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The Relationship of Five Personality Factors with the Feeling of Happiness among Students
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The Relationship of Five Personality Factors with the Feeling of Happiness among Students

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Abstract:

The aim of the present research was to investigate the relationship between the five personality factors among the feeling of happiness among students. The present research statistics included all the B.A. students of Payame Noor of Bijar in the year 2012-2013. The sample size of 100 students (boys and girls) was selected using the simple random sampling method. To collect data, 60 item Neo Five Factor Personality Test questionnaire and the 29 item Oxford Happiness questionnaire were used. In order to analyze the data, the Pearson correlation coefficient was also used. The findings indicated that there is a significant and positive relationship between happiness and extraversion, openness, agreeableness and conscientiousness while there is a negative and significant relationship between happiness and neuroticism.

Info:

Periodical:
International Letters of Social and Humanistic Sciences (Volume 8)
Pages:
43-48
DOI:
https://doi.org/10.18052/www.scipress.com/ILSHS.8.43
Citation:
P. Ardashiri et al., "The Relationship of Five Personality Factors with the Feeling of Happiness among Students", International Letters of Social and Humanistic Sciences, Vol. 8, pp. 43-48, 2013
Online since:
September 2013
Authors:
Payam Ardashiri, Zahra Ahmadimehr, Elham Naseri, Fakhralsadat Khosravani, Mojgan Shoshtsri
Keywords:
Happiness, NEO Personality Test, Personality
Export:
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Distribution:
Open Access

Creative Commons License
This work is licensed under a
Creative Commons Attribution 4.0 International License

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Cited By:

[1] E. Gosselin, J. Bélanger, M. Campbell, "CONTRIBUTION DU STRESS ET DE l’ALEXITHYMIE AU BONHEUR DES ENSEIGNANTS", Revue québécoise de psychologie, Vol. 41, p. 157, 2020

DOI: https://doi.org/10.7202/1075469ar

[2] E. Gosselin1, J. Bélanger, M. Campbell, "CONTRIBUTION DU STRESS ET DE l’ALEXITHYMIE AU BONHEUR DES ENSEIGNANTS", Revue québécoise de psychologie, Vol. 41, p. 157, 2021

DOI: https://doi.org/10.7202/1075469ar