Shivam Kumar Pandey's PDF - Personality Traits & Bystander Attitudes

The Role of Personality Traits and Empathy on Bystander Attitude towards Sexual Assault Shivam Kumar Pandey 23UMPS07 UG 3rd Semester Dept. of Psych...

The Role of Personality Traits and Empathy on Bystander Attitude towards Sexual Assault Shivam Kumar Pandey 23UMPS07 UG 3rd Semester Dept. of Psychology, Sikkim University PSY-MJ-201 : Theories of Personality Assistant Professor Sumnima Rai  Table of Contents 1. Introduction 2. Review of Literature 3. Hypotheses 4. Methodology 4.1. Participants 4.2. Test and tools 4.3. Design and procedure 5. Results and Discussion 6. Conclusion Abstract This study examines the relationship between personality traits, empathy, and bystander attitudes toward sexual assault, with empathy as a mediating factor. A total of 260 participants (145 males, 115 females) aged 18–35 years were selected through convenience sampling. The Big Five Inventory-10 (BFI-10), Toronto Empathy Questionnaire (TEQ), and Bystander Attitude Scale-Revised (BAS-R) were used to measure personality traits, empathy, and bystander attitudes, respectively. The results showed that the first hypothesis was partially supported which states that there is a significant relationship between personality traits and bystander attitude towards sexual assault, with a significant positive correlation between conscientiousness (r = 0.161, p = 0.009) and openness (r = 0.130, p = 0.037) with bystander attitudes. The second hypothesis was fully supported, with empathy showing a significant positive correlation with bystander attitudes (r = 0.350, p < 0.001). Additionally, empathy was positively correlated with openness (r = 0.294, p < 0.001) and conscientiousness (r = 0.126, p = 0.042), and was found to mediate the relationship between these personality traits and bystander attitudes. These findings provide valuable insights into how personality traits and empathy influence bystander attitudes toward sexual assault. Aim To study the role of personality traits and empathy on bystander attitude towards sexual assault among young adults. Introduction Personality refers to the unique and enduring patterns of thoughts, emotions, and behaviours that define an individual and guide their interaction with the environment (Allport, 1937). Gordon Allport emphasised that personality is the dynamic organisation within the individual of those psychophysical systems that determine characteristic behaviour and thought highlighting its integrated and adaptive nature. Similarly, Hans Eysenck (1953) viewed personality as a more biologically influenced construct, defining it as the sum total of the actual or potential behaviours of the organism, as determined by heredity and environment. These definitions underscore the complexity of personality as a construct shaped by both innate dispositions and life experiences. A widely accepted model for understanding personality is the Five-Factor Model, also known as the Big Five personality traits, which organises personality into five dimensions, openness to experience, conscientiousness, extraversion, agreeableness, and neuroticism (McCrae & Costa, 1987). Openness captures imagination and curiosity; conscientiousness reflects responsibility and self-discipline; extraversion involves sociability and energy; agreeableness pertains to compassion and trustworthiness; and neuroticism describes emotional instability and susceptibility to stress. This framework provides a robust structure for examining how individual differences in personality influence behaviour across a range of contexts, including moral and social situations. Personality traits significantly impact behaviours in morally relevant scenarios, such as those involving bystander attitudes. Bystander attitude, which refers to an individual’s readiness or reluctance to intervene in situations requiring assistance, is influenced by various psychological and situational factors (Darley & Latané, 1968). In cases of sexual assault, bystander attitudes are critical as they determine whether individuals take action to support the victim or remain passive. Sexual assault, defined as non-consensual sexual acts or behaviors, has severe psychological, physical, and social consequences for survivors (Banyard et al., 2007). Research has shown that personality traits, such as agreeableness and conscientiousness, often predict prosocial bystander behaviours, while traits like neuroticism may hinder proactive responses (Eisenberg et al., 1991; Twenge et al., 2007). Empathy, a crucial psychological construct, is intricately linked to both personality and bystander behaviour. Defined by Davis (1983) as the ability to understand and share the emotional experiences of others, empathy is composed of two key dimensions: cognitive empathy, which involves perspective-taking, and affective empathy, the emotional resonance with another person’s feelings. Higher levels of empathy are associated with increased prosocial behavior, including actions to prevent or intervene in harmful situations like sexual assault (Batson et al., 1991). Empathy also interacts with personality traits, such as agreeableness and extraversion, to shape the likelihood of prosocial actions. This study seeks to explore the role of personality traits and empathy in influencing bystander attitudes toward sexual assault. Review of Literature Banyard et al. (2014) conducted a comprehensive review of literature on bystander intervention in the context of sexual violence, examining how individual characteristics like personality traits influence bystander behavior. They highlighted that personality traits such as agreeableness and openness can increase the likelihood of intervention, while traits like