Individual Difference in Personality - Case Study Report

Running Head: INDIVIDUAL DIFFERENCE IN PERSONALITY
Topic- Individual difference in personality- case study report
Student name
University name
Author notes

2INDIVIDUAL DIFFERENCE-CASE REPORT
CASE STUDY REPORT EXPLORING THE CHARACTERISTICS OF AN INDIVIDUAL
Psychology case report
..................................................................................................................
Confidential report prepared for
Name: Jenny Nicks
Address: Queensland, Australia
Gender: Female
Date of Birth: 5 January 1998
Case report prepared by: Tim Tom, 2nd Year Psychology student (PSYC 213)
Address: ABC School of Psychology
Queensland, Australia.
Date of Interview: 25th March 2019
Declaration: a completed transcript of the interview proceedings is provided in the appendix
section.
Date of report: 28th March 2019
Details of the report
Client:
The report was prepared for Jenny Nicks a resident of Queensland who has completed her
primary academics and has recently joined university.
The report is basically a reflection of the personality test and interview on the same conducted
to provide the client a clear outlook of her stand in future professional world. The major
personality factor considerations for the report are as follows.
IPIP measure of the Big Five Personality traits
Big five personality traits acronym-ed as OCEAN (openness, conscientiousness, extraversion,
agreeableness and neuroticism or emotional stability) are used for evaluating the perception,

3INDIVIDUAL DIFFERENCE-CASE REPORT
cognition and action of people’s behavior (Baltes, Reese & Nesselroade, 2014). Each factor
score is based on 1-5 range on the Likert scale. The degree of reliability of the factors were
good in most cases and were also very good in some. In regard to validity the client was asked
to answer 25 questions (5 from each traits) and the results of Big five were evaluated and
compared with the Five Factor Model. And it is found that the degree of extraversion is high
for Jenny and is same in both cases and thus unique factor co-relation is supported.
Academic self-regulated learning and self-efficacy
This assessment scale is used for measuring the key academic performances and behaviors of
the client (Berliner & Calfee, 2013). Scores ranged between 1 to 7 where response is collected
by averaging each sub-scale items. The results demonstrated good internal consistency levels
and reliability is quite higher. The range of alpha in the client is .82 and .79 which is close to
original standard of alpha deviation that is .85 to .70. The validity of result is supported by
demonstrating strong positive co-relation between self-efficacy and academic performance.
Tertiary engagement scales
This assessment is specially designed for tertiary students who have crossed school education
and is in universities. Here students can self-access their involvement in university life in
terms of learning, teaching activities, peer-support and other social activities (Bonanno &
Burton, 2013). Scores range from 1 to 5 and responses are simply averaged. Reliability factor
of internal consistency for the client is adequate and she the ranges of alpha for her academic
engagement, peer engagement, intellectual engagement and beyond class social engagement
are .68, .71, .80 and .73 respectively. The validity of results is clearly shown by the close
relation of intellectual engagement and academic performance.
Implicit theories of intelligence
This assessment is based on perception assessment of fixed and flexible intelligence (Dörnyei,
2014). Entity belief and incremental belief are used for assessment where responses are