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ORIGINAL SCIENTIFIC PAPER
159.923.2.072-057.874
159.922.8.072
DOI:10.5937/ZRFFP47-14984
M
ILENA
M. V
UJIČIĆ
1
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D
UŠAN
J. R
ANĐELOVIĆ
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PERSONALITY TRAITS AS PREDICTORS
OF DEPRESSION, ANXIETY, AND STRESS
WITH SECONDARY SCHOOL STUDENTS
OF FINAL YEARS
2
A
BSTRACT
.
The main aim of this research is to examine the predictive power of person-
ality traits, as defined by the Big five model of personality in expressing
depression, anxiety, and stress with secondary school students of final
years. The research was conducted on a sample of 977 secondary school
students in the third and fourth grade from ten secondary schools in Niš.
The gender structure of the sample was as follows: 397 boys and 607 girls.
The following instruments were used in the research: Depression Anxiety
Stress Scales (DASS-21; Lovibond and Lovibond, 1995), Big Five Inventory –
BFI (John, Donahue and Kentle, 1991). The results showed that the regres-
sion model constructed by personal traits (Extraversion, Agreeableness,
Conscientiousness, Neuroticism, and Openness to experience) explain 26%
of the criterion variable of Anxiety. The largest individual contribution to
1milenamvujicic@gmail.com ; alkadule9@yahoo.com
2This study was conducted in the framework of the project Kosovo and Metohija between national iden-
tity and Euro-Integrations which was financed by the Ministry of Education, Science, and Technolog-
ical Development (project number III 47027).
This paper was submitted on August 5, 2017 and accepted for publication at the meeting of the
Editorial Board held on September 19, 2017.
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the prediction of this variable is achieved by the personal trait Neuroticism
(β=.34, p<0.01). Other personal traits that contribute to the prediction of
this variable at a statistically significant level are Extraversion (β=-.17,
p<0.01), Agreeableness (β=-.14, p<0.01) and Conscientiousness (β=-.17,
p<0.01). The same model explains 37% of the criterion variable Stress. The
largest individual contribution to Stress prediction is achieved by the
personal trait Neuroticism (β=.57, p<0.01). The same model explains 27% of
the criterion variable Anxiety as well. The largest individual contribution to
the prediction of this variable is achieved by the personal trait Neuroticism
(β=.45, p<0.01), whereas a statistically significant correlation between
personal traits Agreeableness (β=-.06, p<0.05) and Conscientious (β=-.12,
p<0.01) exists. Results show that the difference between boys and girls in
expressing Anxiety (t=-2.96, p<0.01) and Stress (t=-5.01, p<0.01) exists. These
emotional states are more expressive with girls. However, there are no
differences in expressing Depression, Anxiety, and Stress with secondary
school students of the third and fourth grade on the examined sample.
K
EY
WORDS
:
personality traits, depression, anxiety, stress, secondary school students.
INTRODUCTION
Final years of secondary school represent a period of making signif-
icant life decisions regarding further professional training or
vocation choice. Besides studying the current school material,
students face the decision of future life vocation (in both, academic
and professional sense). The right choice of vocation represents
one of the most significant tasks for a young person which will
direct the entire personal and professional development. A number
of young people find themselves at a crossroads; they are often
insecure about the choice of the faculty; they feel insecure about
their own capacities and powers and they are insufficiently
informed about the job market and the principles of its function-
ing, so they choose to continue their parents’ jobs, or they choose
their jobs according to their friends’ choices. Having in mind that
this is still an adolescent population, the number of challenges for
them to face is even bigger. What is characteristic for this period of
adolescence is increased emotionality and general emotional sensi-
tivity which peak in adolescence. Adolescence is described as a
period of vast possibilities for growth and development, but also a
period of conflicts of extremes in mood, emotions, energy, ideolo-
gy; a period full of conflicts (Wenar, 2003). All of the above
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mentioned could contribute to a larger degree of anxiety and a
smaller degree of stress and depression tolerance with a young
person not ready for an array of changes he/she is expected to
experience. A number of factors influences whether and in which
ways these states will manifest, but what is expected is that person-
al traits of a young person have a part in their expression.
Individual differences will influence certain persons to be more
vulnerable to stress experiences, whereas other individuals
perceive the same stressor with lower intensity.
This research will pay particular attention to the role of personal
traits in stress, anxiety, and depression prediction based on a
sample of secondary school students in Niš. The students who
participated in the survey were of the third and fourth grade, and
they are expected to express particular sensitivity to changes and
certain emotional states as an inappropriate response to them. In
addition to that, existence of differences between genders, as well
as between the students of the third and fourth grade in expressing
depression, anxiety, and stress will be examined.