neuroticism may hinder it. Their findings emphasised the importance of educational programs tailored to address these traits, fostering responsibility among bystanders and improving intervention rates. Batson et al. (1991) explored the influence of empathy on bystander behaviours in distressing situations. They found that individuals with higher affective empathy were more likely to offer assistance, driven by emotional resonance with the victim. Similarly, Davis (1983) identified that cognitive empathy enhances understanding of the victim's perspective, leading to more effective intervention. These studies underscore empathy's dual role in shaping proactive bystander attitudes, particularly in cases of sexual assault. Weisfeld and Stack (2002) examined gender differences in bystander intervention, revealing that women are more likely to respond in emotionally distressing situations, while men often intervene in physical confrontations. These differences are linked to gendered social norms and personality traits like agreeableness, often higher in women. Their findings suggest that interventions should consider gender-specific strategies to promote effective bystander behaviour. Fischer et al. (2011) conducted a meta-analysis on the bystander effect, highlighting how the presence of other witnesses reduces individual intervention through diffusion of responsibility. However, their research revealed that in high-danger scenarios or when the perpetrator is present, emotional arousal can override this effect, prompting action. This study calls for further exploration of how personality and situational awareness interact to shape bystander behaviour in emergencies. Henson et al. (2020) provided evidence-based guidelines for enhancing bystander intervention through education and training. Their work focused on fostering empathy and personal responsibility, emphasising how group dynamics and social norms influence intervention rates. They proposed practical steps for empowering individuals, including recognizing distress signals and addressing barriers to action, which are critical for combating the bystander effect in sexual violence scenarios. Hypotheses H1) There is a significant correlation between personality traits and bystander attitude towards sexual assault. (p < 0.05) H2) The is a significant correlation between empathy and bystander attitude towards sexual assault. (p < 0.05) Methodology Participants There were a total 260 participants ( 145 males, 115 females) ranging from 18-35 years old. A convenience sampling method was used to collect the data. Tests and Tools Social demographic (Self, 2024), The Big Five Inventory-10 ( Rammstedt & John, 2007), The Toronto Empathy Questionnaire (Spreng et al., 2009) and The Bystander Attitude Scale-R (McMahon, 2010) were used to measure the variables. The Social Demographic Questionnaire (Self, 2024) was used to collect basic information about participants, including age, gender, educational background, and other relevant demographic details. This self-constructed questionnaire ensured that the sample's characteristics were adequately documented for analysis. The Big Five Inventory-10 (BFI-10) developed by Rammstedt and John (2007) was used to assess personality traits. The Big Five Inventory-10 is a brief measure of the big five personality dimensions. It is a short version of the BFI-44 for use in contexts where participant time is severely limited. This 10-item inventory measures the five major dimensions of personality Openness, Conscientiousness, Extraversion, Agreeableness, and Neuroticism. Participants rated their agreement with each statement on a five-point Likert scale ranging from 1 (strongly disagree) to 5 (strongly agree). The possible score range for each trait is 2 to 10, with higher scores indicating stronger presence of that trait. The BFI-10 is a reliable and valid tool, with reported Cronbach’s alpha coefficients ranging between 0.68 and 0.83 across different subscales (Rammstedt & John, 2007). The Toronto Empathy Questionnaire (TEQ) developed by Spreng et al. (2009) was used to measure empathy. This is a 16-item questionnaire scored on a five-point Likert scale ranging from 0 (never) to 4 (always), with total scores ranging from 0 to 64. Higher scores indicate greater levels of empathy. Empathy levels can be categorised as low (0–21), moderate (22–42), and high (43–64). The TEQ has demonstrated excellent reliability, with Cronbach's alpha reported at 0.85, and strong validity across diverse populations (Spreng et al., 2009). The Bystander Attitude Scale-Revised (BAS-R) developed by McMahon (2010) was used to evaluate attitudes towards bystander intervention in situations of sexual violence.The Bystander Attitude Scale-R (BAS-R) is a 16 item modified version of Banyard's Bystander Scale (Banyard et al., 2005). The scale contains 16 statements about behaviors in which students can engage to intervene before, during or after a sexual assault. This 16-item scale is scored on a five-point Likert scale ranging from 1 (strongly disagree) to 5 (strongly agree), with total scores ranging from 16 to 80. Scores are interpreted as follows: low (16–37), moderate (38–58), and high (59–80), with higher scores indicating more positive attitudes towards bystander intervention. The BAS-R measures three dimensions: readiness to intervene, confidence in intervening, and awareness of the problem. The scale has shown good internal consistency, with Cronbach’s alpha coefficients ranging from 0.78 to 0.89, and strong validity in measuring bystander attitudes (McMahon, 2010). Design and Procedure The study adopted a correlational research design to examine the relationships between personality traits, empathy, and bystander attitudes toward sexual