelligence, students.

Introduction dicted in the research done during 2003–2004 This study was provoked by the percep (Stoimenova, 2005), and therefore we decided tion of continuous changes that was already a to conduct the new research that would check style of living in our country. Namely, we are the postulated hypothesis. We assumed that witnessing an increase of the pathology in eve there was notable change in the level of affe ryday life, from an increased amount of psy ctive regulation among the student population, chosomatic to psychiatric pathology, as well as and that it would be somehow subtly reflected a different kind of social pathology. on the level of emotional intelligence. Behaviourally, we are observing the per The aim of this article is the assessment sistence of constant changes, especially among of the female student population for emotional the student population. The changes were pre intelligence and bigfive personality factors. A 60 Nada PopJordanova, Emilija StoimenovaCanevska particular interest was to find the correlation Scale (MEIS Mayer, Caruso, & Salovey, between emotional intelligence and its facets 1999) and its successor, the MayerSalovey with the big personality factors. Caruso Emotional Intelligence Test (MSCEIT; For a better understanding of the men Mayer, Salovey, and Caruso, 2002) The first tionned concepts, in the following text we will measure of EI in general, and of trait EI in par describe some important explanations. ticular, the TMMS, is loosely based on the ori ginal model by Salovey and Mayer (1990). In 1. Emotional Intelligence – concept, this research, we usedthe EI test proposed in nature, measurement "The Complete Book of Intelligence Tests" by Emotional intelligence (EI) refers to the Carter Philip, 2005. ability to perceive, control and evaluate emo tions. Some researchers suggest that emotional 2. Personality – concept, nature, intelligence can be learned and strengthened, measurement while others claim that it is an inborn charac Personality refers to the combination of teristic. It can be divided into ability EI and characteristic patterns of behaviour, thoughts trait EI. The distinction between trait and abi and feelings that form an individual distinctive lity emotional intelligence was introduced by ness. The necessity to figure out the appro 2000. priate taxonomy for personality characteristics, Peter Salovey and John D. Mayer have put into, results in the distin been the leading researchers on emotional intel ction of five large categories that was incor ligence. In their influential article "Emotional Intelligence," they defined emotional intelligen porated in two models: Golberg's "Big Five" (Saucier & Goldberg, 1996) and Costa and ce as: "the subset of social intelligence that in volves the ability to monitor one's own and ot McCrea's OCEAN model (Costa & McCrae, hers' feelings and emotions, to discriminate among 1985, 1988, 1992). For the purposes of this them and to use this information to guide one's research paper, we will concentrate on Costa thinking and actions" (Salovey, Mayer, 1990). and McCrea's OCEAN model, where OCEAN The term became widely known with the is an acronym that refers to Openness, Consci publication of Goleman's book "Emotional In- entiousness, Extoaversion, Agreeableness and telligence – Why it can matter more than IQ" Neuroticism. According to Digman, the impor (1995). Goleman has followed up with several tance of this model lies in its high validity in further popular publications on a similar theme personality assessment, especially pointing to that reinforce use of the term. personality structure, that makes its perfect for The model introduced by Daniel Gole - research purposes (Digman, 1990). Although it man outlines five main EI constructs: is not so good when personality dynamics are 1. Selfawareness – the ability to know to be assessed, it is worth mentioning that till one's emotions, strengths, weaknesses, now the obtained results support its use in the drives, values and goals and recognize field of counselling and points to its sensitivity their impact on others while using gut in the face of pathology (McCrae & Costa, feelings to guide decisions; 1991; Smith & Williams, 1992). The model is 2. Selfregulation – involves controlling experientially founded. The "core" factors are or redirecting one's disruptive emoti made up of 6 other subordinated factors (traits). ons and impulses and adapting to chan Namely, the Neuroticism factor refers to ging circumstances; the number and strength of the stimulus that are 3. Social skill – managing relationships to necessary for individual experience of negative move people in the desired direction; emotions. According to Pervin, Neuroticism is 4. Empathy – considering other people's a personality dimension defined by stability feelings especially when making deci and low anxiety on one side and low stability sions; and high anxiety on other (Pervin, 1990). It is 5. Motivation – being driven to achieve made up of anxiety, angry hostility, depression, for the sake of achievement. selfconsciousness, and vulnerabi The most prominent measures of ability lity. The Extroversion factor is characterised EI are the Multifactor Emotional Intelligence with clear interest and approach to others with Emotional intelligence and bigfive personality factors in female student sample 61 an acceptance of possible risk (Ewen, 1998: The anxious/relaxed subtest comprises 289). Its facets are: warmth, gregariousness, as 25 statements with 1–5 possible answers most sertiveness, activity, excitement and positive applicable to the examinee. A total score 90– emotions. Openers to experience as a factor 125 means an overly anxious nature who finds refers to the human capacity to adjust, activate it very difficult to relax completely; a total score and act within new situations and with new 65–89 means average anxiety; a total score less ideas, therefore conformity versus than 65 means a relaxed attitude to life. defines its polarities. Its facets are: fantasy, aes The extrovert/ introvert subtest also com thetics, feelings, actions, ideas and values. The prises 25 statements with three possible ans Agreeableness factor is a primary dimension of wers. Scores of 40–50 points means extrover interpersonal tendencies and refers to the qua sion; 25–39 points – average extroversion; less lity of with others, and consists of: than 25 points indicate introversion. , straightforwardness, , ccomplian The optimist/pessimist subtest gives the ce, modesty, and tendermindedness. The Con general outlook on life. A total score of 90–125 scientiousness factor relates to the control of means eternal optimism; a total score 65–89 me impulses and made up of the following facets: ans realism; a total score of less than 65 means a competence, order, dutifulness, achievement, predominantly pessimistic outlook on life. striving, selfdiscipline and deliberation. The assessment of the self-confidence It is important to note that each of these subtest gives several possibilities: 40–50 points five personality factors represents a range bet means a high selfconfidence factor; 25–39 ween two extremes. In the real world, most ponts means an average selfconfidence factor people lie somewhere between the ends of each and less than 25 points means a below average dimension. selfconfidence factor. McCrae and his colleagues (McCrae, The empathy subtest assesses the sensiti 1991, McCrae, R.R, & Costa, P.T, 1997; vity of the person. A total score of 90–125 McCrae, R. R, Terracciano, A. 2005) have means a very caring person who is deeply touc found that the big five traits are also remar hed by the feelings of others; a total score of kably universal. Yet the five personality dimen 65–89 means a generally tenderhearted person sions are not only universal; they also have who would never wish to hurt other peoples’ biological origins (Jang, et al. 1996). feelings deliberately. A total score of less than

