Personality Test – Teenagers Result

Sten Score()
Sten Score(Combined)111111111111111111111
Sten Score 1-3 = Low InterestSten Score 4-7 = Average InterestSten Score 8-10 = High Interest
Sten Score 1-3 = Low Interest, Sten Score 4-7 = Average Interest, Sten Score 8-10 = High Interest
Sten Score 1-3 = Low Interest, Sten Score 4-7 = Average Interest, Sten Score 8-10 = High Interest



A test of normal, teenage/students personality, it measures 20 dimensions covering Adaptability, Academic Achievement, Boldness, Competition, Creativity, Enthusiasm, Excitability, General Ability, Guilt Proneness, Individualism, Innovation, Leadership, Maturity, Mental Health, Morality, Self-Control, Sensitivity, Self Sufficiency, Social Warmth, and Tension.
Figure-T1 presents a brief summary of the Personality Test and their high score meanings. In this figure and the following descriptions, the term 'high score' is generally reserved for sten score range of 8-10, which places the individual in the upper 20% with respect to their reference population. However, this does not suggest that the low scores are of no significance. The dimensions with low score (sten range 1-3) represent important interpretable departures from the norm, placing the individual in the bottom 20th percentile or lower with respect to the reference population. Sten scores of 4-7 represent deviations in the indicated direction from the norm but are less significant features of the profile than the upper and lower sten ranges.

FIGURE T1: High Score Description of MAP Form-T Dimensions



High Score Description



Accommodating, accepts and adjusts to situations easily.

Academic Achievement


Ambitious, overtly interested in position and realistic involvement in school life.



Socially bold, adventurous, responsible and friendly.



Independent-minded, stern and assertive.



Original, fluency in thoughts and explorative.



Cheerful, talkative, expressive and frank.



Impatient, demanding and hyperactive in behavior and thoughts.

General Ability


Intelligent, high abstract thinking, sensitive to minute details.

Guilt Proneness


Escapist, shirking responsibility, insecure and depressed.



Loner, likes to be internally restrained, avoids group action.



Experimental thinking, liberal ideas, can analyze concepts swiftly.



Controls, directs and initiates actions for a group,
power to influence others, achieves goals.



Realistic about life and emotionally stable.

Mental Health


Zestful, well adjusted, positively harmonious state of



High sense of duty, attentive to people, emotionally
disciplined and responsible.

Self Control


High self-image, socially conscious, strong will power.



Over protected, dependent, impatient, and attention

Self Sufficiency


lndependent, manipulating, and enterprising.

Social Warmth


Outgoing, participative, good natured and warm



Excited, tense, irritable and frustrated.


Adaptability (Ad) - This dimension refers to the ability to make appropriate responses to changed or changing circumstances. Those teenagers who score high on Ad readily accept any beneficial change to meet the environmental demands are said to be highly adaptable. They settle down to the conditions for work or learning with the elimination of unnecessary preparatory behaviour.
The Ad dimension is a collection of various other personality dimensions consisting of emotional maturity, uninhibited behaviour, trustworthiness, self-assurance, strong will power, social preciseness and following self image. Students scoring low on Ad do not have a harmonious relationship in their environment and are unable to obtain satisfaction for most of their needs. They usually fail to meet the demands of their physical and social surroundings.

Academic Achievement (Am) - This is a sentimental dimension consisting mainly of two attitudes: "learning skills" and "inclination to climb". It seems to reflect the amount of actual skill the student has had and the degree to which he/she is currently interested and concerned. Dimension Am is a collection of various other personality dimensions referred to as general intelligence, dominance, imagination, radicalism, self-sufficiency, and discipline. High scores on dimensions Am may be described as ambitious, overtly interested in their position and realistically involved in various aspects of their school life. Low scores on dimension Am indicate regressive behaviour, escapism and unwillingness to accept responsibility. Feelings of failure may also end to decrease this score.

