PERSONALITY TRAITS AS A PREDICTOR OF POSITIVE EXPERIENCES

IN THE CONTEXT OF THE OBLATES OF SAINT JOSEPH

COLLEGE SEMINARY

A micro educational
research paper
Presented to

Mrs. Judy Fonte-Masilang, RGC

In partial fulfillment
of the requirements in
Educational Research and Evaluation
(EDUC 4)

By

Sem. Ron Homer C. Matibag

Sem. John Paul P. Justiniani
Sem. Gred Matthew L. Viñalon
 December 2019
Introduction

People in this world exist and are consisted with distinct personalities. Sometimes good

and sometimes bad. Yet, they live in a society to conform in order to belong. This fact led them

to adjust in order to gather experiences and become their better self and to be better for others.

The seminary is a place where people from different places gather to become priests or

religious brothers someday. These people who live in the seminary are called seminarians. Those

seminarians grew from different types of culture which make their personality traits distinct from

another. Living in a single environment having similar schedules led each them to adjust in order

to belong.

The researchers observed that the seminarians bond, help and treat each other like

brothers. Given the fact that all of them have their own personalities, they still participate in the

activities that leads to the success of each event and be formed. But, in these schedules the

researchers noticed that perhaps everyone deals with being different from the other and would

sometimes lead them to move away from the community. Possibly the reason is that they just

don’t know the ways on how to adapt their personality in this environment.

Why is it arduous to adapt in new, unique and extraordinary environment such as the

seminary? It is difficult because a person is about to enter into a new environment which is a

major shift for themselves from being somewhere they belong (school, house and barangay) into

somewhere (seminary) they do not, yet. Another difficulty is the uniqueness of the seminary

where you are about to set foot on, because every place has its own identity and that uniqueness

is unknown that could result to himself being culture-shocked. Finally, extraordinariness makes
the seminary beyond to what a person expects and this maybe might discourage an individual to

pursue what he is doing. But, from all of the difficulties stated, adapting could also be easy by

conforming from the personality traits of his co-seminarian and to the environment (seminary)

activities.

The researchers chose the topic because they observed that as the seminary consists of

plenty of schedules and activities, its seminarians tend to conform and to adjust from one another

towards the success of these occurrences even if their personality traits are a bit distinct and

common. More so, as observed, the experiences in the seminary perhaps influence their

personality traits that are sometimes beneficial.

Scope and Limitations

This topic will just focus on the personality traits of the Oblates of Saint Joseph College

seminarians in the Philippines only and their positive experiences in the seminary. This will not

venture the personality traits of the seminarians from other congregations and from other

countries. Hence, the topic also will not cover the relation of the personality traits to the negative

experiences in the seminary.

Research Gap

The topic is researchable because until today there are no current study about personality

traits being related to positive experiences in the seminary that exist. A study like this is helpful

in the seminary because it may help the seminarians to know the ways on how to develop

themselves in the on- going formation for the future.

Literature Review
 There are different books and articles that may be used in the study as part of the

research. These books are mostly about the seminary formation, personality traits and

experiences which will be connected to the survey results in the following pages. All of the

books in the review were not all stated in the body of the research, but it may add more

information and basis to the results of the study.

Seminary Formation

Seminary is a place of formation in a person’s different aspects i.e. physical, social,

emotional, intellectual and spiritual. According to the presently Junior Professed Bro. Cyrus

Gonzales, “Seminary is the ground of formation for those who aspire to become a priest. It is

also a school on which high education is being brought and taught. The seminarians who are in

there have various activities. They work, play, study, and pray. They always begin and end every

activity in a prayer. Formators would always say, “It is better to send the wrong person out of the

seminary that to ordain who is not worthy.” With that, as the formation is programed to form the

seminarians, it has different schedules that might affect the variables of the research such as the

personality traits of the seminarians to dope with the schedule and be formed.

The book OSJ Formation Program (1998) on p.79 states that the formators has a goal to

give witness to God’s call to be human and Christian persons who search for the fulfillment of

God’s will in their lives. The seminarians will develop the fullness of their human and Christian

personhood, the awareness of God’s call and plan for their lives. This book acts as the guide of

the Formators in guiding the seminarians in their life inside the seminary. This book also shows

the different types of formation in different level of seminarians until they become a priest.

