Psychological Wellbeing of Management Students with Different Personality Types

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1 Psychological Wellbeing of Management Students with Different Personality Types Dr. Revati C Deshpande 1 and Prof. Rinku Singh 2 1 (Assistant Professor, S.V. Institute of Management, Kadi Sarva Vishwavidayalaya, Gujarat, India) 2 (Assistant Professor, Kalol Institute of Technology & Research Centre, Gujarat Technological University, Gujarat, India) Abstract: Personality has power to uplift, power to depress, power to curse, and power to bless. Personality is important because it brings a person's psychological qualities to light. A person's feelings, motivations, thoughts and how the person deals with the world around him are influenced by his personality. Wellness is the complete integration of body, mind, and spirit - the realization that everything we do, think, feel, and believe has an effect on our state of well-being. Hence attempt is made to investigate the impact of age, sex, education, family type, monthly income and residential status of the management students on Psychological Well-being with type A and type B personality. The main objective is to assess the significant differences in the Psychological Wellbeing (PWB) of management students with different personality types. The sample for the study comprised of 118 management students from North Gujarat. Keywords: Psychological Wellbeing, Type A personality, Type B personality, Dimensions of psychological wellbeing I. INTRODUCTION Psychological well-being is a subjective experience and can be defined as a person s cognitive and affective evaluation of his or her life, and as such, it refers to the extent a person feels healthy, satisfied with, and even happy about life. Personality is derived from the Greek word Persona, meaning mask. Personality is the term used to represent the overall profile or combination of characteristics that capture the unique nature of a person as they react and interact with others. Personality is a result of the combination of four factors- Physical environment, Heredity, culture, particular experiences. The "A" personality is usually very independent, direct, and aggressive; drive themselves with deadlines and to the point. The "B" type personalities loves to party, travel, and be part of groups, and is often the center of attention, in addition to this they are patient, relaxed & easy going. II. LITERATURE REVIEW (Dodge, Daly, Huyton, & Sanders, 2012) stated that well-being is more than just happiness. As well as feeling satisfied and happy, well-being means developing as a person, being fulfilled, and making a contribution to the community. Page 1

2 The see-saw represents the drive of an individual to return to a set-point for wellbeing as well as the individual s need for equilibrium. Each time an individual meets a challenge, the system of challenges and resources comes into a state of imbalance, as the individual is forced to adapt his or her resources to meet this particular challenge. In essence, stable wellbeing is when individuals have the psychological, social and physical resources they need to meet a particular psychological, social and/or physical challenge. When individuals have more challenges than resources, the see-saw dips, along with their wellbeing, and vice-versa. According to (Keyes, Shmotkin, & Ryff, 2002) Psychological well being concerns optimal psychological functioning and experiences and entails the perception of engagement with existential challenges of life, for e. g. pursuing meaningful goals, growing and developing as a person, and establishing quality ties to others. (Chaturvedula & Joseph, 2007) has defined PWB as a person s judgment or evaluation to his/her life; either in terms of life satisfaction (cognitive evaluations) or affect (emotional reactions), which is further divided into pleasant affect (positive feeling) and unpleasant affect (negative feeling). Negative perceptions and expectations of PWB are associated with decreased positive affect and with less adaptive and coping efforts, eroding feelings of mastery and hope in the fliers. (Negovan, 2010) found that the study of well-being has been divided into two streams of research, respectively: the hedonic approach and the eudaimonic approach. The hedonic approach conceptualizes and defines well-being in terms of happiness and of the presence of pleasure and absence of pain and is reflected in the stream of research on subjective well-being. The eudaimonic approach equates well-being with human potential that, when realized, results in a person s optimal functioning in life and is reflected in the stream of research on psychological and social well-being. One goal of researchers who studied well-being was to define the key features of the well-being construct and one issue that they have analyzed was the number of dimensions or components that are needed to characterize people s positive evaluations of their lives. The term psychosocial well-being is used nowadays in the literature to refer to a wide range of issues including, but not limited to, mental, emotional, social, physical, economic, cultural, and spiritual health and, consequently, it has been defined in numerous ways. According to (Kotar, 2013) Psychological Well-being indicates physical and mental wellness. It is stated that psychological well-being is difficult to define. It has been taken to consist of discomfort or desirability and from any disturbance of mental functions. It is a somewhat malleable concept which has to do with people s feelings about everyday life activities. Such feelings may range from negative mental states or psychological strains such as anxiety, depression, frustration, emotional exhaustion unhappiness, dissatisfaction to a state which has been identified as positive mental health. (Ruus et al., 2007) stated that students academic success and behavior are influenced by many factors such as the students abilities or socio-economic background. Also, pedagogical beliefs have their own role to play. Most important conclusion is that college not just students and their families is responsible, as a living and learning environment, for students optimistic acceptance of life, psychological and physiological well-being, and, last but not least, their academic success. More precisely, college has the responsibility for a creating favorable climate where students are encouraged to perceive learning tasks as challenges and opportunities for self-improvement, develop constructive coping strategies, where they are supported by teachers if necessary, and feel psychologically and physiologically well. (Wilson & Arendale, 2011) Social and behavioral scientists typically think about indicators of stress, loneliness, social support, self-esteem, psychological distress, and depression as well-being outcomes. In a study found that time spent on the Internet for surfing or other non-communicative purposes was negatively associated with self-esteem. Morgan and Cotten (2003) found that increased communication through ing, chatting in chatrooms, was associated with decreased depression among college students. However, higher levels of Internet use for gaming, shopping, or research were associated with higher levels of depressive symptoms. Personality types refer to the psychological classification of different types of people. The personality typology explains people s behavior in terms of opposite fixed characteristics. (Jung C G, 1921). According to (Darshani, 201) Personality is the enduring ways a person has of feeling, thinking, and behaving, is the first determinant of how people think and feel about their jobs or job satisfaction. Personality Type A is significantly more creative than personality Type B. Personality Type A students who are high on Tenseness and Workaholic behavioral pattern reduces their potential of bringing creativity into their Page 1