PERSONALITY TRAITS
Striving to describe a person we most often list characteristics we
believe they possess. There are a lot of terms we use in order to
describe the world around us. Within psychology of personality, a
number of authors examined the structure of personality, as well as
the significance of personality characteristics for a better under-
standing of human behavior. A personality is defined in different
ways; however, what is a common characteristic of numerous defi-
nitions is implied existence of certain permanent or relatively
permanent personal traits which determine characteristic and
consistent behavior of a person.
A comprehensive understanding of a personality as a whole
requires a detailed examination of an array of personality system
elements (lines, aims, skills, etc.) in order to examine their specific,
but also common contribution to forming ways in which people
shape their lives (Bleidorn et. al., 2010, according to Otašević and
Kodžopeljić, 2016).
One of the most widely accepted theoretical personality models
is the five-factor model, the structure of which stems from theories
of personality and a lexical hypothesis which implies that diction-
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aries of everyday language adequately express individual
differences related to social and psychological reality. It is based on
the assumption that all the important descriptions of a personality
exist in natural language. Therefore, by providing an adequate
sample of terms, one can obtain a group of personality traits which
is both comprehensive and valid, and based on which people can
describe themselves. Factorization of such a group of variables
produces latent dimensions which lie in the basis of individual
differences regarding the lines of personality (Međedović, 2009).
The author of the “Big Five” model, Goldberg (1990), believed that
the number of five factors is optimal for an adequate description of
the personality space. These factors are as follows:
Neuroticism,
Extraversion, Openness to experience, Agreeableness,
and
Conscientious-
ness.
A similar model, although based on the self-evaluation of a
questionnaire type was developed by McCrae and Costa (1990,
according to Marić, 2010). Extraversion and Neuroticism represent
the basic axes of the five-factor model, and some researchers
suggest renaming these constructs into “positive” and “negative”
emotionality, having in mind a high level of correlation between
Extraversion and positive and Neuroticism and negative emotional
states (Tellegen, 1982, according to Krapić, 2005). The explanation
for such a suggestion is represented in the fact that both lines are
consequences of the same behavioral systems which exist in the
basis of emotional states (Davidson, 2001; Gray, 1990; according to
Krapić, 2005), assuming that Extraversion is the consequence of
behaviorally activating system, whereas Neuroticism is a conse-
quence of behaviorally inhibiting one. Each dimension of the
five-factor model consists of several low order components, i.e.
facets which represent basic characteristics of an individual (John
and Srivastava, 1999). Extraversion, characterized by positive
emotionality, includes sociability, enterprise, ambition, and asser-
tiveness as its components, whereas Neuroticism, or negative
emotionality, consists of emotional reactivity, irritability, and inse-
curity. Within Agreeableness, among low order facets, there are
kindness, cooperativeness, and tendency toward helping, whereas
Conscientiousness includes components, such as urge to control (as
opposed to being impulsive), caution, reliability, responsibility,
tendency toward hard work and achievements. Openness to experi-
ence includes intellect in its narrow sense (intelligence, cleverness,
creativity), openness to experience (curiosity, imagination, liberal-
ity), as well as certain aspects of culture, personal attitudes,
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tendencies, and orientations such as interest in art, non-conform-
ity, progressive and unconventional values, and urge for different
experiences (McCrae and Costa, 1991).
DEPRESSION, ANXIETY AND STRESS
Depression, anxiety, and stress represent negative affective states
and their absence implies mental health and psychological
well-being (Diener et al., 2010).
Depression
is defined as an emotion-
al state characterized by sadness, the sense of worthlessness and
guilt, insomnia, the loss of appetite and sexual desire, pulling in,
the loss of interest in usual activities, as well as the lack of satisfac-
tion related to these activities. One of the main characteristics is
also rumination, which could interfere with adequate problem
solving and lead to problems in family relations or relationships
with friends, which could then lead to increasing seriousness of
depressive mood developing into a great depressive disorder
(Nolen-Hoeksema, 2000).
Depression symptoms are noted by a majority of people through-
out their life. However, not all of them reach the quality of
pathological depression. Besides depression symptoms, within
normal developmental changes, anxiety symptoms may occur.