Boldness (Bo) - High scoring individuals on dimension Bo are typically adventurous, bold, and energetic with good insight. They enjoy being the focus of attention in a group situation and face no problems with stage-fright. High scorers on dimension Bo are reported to feel that enjoying is more important than winning the game. They also describe themselves as quick decision makers but it should be pointed out that they do not necessarily make the correct decision. In group situations, high Bo persons feel free to participate and make more merrily "social" than task-oriented remarks.
The low scorers, on the other hand report to be intensely shy, slow, and impeded in expressing themselves. They will dislike occupations with personal contacts, and prefer one or two close friends to crowds. They avoid large parties or pern competition and are easily resentful, but very considerate of others" sensitivities.
Clinically speaking, high Bo individuals are like well-insulated buildings which can withstand external pressures passively without expending much energy in doing so. Low Bo individuals, on the other hand, have little "insulation". Therefore, external stresses can penetrate them more easily. Consequently, they expend more energy to maintain equilibrium.

Competition (Co) - High scores on Co indicates that the teenager is self assertive, dominant and aggressive. Such teenagers describe themselves as forceful and are generally very direct in their relations with other people. They like to put their own ideas into practice and enjoy having things their own way. Such high competition may lead to a dominant personality describing the teenager as disobedient, headstrong, self-willed, independent and sometimes anti-social. But the moderate scores on this dimension (sten 6-8) are often controlled and are seen in sublimated form that can be treated as highly desirable. For example, good sports performance; independence and creativity in arts and science are associated with Co.
Regarding clinical implications, extremely high Co (sten 9 or 10) are sometimes associated with aggression and stubbornness that frequently masks covert feelings of inferiority. Low Co individuals tend to be submissive, mild, humble and accommodating. Dimensions Co is also related to leadership behavior. High Co students display more effective role interaction in a group and try to influence others. They feel free to participate and readily raise group problems.
Thus, both the extremes on this dimension pose problems for adjustment. High score (sten 9-10) definitely becomes part of the delinquency - behavior problem in teenagers. On the other hand, low score (sten 1-2) may also be pathological for it occurs in abnormal submissive and humble teenagers.

Creativity (Cr) - High scorers on Cr are reserved and critical thinkers. They tend to be independent, undemonstrative, and high on scholastic and mental abilities. High scorers on Cr are also sensitive to scientific reasoning and experimental thinking. Since Cr is a combination of various other personality dimensions, it is also found that high scorers are self-assured, self-sufficient and self-sentimental about their image. Low scorers, on the other hand, are dull, emotionally less stable, impatient and threat sensitive, but they are more warm-hearted and cheerful.

Enthusiasm (En) - High scoring teenagers on dimension En are generally happy-go-lucky, lively and enthusiastic. In their self reports, they admit to having more friends than most people. They enjoy parties, shows and will prefer jobs that will offer change, variety and travel.
The low score on this dimension need not be confused with depression. Low En simply indicates that the person is serious, prudent and sober. This dimension may be treated as a behavioral control indicator in which high school indicates that the individual will externalize or "ac out" inner conflicts. On the other hand, low En simply indicates that the person will internalize (or control) their inner conflict.
En also has some relation to the family position of the child. The oldest child due to more responsibility and aul contact, tends to be a low scorer and the youngest, high scorer on En. Apart from the family position effect, enthusiasm declines after adolescence. Therefore, the teenager becomes less talkative and cheerful. Such behavior may also be considered as adjustment to a "family load".
Low En scorers are not outstandingly popular with their peer groups, and do not usually succeed in elected leadership or personal contact work. But their seriousness about any task is likely to promote their occupational steadiness and adjustment after school life.

Excitability (Ex) - Since dimension Ex is a combination of immediate temperamental quality, mind-wandering distractibility, insecurity and irrepressible impulsiveness, at first sight, high scores on this dimension may be thought of as an abnormal teenager. High Ex individuals report that they are restless sleepers, easily distracted from work by noise or intrinsic difficulty, are hurt and angry if not given important positions or whenever they are restricted or penalized for incorrect behavior. Low scorers, on the other hand, are complacent, not easily jealous and unemotional in nature.

