INTRODUCTION
TO
PSYCHOLOGY
ATTITUDES
AND
PERSONALITY
A"tudes
are
likes
and
dislikes-‐
favorable
and
unfavorable
evaluaAons
of
and
reacAons
to
objects
people
and
situaAons,
or
other
aspects
of
the
world,
including
abstract
ideas
or
social
policies.
It
has
three
main
elements:
(1)
A
belief
or
opinion
about
something,
(2)
Feelings
about
that
thing,
and
(3)
A
tendency
to
act
toward
that
thing
in
certain
ways.
The
emoAonal
component
is
known
as
the
affec,ve
aspect,
The
tendency
to
act
is
called
the
behavioral
aspect,
The
thought
component
is
referred
to
as
the
cogni,ve
aspect.
Taken
together,
these
three
aspects
have
been
referred
to
as
the
A-‐B-‐C
components
(AffecAve-‐Behavioural
-‐
CogniAve
components)
of
aVtude.
ATTITUDE
FORMATION:
1. Culture
2. Learning
aVtudes
by
associaAon
3. Peer
4. Learning
aVtudes
by
being
rewarded
or
punished
5. Learning
aVtudes
through
observaAon
FUNCTIONS
OF
ATTITUDES
1. AVtudes
as
a
Self-‐Defining
Mechanism
2. AVtudes
as
CogniAve
Guidelines
and
Guides
to
AcAon
PRO
SOCIAL
BEHAVIOUR
PRO-‐SOCIAL
BEHAVIOUR
All
religions
in
the
world,
teach
us
that
one
should
help
those
who
are
in
need.
This
behaviour
is
called
helping
or
pro-‐social
behaviour.
Some
common
examples
of
pro-‐social
behaviour
are
sharing
things,
cooperaAng
with
others,
helping
during
natural
calamiAes,
showing
sympathy,
doing
favors
to
others,
and
making
charitable
donaAons.
Pro-‐social
behaviour
must:
ج
Aim
to
benefit
or
do
good
to
another
person
or
other
persons,
ج
Be
done
without
expecAng
anything
in
return,
ج
Be
done
willingly
by
the
person,
and
not
because
of
any
kind
of
pressure,
and
ج
Involve
some
difficulty
or
‘cost’
to
the
person
giving
help.
COGNITIVE
DISSONANCE
THEORY:
Leon
Fes,nger,
1957.
The
theory
of
cogniAve
dissonance
states
that
when
people
become
aware
that
their
freely
chosen
acAons
violate
important
or
relevant
aVtudes,
the
inconsistency
produces
an
uncomfortable
state
of
arousal
called
dissonance,
which
mo,vates
people
to
change
their
ini,al
a"tudes
to
make
them
consistent
with
their
behavior.
For
cogniAve
dissonance
to
occur,
it
is
important
that
the
aVtude
is
important
and
self
relevant.
PERSONALITY
Baron
(2001):
“personality
is
an
individual’s
unique
and
relaAvely
stable
padern
of
behaviours,
thoughts
and
emoAons.”
CharacterisAcs
of
personality.
1.
Personality
is
a
complex
enAty.
2.
Personality
is
organized
3.
Personality
includes
both
physical
and
psychological
characterisAcs
4.
Personality
is
a
result
of
the
interacAon
between
heredity
and
environment.
5.
The
self
is
the
integraAng
core
of
the
personality
PSYCHOANALYTIC
MODEL
OF
PERSONALITY:
SIGMUND
FREUD
1. TOPOGRAPHIC
MODEL
OF
THE
PSYCHE:
conscious,
the
preconscious
and
the
unconscious
2. STRUCTURAL
MODEL
OF
THE
PSYCHE:
ID,
EGO,
SUPER
EGO
3. PSYCHOGENETIC
MODEL
OF
DEVELOPMENT
• Oral
stage
(birth
to
18
months)
• Anal
stage
(18
months
to
three
years)
• Phallic
stage
(three
to
five
years):
OEDIPUS
AND
ELECTRA
COMPLEX
• Latency
stage
(six
to
twelve
years)
• Genital
stage
(13
years
to
adult)
ERIC
ERIKSON’S
THEORETICAL
PERSPECTIVE
ON
PERSONALITY
DEVELOPMENT
ERIKSON'S
EIGHT
STAGES
OF
DEVELOPMENT
1. Infancy
-‐
Basic
Trust
vs.
Basic
Mistrust
–
Hope
2. Early
Childhood
-‐
Autonomy
vs.