assault. This non- experimental design was selected to examine the associations among these variables without manipulating or altering any conditions. Data for this study were collected online through Google Forms. The form included an informed consent statement, demographic questions, and three standardised questionnaires The Big Five Inventory-10 (Rammstedt & John, 2007), The Toronto Empathy Questionnaire (Spreng et al., 2009), and The Bystander Attitude Scale- R (McMahon, 2010). Participants were required to provide consent before completing the survey. Upon completing data collection, the raw responses were exported from Google Forms into Microsoft Excel, where scores for each questionnaire were calculated by summing the responses according to their scoring guidelines. The processed data were then imported into JASP software for statistical analysis. A Pearson correlation test was performed to examine the relationships between personality traits, empathy, and bystander attitudes. Descriptive statistics were also calculated to summarise the participants’ responses. The results were analysed by interpreting the correlation coefficients, focusing on the strength and direction of relationships among the variables. Results and Discussion The aim of this research is to study the role of personality traits and empathy on bystander attitude towards sexual assault among young adults. To see the relationship Pearson’s correlation was done, the table is provided below. Hypothesis 1 (H1) which states that there is a significant correlation between personality traits and bystander attitude towards sexual assault is partially supported, The second hypothesis (H2), which states that there is a significant correlation between empathy and bystander attitude towards sexual assault is approved as the analysis showed a positive correlation between these two. Table 1 Pearson Correlation Table Variable BAS EMP EX AG CON NR OP 1. BAS Pearson's r — p-value — 2. EMP Pearson's r 0.350*** — p-value <.001 — 3. EX Pearson's r -0.041 0.057 — p-value 0.507 0.361 — 4. AG Pearson's r -0.094 -0.079 0.126* — p-value 0.130 0.204 0.042 — 5. CON Pearson's r 0.161** 0.126* -0.117 -0.112 — p-value 0.009 0.042 0.060 0.073 — 6. NR Pearson's r -0.065 0.138* -0.005 -0.242*** 0.184** — p-value 0.294 0.026 0.942 <.001 0.003 — 7. OP Pearson's r 0.130* 0.294*** 0.038 -0.036 -0.049 -0.036 — p-value 0.037 <.001 0.538 0.567 0.429 0.559 — Table 1 displays the results of Pearson's correlation test, which analyzed the relationships among bystander attitudes toward sexual assault (BAS), empathy (EMP), and the Big Five personality traits: extraversion (EX), agreeableness (AG), conscientiousness (CON), neuroticism (NR), and openness to new experience (OP). Hypothesis 1 (H1), which proposed a significant correlation between personality traits and bystander attitudes, was partially supported. Among the Big Five traits, conscientiousness (CON) (r = 0.161, p = 0.009) and openness to new experience (OP) (r = 0.130, p = 0.037) showed weak but significant positive correlations with bystander attitudes. This indicates that individuals scoring higher on these traits are more likely to engage in positive bystander behaviour. These findings align with prior research suggesting that conscientious individuals, due to their sense of duty and moral responsibility, are more likely to intervene in situations of injustice (Carlo et al., 2010). Similarly, openness has been linked to greater acceptance and understanding of social issues, which may encourage proactive bystander behavior (McCrae & Costa, 1997). However, no significant relationships were found between bystander attitudes and extraversion (r = -0.041, p = 0.507), agreeableness (r = -0.094, p = 0.130), or neuroticism (r = -0.065, p = 0.294), suggesting that these traits may not strongly influence bystander behavior in the context of sexual assault. Hypothesis 2 (H2), which posited a significant correlation between empathy and bystander attitudes, was strongly supported. Empathy demonstrated a significant positive correlation with bystander attitudes (r = 0.350, p < 0.001), indicating that higher levels of empathy are associated with a greater likelihood of intervening as a bystander. This finding is consistent with previous research emphasising the role of empathy in motivating prosocial behaviour and reducing the bystander effect (Eisenberg et al., 2002; Banyard et al., 2014). Empathy enables individuals to perceive and respond to the distress of victims, thereby enhancing their willingness to intervene in situations like sexual assault (Spreng et al., 2009). Additionally, significant correlations emerged between certain personality traits and empathy. Openness to new experience (OP) (r = 0.294, p < 0.001) and conscientiousness (CON) (r = 0.126, p = 0.042) were positively correlated with empathy, while neuroticism (NR) showed a weak negative relationship (r = - 0.138, p = 0.026). These results indicate that personality traits can influence the development of empathetic tendencies, which in turn may shape bystander attitudes. The findings provide partial support for the hypotheses. The significant correlations between bystander attitudes, empathy, and certain personality traits emphasise the importance of individual characteristics in influencing bystander behavṣior. The positive relationship between empathy and bystander attitudes (H2) highlights the critical role of empathy in promoting prosocial intervention. As prior studies have demonstrated, empathetic individuals are more attuned to the emotional states of others, which increases their likelihood of taking action in critical situations (Banyard et al., 2004; Fischer et al., 2011). This finding underscores the value of empathy-training