Hence it also shows on what are the things that must be done as part of their program. Through
this book the seminarians might know on why they are doing these things and realize why they

need to follow the schedule given by the seminary.

This is related to the study in a sense that it is about the formation in the seminary of the

Oblates of Saint Joseph in the Philippines and also one of the bases of the researcher’s study. The

study is about the OSJ Program of Formation that mainly about the Aspects of Formation in the

seminary that in this book talks about or shows. Perhaps, the formators also would have an effect

to the variables and results of the study, because they are the promulgators of the formation.

The booklet Constitutions of Oblates of St. Joseph of the Philippine Province (1987)

stated that the purpose of Christian Formation is to bring the human person to maturity in a

gradual and integrated way and to establish and perfect man in Christ Jesus and in the Church.

From the founder of the Oblates of St. Joseph namely St. Joseph Marello it is identified that it is

to follow the divine master and to dedicate oneself to the interest of Jesus in imitation of St.

Joseph. It is also stated that it all begins with the call of God and the conscious response of man

and involves a life-time. Hence every confrere is responsible for his own formation and

contributes to the growth of the community because it depends on the seminarian if he wants to

grow or not. This booklet states that the seminary prepares the candidates for postulancy by

means of a human and Christian Formation that will dispose them to follow Christ with a

generous spirit and a pure heart.

This is related to the study because it shows purpose of Christian Formation in the

seminary context which is related to the study because it is about the responsibility of a

seminarian in the formation year as he is adapting and maturing to the environment.

Personality and Experience

 “Character is the prime element of human personality” [CITATION Pra09 \l 1033 ].

Human beings have their own quality, style, nature, beliefs, and disposition in life. Every person

is different from each other, because God created and gave a unique personality to each.

This book, talks about the nature and growth of character, where in the author said that

the formation of the character is mainly manual growth rather than inborn. Therefore, it is

through the different activities, responsibilities, experience and task where the character will be

formed. And, the growth process of the character is affected by personal and social influences.

By means of personality, there are lot or philosophers and researchers who have their

insights about the topic. Those explanation, though it is somehow related expresses their own

perspectives which makes their studies unique and helpful to the researcher’s topic. With that, we

will look into those perspectives, the differences of their ideas and notions.

This article is related to the topic because it speaks about the relation of the experiences

to the character which is said to be the prime element of human personality. The seminary is a

formation house which forms the youth to become better and more responsible people in the

future life. This formation house was composed of boys or men who wants to serve the Lord and

become a religious brother or priest someday.

Another article is from Laura Parks 2014. She said that “The personality traits and

personal values are important to an individual person, it serves the important predictor of many

outcomes in their life”[CITATION Lau14 \l 1033 ]. This paper shows the strong relationship

between personality traits and personal values. This paper related to our paper because they are

trying to find the answer that personality traits and personal values are important in every

positive outcome, thus in relation to the topic, the researchers are trying to answer that
personality traits is a predictor of positive experience in the context of the OSJ College Seminary

and by this paper perhaps this article is also helpful.

Another that is related to the topic is from the book of Rotha and Jornet (2014) entitled

“Towards a Theory of Experienced”, the authors said that “experience is one of the most-used

terms in (science) education, and it is recognized as being related to learning (education). Yet

what experience is and how it is related to learning and change remains untheorized”

[CITATION Wol14 \l 1033 ]. This book was mainly drawn on the works of J. Deweya and L. S.

Vygotsky but also on M. Bakhtin.

In the citation of the authors, “experience is explained in its fundamental sense, is that

which, by putting us in play ourselves, modifies us profoundly in a way that after having crossed,

endured, traversed it, we will never be the same again: undergo an illness, mourning, joy, loving,

traveling, writing a book, painting are “experiences” in the first philosophical sense, surely

simple, but nevertheless trivial.” [ CITATION Rom98 \l 1033 ]

This literature discussed that from the flux of reality arises different experiences. Also, it

talks about Transactions Lead to the Open-Ended Nature of Experience, Affective Dimensions of

Experience Transcend the Individual, Experience Manifests itself in/as Passions (Affect,

Emotion), Experience Integrates Over Space and Time, Experience is a Moving Force, and

Experience is Transformation.

