Article Sidebar

Submitted
Apr 26, 2018
Published
Apr 26, 2018
Download
PDF
Statistic
Read Counter : 791 Download : 665

Main Article Content

Abstract

This study aimed to examine: (1) the internal consistency and the test-retest reliability of the Big Five Questionnaire for Children (BFQ-C) developed by Barbaranelli et al., (2003); (2) its five factor structure and (3) the criterion validity of the BFQ-C. The sample consisted of 745 Kuwaiti university undergraduate students (333 males, 412 females). Their age average was (M= 19.58  (SD = 1.12)). The results showed that Cronbach alpha's indicated high internal consistency. Principle components analysis showed that most of the items loaded convincingly on to their factors. The criterion validity of the BFQ-C was acceptable to high. It was concluded that the Arabic version of the BFQ-C could be used successfully with Kuwaiti university undergraduate students.

Keywords

Five factors Kuwait University undergraduates psychometric properties.

Article Details

References

  1. الأنصاري، بدر محمد (1997). مدى كفاءة قائمة العوامل الخمسة الكبرى للشخصية على المجتمع الكويتي. دراسات نفسية، 7 (2)، 277-310.
  2. الأنصاري، بدر محمد (2014). المرجع في مقاييس الشخصية: الكتاب الثاني. الكويت: دار الكتاب الحديث.
  3. عبد الخالق، أحمد وعبد الغني، السيد (2005). معدلات انتشار الاكتئاب لدى عينة من الأطفال المصريين. مجلة الطفولة العربية، 6(23)، 8 – 25.
  4. عبد الخالق، أحمد محمد، والجوهرى، شيماء وليد (2014). الخصائص السيكو مترية لاستخبار العوامل الخمسة الكبرى للأطفال لدى عينة من الطلاب الكويتيين. مجلة العلوم الاجتماعية،42 (1)، 11-42.
  5. كاظم، على (2002). القيم النفسية والعوامل الخمسة الكبرى في الشخصية. مجلة العلوم التربوية والنفسية، 3 (1)، 11 – 42.
  6. كريمان، صلاح (2008). سمات الشخصية وعلاقتها بقلق المستقبل لدى العاملين بصورة مؤقتة من الجالية العراقية في أستراليا. رسالة دكتوراه (غير منشورة)، كلية الآداب والتربية، الجامعة العربية المفتوحة، الدانمرك.
  7. ملحم، مازن، والأحمد، أمل (2010). الشعور بالوحدة النفسية وعلاقتها بالعوامل الخمسة للشخصية: دراسة ميدانية على عينة من طلبة جامعة دمشق.مجلة جامعة دمشق، 26 (4)، 625 – 668.
  8. الموافي، فؤاد، وراضي، فوقية (2006). الخصائص القياسية لاستبيان الخمسة الكبرى للأطفال (BFQ-C)، لدى عينة من الأطفال المصريين في مرحلة الطفولة المتأخرة. المجلة المصرية للدراسات النفسية، 16،( 53)، 1-25.
  9. Anastasi, A. (1988). Psychological testing, 6th ed. New York : Macmilan.
  10. Baker, S. R., Victor, J., B., Chambers, A, L., & Halverson, C.F., Jr. (2004). Adolescent personality: A five-factor model constructs validation. Assessment, 11, 303 – 315.
  11. Barbaranelli, C., Caprara, G. V., Rabasca, A., & Pastorelli, C. (2003). A questionnaire for measuring the big five in late childhood. Personality and Individual Differences, 34, 645-664.
  12. Barbaranelli, C., Fida, R., Paciello, M., Di Giunta, L., & Caprara, G. V. (2008). Assessing personality in early adolescence through self-report and other ratings a multi trait- multi method analysis of the BFQ-C. Personality and Individual Differences, 44, 876-886.
  13. Caprara,G.V., Barbaranelli, C, Borgogni, L & Perugini, M.(1993).The “big five questionnaire”: A new questionnaire to assess the five factor model. Personality and Individual Differences,15 ,281-288.
  14. Collins, J M., and D. H. Gleaves (1998). Race, job applicants, and the five-factor model of personality: Implications for black psychology, industrial/organizational psychology, and the five-factor theory. Journal of Applied Psychology, 83, 531-544.
  15. Costa, P.T., Jr., Terraciano, A., & McCrae, R. R. (2001). Gender differences in personality traits across cultures: Robust and surprising findings. Journal of Personality and Social Psychology, 81,322-331.
  16. De Fruyt, F.D., Mervielde, I., Hoekstra, H.A., & Rolland, J. (2000). Assessing adolescents’ personality with the NEO PI-R. Personality Assessment, 7, 329-345.
  17. Digman, J. M., & Inouye, J. (1986). Further specification of the five robust factors of personality. Journal of Personality and Social Psychology, 50, 116-123.
  18. igman, J. M. (1996). The curious history of the five factor model. In J. Wiggens (Ed.), The five factor model of personality. New York: Guilford Press.
  20. Digman, J. M. (1990). Personality structure: Emergence of the five-factor model. Annual Review of Psychology, 41, 417-440.
  21. Gaio, V. (2011). Psychometric properties of the big five questionnaire-children (BFQ-C) in American adolescents (master' thesis). Arizona State University, Arizona, U.S.A.
  22. Gándara, M. V. D. B. (2007). Temperamental and personality variables in child and adolescent depressive symptomatology. Psicothema, 19, 43-48.
  23. Geosling, R. L. (2015). The relationship of perceived social support and the big five in adolescents (Doctoral dissertation, Northen Illinois University).
  24. Hendriks, A.A.J., Kuyper, H., Offringa, G.J., & Van der Werf, M.P.C. (2008). Assessing young adolescents’ personality with the five-factor personality inventory. Assessment, 15, 304-316.
  25. John, O.P., Caspi, A., Robins, R. W., Moffitt, T. E., & Stouthamer-Loeber, M. (1994). The little five: Exploring the nomological network of the five-factor model of personality in adolescent boys. Child Development, 65, 160-178.