programs as part of bystander intervention strategies, particularly in addressing sexual violence. The partial support for H1 reflects the nuanced role of personality traits in bystander behaviour. While conscientiousness and openness positively influenced bystander attitudes, extraversion, agreeableness, and neuroticism did not show significant relationships. These results suggest that specific personality dimensions, particularly those linked to social responsibility and openness to new experiences, may have stronger predictive power for bystander behaviour than traits like sociability or emotional stability. Similar patterns have been observed in studies examining personality’s impact on prosocial actions, where traits like conscientiousness consistently emerge as significant predictors (Carlo et al., 2010). Interestingly, the findings also reveal significant relationships between personality traits and empathy, particularly the positive association between openness and empathy. This aligns with research suggesting that open- minded individuals are more likely to engage with diverse perspectives, fostering greater emotional understanding and empathy (McCrae & Costa, 1997). Conclusion This study aimed to check the role of personality traits and empathy on bystander attitude towards sexual assault. The results supported hypotheses. Hypothesis 1 (H1), which stated that there is a significant correlation between personality traits and bystander attitudes, was partially supported. Conscientiousness and openness showed significant positive correlations with bystander attitudes. Hypothesis 2 (H2), which posited a significant correlation between empathy and bystander attitudes, was strongly supported. Empathy exhibited a significant positive relationship with bystander attitudes. This finding aligns with existing research that highlights the critical role of empathy in motivating individuals to take action in situations requiring intervention. While the study provides valuable insights, several limitations should be considered. The use of self-reported measures introduces potential biases, such as social desirability or inaccuracies in responses, which could affect the reliability of the data. Further analyses, including regression analysis and partial correlation, are needed to better understand the complex interplay between personality traits, empathy, and bystander attitudes. Despite these limitations, the findings offer practical implications for interventions aimed at improving bystander attitudes and behaviours. Programs designed to enhance empathy, along with fostering conscientiousness and openness, could encourage proactive bystander behaviours. Awareness campaigns and workshops focusing on empathy training, perspective-taking, and personality development may further support the prevention of sexual assault. This study contributes to the growing understanding of the psychological factors influencing bystander intervention and underscores the importance of targeted strategies to promote safer social environments. References Allport, G. W. (1937). Personality: A psychological interpretation. Holt. Banyard, V. L., Plante, E. G., & Moynihan, M. M. (2004). Bystander education: Bringing a broader community perspective to sexual violence prevention. Journal of Social Issues, 60(3), 437-452. https://doi.org/10.1111/j.0022-4537.2004.00171.x Banyard, V. L., Grees, J., & Hall, K. (2007). Prevention of sexual violence: A guide for bystanders. Sexuality Research & Social Policy, 4(4), 55-66. Banyard, V. L., Senn, C. Y., & Gidycz, C. A. (2014). Predicting sexual violence prevention behaviors: A test of the social-ecological model. Violence Against Women, 20(8), 949- 967. https://doi.org/10.1177/1077801214557561 Batson, C. D., Fultz, J., & Schoenrade, P. A. (1991). Distress and empathy: Two qualitatively different reactions to another's pain. Journal of Personality, 59(3), 527-548. https://doi.org/10.1111/j.1467-6494.1991.tb00213.x Carlo, G., Okun, M. A., Knight, G. P., & Raffaelli, M. (2010). The influence of context on prosocial behaviour: A meta-analysis of the empathy-altruism hypothesis. Personality and Social Psychology Review, 14(3), 281-298. https://doi.org/10.1177/1088868310363033 Davis, M. H. (1983). Measuring individual differences in empathy: Evidence for a multidimensional approach. Journal of Personality and Social Psychology, 44(1), 113- 126. https://doi.org/10.1037/0022-3514.44.1.113 Darley, J. M., & Latané, B. (1968). Bystander intervention in emergencies: Diffusion of responsibility. Journal of Personality and Social Psychology, 8(4), 377-383. https://doi.org/10.1037/h0025589 Eisenberg, N., & Lennon, R. (1983). Sex differences in empathy and related capacities. Psychological Bulletin, 94(1), 100-131. https://doi.org/10.1037/0033-2909.94.1.100 Eisenberg, N., & Miller, P. A. (2002). The relation of empathy to prosocial and related behaviors. Psychological Bulletin, 111(1), 91-119. https://doi.org/10.1037/0033- 2909.111.1.91 Fischer, P., Greitemeyer, T., Pollozek, F., & Frey, D. (2011). The bystander-effect: A meta- analytic review. Psychological Bulletin, 137(4), 517-537. https://doi.org/10.1037/a0023304 Henson, M., Smith, D., & Yates, P. (2020). Bystander intervention: Evidence-based strategies for improving community safety. Journal of Community Psychology, 48(2), 348-362. https://doi.org/10.1002/jcop.22265 McCrae, R. R., & Costa, P. T. (1987). Validation of the five-factor model of personality across instruments and observers. Journal of Personality and Social Psychology, 52(1), 81-90. https://doi.org/10.1037/0022-3514.52.1.81 McCrae, R. R., & Costa, P. T. (1997). Personality in adulthood: A five-factor theory perspective (2nd ed.). Guilford Press. McMahon, S. (2010). Bystander