This literature is related to the topic because aside from the personality traits, the

researchers will also tackle the experience, because our paper intends to study the personal traits

as a predictor to positive experience or the other way around. So, what the author had said about

the experienced as related to learning especially in education, we will now relate it to our topic.
 Having different personalities, characteristics, talents, and skills, each and every one will

learn a lesson on that differences coming from the different experiences that they had. they

experienced a lot of situations and happenings, sometimes they experienced illness, joy, loving

and etc. that in citation of the authors, it is in the philosophical sense, surely simple, but

nevertheless trivial.

The experience of every seminarian inside the seminary is unique compared to the other

community; and in that experienced it will also cause another or arises another experienced. The

author also tackle experience integrates over space and time, and in the seminary space and time

is very important because all the activities inside is in the schedule. That’ s why the book is

related to our topic.

Another article that is helpful to the topic is entitled “Positive Daily Experiences Are

Associated with Personality Trait Changes in Middle‐aged Mothers”[CITATION Jer18 \l 1033 ].

This article talks about the theoretical perspective of the relationship between traits and daily

experiences. Jeroen Borghuis and the other authors said that “recurrent daily experiences can

affect personality traits”. The article also speaks about Personality Trait Development in Middle

Adulthood and The Roles of Positive versus Negative Daily Experiences in Personality Trait

Development. They concluded that “recurrent daily positive experiences contribute to personality

trait changes among middle‐aged women”[CITATION Jer18 \l 1033 ]. With these, as the article

speaks about personality traits and positive experiences, the article is related to the topic.

In line with these, as the seminary have activities and schedules in the seminary are made

to form the 5 aspects, and that is the social physical, intellectual, emotional and spiritual. And

from Pradhan’s different types of character includes some of the aspects that is being formed in
the seminary. And, the seminarians came from the different and distant places, where they have

their own traditions, cultures and beliefs before they entered the seminary. They have their own

experiences; and these experiences help their characteristics and personality be formed. In their

uniqueness, the characteristics that they had and their personality that being formed through the

effect of personal and social influences help them to merge their uniqueness to the community.

Research Problem

The following are the questions that the researchers aims to answer: first, to identify the

common personality traits among the seminarians; second, their appraisal of the positive

experiences in the seminary. Finally, in what ways does their personality traits conform in the

seminary environment, and if these predict the different positive experiences in the seminary.

Conceptual Framework

Personality Traits Positive Experiences

Theoretical Framework

Every seminarian has their own personality traits. While the seminary formation consists

of different schedules and activities that led them to interact with one another. With that, they

gather their personal experiences that is either positive or negative to them. However, his

personality traits might have an effect to the experiences that he is about to perceive. But perhaps

the experiences that he already experienced in the seminary might as well already has an effect to

his personality traits in the formation.

The variables that were written will be explained on the following sentences. The first

variable (personality traits) is a nominal type of variable, because it doesn’t need intrinsic
ordering and it would be freely assigned. While, the second variable (positive experiences) is a

continuous type of variable, because it is infinite and cannot be counted. The seminary will be

the ground of the research process and it will focus on the seminarians.

While, the treatment that the researchers will use is correlational. This would mean that

personality traits will be related to the positive experiences of the seminarians and the

researchers will also relate the positive experiences to the personality traits of the seminarians.

Methodology

The study was conducted to know if the personality traits of each seminarian predicts the

different positive experiences in the seminary or the other way around or both. To be able to

gather the necessary data, the researcher utilized the descriptive method, using both qualitative

and quantitative approaches but more on quantitative. Herein, the respondents all of the

seminarians of the Oblates of Saint Joseph in the Philippines so that the result will be as valid as

possible. The survey methods were the research instruments used for the data-gathering.