Shame,
Doubt
-‐
Will:
3. Play
Age
-‐
IniAaAve
vs.
Guilt
–
Purpose
4. School
Age
-‐
Industry
vs.
Inferiority
–
Competence
5. Adolescence
-‐
IdenAty
vs.
Role
Diffusion,
Confusion
–
Fidelity
6. Young
Adulthood
-‐
InAmacy
vs.
IsolaAon
–
Love
7. Adulthood
-‐
GeneraAvity
vs.
StagnaAon,
Self-‐AbsorpAon
–
Care
8. Old
Age
-‐
Integrity
vs.
Despair
–
Wisdom
CONCLUSION:
Hence,
we
face
predictable,
yet
criAcal,
developmental
tasks
as
we
move
through
our
lives.
We
cannot
experience
one
aspect
of
a
crisis
without
also
experiencing
the
opposite
aspect.
Our
goal,
or
task,
is
to
achieve
a
greater
degree
of
the
favorable
aspect
of
the
crisis
(such
as
being
more
trusAng
than
distrusAng
within
the
context
of
our
social
and
cultural
environments
(Erikson,
1950,
1954,
1968a)
EYSENCK’S
THEORY
ON
PERSONALITY
Eysenck’s
three
key
traits,
which
he
also
referred
to
as
types
• Extraversion;
the
tendency
to
seek
and
engage
with
the
company
of
others
• Introversion;
the
tendency
to
avoid
the
company
of
others
and
to
withdraw
from
social
situaAons
• PsychoAcism;
the
tendency
to
be
cold,
aggressive
and
anAsocial
• NeuroAcism
the
tendency
to
be
worried
and
anxious
Hans
Eysenck
(1916–97)
was
a
contemporary
of
Cadell
and
also
used
factor
analysis
to
classify
personality
traits.
But
Eysenck
(1967)
began
with
a
theory
of
personality,
which
he
based
on
two
super
traits
–
extraversion–
introversion
and
neuroAcism–
stability
CARL
ROGERS'
THEORY
OF
SELF
CONCEPT
1. Actualizing
Tendency:
Rogers
(1959)
maintains
that
the
human
"organism"
has
an
underlying
"actualizing
tendency",
which
aims
to
develop
all
capaciAes
in
ways
that
maintain
or
enhance
the
organism
and
move
it
toward
autonomy.
2. Self
Concept:
The
self-‐concept
is
"the
organized
set
of
characterisAcs
that
the
individual
perceives
as
peculiar
to
himself/herself".
The
self-‐concept
includes
three
components:
•
Self-‐worth
-‐
what
we
think
about
ourselves.
Rogers
believed
feelings
of
selfworth
developed
in
early
childhood
and
were
formed
from
the
interacAon
of
the
child
with
the
mother
and
father.
•
Self-‐image
–
How
we
see
ourselves,
which
is
important
to
good
psychological
health.
Self-‐image
includes
the
influence
of
our
body
image
on
inner
personality.
At
a
simple
level,
we
might
perceive
ourselves
as
a
good
or
bad
person,
beauAful
or
ugly.
Self-‐image
affects
how
a
person
thinks,
feels
and
behaves
in
the
world.
•
Ideal
self
–
This
is
the
person
who
we
would
like
to
be.
It
consists
of
our
goals
and
ambiAons
in
life,
and
is
dynamic
–
i.e.,
forever
changing.
The
ideal
self
in
childhood
is
not
the
ideal
self
in
our
teens
or
late
twenAes
etc.
3.
Uncondi,onal
posi,ve
regard
is
where
parents,
significant
others
(and
the
humanist
therapist)
accepts
and
loves
the
person
for
what
he
or
she
is.
PosiAve
regard
is
not
withdrawn
if
the
person
does
something
wrong
or
makes
a
mistake.
4.
Condi,onal
posi,ve
regard
is
where
posiAve
regard,
praise,
and
approval,
depend
upon
the
child,
for
example,
behaving
in
ways
that
the
parents
think
correct.
5.
Congruence:
The
closer
our
self-‐image
and
ideal-‐self
are
to
each
other,
the
more
consistent
or
congruent
we
are
and
the
higher
our
sense
of
self-‐worth.
6.
Rogers
iden,fied
five
characteris,cs
of
the
fully
func,oning
person:
Ø
Open
to
experience:
Ø ExistenAal
living:
Ø Trust
feelings:
Ø CreaAvity.
Ø Fulfilled
life
