International Journal of Advancements in Research & Technology, Volume 7, Issue 11, November-2018 ISSN

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1 ISSN Capturing selfie: Personality Traits and Behaviors among the Students of Different Universities in Lahore Komal Hassan 1, Dr. Shakila Bano 2, Ayesha Saeed 3, Dr. Shama Sadaf 4, Sadia Akhtar 5 1 & 3 PhD Scholar, University of the Punjab; Lecturer, Lahore College for Women University, Pakistan 2 & 4 Assistant Professor, Lahore College for Women University, Pakistan 5 Researcher, Lahore College for Women University, Pakistan *** Abstract - This research examined the relationship between selfie taking behaviors and personality traits among the university students in Lahore, Pakistan. The main objectives were to find out both the positive and negative effects of selfietaking behaviors on personality with respect to gender. The literature indicated about minimal research on selfie taking behaviors in Pakistani context. As a specimen, total four hundred students from different universities were selected for this study. Mainly, two instruments were used; one was a selfdeveloped structured questionnaire for taking selfie and second was a standardized instrument on personality. It was found that there are positive effect of selfie-taking behaviors for males and females both; while students believed that selfie can be a source of increasing their confidence. Findings also showed some negative effect of selfie-taking behaviors like factors of personality in 1960s and 1970s. In 1980s, researchers from different traditions concluded that all these five factors of personality are of prime importance. These traits were seen in children, adolescents, teenagers, and adults; both in males and females (John, 1999). Dimensions of personality are not only universal but also have biological stems. The personality traits represent the qualities that shape our personality according to our social background (Buss, 1996). This study was an effort to explore the selfie capturing phenomenon due to very limited approach in this field (Barry et al., 2015; Wickel, 2015; and Carpenter, 2012). The relationship flanked by selfie-taking behaviors and personality among male and female university students was examined. students wasted their time to edit their pictures before they post it onto social-media. Consequently, their personalities 1.1 Objectives become affected. To find out the positive effects of selfie-taking Key Words: Selfie, Personality, behavior, university behaviors on personality traits among university students. 1. INTRODUCTION students with respect to gender. females. Selfies are defined as, self-captured images of a person using mobile phones or any other camera. With the passage of time, the trend of capturing selfies has become famous. People show keen interest in capturing their moments so they prefer to take selfies. The captured selfies are also well known as the latest medium for self-representation and selfexpression (Unmetric, 2014) and are expression of a person s identity of discovering herself/himself (Lobo, & Gowda, 2016). In recent years, capturing selfie has appeared as a popular trend for self portrait. Initially, selfies were posted as a hash-tag on the sites of different social networks (Maxwell, 2013). This word has been used many times so it was nominated in word of year in oxford dictionary with provision of its important historic developmental scenario (as cited by Peraica, 2017). Trend of selfie-taking behavior has become an influential tool of a new culture of community. The culture that has become popular also focuses on the attention of adults, artists and youth. Capturing selfie seems to become a popular culture among young people which fascinates the young minds (Wei, 2009). American Psychological Association has formally defined a disease titled as selfitis (Nazir, 2015). Personality is the combination of patterns that influence thinking, attitudes, emotions and motivation among young generation. Psychologists explicated five To find out the negative effects of selfie-taking behaviors on personality traits of males and To find out the relationship between selfie taking behaviors and personality traits among the students of different universities in Lahore. 1.2 Research Questions What are the positive effects of selfie-taking behaviors among university students with respect to gender? What are the negative effect of selfie-taking behaviors on males and females? How selfie taking behaviors are related to personality traits among university students? 2. Methodology The research was self-explanatory in nature; therefore, quantitative approach was used. A survey was carried out to find out the positive and negative effects of selfie taking behaviors and their relationship to personality traits among university students. 2.1 Sample A sample of four hundred students (two hundred males and two hundred females) was selected randomly from different universities of Lahore including Punjab University,