The seminarians of the Oblates of Saint Joseph in this study accomplished a survey

questionnaire to check their own opinions in the statements given. The results of the survey

gathered were then processed by computing the percentage of each statement. Relevant

literatures were also used to support the gathered findings.

The credibility of findings and conclusions extensively depends on the quality of the

research design, data collection, and data analysis. This chapter will be dedicated to the

description of the methods and procedures done to obtain the data, how they will be analyzed,

interpreted, and how the conclusion will be met. This section is to justify the means in which the
study was obtained and will help in giving it purpose and strength as it will be truthful and

analytical. All these will help in the processing of the data and the formulation of conclusions.

Specifically, this research will cover the following: the research method, the respondents

or subjects to be studied (which will include the sampling method), the data collection

instrument, and the data analysis. These will be presented on the following pages.

Research Method

First, the researchers will use a questionnaire that could define the personality traits of the

seminarians. The group will use the Big Five Personality test in order to know the common and

other personalities of the seminarians. Afterwards, the researchers will use another questionnaire

to know the positive experiences in the seminary.

This study utilized the descriptive method of research. As widely accepted, the

descriptive method of research is a fact-finding study that involves adequate and accurate

interpretation of findings. Descriptive research describes a certain present condition. Relatively,

the method is applicable to this study since it aims to describe the present condition. The

technique that was used under descriptive method is the normative survey approach and

evaluation, which are commonly used to explore opinions according to respondents that can

represent a whole population. The survey is appropriate in this study because it enables the

researcher in formulation of generalizations. Specifically, one type of direct-data survey is in this

study, it is a questionnaire survey. The direct-data type of survey is a reliable source of first-hand

information because the researcher directly interacts with the participants. The questionnaire

survey respondents were given ample time to check their opinion on the statements.
 The purpose of employing the descriptive method is to describe the nature of a condition,

as it happens during the time of the study and to explore the cause or causes of a particular

condition. The researcher opted to use this type of research considering the desire to acquire first

hand data from the respondents so as to formulate rational and sound conclusions and

recommendations for the study.

Two types of data were used: the primary and the secondary data. The primary data were

derived from the answers of the respondents which was submitted to the self-administered

questionnaire prepared by the researcher. In addition, the information obtained from the

interview also provided primary research data that supported the study. The secondary data, on

the other hand, were derived from the findings stated in published documents and literatures

related to the research problem. These were based from the recent literatures related to the role of

family in the formation program of the Oblates of Saint Joseph and the importance of going

home and to be visited by your parents in the seminary.

In terms of approach, the study employed both qualitative and quantitative approaches.

The quantitative approach focused on obtaining numerical findings was used with the survey

method. The interview on the other hand, made up the qualitative approach of the study as this

focused on personal accounts, observations, description and individual insights of the

respondents. This study employed the combined approach so as to overcome the limitations of

both approaches.

Respondents of the Study

The study will have respondents directly from the seminarians of the Oblates of Saint

Joseph College Seminary. For this purpose, a self-administered survey questionnaire was given
to the respondents to answer. Herein, there were 56 participants for the questionnaire survey. The

respondents were given 10-15minutes to complete the survey questionnaire upon request. After

collecting the questionnaires, the responses will be tallied, computed, analyzed, and recorded.

Instrumentation

 Statistical Treatment on The Big Five Inventory Test

The following was derived from the Likert Scale. According to Saul McLeod “Likert Scale is

a five (or seven) point scale which is used to allow the individual to express how much they

agree or disagree with a particular statement” [ CITATION Sau19 \l 1033 ].

The scale of “Always”, “Sometimes”, “Often” and “Never” was used to interpret the

experiences in the seminary which is shown on Table 1. While, the scale of “Disagree strongly”,

“Disagree a Little”, “Agree a Little and “Strongly Agree” was used to interpret items in the

questionnaire which is shown on Table 2. These responses were based on the respondents of the

Oblates of Saint Joseph College Seminarians in the Philippines.