3 work whereas students high on achievement orientation, Domineering, Impatience and Restlessness behavioral pattern enhances their creative abilities which might result in bringing innovation into their work (Sameen, 201) (Fretwell, Lewis, & Hannay, 2013) stated that Type A individuals are action-oriented, constantly struggle for the highest amount of achievement in the least amount of time, and set higher performance standards for themselves. They set high career goals for themselves and put in longer hours to achieve them. Research Gap There are many studies which are conducted on personality types and psychological well being. But there were no study in the area of psychological well being of management students with different personality types in North Gujarat area, Hence the attempt was made to identify psychological well being of management students with different personality types, which is an important factors for the success in career. Objectives of the study The main objective of this research was to assess the significant differences in the Psychological Wellbeing (PWB) of management students with different personality types. An attempt was made to assess the impact of demographic variables on the psychological well being of management students with different personality types in North Gujarat. III. RESEARCH METHODOLOGY Single cross sectional study was conducted to examine the relationship of independent & dependent variable by using self administered questionnaire. Various hypothesis were developed. This research study included 118 management students of North Gujarat. In this research Excel & SPSS has been used for preparing tests like ANOVA & T- test. IV. RESULTS & DISCUSSIONS Demographics Following demographic details are required to understand the various demographic factors which have an impact on the psychological wellbeing of management students with different personality types. Gender, family type, age, monthly family income, education, residence & marital status, these are factors which has been included for analyzing the psychological wellbeing. Table1: Demographic Details SR NO. DEMOGRAPHIC DETAILS CRITERIA FREQUENCY PERCENTAGE 1 Gender Male Female Family Type Joint Nuclear Age Less than 20 year Less than Monthly Family Income More than BBA Education MAM 37.3 MBA Home Residence Relatives 3 2. Hostel Marital Status Married.2 Unmarried Interpretation: From the above table we can conclude that out of total 118 respondent 2.% respondents were Male and 7.% respondents were female respondents. Major students were from Joint Family. We can see that most of the respondents that is 61% out of 118 belonged to the age group of 21-2 years..1% respondents belong to the income group of less than and 3.7 % income group of respondents falling into and Page 16