Anxiety
is most often assessed on the basis of three different levels:
behavioral, subjective, and physiological. Psychic manifestations of
anxiety are an unpleasant state of fear, concern, worry, tension,
nervousness, and irritability. Symptoms such as psychomotor
unrest, accelerated heartbeat and breathing, the felling of having
short breath, muscular tension, stomach problems, and excessive
sweating occur on the physiological plan (Wenar, 2003). Anxiety
could be viewed as both a state and a line of personality. Anxiety as
a state is related to emotional reactions to internal and external
threats perceived by a person, whereas anxiety as a line of person-
ality refers to a general tendency of perceiving threats in a wide
range of stimuli (Spielberger, 1972).
Stress
is usually defined either
as an event in the external surrounding including the activation of
intense, usually negative feelings and/or a group of characteristic
bodily reactions (Zotović, 2002). The way we
experience stress
will
depend on the characteristics of an individual who found them-
selves in a stressful situation and the characteristics of the
situation itself. Individual characteristics determine what is impor-
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tant for the sense of well-being in a particular situation, shaping
the individual’s understanding of the event itself, which, after-
wards, influences the way of coping with the stressful situation.
Depending on the circumstances, an individual chooses the ways of
facing the stressful situation. The strategies of facing are not
assessed as universally good or bad, but through the level of appro-
priateness for a particular situation (Hudek – Knežević, Krapić and
Kalebić-Maglica, 2009).
The occurrence of negative affective responses in the adoles-
cence is influenced by a particular set of factors related to the
personalities of adolescents themselves and the characteristics of
their immediate and extended surrounding. Numerous studies
imply possible factors contributing to the occurrence of negative
emotional responses, such as conflicts with their parents, teachers,
peers, studying problems, “unfortunate loves” which gain
completely new dimension in this particularly sensitive period
(Rutter, 1981).
Assessing unpleasant emotions and symptoms of psychological
distress is one of the tasks psychologists face on a daily basis, in
both, practice and research. Having in mind that the presence of
unpleasant emotions is often a companion of a majority of psychic
issues, numerous instruments for assessing different unpleasant
emotional states have been developed (Werner and Gross, 2004,
according to Jovanović, Gavrilov-Jerković, Žuljević and Brdarić,
2014). Depression is assessed as a low level of positive affect,
dysphoria, hopelessness, the loss of interest, a negative attitude
towards oneself and life in general. Anxiety is described with the
aid of the physiological excitement symptoms such as dry mouth,
difficulties in breathing, shivering, as well as subjective perception
of anxious affect. Stress dimension refers to the symptoms of
general, non-specific excitement, such as difficulties in relaxation,
irritability, and grumpiness (Jovanović & al., 2014).
RELEVANT RESEARCH ON PERSONALITY TRAITS
AND NEGATIVE EMOTIONAL STATES
A number of researches has shown that if emotionality on the level
of positive and negative affect is generalized as the level of happi-
ness and well-being, these constructs depend on personality traits
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to a great extent (Costa, McCrae and Zonderman, 1987; Diener and
Diener, 1996, according to Mroczek and Kolarz, 1998). Personality
traits that are, in different researches, consistently emotionally
coloured are Neuroticism and Extraversion (Costa and McCrae,
1980; David, Green, Martin and Suls, 1997; Lucas and Fujita, 2000;
Meyer and Shack, 1989; Watson and Clark, 1992, according to
Marić, 2010). The research on general affective dimensions of
personality confirm that negative affectivity as a line of personality
correlates with Neuroticism characteristics. Anxiety and hostility,
as indicators of Neuroticism, are dispositional forms of two prima-
ry negative emotions: fear and anger. As a sub-scale, being
discouraged is related to depressive mood, sadness, hopelessness,
and guilt (John and Srivastava, 1999). Contrary to that, as a line,
positive affectivity is in a strong correlation with Extraversion.
Three Extraversion sub-scales referring to temperament are activi-
ty, searching for excitement, and positive emotions. An active and
exciting life of an extrovert could represent a reflection of striving
toward an experience of positive emotions (Smederevac and Mitro-
vić, 2006). Other personality traits of the five-factor model –
Openness to experience, Agreeableness, and Conscientiousness are
usually positively correlated to positive affectivity, while being in a
negative correlation with experiencing negative emotions (McCrae
and Costa, 1991; Watson and Clark, 1992). Studies mostly show that
these characteristics are correlated to emotional states to a signifi-
cantly lower extent than Extraversion and Neuroticism (McCrae
and Costa, 1991). In cases of present correlations, Agreeableness is
usually positively correlated with positive affective responses, and
negatively with negative emotional reactions (McCrae and Costa,
1991; Watson and Clark, 1992).