  26. John , O. P. Donahue, E. M. Kentle, R. L. (1991). The big five Inventory- Versions. a4 and 55. Technical Report, IPAR, University of California
  27. John, O. P., & Srivastava, S. (1999). The big five taxonomy: History, measurement & theoretical perspectives. In Pervin, L. A & John, O. P. Handbook of personality,102-138: new York. Guilford press.
  28. Kanacri, B. P. L., Pastorelli, C., Eisenberg, N., Zuffianò, A., Castellani, V., & Caprara, G. V. (2014). Trajectories of prosaically behavior from adolescence to early adulthood: Associations with personality change. Journal of Adolescence, I, 701-713.
  29. Kline, P. (2000). Handbook of psychological testing (2nd ed.). London: Routledge.
  30. Kokkinos, C. M., & Markos, A. (2015). The big five questionnaire for children (BFQ-C). European Journal of Psychological Assessment, 31, 69-74.
  31. Lamb, M. E., Chuang, S. S., Wessels, H., Broberg, A. G., & Hwang, C.P. (2002). Emergence and construct validation of big five factors in early childhood: A longitudinal analysis of their ontogeny in Sweden. Child Development, 73, 1517-1524.
  32. McCrae, R.R., & Costa, P.T. (2003). Personality in adulthood: A five-factor theory perspective (2nd ed.) New York: The Guilford Press.
  33. McCrae, R. R., & Costa, P. T., Jr. (1996). Toward a new generation of personality theories: Theoretical contexts for the five-factor model. In J. S. Wiggins (Ed.), The five-factor model of personality: Theoretical perspectives (pp. 51-87). New York: Guilford.
  34. McCrae, R. R., & John, O. P. (1992). An introduction to the five-factor model and its applications. Journal of Personality, 60, 175-215.
  35. McCrae, R.R., Terracianno, A., & 78 members of the Personality Profiles of Cultures Project (2005a). Universal features of personality traits from the observer’s perspective: Data from 50 cultures. Journal of Personality and Social Psychology, 88, 547-561.
  36. McCrae, R.R., Terracianno, A., & 79 members of the Personality Profiles of Cultures Project (2005b). Personality profiles of cultures: Aggregate personality traits. Journal of Personality and Social Psychology, 89, 407-425.
  37. McGhee, R. L., Ehrler, D. J., & Buckhalt, J. A. (2007). Five factor personality inventory–children. Austin, TX: Pro-Ed.
  38. Morey, L. C., Gunderson, J. G., Quigley, B. D., Shea, M. T., Skodol, A. E., McGlashan, T. H., Stout, R. L., & Zanarini, C. (2002). The representation of borderline, avoidant, obsessive-compulsive, and schizotypal personality disorders by the five-factor model. Journal of Personality Disorders.16, 215–234.
  39. Muris, P., Meesters, C., & Diederen, R, (2005). Psychometric properties of the big five questionnaire for children (BEQ-C) in a Dutch sample of young adolescents. Personality and Individual Differences, 38, 1757-1769.
  40. Muris, P., Meesters, C., & Timmermans, A. (2013). Some youths have a gloomy side: Correlates of the dark triad personality traits in non-clinical adolescents. Child Psychiatry & Human Development, 44, 658-665.
  41. Olivier, M., & Herve, M. (2015). The big five questionnaire for children (BFQ-C): A French validation on 8-to 14-year-old children. Personality and Individual Differences, 87, 55-58.
  42. Piedmont, R. L. and Aycock, W. (2007) An historical analysis of the lexical emergence of the Big Five personality adjective descriptors. Personality and Individual Differences, 42, 1059—1068.
  43. Saucier, G., Goldberg, L. R. (2002). What is beyond the big five? Journal of Personality 66, 495–524.
  44. Shiner, R. L. (1998).How shall we speak of children's personalities in middle childhood? A preliminary taxonomy. Psychological Bulletin, 124, 308-332.
  45. Troncone, A., Drammis, M. L., & Labella, A. (2014). Personality traits, self-esteem and academic achievement in secondary school students in Campania, Italy. Universal Journal of Educational Research, 2, 512-520.
  46. van der Linden, D., Vreeke, L., & Muris, P. (2013). Don’t be afraid of the general factor of personality (GFP): Its relationship with behavioral inhibition and anxiety symptoms in children. Personality and Individual Differences, 54, 367-371.
  47. Vreeke, L. J., & Muris, P. (2012). Relations between behavioral inhibition, big five personality factors, and anxiety disorder symptoms in non-clinical and clinically anxious children. Child Psychiatry & Human Development, 43, 884-894.
  48. Widiger, T.A., Trull, T. J. (1992). Personality and psychopathology: an application of the five-factor model. Journal of Personality, 60, 363-93.
  49. Zhang, Y., Kohnstamm, G., Slotboom, A., Elphick, E., & Cheung, P.C. (2002). Chinese and Dutch parents perceptions of their children's personality. Journal of Genetic Psychology, 163, 165-178.
  50. Zhou, M. (2015). Moderating effect of self-determination in the relationship between big five personality and academic performance. Personality and Individual Differences, 86, 385-389.
  51. Zuffianò, A., Alessandri, G., Gerbino, M., Kanacri, B. P. L., Di Giunta, L., Milioni, M., & Caprara, G. V. (2013). Academic achievement: The unique contribution of self-efficacy beliefs in self-regulated learning beyond intelligence, personality traits, and self-esteem. Learning and Individual Differences, 23, 158-162.