65 indicates a high degree of toughness. Methodology The NEOPI R (Form S) used in this re We conducted this research during the search is a selfevaluation personality inventory spring semester 2012/2013 on a sample of 66 that consists of 240 items that define all five healthy female students, mean age 18.9 ± 0.63 core dimensions. Each of them has six facets, years. The sample was selected randomly, in in total 30, that are covered by eight items cluding only females for a better interpretation each, in total 48 per core dimension, or 240 in of the results. For the assessment, we used two grand total. psychometric tools: the Emotional Intelligence All items are rated using a 5point Likert Test and NEOPIR, both previously used on a scale in a span from 1 to 5 whereby 1 is strongly Macedonian population. The metric characte disagree and 5 is strongly agree. The NEOPRIR ristics of the tests satisfied the norms and were has been translated into many languages, inclu sufficient for the research purposes. ding Macedonian, using the method of back tran For measuring Emotional Intelligence we slation to establish crosslanguage equivalence. used the EI test proposed in The Complete The score obtained on each dimension Book of Intelligence Tests by Carter Philip, defines the factor operationally, and therefore: 2005 . The test comprised five subtests for eva Neuroticism, as well Extroversion, Openness to luation of: anxiety level, extroversion/introver Experience, Agreeableness, and Conciseness, sion, optimism, selfconfidence and sensibility are operationally defined through an obtained (empathy). All subtests comprised 25 state score on NEOPIR in a span from 0 to 192 ments rated by using a 5point Likert scale. respectively. For the purposes of the research 62 Nada PopJordanova, Emilija StoimenovaCanevska we transformed the raw scores in a T test for Results further analysis. The samples comprised female students The obtained results were statistically selected randomly from the Social Sciences analysed using STAT 17. Analysis involved Faculty, N = 66, mean age 18.9 ± 0.63 years, both descriptive and inferential statistics, inclu all of Macedonian nationality. ding means, standard deviations, and twotailed Table 1 Present mean values and stan Pearson's correlation coefficients. The results dard deviation obtained for sets included in are presented in tables, and discussed further. emotional intelligence.