METHOD
R
ESEARCH
PROBLEM
The main problem of this research is to examine whether personal-
ity traits, as defined by the Big five model of personality are
statistically significant predictors of depression, anxiety, and stress
with secondary school students in higher grades.
T
HE
GENERAL
RESEARCH
HYPOTHESIS
It is expected that statistically significant power of personality
traits in expressing depression, anxiety, and stress with secondary
school students will be determined.
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R
ESEARCH
VARIABLES
Personality traits
(Extraversion, Neuroticism, Conscientiousness,
Openness to experience, and Agreeableness) measured by scores on
sub-scales of the Big five Inventory of Personality (Big five Invento-
ry – BFI; John et. al., 1991).
Depression, anxiety and stress
– these variables are measured by
scores on sub-scales of the Depression Anxiety Stress Scales
(DASS-21; Lovibond and Lovibond, 1995).
R
EGISTERED
SOCIODEMO
-
GRAPHIC
VARIABLES
– Gender (two-level categoric variable: 1 – male; 2 – female)
– School (ten-level categoric variable: 1 – “Svetozar Marković”
Gymnasium school; 2 – “Stevan Sremac” Gymnasium school;
3 – “Bora Stanković Gymnasium school; 4 – “9. maj” Gymnasi-
um school; 5 – Economic school, 6 – Tourism school, 7 – Trade
school; 8 – Food-chemistry school; 9 – Medical school; 10 – Mu-
sic school.
– Grade (two-level categoric variable: 1 – the third grade i 2 – the
fourth grade)
R
ESEARCH
INSTRUMENTS
Big five Inventory
(Big five Inventory – BFI; John et. al., 1991). BFI
represents measuring of personal traits of the Big five model. The
inventory includes 44 claims followed by a five-degree Likert-type
scale for answers. The reliability of the inventory sub-scales on the
sample of 599 general population members is satisfactory and
amounts as follows: .69 for Extraversion, .70 for Agreeableness, .66
for Conscientiousness, .65 for Neuroticism, and .81 for Openness to
experience (Otašević & Kodžopeljić, 2016). On the studied sample
including 977 secondary school students, sub-scales Extraversion
(
α
=.46) and Openness to experience (
α
=.47) do not show satisfactory
reliability, whereas the Cronbach’s alpha quotient for other
sub-scales amounts as follows: .68 for Agreeableness, .68 for
Conscientiousness, and .77 for Neuroticism.
Depression Anxiety Stress Scales
(DASS-21; Lovibond and Lovibond,
1995). This scale includes three sub-scales with seven claims each:
Depression (e.g. “I felt that I didn’t have anything to hope for.”),
Anxiety (e.g. “I felt scared for no reason.”), and Stress (e.g. “I
noticed that I was nervous”). Examinees answer using a
four-degree Likert-type scale (from 0-not at all to 3-always or
almost always), assessing the ways they felt during the recent
weeks. The research will use the official translation of DASS-21
scale in the Serbian language. The majority of researches in Serbia
have shown solid metric characteristic of this instrument on
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•
adolescent population (Jovanović et al, 2004). The reliability of the
entire scale on the examined sample of 977 secondary school
students, expressed by the Cronbach’s coefficient is high and
amounts 0.91.
S
AMPLE
The sample included 977 secondary school students of higher
grades coming from ten secondary schools in Niš. Schools included
in the research were as follows: four Gymnasiums schools (total of
418 students), Economy school (total of 101 students), Tourism
school (total of 109 students), Trade school (total of 103 students),
Food-chemistry school (total of 100 students), Medical school (total
of 100 students) and Music school (total of 46 students). The
students were in their third year (473 students) and fourth year
(504 students). As far as the gender structure is concerned, there
were 369 boys and 607 girls.
RESEARCH RESULTS
On the Depression Anxiety Stress Scale (DASS-21) the range of
scores is from 0 to 21. The highest average score was reached on the
dimension Stress. At the same time, the largest deviation is noted on
the same scale.