General Ability (Ga) - High scoring individuals on Ga have a greater mental capacity to learn. They are insightful, fast-learning and intellectually adaptable. They are also inclined to have more intellectual interests and show better judgements in their observations. Low scoring individuals on Ga, on the hand, have a poor mental capacity to learn and are unable to handle abstract problems. They tend to be less well-organized and show poor judgement in their observations.
There may be some clinical significance for individuals who, on the basis of other available evidence, could be expected to perform reasonably well. Since the items themselves are not extraordinarily difficult, an otherwise capable individual who answers too many of them incorrectly may not be paying sufficient attention to the test.

Guilt Proneness (Gp) - The high Gp person feels overfatigued by exciting situations, is unable to sleep through worrying, feels inadequate to meet the rough daily demands of life, is easily down-hearted and remorseful, feels that people are not as moral as they should be, is inclined to piety, prefers books and quiet interests to people and noise, and shows a mixture of hypochondriacal and neurasthenic symptoms, with phobias and anxieties most prominent.
In group dynamics high Gp persons do not feel accepted or free to participate and considered shy, ineffective speakers, and hinderers, but remain religiously task-oriented in their remarks. They select few peers as friends, and have high standards of group conformity to rules. High Gp dimension is strongly weighted against successful leadership in face to face situations and is correlated significantly with accident proneness.
Clinically, dimension Gp is very important, first as one of the largest contributors in anxiety, appearing centrally in the depressive-anxiety syndrome, and secondly, as tending to be generally high in neurotics and many psychotics. It is very low in delinquents and mostly distinguishes those who "act out" their maladjustment from those who suffer it as internal conflict. Consequently, it is not to be confused with simple super ego strength or a "psychological weakness", as it represents a "guilt proneness" and "poorness in spirit" sometimes associated with piousness.

Individualism (Id) - The high Id individual prefers to do things on their own, is physically and intellectually obstructive, thinks over their mistakes repeatedly and how to avoid them. They tend not to forget if they are treated unfairly, and generally have private views from the group but prefer to remain in the background to avoid arguments. High scores on this dimension appear to be the common influence underlying neurotic behavior.
Low scorers on dimension Id, on the other hand, are zestful and highly involved in group action. They may not come out as group leaders but like to sink themselves in group activities. They are vigorous and ready to accept common standards.

Innovation (In) - Teenagers with high score on this dimension tend most frequently to be analytical, liberal and innovative. High In teenagers are more well-informed, more inclined to experiment with problem solutions, less inclined to moralize, etc. They feel that society should throw out traditions, they trust logic rather than feelings, favour relaxed laws, and prefer to break with established ways of doing things.
Occupationally, high scorers will opt for jobs of executives and directors, progressive politicians, and especially, scientific researchers. Professions like priests, nurses, many semiskilled and unskilled worker groups, are not meant for such individuals. Neurotics tend to run low on dimension In. In group dynamics the high In person contributes significantly more remarks to discussion, a high percentage being of a critical nature.

Leadership (Ld) - A person who scores high on dimension Ld has the ability to direct and control the attitude or actions of others. This is especially true when this person exhibits such influence on a group. High Ld teenagers usually occupy such positions in a group that commands a certain authority or potential for controlling the behaviour of this group. High leadership qualities consist of various other personality characteristics such as self-confidence, control and strong will power. They are also adventurous and responsive to people, persevering, determined and responsible, and are usually quick and alert in their surroundings.
Subjectively, the high Ld person views himself as a guardian of manners and morals. They are planful and are able to concentrate, interested in analyzing people and prefer efficient friends to other companions. Low scoring individuals on dimension Ld are undependable, obstructive and prefer to be sound followers. They are group dependent and impatient and are likely to escape when faced with responsibility.