SCALE INTERPRETATION

1 Never

2 Often

3 Sometimes

4 Always
TABLE 1 TABLE 2

SCALE INTERPRETATION

1 Disagree strongly

2 Disagree a Little
 3 Neither Agree nor Disagree

4 Agree a Little

5 Strongly Agree

Percentage was used to measure the general response of the survey samples, whether they

chose the proper scale that can complete the statement.

The Formula used is the equation for Size:

Example: on the first statement of the questionnaire.

(Disagree Strongly)

4 persons agreed that “The appropriate schedule of going home”

Hence the formula in getting the percentage of it is

Frequency / Total number of Respondents * 100

4 / 56 * 100 = 7.14 or 7%

 Ranking
 This is important in order to know the common trait of the seminarians and to know

which traits are unique to some of the respondents. Hence, the researchers will rank the items

in descending order.

 Weighted Mean

This is important in order to know the percentage of the seminarian’s personality trait

from all of the respondents who participate in the formation.

∑ fw
WM or X = n

Where:

WM or X = Weighted Mean

∑=Summation Symbol

f = frequency of each option

w = assigned weight

n = Total number of responses for each item.

The experiences of the seminarians will be interpreted as “always”, “sometimes”, “often”

and “never”. Hence, all of the answers will be tallied to find its average.

Level Weight Dedekind Cut Verbal Interpretation

1 3.1– 4.00 Done Always

2 2.1 – 3.00 Done Sometimes

3 1.1 – 2.00 Done Often

 4 0 – 1.00 Never Done

D. Ethical Considerations

As this study utilized human participants certain issues were addressed. The

consideration of these issues is necessary for the purpose of ensuring the privacy as well as the

security of the participants. These issues were identified in advance so as prevent future

problems that could have risen during the research process. Among the significant issues that

were considered included consent, confidentiality and data protection.

In the conduct of the research, the survey forms and interview methods were drafted in a

very clear and concise manner to prevent conflicts among respondents. People who participated

in the research were given an ample time to respond to the questions posed on them to avoid

errors and inaccuracies in their answers. The respondents were given a waiver regarding the

confidentiality of their identity and the information that they did not wish to disclose. The

respondents' cooperation was eagerly sought after, and they were assured that the data gathered

from them would be treated with the strictest confidence, so that they would be more open. This

was done with the hope that this would promote trust between the researcher and the

respondents.

Presentation, Interpretation and Analysis of Data

A. Demographic Profile of Respondents

TABLE 1.1

Respondents Frequency Percentage Rank

Seniors 23 43.40% 1
Sophomores 11 20.75% 3
Freshmen 19 35.85% 2
 Based on table 1.1, it shows that 43.4% or 23 out of 53 are senior seminarians. While 35.85%

or 19 out of 53 are freshman seminarians. Then, 20.75% or 11 out of 53 are sophomore

seminarians.

B. Analysis of the Answers on the Experiences Questionnaire

a. Spiritual Aspect

Table 2.1

Statement Average STDEV Rank

1 3.428571 0.567519 3.33
2 3.428571 0.567519 3.33
3 3.214286 0.731481 8
4 3.160714 0.910081 9
5 2.857143 0.672271 10
6 3.357143 0.724345 7
7 3.535714 0.601945 1
8 3.5 0.738549 2
9 3.428571 0.656634 3.33
10 3.375 0.619751 6
3.33

Table 2.1 shows that during the formation the average of the seminarians doing the

statements regarding the spiritual aspect was “done always”. In statements 1-10, statement

number 5 was interpreted as “done sometimes”, while the others as “done always”. The

statements that ranks as the highest are statements numbers 7 (I acknowledge my sins and need

for God’s forgiveness through the celebration of the Sacrament of penance), 8 (I honor St. Joseph

through reciting the Wednesday devotion), 1 (I exercise personal and silent communion with God

through daily practice of short period of silence), 2 (I find time for praying) and 9 (I nurture my
love and commitment to Jesus through the daily participation at the Eucharistic celebration and

the daily visits to the blessed sacrament).

