Matakuliah : L0074/Psikologi Industri dan Organisasi 2
Tahun
: 2008
Internal Factor : Personality & Mood
Pertemuan 4
• Personality may influence the style and efficiency
of performance, but personality not the indicator
for performance.
• Trait  stable disposition affecting a variety of
psychological functions.
State  transient reaction  mood & stress.
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BIG FIVE PERSONALITY CHARACTERISTICS
High
Low
Extraversion
Emotionality
Conscientiousn
ess
Agreeableness
Openness
Sociable
Moody
Systematic
Kind
Artistic
Impulsive
Anxious
Meticulous
Helpful
Creative
Assertive
Unstable
Efficient
Sympathetic
Complex
Quiet
Calm
Disorganized
Cold
Simple
Restrained
Relaxed
Careless
Rude
Shallow
Withdrawn
Content
Lazy
Unpleasant
Practical
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EXTRAVERSION
• Big Five theory based on Eysenck & Eysenck (1985)
principle personality dimensions.
• Extraversion relates with arousability of the ascending
reticular activating system (ARAS). Introverts are more
easily aroused than extraverts, and so tend to have
higher levels of cortical arousal.
.
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• There are several kinds of task on which extraverts show superior
performance efficiency :
- dual-task performance
- memory tasks involving high response competition
- short-term memory tasks generally
- and retrieval from memory
• Eysenck (1982) suggests that extraverts typically have more processing
resources available, so that they out-perform introverts on relatively
demanding tasks.
• There is a small positive relationship between extraversion and verbal
ability. Extraverts display faster and more fluent speed production.
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• Extraverts are normally poorer than introverts at difficult problem solving.
Tasks of this kind presumably require insight, rather than processing
capacity per se. Introverts also show superior memory over relatively long
time periods.
• Behaviourally, extraverts more impulsive than introverts.
• Extraverts tend to perform well under conditions of high stimulation or
arousal, whereas introverts perform better under dearousing conditions
 Yerkes & Dodson Law.
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ANXIETY & NEUROTICISM
• Anxiety impairing real-world skills such as computer data entry,
computer-based learning, mathematics, typewriting, and military
flying.
• Anxiety also tends to impair learning and achievement in
educational settings, due to interference with attention, working
memory and retrieval.
• Anxious individuals show a general tendency towards making more
self-related negative judgments and evaluations.
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MOOD STATES
• Dimensional models of mood according to Thayer :
1. Energy or positive affect
2. Tension or negative affect
• Dimension model of mood according to Matthews :
- energy – fatigue
- tension – relaxation
- pleasure – displeasure
All this dimension  influence by biological & cognitive process.
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Relationships between mood and performance :
1. Cognitive activity associated with the mood may
interfere with task processing  like relationship
between worry & performance impairment
2. Moods may associated with the energisation and
mobilisation of processing.
3. Moods may bias cognition towards mood-congruent
processing
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STRESS, AROUSAL & MOTIVATION
Psychobiological Approach :
• There are physical sensations that often accompany
states of high anxiety such as racing heart,
perspiration, muscle tension and gastric disturbances.
• There are 2 approach to explain the correlation
between physiology and emotion : Centralist and
peripheralist.
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CENTRALIST
PERIPHERALIST
Emotional
Event
Emotional
Event
Central Brain
System
(Thalamus)
Emotional
Experience
Preorganised
mechanism
Autonomic
arousal
Peripheral
bodily change
Conscious
awareness
Emotional
experience
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AROUSAL THEORY
THE YERKES-DODSON LAW
INCENTIVE AND MOTIVATION
•
Very high incentives may create anxiety and impair performance
•
Individual differences in motivational response :
•
•
•
•
High achievement motivation  motivated when performing demanding
tasks
Low achievement motivation  more sensitive to external rewards.
Extraverts learn better when rewarded for success.
Introverts learn better when punished for failure.
COPING OF STRESS & PERFORMANCE
• Coping of stress :
- Problem / task-focused coping
- Emotion-focused coping
• In performance context, problem-focused coping tending to have
more beneficial effects.
• When people doing emotion-focused coping, they kind of
“withdrawing” from the problem  implied to performance.
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THE END
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