4 follow the1.3% respondents belong to the income group of more than 001.9%. The above graph gives the details of the education level of the respondents. Mainly respondents were MBA students. Most of students were living at their own Home. Nearly all of 9.8% students were Unmarried and.2% students were married. Personality type Table 2: Personality types Personality Type Frequency Percent A 3 2. Balanced 2.1 B Total Interpretation: We can see that there were 63 respondents who fall in type B personality on the other hand there is very less respondents of type A personality. So we can say that in management students they have type B personality which includes casual, easygoing, and never in a rush to get things done. Cross Tabulation Table 3: Autonomy & Age cross tabulation Autonomy*Age Cross Tabulation Sr. No. Statement Age Total 1 2 My decisions are not usually influenced by what everyone else is doing. I have confidence in my opinions even if they are contrary to the general consensus 3 I tend to worry about what other people think of me. I often change my mind about decisions if my friends or family disagree Being happy with myself is more important to me than having others approve of me. 7 I tend to be influenced by people with strong opinions. 6 I judge myself by what I think is important, not by what others think is important. < 20 year Total < 20 year Total < 20 year Total < 20 year Total < 20 year Total < 20 year Total < 20 year Total Interpretation: In the above table various statements were taken which are related to autonomy & all these statements were compared with the demographic factor (age). In first statement My decisions are not usually influenced by what everyone else is doing. conclusion is that management student s decision whose age falls in the age group 21-2 is not influenced by what everyone else is doing. In 2 nd statement management students have Page 17

5 confidence in their opinions even if they are contrary to the general consensus. Management students tend to worry about what other people think of them it is concluded from the 3 rd statement. When we analyzed the rest four statements and it was found that management students were agreed with the said statements & majority of them fall in the age group of Table : Environment mastery & family type cross tabulation SR. Family Type Total NO. Environment Mastery*Family type 1 I am good at juggling my time so that I can fit everything in that needs to get done 2 I often feel overwhelmed by my responsibilities 3 SR. NO I am quite good at managing the many responsibilities of my daily life I do not fit very well with the people and community around me I have difficulty arranging my life in a way that is satisfying to me Joint Nuclear Total Joint Nuclear Total Joint Nuclear Total Joint Nuclear Total Joint Nuclear Total Interpretation: In 1 st statement I am good at juggling my time so that I can fit everything in that needs to get done conclusion is drawn that management students are good at juggling their time so that they can fit everything in that needs to get done & majority of them belongs to joint family. 2 nd statement I often feel overwhelmed by my responsibilities specify that majority of the students were agreed with this statement & they belonged to joint family. In the same manner other statements I am quite good at managing the many responsibilities of my daily life, I do not fit very well with the people and community around me, I have difficulty arranging my life in a way that is satisfying to me were analyzed & conclusion were drawn that management students belong to joint family were agreed with these statement. Table : Personal growth & Gender cross tabulation Personal Growth* Gender I am not interested in activities that will expand my horizons I have the sense that I have developed a lot as a person over time When I think about it, I haven't really improved much as a person over the years I think it is important to have new experiences that challenge how you think about yourself and the world For me, life has been a continuous process of learning, changing, and growth Gender Total Male Female Total Male Female Total Male Female Total Male Female Total Male Female Total Interpretation: Out of 118 respondents, 37 respondents were strongly agreed with the statement I am not interested in activities that will expand my horizons. It indicates that management students are not interested in Page 18