b. Intellectual Aspect

Table 2.2

Statement Average STDEV Rank

11 3.375 0.648425 1
12 2.678571 0.788719 7
13 2.928571 0.5987 2

14 2.803571 0.615545 5

15 2.571429 0.782935 8

16 2.875 0.689202 3.5

17 2.517857 0.953292 9

18 2.392857 0.755069 10

19 2.875 0.764258 3.5

20 2.75 0.814639 6

2.78

Table 2.2 shows that during the formation the average of the seminarians doing the

statements regarding the intellectual aspect was “done sometimes”. Statement number 11 ranks

as the highest and interpreted as “done always”, while statements number 12- 20 was interpreted

as “done sometimes”. The statements that ranks as the highest are statements numbers 11 (I

submit my requirements on time), 13 (I can describe my academic performance as satisfactory),

16 (I actively participate in our class discussion) and 19 (I share my knowledge to the

community).
 c. Physical Aspect

Table 2.3

Statement Average STDEV Rank

21 3.214286 0.652667 1

22 3.017857 0.797521 7

23 3.125 0.662296 5.5

24 3.142857 0.644658 2.33

25 3.142857 0.698793 2.33

26 3.142857 0.796094 2.33

27 3.125 0.740086 5.5

28 2.803571 0.902917 9

29 2.767857 0.831014 10

30 2.946429 0.882551 8

3.04

Table 2.3 shows that during the formation the average of the statements regarding the

physical aspect of the seminarians was “done sometimes”. Statements number 21 and 23-27 was

interpreted as “done always”, while statement number 22 and 28-30 was interpreted as “done

sometimes”. The statements that ranks as the highest are statements numbers 21 (I am always

well groomed), 24 (I come early in the working place), 25 (I believe playing time is necessary)

and 26 (I perform well during manual work).

d. Emotional Aspect

Table 2.4
 Statement Average STDEV Rank
31 2.839286 0.707795 7.5

32 3.017857 0.841883 3.5

33 2.964286 0.971677 5

34 2.875 0.875162 6

35 3.035714 0.631428 2

36 3.017857 0.750541 3.5

37 2.553571 0.851088 10

38 3.071429 0.870886 1

39 2.75 0.899495 9

40 2.839286 0.869206 7.5

2.96
Table 2.4 shows that during the formation all of the statements regarding the emotional

aspect was “done sometimes”. Statement number 38 ranks as the highest, while statement

number 37 was done least. The statements that ranks as the highest are statements numbers 38(I

am happy when someone appreciates my achievements), 35(I feel destructed when someone is

teasing me), 32(I’m feeling valued when I’m appreciated) and 36 (I easily accept the correction

of others when I commit mistakes).

e. Social Aspect

Table 2.5

Statement Average STDEV Rank

41 3.285714 0.624188 2

42 3.339286 0.79262 1

43 2.857143 0.840532 9
 44 3.017857 0.820002 7

45 2.821429 0.855084 10

46 3.160714 0.757431 5

47 3.214286 0.624188 3

48 3.178571 0.663521 4

49 3.142857 0.724345 6

50 2.982143 0.750541 8

3.1

Table 2.5 shows that during the formation the average of the statements regarding the social

aspect was “done always”. Statements number 41,42 and 46-49 was interpreted as “done

always”, while statements number 43-45 and 50 was interpreted as “done sometimes”. The

statements that ranks as the highest are statements numbers 42(I treat the community as my

second family), 41 (I actively participate in recreational and sports activities of the seminary to

solidify my interaction to the community) and 47 (I enable myself to befriend by everyone).

C. Analysis of the Answers on Personality

 Based on the answers of the respondents, statement number 10 ranks as the highest, which is

“I see myself as someone who is curious about many different things”. While, statement number

8 and 9 followed

Agreeableness as a predictor of positive seminary experiences.

