In order to support universality of “Five- Factor Model”, Digman and Inouye (1986) conducted a research by using teachers’ rating scales for school children in a Hawaiian sample. This study was also conducted to test universality of the model with a different sample which was a group of school children in Beijing, China.
There were 493 students who were rated by their teachers. The rating scale which was also used by Digman and Inouyes contained 43 items such as happy, spoken, touchy, jealous, imaginative, socially confident etc. The items translated to Chinese language carefully.
As a result, it was found that, four major factors in this study were strongly correlated with four of the big five factors which are agreeableness, conscientiousness, inquiring intellect and social surgency. The fifth and sixth factors which are emotional stability and ego strength were also evident.
Conscientiousness; all of the scales for the conscientiousness factor from the study of American children loaded on the conscientiousness factor for the Chinese children. It was also found that, the meaning of being conscientiousness in Chinese culture also includes to be more cautious and methodical in choosing course of action. Avoiding rudeness also seems to be conscientiousness as well. It shows as that, there are also some differences between these two cultures in the meaning of conscientiousness.
Social Surgency; is less important in Chinese culture. Being willingness to say something is remained an aspect of social surgency in Chinese culture where as, verbal surgency migrated to inquiring intellect.
Agreeableness; it was the most similar factor between two cultures by the meaning of definition and having importance.
Emotional Stability; it was the most reduced factor in Chinese culture. This suggests that portions of what would be regarded as emotion instability in the west might be regarded as social incompetence in Chinese culture.
Inquiring Intellect; this factor for the Chinese children contained all of the scales for the American children except “adaptable.”
Ego Strength; it was a factor that quite dissimilar from other factors which was found in other researches. It is, generally speaking authoritarian cultures may provide individuals with sensible concerns about things to which they are unwilling to inwardly adapt.
Lastly, the big five factors were easily recognizable among Chinese children as well. However, there are differences found between Chinese and American cultures such as inquiring intellect was more important among Chinese than among American school children.
Zeng Q., & Draper T. W., & Lin C. (2003). Personality Structure in Chinese School Children: Is the Five-Factor Model Adequate? African and Asian Studies, 2, 213-232.
Makaleyi özetleyen: Merve Feyizoğlu
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