6 SR. NO activities that will expand their horizons. In 2 nd statement I have the sense that I have developed a lot as a person over time. management students had the sense that they have developed a lot as a person over time that in that 2 respondents were female and 32 respondents fall were male. 2 respondents had given moderate answer for the statement When I think about it, I haven't really improved much as a person over the years. For the statement no. th & th I think it is important to have new experiences that challenge how you think about yourself and the world, & For me, life has been a continuous process of learning, changing, and growth management students were strongly agree & in that majority of the respondents were male. Table 6: Purpose in life & marital status cross tabulation Marital Status Total Purpose in Life*Marital Status I am an active person in carrying out the plans I set for myself I tend to focus on the present, because the future nearly always brings me problems I don't have a good sense of what it is I'm trying to accomplish in life I used to set goals for myself, but that now seems like a waste of time I live life one day at a time and don t really think about the future Married Unmarried Total Married Unmarried Total Married Unmarried Total Married Unmarried Total Married Unmarried Total Interpretation: Management students are an active person in carrying out the plans they set for themselves. Majority of the students were unmarried. These conclusions were drawn from statement I am an active person in carrying out the plans I set for myself. For the rest of the statement I tend to focus on the present, because the future nearly always brings me problems, I don't have a good sense of what it is I'm trying to accomplish in life, I used to set goals for myself, but that now seems like a waste of time & I live life one day at a time and don t really think about the future management students were agreed. On this basis we can say that management student have purpose in life. V. FINDINGS 1. To assess the significant differences in the Psychological Wellbeing (PWB) of management students with different personality types. The number of respondents was 63 of type B personality. It can be concluded that management students have Type B personality which includes casual, easygoing, and never in a rush to get things done. The analysis of various dimensions of psychological wellbeing i.e. Positive Relation with others, Personal Growth, Purpose in life, Self Acceptance, Autonomy and Environment Mastery have shown that majority of the management students are agree with the statements. It shows that these dimensions have impact on the psychological well-being as well as personality types. 2. To find the impact of demographic variables on the psychological well being of management students with different personality types. Significant difference was found in the various dimensions of psychological well-being, i.e. Positive Relation with others, Personal Growth, Purpose in life, Self Acceptance, and Autonomy and Environment Mastery. There was impact of Income Level, Age, Gender, Family Type, Residence on the Psychological Well Being of Management Students with Type A and Type B personality. Page 19

7 VI. CONCLUSIONS Wellbeing is not just the absence of disease or illness. It is a complex combination of a person's Physical, Mental, Emotional and Social Health Factors. Wellbeing is strongly linked to happiness and life satisfaction. In short, wellbeing could be described as how you feel about yourself and your life. When looking at the overall results of this study, it is evident that age, gender, support from family and friends, financial well-being, and support from friends and family contributed to students' psychological well-being. This study makes an important contribution in understanding psychological well-being of management students. VII. REFERENCES [1] Chaturvedula, S., & Joseph, C. (2007). Dimensions of psychological well-being and personality in military aircrew : A preliminary study, 1(2), [2] Darshani, R. K. N. D. (201). A Review of Personality Types and Locus of Control as Moderators of Stress and Conflict Management, (2), 1 8. [3] Dodge, R., Daly, A. P., Huyton, J., & Sanders, L. D. (2012). The challenge of defining wellbeing. International Journal of Wellbeing, 2, doi:10.02/ijw.v2i3. [] Fretwell, C. E., Lewis, C. C., & Hannay, M. (2013). Myers-Briggs Type Indicator, A / B Personality Types, and Locus of Control : Where Do They Intersect?, 13(3), [] Jung C G. (1921). Psychological Types, Collected Works, 6. [6] Keyes, C. L. M., Shmotkin, D., & Ryff, C. D. (2002). Optimizing well-being: the empirical encounter of two traditions. Journal of Personality and Social Psychology, 82(6), doi: / [7] Kotar, A. (2013). WELL-BEING AMONG ARTS AND SCIENCE COLLEGE STUDENTS, [8] Negovan, V. (2010). Dimensions of students psychosocial well-being and their measurement: Validation of a students Psychosocial Well Being Inventory. Europe s Journal of Psychology, 6, doi:10.96/ejop.v6i2.186 [9] Ruus, V.-R., Veisson, M., Leino, M., Ots, L., Pallas, L., Sarv, E.-S., & Veisson, A. (2007). Students Well-Being, Coping, Academic Success, and School Climate. Social Behavior and Personality: An International Journal, 3(7), doi:10.222/sbp [10] Sameen, and B. (201). Creativity and Its Link with Personality Type A / B in Students, 6(1). [11] Wilson, W. L., & Arendale, D. R. (2011). Peer educators in learning assistance programs: Best practices for new programs. New Directions for Student Services, 133(12), 1 3. doi: /ss Page 20

C O N T E N T S ... v vi. Job Tasks 38 Job Satisfaction 39. Group Development 6. Leisure Activities 41. Values 44. Instructions 9.

C O N T E N T S ... v vi. Job Tasks 38 Job Satisfaction 39. Group Development 6. Leisure Activities 41. Values 44. Instructions 9. C O N T E N T S LIST OF TABLES LIST OF FIGURES v vi INTRODUCTION TO THE FIRO-B INSTRUMENT 1 Overview of Uses 1 THEORY OF INTERPERSONAL NEEDS 3 The Interpersonal Needs 3 Expressed and Wanted Needs 4 The