Outcome
value p-value Decision Interpretation
Variable
There is a significant
Spiritual -.305 .022* Reject Ho
difference.
There is a significant
Intellectual -.259 .053 Reject Ho
difference.
There is no
Physical -.199 .382 Accept Ho
significant difference.
There is no
Emotional -.124 -363 Accept Ho
significant difference.
There is no
Social -.162 .232 Accept Ho
significant difference.
Significant at p < 0.05
Extraversion as a predictor of positive seminary experiences

Outcome
value p-value Decision Interpretation
Variable
There is no
Spiritual -.128 .348 Accept Ho
significant difference.
There is no
Intellectual -.081 .552 Accept Ho
significant difference.
There is no
Physical -.124 .364 Accept Ho
significant difference.
There is no
Emotional .202 -136 Accept Ho
significant difference.
There is a significant
Social -.367 .005* Reject Ho
difference.
Significant at p < 0.05

Conscientiousness as a predictor of positive seminary experience

Outcome
value p-value Decision Interpretation
Variable
There is no
Spiritual .095 .485 Accept Ho
significant difference.
There is no
Intellectual .097 .475 Accept Ho
significant difference.
There is a significant
Physical .256 .057* Reject Ho
difference..
There is no
Emotional .252 .061 Accept Ho
significant difference.
There is no
Social .005 .970 Accept Ho
significant difference.
Significant at p < 0.05
Neuroticism as a predictor of positive seminary experience

Outcome
value p-value Decision Interpretation
Variable
There is no
Spiritual .001 .996 Accept Ho
significant difference.
There is no
Intellectual -.149 .272 Accept Ho
significant difference.
There is no
Physical -.070 .607 Accept Ho
significant difference.
There is no
Emotional -.065 .635 Accept Ho
significant difference.
There is no
Social -.168 .215 Accept Ho
significant difference.
Significant at p < 0.05

Openness as a predictor of positive seminary experience

Outcome
value p-value Decision Interpretation
Variable
There is no
Spiritual -.031 .823 Accept Ho
significant difference.
There is no
Intellectual -.023 .868 Accept Ho
significant difference.
There is no
Physical .145 .286 Accept Ho
significant difference.
There is no
Emotional .137 .315 Accept Ho
significant difference.
Social -.025 .853 Accept Ho There is no
 significant difference.
Significant at p < 0.05

D. Combined Analysis

The respondents ranked the experiences as “sometimes” and “always” because even if

difference in their personality exist they still have common personality and that is seeing

themselves as someone who is curious about many different things. With that, the seminarians

tends to adjust and conform even if they have differences.

Conclusion

First is that the common personality of the seminarians is being curious about many

different things. Second, every experiences in the seminary is done mostly sometimes and some

always. Third, their personality traits conform in the seminary environment because of curiosity,

and it predicts the different positive experiences in the seminary in a way that they are adjusting

because almost all of them wants to know what is the life in the seminary. Finally, because of the

different experiences in the seminary their personality also changes because they are adopting the

teachings based on the schedule of the seminary.

Appendices

A. Informed Consent Form

Dear Brothers in Christ,

Pax Tecum!

A research paper is a requirement in college. For this school year, as sophomore students of the
Oblates of St. Joseph College of Philosophy, we are conducting a research entitled
“PERSONALITY TRAITS AS A PREDICTOR OF POSITIVE EXPERIENCES IN THE
CONTEXT OF THE OBLATES OF SAINT JOSEPH COLLEGE SEMINARY”
 With this regard, we are required to make a survey regarding our study. Thus, you are chosen as
one of our respondents to prove the validity of our study. Attached herewith is a questionnaire
about our topic.

Your help is a great support in the accomplishment of this paper.

In advance, we are extending our warmest thanks and gratitude for helping us out in our study.

God bless!

In Jesus, Mary and Joseph,

Soph. Sem. John Paul P. Justiniani

Soph. Sem. Ron Homer C. Matibag
Soph. Sem. Gred Matthew L. Viñalon

B. Survey Form

Name: ___________________________________________
Year Level: _________

Kindly put a check ( ¿ ¿ on the box to the answer using the rating scale which is closely related
to your honest state in the seminary formation. (NB. These information are non-bearable to
seminary formation and is highly confidential)
always sometimes often never