2 ISSN University of Central Punjab, Lahore College for Women University and Government College University, Lahore. 2.2 Variables Gender Male Female Two interlinked variables (selfie-taking behaviors and personality traits) were used in this research. The selfietaking behavior variable was the main and independent variable which was measured with other dependent variable (personality traits) to assess the effect of selfie taking behaviors on personality traits. 2.3 Measures Age (years) Year of study To attain the main goals of this study, two instruments were used. First was a structured questionnaire developed by the researcher and second was a standardized instrument named as Big Five Inventory. Closed ended questions were Semester considered suitable for this research. The questionnaire which was developed by the researcher; it was comprised of two parts. Part one elicited the background information of the respondents including gender, age, year of study, semester, session and university s name. Moreover, part two was consisted on 18 items in Session which nine questions were about positive effects of selfietaking behaviors and rest of the nine questions were about negative effects of selfie-taking behavior among university students. Items were generated through literature review and subsequently shown to five experts who gave the validity. Its reliability was 0.77 to The selected standardized instrument was developed by Goldberg in University s Name 1993 and its reliability was 0.81 to In this study, it was used to find out the relationship of selfies to the dimensions of personality BS BS BS BS & & & & LCWU Punjab University University of Central Punjab Kinnaird College Data Analysis Data analysis was done by using SPSS version-20. Before entering it to grid sheet of SPSS, coding was done. Descriptive and inferential both statistics were applied. Firstly, frequencies and percentages of demographic features were found. Then both positive and negative effect of selfie taking behavior was investigated by the use of mean and standard deviations. Independent t-test was used to find out the difference between male and female respondent s response. Pearson s coefficient of correlation (r) was applied to find out the relationship between selfie taking behaviors and personality traits. Moreover, linear regression was also used to predict that selfie taking behaviors that effects the traits of personality. The data was analyzed and then presented in the form of tables followed by the interpretations. First table illustrates the demographic information of respondents. It shows that the percentage of male respondents was (49%) and female respondents were (51%) which is almost the same. Majority of respondents (56%) ranged from the age 22 to 24 years while some of the respondents (10%) were from 22 years to above. It indicates that majority of respondents (32%) were from BS 1 and it was the highest percentage among others. It also shows the percentages of respondents from different semesters. This table shows that data was collected from four sessions and highest percentage was of ( ). Response rate from LCWU was great among rest of the universities. Table-2: Positive effects of selfie taking behaviors Statements Males Females Mean SD Mean SD t- df P- 3. Results Table -1: Demographic information of respondents Items Information N % I like to take selfies. I prefer to take selfies alone. I like to take selfies with my

3 ISSN friends. I feel happy when people comment on my selfies. Nowadays selfies are in trend Selfies are considered as wastage of time. Selfies affect the eating habits of university students Selfies increase my confidence level Selfies are linked toward mental disorder Selfies help to create positive perception. Selfies help to share the good moments with others. I take selfies daily My day is incomplete without taking selfies I prefer to edit photos while posting on social media e.g. Facebook, WhatsApp etc In second table the positive effects of selfie taking behavior among males and females were examined. Males selfie taking behavior and females selfie taking behavior that I like to take selfies was insignificant because (t= and p =.0866). Males and females both agreed to take selfies. Their response regarding I prefer to take selfies alone was insignificant because (t=.1433 and p=.153). Their response regarding their likeness to take selfies with their friends shows the significant difference among them (t=3.511 and p =.000) because their responses were unequal. Moreover, table 2 explains the respondents response towards that I feel happy when people comment on my selfies was insignificant because (t=1.499 and p=.148). The males and females view towards Nowadays selfies are in trend was insignificant because (t= and p = 0.14). Furthermore, males and females selfie taking behavior that selfies increase the confidence level was equal because (t=1.173 and p =.242). The respondents response towards that selfies help to create positive perception was insignificant because (t=3.381 and p=.001). Table 2 shows that both males and females response toward that selfies help to share good moments with others was insignificant because (t=.285 and p=.776). The response of males and females selfie taking behavior that I take selfies daily was significant as (t = and p =.000). Table-3: Negative effects of selfie taking behaviors Statements I criticize on selfies of other people. Males Females Mean SD Mean SD t df P I feel superior while taking selfies. The addiction of selfies is one of the signs of lo self -esteem. Selfies lead to cyber bully among students Table no 3 illustrates the results of negative effects of selfie taking behaviors among males and females. The response of males and females toward the negative effect of selfie taking behavior I criticize selfies of other people shows the insignificant difference among both the genders because (t= and p =.071). The respondents response toward Selfies are considered as