Table 1

Descriptive statistics on facets of Emotional Intelligence Self Anxiety Extroversion Optimism Empathy confidence M 77.35 50.91 81.64 44.44 85.39 SD 13.76 9.46 13.82 10.50 24.82 N 66 66 66 66 66

Results showed an average anxiety level, high selfconfidence and a generally average extroversion and a realistic outlook on life, level of empathy.

Table 2

Results obtained with NEO-PI-R N E O A C M 91.33 123. 70 117.45 105.82 104.67 SD 25.76 20.46 18.98 18.49 24.68 T score 54 57 53 34 40 N 66 66 66 66 66

Results showed that the main personality sciousness, as well as mild neuroticism and characteristics of the evaluated students are: openness. high extroversion, low agreeableness and con

Table 3

Correlation matrix between facets of Emotional Intelligence and personality factors: N, E, O, A and C

Anxiety Extro Optimism Self Empathy N E O A C version confidence Anxiety 1 .18 ,53 ** .14 ,48 ** .20 .09 .04 .06 .13 Extraversion .18 1 .07 .21 .06 .10 .20 ,25 * .22 .02 Optimism ,53 * .07 1 .06 .23 .03 .22 .04 .06 .18 Selfconfidence .14 .21 .06 1 ,34 * .09 .09 .20 ,30 * .17 Empathy ,48 * .06 .23 ,34 ** 1 .20 .01 .05 .11 .05 Neuroticism .20 .10 .03 .09 .20 1 .01 .01 .14 .20 Extraversion .09 .20 .22 .09 .01 .10 1 ,27 * ,26 * .22 Openness .04 ,25 * .04 .20 .05 .01 ,27 * 1 .23 .15 Agreeableness .06 .22 .06 ,30 * .11 .14 ,26 * .23 1 .23 Consciousness .13 .02 .18 .17 .05 .20 .22 .15 .23 1