4- Always 3- Sometimes 2- Often 1- Never

A. Spiritual Aspect 4 3 2 1
I exercise personal and silent communion with God through
daily practice of short period of silence
I find time for praying.
I still pray during ad libitum.
I have a personal devotion.
I seek for spiritual guidance.
I honor Blessed Virgin Mary with the daily recitation.
I acknowledge my sins and need for God’s forgiveness
through the celebration of the Sacrament of penance.
I honor St. Joseph through reciting the Wednesday devotion.
I nurture my love and commitment to Jesus through the daily
participation at the Eucharistic celebration and the daily visits
to the blessed sacrament.
I actively recite the morning, the evening, and the night
prayers every day.
B. Intellectual Aspect 4 3 2 1
I submit my requirements on time
I always extend my study period during examination week.
I can describe my academic performance as satisfactory
I nourish my study period by
I spend my extra time in reading academic books.
I actively participate in our class discussion.
I practice my writing skills through participating in
publication of Anchor.
I advance my readings for the next discussion in our
classroom.
I share my knowledge to the community.
I practice good study habits every day.
C. Physical Aspect 4 3 2 1
I am always well groomed.
I love working.
I play with high enthusiasm.
I come early in the working place.
I believe playing time is necessary.
I perform well during manual work.
I can play well in indoor and outdoor games.
I exhibit my singing talent, acting either as song leader or as
a choir during liturgical functions.
I help my brother when I already finished my assigned area.
I exert an extra effort to develop my playing skills.
D. Emotional Aspect 4 3 2 1
I feel down when someone corrects me.
I’m feeling valued when I’m appreciated.
I can’t work well when someone is angry with me.
I can manage my emotions
I feel destructed when someone is teasing me.
I easily accept the correction of others when I commit
mistakes.
I am annoyed when someone disturbed me in doing things.
I am happy when someone appreciates my achievements.
I easily get angry when someone is teasing me.
I easily feel desolate when no one is talking with me.
E. Social Aspect 4 3 2 1
I actively participate in recreational and sports activities of the
seminary to solidify my interaction to the community.
I treat the community as my second family.
I always share my problems to the community especially to my
classmates.
I always interact to the community.
I always introduce myself to others.
 I always help my brothers in the community.
I enable myself to befriend by everyone.
I make myself accountable whenever someone asking me.
I secure harmony in all my undertakings.
I always affirm my brother’s decision.
The Big Five Inventory (BFI)

Here are a number of characteristics that may or may not apply to you. For example, do you
agree
that you are someone who likes to spend time with others? Please write a number next to each
statement to indicate the extent to which you agree or disagree with that statement.
Disagree Disagree Neither agree Agree Agree
Strongly a little nor disagree a little Strongly
1 2 3 4 5
I see Myself as Someone Who...

____1. Is talkative ____23. Tends to be lazy

____2. Tends to find fault with others
____3. Does a thorough job
____4. Is depressed, blue
____5. Is original, comes up with new ideas
____6. Is reserved
____7. Is helpful and unselfish with others
____8. Can be somewhat careless
____9. Is relaxed, handles stress well
____10. Is curious about many different things
____11 Is full of energy
____12. Starts quarrels with others
____13. Is a reliable worker
____14. Can be tense
____15. Is ingenious, a deep thinker
____16. Generates a lot of enthusiasm
____17. Has a forgiving nature
____18. Tends to be disorganized
____19. Worries a lot
____20. Has an active imagination
____21. Tends to be quiet
____24. Is emotionally stable, not easily
upset
____25. Is inventive
____26. Has an assertive personality
____27. Can be cold and aloof
____28. Perseveres until the task is
finished
____29. Can be moody
____30.Values artistic, aesthetic
experiences
____31. Is sometimes shy, inhibited
____32. Is considerate and kind to
almost everyone
____33. Does things efficiently
____34. Remains calm in tense
situations
____35. Prefers work that is routine
____36. Is outgoing, sociable
____37. Is sometimes rude to others
____38. Makes plans and follows
Through with them
____39. Gets nervous easily
____40. Likes to reflect, play with ideas
____41. Has few artistic interests
____42. Likes to cooperate with others
____43. Is easily distracted
____22. Is generally trusting ____44. Is sophisticated in art, music, or
Literature