attitudes scale-revised. Psychological Assessment, 22(4), 900-910. https://doi.org/10.1037/a0021557 Rammstedt, B., & John, O. P. (2007). The Big Five Inventory-10 (BFI-10): Scales for personality traits. Journal of Research in Personality, 41(1), 110-119. https://doi.org/10.1016/j.jrp.2006.03.003 Spreng, R. N., McKinnon, M. C., Mar, R. A., & Levine, B. (2009). The Toronto Empathy Questionnaire: Scale development and initial validation of a factor-analytic solution to multiple empathy measures. Journal of Personality Assessment, 91(1), 62-71. https://doi.org/10.1080/00223890802484381 Twenge, J. M., & Campbell, W. K. (2007). Narcissism and self-esteem. Journal of Personality, 75(1), 213-228. https://doi.org/10.1111/j.1467-6494.2007.00437.x Weisfeld, G. E., & Stack, S. (2002). Gender differences in bystander intervention. Social Science Quarterly, 83(1), 189-199. https://doi.org/10.1111/1540-6237.00135 Projective test for Personality Assessment Shivam Kumar Pandey 23UMPS07 UG 3rd Semester Dept. of Psychology, Sikkim University PSY-MJ-201 : Theories of Personality Assistant Professor Sumnima Rai 24 November, 2024  Table of Contents 1. Introduction 2. Review of Literature 3. Methodology 3.1. Participant Information 3.2. Test and tools 3.3. Design and procedure 4. Results and Discussion 5. Conclusion Abstract This study aims to assess an individual's personality traits using the Sentence Completion Test for Delinquent and Dependent Personality (SCT-DD), developed by Dubey and Dubey (1982). The SCT-DD consists of 50 incomplete sentences designed to elicit responses that reveal unconscious aspects of a person’s personality. The test evaluates three key traits, sociability, self-confidence, and ambition. In this study, a female undergraduate participant completed the SCT-DD, which was scored manually based on the responses provided. The results indicated average levels of sociability, self-confidence, and ambition, with a total score of 65, suggesting an amicable personality. The analysis revealed no extreme tendencies in any of the traits assessed, highlighting a balanced personality. These findings demonstrate the utility of the SCT-DD as a tool for gaining insights into personality traits, offering a comprehensive view of an individual’s psychological makeup. This study contributes to the understanding of personality assessment, particularly in non-clinical settings, and underscores the value of projective tests in revealing nuanced aspects of personality. Aim To assess a person’s personality through a projective test. Introduction Personality refers to the unique and enduring patterns of thoughts, emotions, and behaviours that characterise an individual. Eysenck (1991) defined personality as a relatively stable organisation of an individual’s character, temperament, intellect, and physique that determines their unique adjustment to the environment. Similarly, Cattell (1950) conceptualised personality as the dynamic organisation within the individual of those psychophysical systems that determine characteristic behaviour and thought. Personality is a core concept in psychology as it influences an individual’s behaviour, decisions, and interactions with the world (Allport, 1937). There are several approaches to assessing personality. The trait approach, proposed by psychologists such as Costa and McCrae (1992), focuses on identifying and measuring specific personality traits, such as openness, conscientiousness, extraversion, agreeableness, and neuroticism. Other methods include behavioural assessments, which analyse observable actions in various situations, and psychometric tools like personality inventories, including the MMPI (Minnesota Multiphasic Personality Inventory) and the Big Five Inventory (Goldberg, 1990). Projective methods are another key approach to personality assessment, rooted in psychoanalytic theory. These methods aim to uncover unconscious motives, feelings, and conflicts by analyzṣing an individual’s responses to ambiguous stimuli. Projective tests, such as the Rorschach Inkblot Test and the Thematic Apperception Test (TAT), are designed to bypass conscious defences and reveal deeper aspects of personality (Exner, 2003; Murray, 1943). These methods have been widely used in clinical and research settings to explore aspects of personality that may not be accessible through direct self-report measures (Lilienfeld et al., 2000). One such projective method is the Sentence Completion Test (SCT). The SCT is based on the assumption that individuals project their own experiences, thoughts, and feelings into incomplete sentences when asked to complete them. The test provides insights into various personality traits, attitudes, and underlying emotional states (Rotter, 1954). SCT is considered a versatile and effective tool for assessing personality as it allows for both quantitative and qualitative analysis (Holaday et al., 2000). It has been applied in diverse fields, including clinical psychology, organisational settings, and educational assessments, to evaluate personality dynamics, interpersonal relationships, and underlying motivations (Lubin et al., 1984). This study aims to analyse a person’s personality using the Sentence Completion Test, contributing to a deeper understanding of personality traits and their assessment. Review of Literature Rotter (1954) conducted foundational work on the Sentence Completion Test (SCT), emphasising its utility as a projective technique for assessing personality traits, attitudes, and internal conflicts. The study highlighted that the SCT enables individuals to project their unconscious thoughts and feelings onto the incomplete sentences, providing valuable insights into their emotional and psychological states. The research