wastage of time explicits the insignificant result because (t= and p=.299). According to table 3 the respondents attitude toward selfies affect eating habits of university students shows the significant difference among both genders because (t= and p=.000). Thus, selfie taking behavior is not equal. The table also shows that the response of the males and females towards selfies affect eating habits of university students was same and insignificant because the of p is greater than alpha (t= and p =.089). Moreover, table 3 shows that the response of university students that My day is incomplete without taking selfies was insignificant because (t= and p=.004) and I prefer to edit photos also shows that behavior is insignificant because the of p is greater than alpha (t= and p=.015). Furthermore, the effect of selfie taking behavior among males and females shows their response that I feel superior while taking selfies as equal and insignificant because t=.930 and p=.353). The respondents response towards the addiction of selfies is one of signs of low self- esteem was unequal as the of p is less than

4 ISSN alpha because (t=.7537 and p=.000) and the selfies lead to cyber bully among students also shows the significant difference for males and females because (t= and p=.000). Table-4: Percentage distribution of extraversion (1 st trait of personality) I see myself as someone who.. Is sometimes rude to others. 10% 20% 27% 30% 12% Likes to cooperate with others. 5% 11% 16% 37% 31% Table 5 shows that the majority of respondents express their feelings that they are helpful with others, likes to cooperate with others while minority of respondents show that they are rude with others. Table-6: Percentage distribution of conscientiousness (3 rd trait of personality) Is talkative 7% 24% 23% 28% 18% Is reserved 19% 35% 24% 13% 9% Is full of energy 18% 21% 28% 21% 12% Generates a lot of enthusiasm 6% 15% 26% 30% 23% Tends to be quiet 17% 17% 31% 22% 13% Has an assertive personality 14% 12% 26% 30% 18% Is sociable 7% 10% 38% 33% 12% The students represent themselves as they.. Do a thorough job. 6% 12% 31% 39% 12% Can be somewhat careless. 11% 28% 23% 24% 14% Are reliable workers. 16% 17% 23% 31% 13% Tend to be disorganized. 13% 26% 34% 19% 8% Tend to be lazy. 9% 22% 34% 25% 10% Preserve until task is finished. 7% 14% 30% 35% 14% Is sometimes shy 8% 13% 26% 34% 19% Do things efficiently. 8% 9% 28% 39% 16% Table 4 shows the frequency distribution of personality Make plans and follow 8% 17% 30% 29% 14% through them. traits. The students completed the 44 items relating to the different personality traits There were five possible Are easily distracted. 10% 22% 30% 24% 14% responses followed by the students as Strongly disagree, (2) disagree, (3) neutral, (4) agree, (5) strongly agree. It illustrates that students have different perception relating to their personality some agree that they are talkative while majority of the students disagree. They believe that they remain reserved, while some students are sociable but sometimes remain quiet and shy. Table-5: Percentage distribution of agreeableness (2 nd trait of personality) I see myself as someone who Tends to find faults with others. 9% 28% 23% 22% 18% Is helpful and unselfish with others. 6% 5% 15% 35% 39% Starts quarrels with others. 22% 26% 20% 21% 11% Table 6 explains the behavior of students towards their own perception about personality traits. The majority of the students response that they do a thorough job makes plans and follows according to them, while few students believe that they are easily distracted and are lazy sometimes. Table-7: Percentage distribution of neuroticism (4 th trait of personality) The students represent themselves as they are.. Depressed blue. 13% 21% 22% 24% 20% Relaxed and handles stress well. 20% 21% 28% 21% 10% Can be tense. 10% 15% 23% 34% 18% Has a forgiving nature. 11% 14% 19% 34% 22% Is generally trusting. 8% 8% 19% 36% 29% Can be cold and aloof. 9% 20% 36% 22% 13% Is considerate and kind to almost everyone. 6% 7% 25% 37% 25% Worry a lot. 9% 18% 22% 30% 21% Emotionally stable, not easily upset. 11% 18% 27% 31% 13% Can be moody. 8% 12% 27% 29% 24% Remain calm. 7% 10% 26% 37% 20%

5 ISSN Gets nervous easily. 9% 16% 30% 29% 16% Table 7 depicts that students have the ability to express their feelings, some students show that they worries a lot, but handles stress well while other students get nervous easily and are unable to manage the situation. Table-8: Percentage distribution of openness (5 th trait of personality) The students represent themselves as they are.. Is sophisticated in art, music or literature. 9% 15% 29% 26% Table 8 explains that students thinking can be enhance from different aspects of personality. The majority of students have an active imagination, they are curious about new things, while some of the students have interest in music art and literature. The personality influences the individuals to view the world as they wish to view. Table-9: Relationship between selfie taking behavior and personality traits ANOVA a Model Sum of - df Mean Square f Sig. Squares Regression b Residual Total Coefficients Model Unstandardized Coefficients Standardized Coefficients T Sig. B Std. Error Beta (Constant) Selfies Correlations Pearson correlation Personality Traits Personality traits Pearson Effect of Correlation Selfie taking Behaviors Personality traits Sig. (1-tailed) Effect of Selfie taking Behaviors Effect of Selfie Taking Behavior Original and comes up with 5% 8% 27% 38% 22% new ideas. Table 9 shows the relationship between selfie taking behaviors and personality traits among university students. Curious about many different 6% 13% 23% 33% 25% The significant of ANOVA shows that the overall model things. is fit. Personality traits are the dependent variable and selfie Ingenious. 