* p < 0.05, **p < 0.01

The obtained results presented in Table 3 Anxiety and Empathy (0.48; p < 0.01); as well showa positive correlation between the facets as between the facets Selfconfidence and Anxiety and Optimism (0.53; p < 0.01) and Empathy (0.34; p < 0.01); a negative correla Emotional intelligence and bigfive personality factors in female student sample 63 tion between the EI Extraversion and the However, results obtained on NEOPIR factor from NEOPIR, Openness to Experi suggest that there is a difference between the ence (0.25; p < 0.05). Within NEOPRR there results that we have now, compared with those is a positive correlation between the factors that were gathered 15 years ago. Namely, du Extroversion and Openness to Experience ring 1998–1999 NEOPIR was administered (0.27; p < 0.05) and a negative correlation bet to students coming from the humanities as well ween the factors Extroversion and Agreeable as technical sciences (Stoimenova, 2000). Com ness (0.26; p < 0.05). Between facets from EI pared to that result, it seems that there is somet and NEOPRR factors only one negative cor hing that is changing on the level of some per relation is noted, between Extraversion from EI sonality traits, especially pointing to Neuroti and Openness to experience from NEOPRR cism, which was above the average. The level (0.25; p < 0.05). of other factors also differs but with not so great magnitude, although it is important to Discussion compare those results with some more exten From the previous studies, it was clear ded research these days. that emotional intelligence is associated with Living in a field that is generating an certain factors such as family functioning, and xiety, a capacity for empathy, sharing and opti some personality characteristics. The record of mism, are those who kept the anxiety level on studies on the relationship between family fun the average, and also boost self confidence. ctioning and emotional intelligence shows that Our resultants support this (Table 3). Conti there are both direct and indirect family influ nuing in that direction, it indirectly points to ences on EI (Ozbaci, 2006; Gottman, 1998; the emotional intelligence capacities of the stu Walsh, 1993; Manuel, 2002). dents who were supported by a correlation bet The high EI in family members influence ween selfconfidence and empathy, too. development of the EI in children. Gottman po It was expected that the large factors of inted out that good parenting includes not only NEOPI–R wouild show connectedness, espe intellectual abilities but also emotional capaci cially on the level of Extroversion and Agre ties (Gottman, 2008). In addition, Yamada sho eableness, but it was unexpected that there was wed that depressed parents are at high risk of a connectedness of Extroversion with Open facing low emotional stability and behaviour ness to Experience. We can assume that this is problems in children (Yamada, 2004). Bearing due to openness and sensitivity to others from in mind that in the contemporary style of life the group, their ideas, values, and probably a and family functioning the process of parenting new question can arise from that point: Is the is practically damaged (mainly due to the eco change all around us one of the factors that pro nomic crisis and long working hours), it is ex voke our sensitivity and openness toward our pected that children and adolescents will not fellows, other human beings? have a good model for development of EI is Some of our results are supported by ot sues. In this context, obtained results where we her literature results, as follows: recognize high selfesteem as well as empathy Considering the fivefactor model of per give us the possibility to consider that the pa sonality, trait EI measures have been found to renting styles Macedonian parents are using are have large significant correlations with extra still functional and have the capacity to support version (E) and neuroticism (N) (with positive development. Also, it is worth mentioning that and negative signs respectively) with a smaller in our study, the obtained results showed that significant positive correlations with openness students manifest moderate anxiety, extrover (O), agreeableness (A) and sion, high selfconfidence and a satisfactory le (C) (Dawda & Hart, 2000). vel of empathy, but they are very realistic con The results obtained in our study corres cerning optimism. We can only suppose that pond to a study conducted with Slovenian and this is due to family functioning, as well as the Croatian students (Avsec, 2009) and give us current socioeconomic situation mostly under some optimism that our students are relatively the influence of the economic crisis. positive persons in face of the societal and en 64 Nada PopJordanova, Emilija StoimenovaCanevska vironmental changes, especially on the level of standing some important issues connected with family functioning. emotional intelligence and its connectedness to Furthermore, as Lumiet points out, re personality factors. sults of some research projects (Athota, Sagar, Peter, & Jakson, 2009) gave us theoretical evi dence which indicated that EI was found to be REFERENCES the strongest predictor of four of the Big Five personality dimensions: extraversion, open 1. 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модовербата и емпатијата во склоп на ЕИ тестот. Преку НЕОПИР е добиена висока позитивна корелација помеѓу факторите екстра верзија и отвореност кон нови искуства, како и негативна корелација помеѓу факторите екстраверзија и љубезност. Забележана е негативна корелација помеѓу екстраверзијата од ЕИ и отвореноста кон искуства од НЕОПИР. Заклучивме дека слични фасети мерени со разни психометриски инструменти имаат различни базични концепти. Добиените резултати, иако претставуваат поддршка на нашето истражу вање, сепак, се разликуваат од други студии. Важно е за нас да ги следиме добиените резул тати што треба да бидат провокација за следни истражувања на поголем и поразличен примерок.

Клучни зборови: црти на личност, емоционална интелигенција, студенти.