demonstrated the effectiveness of SCT in evaluating a wide range of personality characteristics across diverse populations. Holaday et al. (2000) reviewed the applicability and reliability of the SCT in clinical settings. The study focused on how SCT responses could be quantitatively scored to provide standardised measures of personality traits, while also allowing for qualitative interpretations. Their findings confirmed that SCT is a flexible tool that adapts well to different cultural and clinical contexts, making it a widely used method in psychological assessments. Lubin et al. (1984) conducted a study to analyse the efficacy of the SCT in identifying anxiety and depression in patients undergoing psychological therapy. The sample consisted of 150 individuals from a clinical population. The results indicated that the SCT was highly sensitive in detecting underlying emotional disturbances and served as a complementary tool to standardised tests like the Beck Depression Inventory. The researchers concluded that SCT’s projective nature allows it to reveal aspects of personality that may not surface in direct self-report measures. Cramer (1996) explored the use of SCT for assessing defence mechanisms in children and adolescents. The study involved 120 participants aged 10 to 18 years and utilised SCT prompts designed to elicit projections related to coping and emotional regulation. Findings revealed that SCT responses were closely linked to specific defence mechanisms like denial and projection, providing evidence of the test’s value in developmental and clinical psychology research. Sharma and Singh (2012) conducted a comparative study on the application of SCT in organisational psychology. They examined the personality traits and work attitudes of 200 employees from two major corporations using a customised SCT. Results demonstrated that the SCT was effective in identifying key personality traits, such as openness and conscientiousness, which were strongly associated with job performance and satisfaction. The study highlighted SCT’s relevance in workplace assessments and employee training programs. Methodology Participant Information Name: XYZ Gender: Female Age: 22 Qualification: Undergraduate Test and Tools The Sentence Completion Test for Delinquent and Dependent Personality (SCT-DD), developed by Dubey and Dubey in 1982, was used to assess the personality traits of the participants. The test consists of 50 incomplete sentences that participants are required to complete, projecting their thoughts, emotions, and attitudes. The questions are like “I feel unhappy when..” the person has to complete it. From the 50 items 15 are for Sociability, 20 are for Self-Confidence and the remaining 15 are for Ambitious. The SCT-DD assesses three key personality traits: sociability, self-confidence, and ambitiousness. Each response is scored based on a standardised scoring guide, The scores ranging from 0-30 for Sociability, 0-40 for Self-Confidence and 0-30 for Ambitious respectively, and 0-100 for the full test. This projective tool offers a comprehensive view of an individual’s personality traits by enabling participants to express unconscious aspects of their psyche. It is widely used in research and clinical settings due to its reliability and ability to uncover nuanced personality dynamics that may not be captured through direct self-report measures. Design and Procedure The aim of this study is to analyse an individual’s personality traits using the Sentence Completion Test for Delinquent and Dependent Personality (SCT-DD). Participants were provided with a questionnaire comprising 50 incomplete sentences, where they were required to complete each sentence with words or phrases that best expressed their thoughts and feelings. The scoring was performed manually, with responses categorised as Positive (scored as 2), Negative (scored as 1), and Neutral (scored as 0). The SCT-DD measures three personality traits: Sociability, Self-Confidence, and Ambitiousness. Out of the 50 items, 15 assess Sociability, 20 assess Self-Confidence, and the remaining 15 assess Ambitious. The total score ranges for each trait are: sociability: 0–30, self-Confidence 0–40, ambitious 0–30. The total score for the test ranges from 0 to 100. After the participants completed the test, the responses were scored manually, and the raw data were analysed by calculating individual trait scores and total scores. Interpretations were made by comparing scores against established benchmarks to determine the levels of each trait (low, moderate, or high). The analysis and interpretation were conducted manually, using the official SCT-DD manual. Results were summarised to provide insights into the participant's personality traits, followed by a discussion of findings based on the score analysis. Results and Discussions The results of the Sentence Completion Test for Delinquent and Dependent Personality (SCT-DD) are presented in Table 1 below. The scores for each trait (Sociability, Self-Confidence, and Ambitiousness) as well as the total score for the test are provided. Z- scores were calculated for each trait to interpret the relative standing of the participant’s responses. The grades and levels for each trait were determined based on these scores. Table 1 Result of Personality test SL. Trait Raw Z- Grade Level No. Score Score 1. Sociability 21 +0.36 D Average 2. Self-Confidence 26 ±0.00 D Average 3. Ambitious 18 -0.43 D Average 4. Full test 65 -0.04 D Average Amicable personality The participant’s total score of 65, with a Z-score of -0.04, suggests that their personality profile reflects an amicable personality. This means that the individual exhibits average levels of sociability, self-confidence, and ambition, with