Maturity (Ma) - This dimension is the first of those involved in the anxiety pattern. Its contribution is negative, i.e. higher anxiety is generally reflected in low scores on Ma. This dimension is one of dynamic integration and maturity as opposed to general emotionality. In its positive sense it seems to be what the psycho-analysts are attempting to describe by the notion of ego strength. The individual"s level on Ma dimension may be taken as an index of their stress tolerance. The higher the Ma dimension score, the more resources the individual has available to meet the challenges of the day. The low Ma teenager is easily annoyed by things and people, is dissatisfied with the world situation, his family, the restrictions of life, and his own health. He shows generalized neurotic responses in the form of phobias, psychosomatic disturbances, sleep disturbances, hysterical and obsessional behaviour.
High Ma teenagers are frequently chosen as leaders than are low Ma teenagers. It should be noted that delinquents may also score high on dimension Ma ("ego strength") which agrees with their psychoanalytic contrast to neurotics. Clinically, the outstanding observation is that most disorders show low Ma scores, though neurotics and psychotics do not differ only in having low Ma, but in other dimensions also.

Mental Health (Mh) - High scoring individuals on dimension Mh are in a relatively enduring state in which they are well adjusted, have a zest for living, and are attaining self-actualization or self-realization. This is a positive state, and not mere absence of mental disorder. It includes all measures aimed at preventing mental disorders and at improving the psychological adjustment of teenagers and their capacity for harmonious relationships in groups. The Mh dimension consists of various other personality characteristics such as emotional stability, impulsivity, self-security and low tension.
At the level of self-report, high Mh teenagers report that they are generally able to reach personal goals without much difficulty. They do not seem to be easily distracted when working on something and have general satisfaction with the way they have lived their lives.

Morality (Mo) - Teenagers who score high on this dimension tend to be more persistent, more respectful of authority, and more conforming to the standards of the group. The hypothesis may be set up that this dimension corresponds to the super-ego as in psychoanalysis. On the whole, it would seem that this dimension best depicts the regard for moral standards, the tendency to drive the ego and to restrain the Id, which are most frequently regarded as marks of the super-ego.
In their self-reports, high Mo teenagers describe themselves as being disgusted by sloppy friends and messy rooms. They generally follow rules to the letter. Low scores on dimension Mo occasionally signal sociopathic tendencies. Extremely high scores on dimension Mo are also associated with rigidity and unrealistic high standards for themselves, and as a result experience guilt and feeling of inadequacy when they fail to meet their standards. Thus, flexibility is not a part of the high scoring teenagers behaviour and this may lower the teenagers ability to cope with extreme stress.
High scores on dimension Mo, in typical high school groups, consistently correlate positively with academic achievement, interest in school and peers, popularity, and election to leadership. On the other hand, low score on Mo dimension is found among institutionalized delinquents, associated with behaviours such as showing-off, stealing, lying, destruction of property and temper tantrums. Therefore, the scores on Mo play an important role for evaluating character education.

Self-Control (Sc) - This dimension may be treated as the ability to bind anxiety. High scoring teenagers generally have strong control over emotional life and behaviour in general. The high Sc teenager shows socially approved character responses, behaviour control, persistence, foresight, considerateness of others, and conscientiousness.
In group dynamics high Sc scorers especially picks out persons who will be chosen as leaders, but even more so those who are effective rather than merely popular leaders. They make more remarks than others, especially problem-raising and solution-offering, receive fewer votes as hinderers, and fewer rejections at the end of the sessions. High score on dimension Sc is associated with success in mechanical, mathematical, and productive organizational activities. High score on dimension Sc is also associated with all kinds of occupational and scholastic success. It has a role in many situations of control which produces steadiness and purpose in personality. Consistent with this, a low score on dimension Sc is associated with teenage delinquency.
Clinically, low score on Sc dimension is a major contributor to the anxiety pattern and serves as an important clinical sign, signalling the teenagers' inability to keep his/her emotions in order. But at the same time, if the score on dimension Sc is extremely high (sten 9-10) in combination with elevations on dimension Gp (guilt proneness) and Tn (tension - to be discussed later), there is a tendency to excess compulsivity, resulting in obsessional types of behaviour.