14% 23% 33% 23% 7% taking behaviors is the independent variable. The beta shows that if selfie taking behavior changes then personality Have an active imagination. 7% 11% 21% 35% 26% traits of university students also get changed. E.g. if students like to take selfies then it affect their personality. The Inventive. 7% 14% 40% 28% 11% Pearson correlation is applied and the significant of personality traits and selfie taking behaviors is DISCUSSION Value artistic, aesthetic % 7% 29% 35% 23% experiences. This research is significantly important in literature Prefer work that is routine. 8% 13% 25% 37% 17% and in representing systematic analysis of relationship between selfie taking behavior and personality traits among Like to reflect and play with 6% 11% 29% 39% 15% university students. The present results were based on the ideas. self reported survey through questionnaire filled by the Have few artistic interests. 9% 13% 25% 35% 18% males and females in different universities of Lahore such as: Lahore College for Women University, university of the Punjab, university of central Punjab and Kinnaird College for women. The results of this study were consistent with research conducted by Manovich et. al (2014); and Murphy (2014) as it was found that females take more selfies as compared to males. Another research conducted by Glum (2015), supports the findings of this study that females take 1.3 time more selfies than males. The findings of this study are consistent with the results of studies conducted by Stefanoe, Lackaff, & Rosen, (2011); and Hancock & Toma, (2009). As it was found that majority of the respondents browse social media regularly which prove that selfie taking behaviors have huge effects to them. Students cannot live without using social media sites because they feel incomplete without logging towards sites of social-media e.g. facebook. 5. CONCLUSION It is concluded that there are significant positive effect of selfie-taking behaviors for males and females both; while students believed that selfie can be a source of increasing their level of confidence and can improve their thinking skills. Besides positive effects, selfie-taking behaviors have negative effect as well; i-e students waste too much time to

6 ISSN edit their pictures before they post it to any social-media. Consequently, their personalities become affected. Hence, it was concluded that there is significant relationship between selfie taking behavior and different traits of personality. REFERENCES Barry, C. T., Doucette, H., Loflin, D. C., Rivera-Hudson, N., & Herrington, L. L. (2015). 'Let Me Take a Selfie': Associations Between Self-Photography, Narcissism, and Self-Esteem. Psychology of Popular Media Culture, doi: /ppm Buss, (1996). Social adaption and five major factors of personality. Retrieved from http //: Carpenter, C. J., (2012). Narcissism on Facebook: Self promotional and anti-social behavior. Personality and Individual Differences, 52(4), , doi: /j.paid Glum, J. (2015). Millennials selfies: Young adults will take more than 25,000 pictures of themselves during their lifetimes. Accessed from Goldberg, (1993). The Big Five structure and illustration of traits.retrieved from http/: Hancock, J. T., & Toma, C. L. (2009).Putting your best face forward: The accuracy of online effects of taking selfies and photographs. Journal of Communication Retrieved from John, O. P., & Srivastava, S. (1999). The Big Five trait taxonomy: History, measurement, and theoretical perspectives. In L. A. Pervin, & O. P. John (Eds.), Handbook of personality: Theory and research (pp ). New York: Guilford Press. Accessed from Lobo, S.S., & Gowda, P.C.Y (2016). The Selfie Phenomenon: Self- Presentation and Its Implications. International Journal of Computational Research and Development, 1(1), Manovich, L., Stefaner, M., Yazdani, M., Baur, D., Goddemeyer, D., Tifentale, A., Hochman, N., & Chow, J. (2014).Investigating the style of self-portraits (selfies) in five cities across the world. Retrieved from Murphy-Gill, M. (2014). Selfie effects behavior. U.S. Catholic, 79(9), O'Donohoe, S. (1994). Advertising uses and gratifications. European Journal of Marketing, 52, 8-9. Retrieved from Maxwell,W. (2013).Selfie taking behavior and people perception. Retrieved from Nair, M. (2015). Selfitis an Obsessive Compulsive Disorder of Taking too Many Selfies, Newsgram. Retrieved from compulsive disorder-of-taking-too-many selfies/ Peraica, A. (2017). Culture of the selfie: Self representation in contemporary visual culture art. Amsterdam: Institute of Network Cultures. Stefanone, M. A., Lackaff, D., & Rosen, D. (2011). Contingencies of self-worth and social- networkingsite behavior related to selfie and Personality. Cyber Psychology, Behavior & Social Networking, 14(1), Retrieved from Unmetric, (2014).Selfies as self-expression and Self Representation. Retrieved from http//: Wei, R. (2009). The trend of taking selfies research in China: A review and critique. Asian Journal of Communication. 19 (1), pp retrieved from Wickel, T. M., (2015). Narcissism and Social Networking Sites: The Act of Taking Selfies. The Elton Journal of Undergraduate Research in Communications, 6(1), 1-2