no extreme tendencies toward any of the traits assessed. The scores of the SCT-DD indicate that the participant demonstrates average sociability, self-confidence, and ambition, as shown by their raw scores of 21, 26, and 18, respectively. The Z-scores of +0.36, ±0.00, and -0.43 reflect that the participant’s traits fall within the moderate range for sociability and self-confidence, with a slightly lower score for ambition, which suggests a more reserved or less driven personality in comparison to the other traits. The average level for each of the traits suggests that the participant displays a balanced personality without extreme tendencies in any direction. This result aligns with the concept of an amicable personality, indicating a well-adjusted individual who does not exhibit high levels of social discomfort, self-doubt, or low drive. Such individuals are typically able to navigate social situations with ease, demonstrate an adequate level of self-confidence, and pursue goals at a moderate pace without being overly ambitious. Conclusion This study focused on analysing personality traits using the Sentence Completion Test for Delinquent and Dependent Personality (SCT-DD). The results revealed that the participant exhibited average levels of sociability, self-confidence, and ambition, indicating a balanced personality profile. The scores suggest that the participant demonstrates a well- adjusted personality with no extreme tendencies in any of the assessed traits. The SCT-DD proved to be an effective tool for evaluating personality traits, offering valuable insights into an individual's psychological characteristics. The findings underscore the utility of the SCT- DD in providing a comprehensive assessment of personality. References Allport, G. W. (1937). Personality: A psychological interpretation. Holt. Cattell, R. B. (1950). Personality: A systematic and experimental study. McGraw-Hill. Cramer, P. (1996). Protecting the self: Defense mechanisms in action. Guilford Press. Costa, P. T., & McCrae, R. R. (1992). Revised NEO personality inventory (NEO-PI-R). Psychological Assessment Resources. Dubey, L. N., & Dubey, A. (1982). Sentence Completion Test for Delinquent and Dependent Personality (SCT-DD). Psychological Corporation. Eysenck, H. J. (1991). Dimensions of personality: 16, 5, or 3? Personality and Individual Differences, 12(8), 773-790. https://doi.org/10.1016/0191-8869(91)90177-M Exner, J. E. (2003). The Rorschach: A comprehensive system (Vol. 1). Wiley. Goldberg, L. R. (1990). An alternative "description of personality": The big-five factor structure. Journal of Personality and Social Psychology, 59(6), 1216–1229. https://doi.org/10.1037/0022-3514.59.6.1216 Holaday, M., Smith, D., & Sherry, D. (2000). The reliability and validity of the Sentence Completion Test. Journal of Personality Assessment, 74(1), 121-130. https://doi.org/10.1207/S15327752JPA7401_10 Lubin, B., Zuckerman, M., & Austin, E. (1984). 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Indian Journal of Organizational Psychology, 7(3), 41-48. Relationship Between Internet Addiction, Self-esteem, And Peer Pressure Among Young Adults Shivam Kumar Pandey 23UMPS07 UG 3rd Semester Dept. of Psychology, Sikkim University PSY-MJ-202 : Research Methods and Statistics in Psychology Assistant Professor Sh Sanam Raj  Table of Contents 1. Introduction 2. Review of Literature 3. Objective 4. Hypotheses 5. Methodology 5.1. Participants 5.2. Test and tools 5.3. Design and procedure 6. Results and Discussion 7. Conclusion  Abstract The Internet has in recent years become ubiquitous in the lives of young persons, previous studies have found that addictive Internet use can lead to notable social, psychological, and occupational dysfunction. Numerous researches have shown a significant negative correlation between internet addiction and self-esteem, one of the most affecting factors of self-esteem is peer pressure. This study aims to further analyse the relationship between internet addiction, self-esteem and peer pressure among young adults. The sample of this study was 93 young adults (55 males and 38 females) ranging between 18-25 years (M=21.04). Three standardized questionnaires were to measure each variable. Internet Addiction Test (IAT), Rosenberg Self-Esteem Scale (RSES) and Peer Pressure Questionnaire-Revised (PPQR) were used for Internet addiction, Self-esteem, and Peer pressure respectively. Out of three two hypotheses were accepted. The results show that there is a significant negative correlation between internet addiction and self-esteem (r = −0.285, p = 0.006) and a significant positive correlation between internet addiction and peer pressure (r = 0.354, p < 0.001). Findings of the research provide valuable insights for future research, counsellors, institutions, and policymakers to help those with people with high internet addiction and peer pressure.  Aim To check the relationship between Internet addiction, Self-esteem and Peer pressure among young adults. Introduction The Internet has in recent years become ubiquitous in the lives of young persons and children due to rapid information technology (IT) development, high-speed wire connection, easy accessibility and increasing affordability ( Ong et al., 2014). The number of people using the Internet since its inception has grown substantially. In 1995, only 1 in 10 people in the United States used the Internet; as of 2015, 84 percent of adults and 95 percent of teenagers in America were online (Rosenthal et al., 2018). The Internet can be a powerful tool for both academic study and personal communication, but for some people Internet access can prove to be a temptation that is hard to resist, it is a kind of psychological addiction representing the need to