Sensitivity (Se) - Descriptions associated with high scores on this dimension include tender minded, dependent, overprotected, fidgety, clinging, and insecurity among teenagers. High Se scorers prefer to use reason rather than force in getting things done. The high Se teenager shows a fastidious dislike of "crude" friends and rough tasks, a liking for travel and new experiences, a labile (indeed, unstable), imaginative aesthetic mind, a love of dramatics, and a certain impracticality in general affairs. There are Indications that teenagers with interest in art score high on this dimension. Group performances tend to be poor with high score on dimension Se, while they receive significantly more descriptions as fussy, slowing-up group performance in arriving at decisions, and making social-emotional negative (morale up setting) remarks. Low scores on dimension Se on the other hand, represents some sort of tough, masculine, practical, mature, group-solidarity-generating, and realistic ("no-nonsense") temperamental dimension.
The central feature of high Se is the emotional-indulgent, over-protective home. Though it has cultural associations, it could not be correct to identify it with "higher" culture or refined ideas for high Se may occur in homes of low cultural status where discipline is neglected, and indulgence is encouraged by the parents. High Se scorers also report that they avoid rough and adventurous situations, like to depend on the teacher, are artistic and neat, but not organized. The teenagers who score very high (sten 9-1 O) on this dimension should probably be encouraged to develop responsibility, to cling less to teachers or parents, and indulge more in the activities of their own age group.

Self-sufficiency (Ss) - High scoring individuals in this dimension prefer to be alone. They do not need the support of groups. In describing themselves, they prefer to work alone rather than with committees and are good at problem solving themselves. High scorers also appear to be related to success at school, particularly at the upper educational levels.
In group dynamics, the high Ss teenager is more dissatisfied with group integration as his ideas tend to be rejected. Even at school they are generally on the seclusive side. They also seem to have older friends, mature interests and their general achievement is higher. Thus, the high Ss students are a confident and resourceful person with some apparent disdain of group activities. This is often mistaken for shyness or introverted behaviour. The low scorers may be described as a person who is group dependent, who strongly values social approval and is fashionable.
Clinically speaking, extremely high scores on Ss are probably not directly indicative of any underlying pathology but in combination with low Social Warmth (to be discussed later) and Enthusiasm (En) or high Guilt Proneness (Gp) and Tension (Tn), may lead to pathological withdrawal from the society. High scorers may also be associated with the incidence of coronary heart disease and hypertension later In life.

Social Warmth (Sw) - High Sw scorers are usually found to be very warm-hearted, personable, and easy to get along with. Their self-reports indicate that they like to give presents to others, even without any occasion. If given a choice, they would rather sell than develop an invention. The high Sw student expresses marked preference for occupation dealing with people, enjoys social recognition and is more tolerant of "difficult" people. High Sw individuals prefer to adapt to others" schedules rather than require others to adapt to their schedules. They are also more likely to share their feelings with others.
The low Sw person is quite uncompromising, prefers things to people, likes to work alone, looks for thinking quality in companionship and is introspective. The low scorers are also more penetrating in their evaluations of people and things. They depend more on long term undertakings and those requiring exactness in work, for example, an electrician's job. They are more dependable in exactly meeting promises and obligations.
Clinically, extremely low scores (sten 1 or 2) may indicate unsatisfied interpersonal relationships. In combination with other dimensions such as low Enthusiasm (En), and Boldness (So) or high Self-sufficiency (Ss) may point to a pathological dislike and avoidance of others. On the other hand, extremely high scores (sten 9 or 10) may suggest an unhealthy and overriding need for approval by others.

Tension (Tn) - High Tn scorers are irritated by small things, are short tempered and may suffer from sleep disturbances. Extreme cases (sten 9-10) involve being irrationally worried, tense, irritable, anxious, and in turmoil. In group situations, high scorers rarely achieve leadership and have a poor concept of group unity and orderliness. It is seen that a high score on Tn is an important indicator which signals an unmistakable SO-S on the part of the individual.
On the clinical front, high Tn along with Guilt Proneness (Gp) is a clear indicator of general anxiety and differentiates normals from neurotic. It also contributes significantly to accident proneness.

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