TPC-Journal-V4-Issue4

The Professional Counselor \Volume 4, Issue 4 382 In phase 3, as revealed in Figure 3, the institutional transformation produced strong preferred-self traits (scores of more than 60), including optimism, self-satisfaction, creativity, playful, self-confidence and dominance. The postgraduate students indicated scores below 40 for two preferred-self traits—support seeking and security seeking—indicating a suppression of the traits. The postgraduate students did not indicate any extreme low scores (less than 30) or extreme high scores (more than 70) for either the real-self or the preferred- self traits in phase 3. The incongruence between the real-self and the preferred-self traits was most exaggerated in phase 3 (Figure 3), in which the researchers found 25 traits to be significantly different ( p < 0.05). The five traits found to be significantly higher in the real self were the same as in phase 2 (negativity, support seeking, self-blaming, security seeking and intellectualistic). The 20 traits found to be significantly higher in the preferred self were similar to the ones in phase 2 (optimistic, achievement, dominance, endurance, order, psychologically perceptive, affiliation, exhibition, self-confidence, personal adjustment, self-satisfaction, creativity, structure valuing, masculinity, respectful, work centered, playful, affected and scientific), with the addition of the nurturance trait. Undergraduate Students’ Personality Profile The real-self and the preferred-self traits of undergraduate students in phase 1 of the study appear in Figure 4. The undergraduate students did not indicate any extreme low scores (less than 30) or extreme high scores (more than 70) during the first phase of the study. The researchers performed a t test on the real-self and the preferred-self traits of the undergraduate students and found significant differences ( p < 0.05). In phase 1, 26 traits of the real self and the preferred self of the undergraduate students had significant differences. Six traits— negativity, support seeking, self-blaming, fault finding, security seeking and intellectualistic—were found to be significantly higher in the real self compared to the preferred self. The other 20 traits were significantly higher in the preferred self than the real self, indicating that the undergraduate students desired to be stronger in the following 20 traits: optimistic, achievement, dominance, endurance, order, psychologically perceptive, nurturance, affiliation, social energy, aggression, self-confidence, personal adjustment, self-satisfaction, creativity, structure valuing, masculinity, respectful, work centered, playful and scientific. Figure 3 . Postgraduate students’ personality traits (real/preferred) in phase 3. * p < 0.05. ** p < 0.01. 30 40 50 60 70 Enthusiasm **Optimism * *Negativity Communality * *Achievement **Dominance **Endurance **Order **Psychologically Perceptive **Nurturance **Affiliation *Social Energy Exhibition Autonomy Aggression Change **Support Seeking **Self-Blaming Deference C ounseling Readines s Self-Control **Self-Confidence **Personal Adjustment **Self-Satisfaction **Creativity **Structure Valuing **Masculinity Femininity Fault Finding **Respectful **Work Centered **Playful **Security Seeking Affected **Intellectualistic *Pragmatic **Scientific Real Self Preferred Self