be active on the Internet (Kandell et al., 1998). While there is no agreement on the definition of Internet addiction, Block characterized Internet addiction with the following four components: (a) excessive use, (b) withdrawal symptoms, (c) low tolerance, and (d) negative repercussions (Rosenthal et al., 2018). Internet addiction, also known as pathological Internet usage (PIU), is defined as excessive Internet use that damages an individual's social and/or psychological function. In a sample of Italian adolescents, 36.7% showed signs of PIU. Several studies also revealed severe Internet addiction among adolescents, with prevalence rates at about 5% (Geng et al., 2018). Previous studies have found that addictive Internet use can lead to notable social, psychological, and occupational dysfunction. Addicts in this study used the Internet an average of 38 hr per week for non- academic or non-employment purposes, which caused detrimental effects such as poor grade performance among students, discord among couples, and reduced work performance among employees (Young et al., 1996). This increase has also been accompanied by a concerning rise in issues such as poor diet, sleeping problems, and an increased risk of depression (Young et al., 2004; Kim et al., 2006). Numerous researches have shown a significant negative correlation between internet addiction and self-esteem (Aydin et al., 2011; Batra et al., 2020; Seabra et al., 2018). “Self- esteem is one’s positive or negative attitude toward oneself and one’s evaluation of one’s own thoughts and feelings overall in relation to oneself” Rosenberg (1965). Self-esteem can be positive or negative. People with low self-esteem often have problems in life. They usually possess a negative view of life, feeling more unhappy, depressed, unfriendly, aggressive or fearful toward others, secluded, and afraid of being punished. Furthermore, they are more vulnerable to assorted clinical problems, including addictions. In contrast, people with high self-esteem typically have a positive attitude toward themselves and others and are usually more happy, active, expressive, sociable, popular, and healthy. They are also more likely to be assertive in their relationships, confident and optimistic in their opinions and judgments, well-adapted in society, and to benefit from a higher quality of life (Myers, 2010; Neto, 1998; Reeve, 2010). Based on the findings on substance addiction, low self-esteem is a predictor of excessive substance consumption (Parrott et al., 2004), and researchers believe that the connection between Internet addiction and self-esteem follows the same path. Various studies have found, not only a correlation between the two variables but also that self-esteem is a predictor of Internet addiction (Aydin et al., 2011; Seabra et al., 2018). One of the most affecting factors of self-esteem is peer pressure, studies have shown that people with high peer pressure are likely to have low self-esteem (Amara et al., 2022; Mutia et al., 2019; Ralte et al., 2019; Uslu, 2013). Peer pressure is feeling pressure from other age mates to do something for self and others. It is the direct influence on people by peers, or the effect on an individual who gets encouraged to follow their peers by changing their attitudes, values or behaviour to conform to those of the influencing group or individual (Ralte et al., 2019). Peer pressure could also be defined as the pressure that individuals feel when they are directly or indirectly asked to think and act according to the rules or requirements of their peers (Xu et al., 2023). Peer pressure can also be a good thing. Teens learn social norms from their peers. Socially awkward kids can learn how to fit in and communicate well with others by observing and imitating other teenagers. Similarly, self- confident teens can act as positive mentors and set good examples for others. A positive peer group that your teen fits into well can help boost their self-esteem (Uslu et al., 2013), On the other hand, it can also lead to low self-esteem if they don’t have a good peer group. When a teen is excluded from such a peer group, the self-esteem may decrease greatly which may result in anxiety, feelings of inferiority and stress (Ralte et al., 2019). Peer pressure not only impacts self-esteem but also influences addiction tendencies. Individuals addicted to drugs reported experiencing high peer pressure. (Amara et al., 2022). It can also predict social media addiction significantly (Xu et al., 2023). The purpose of this study is to find out the relationship between the all variables mentioned above internet addiction, self-esteem, and peer pressure. Review of Literature Alam et al. (2014) conducted a study on Malaysian young adults to study the Negative and positive impact of internet addiction on young adults. This research involved 200 young adults in Malaysia as participants. Findings revealed that adults who use the Internet excessively experience issues like interpersonal, behavioral, physical, psychological, and work-related problems in their daily lives. This study also shows that males were more likely to experience issues with work, mental health, behavior, and relationships compared to females. However, women were experiencing physical issues due to excessive Internet usage. Weinstein et al. (2015), conducted a study to examine the correlation between internet addiction and social anxiety. In this study, there were a total of 120 students, 60 males and 60 females. In order to further investigate the relationship between Internet usage and social anxiety, participants were categorized into two groups based on their levels of social anxiety: those with high scores (mean score >1.5) and those with low scores (mean score