MINIMUM MAXIMUM AS SD
STRESS .00 21.00 8.70 4.60
ANXIETY .00 21.00 4.77 4.23
DEPRESSION .00 21.00 5.04 4.50
EXTRAVERSION 11.00 79.00 27.56 4.75
AGREEABLENESS 15.00 54.00 34.49 5.39
CONSCIENTIOUSNESS 14.00 43.00 30.64 5.46
NEUROTICISM 8.00 40.00 24.16 6.09
OPENNESS TO EXPERIENCE 19.00 47.00 35.54 4.85
TABLE 1: AN OVERVIEW OF DESCRIPTIVELY STATISTICAL INDICATORS ON THE BASIC RESEARCH VARIABLES
(TABELA 1. PRIKAZ DESKRIPTIVNO STATISTIČKIH POKAZATELJA NA OSNOVNIM VARIJABLAMA
ISTRAŽIVANJA)
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On the Big five Inventory (BFI), the range of scores is the highest
on the personality dimension
Extraversion
(11, 79), and the lowest
on the personality dimension Conscientiousness (14, 43). The high-
est average values students achieved on items referring to the
personality trait Openness to experience, whereas the largest devi-
ation of the average value is on the personality trait Neuroticism.
The regression model made by personality traits (Extraversion,
Agreeableness, Conscientiousness, Neuroticism, and Openness to
experience) explains 26% of criterion variable Anxiety. The largest
individual contribution to the prediction of this variable is achieved
by the personality trait Neuroticism (
β
=.34, p<0.01). The direction of
the regression coefficient implies that based on the increased values
on Neuroticism, a higher result on the Depression scale may be ex-
pected. The other personality traits which contribute to the predic-
tion of the criterion variable in a statistically significant way are Ex-
traversion (
β
=-.17, p<0.01), Agreeableness (
β
=-.14, p<0.01), and
Conscientiousness (
β
=-.17, p<0.01). The negative direction of regres-
sion coefficient implies that in cases of more expressed personality
traits, a lower value on the Depression scale is expected.
DEPRESSION
βStatistical significance
Model summary
R= .51
R
2
= .26
Statistical significance = .00
EXTRAVERSION -0.17 0.00
AGREEABLENESS -0.14 0.00
CONSCIENTIOUSNESS -0.17 0.00
NEUROTICISM 0.34 0.00
OPENNESS TO EXPERIENCE 0.00 0.79
TABLE 2: REGRESSION ANALYSIS: MULTIPLE REGRESSION ANALYSIS (ENTER PROCEDURE): PERSONALITY
TRAITS AS DEPRESSION PREDICTORS (TABELA 2. REGRESIONA ANALIZA: MULTIPLA REGRESIONA
ANALIZA (ENTER POSTUPAK): OSOBINE LIČNOSTI KAO PREDIKTORI DEPRESIVNOSTI)
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The regression model made by personality traits (Extraversion,
Agreeableness, Conscientiousness, Neuroticism and Openness to ex-
perience) explains 37% of the criterion variable Stress. The largest
individual contribution to Stress prediction is achieved by the per-
sonality trait Neuroticism (
β
=.57, p<0.01). In addition to that, the
personality trait Agreeableness is related to Stress in a statistically
significant way, however, this correlation is of a low intensity
(
β
=-.08, p<0.01), as well as the personality trait Openness to experi-
ence (
β
=.05, p<0.05).
The regression model made by personality traits (Extraversion,
Agreeableness, Conscientiousness, Neuroticism, and Openness to
experience) explains 27% of the criterion variable Anxiety. The
STRESS
βStatistical significance
Model summary
R= .61
R
2
= .37
Statistical significance = .00
EXTRAVERSION -0.03 0.23
AGREEABLENESS -0.08 0.00
CONSCIENTIOUSNESS -0.05 0.07
NEUROTICISM 0.57 0.00
OPENNESS TO EXPERIENCE 0.05 0.05
TABLE 3: REGRESSION ANALYSIS: MULTIPLE REGRESSION ANALYSIS (ENTER PROCEDURE): PERSONALITY
TRAITS AS STRESS PREDICTORS (TABELA 3. REGRESIONA ANALIZA: MULTIPLA REGRESIONA
ANALIZA (ENTER POSTUPAK): OSOBINE LIČNOSTI KAO PREDIKTORI STRESA)
ANXIETY
βStatistical significance
Model summary
R= .52
R
2
= .27
Statistical significance = .00
EXTRAVERSION -0.07 0.12
AGREEABLENESS -0.06 0.03
CONSCIENTIOUSNESS -0.12 0.00
NEUROTICISM 0.45 0.00
OPENNESS TO EXPERIENCE 0.00 0.95
TABLE 4: REGRESSION ANALYSIS: MULTIPLE REGRESSION ANALYSIS (ENTER PROCEDURE): PERSONALITY
TRAITS AS ANXIETY PREDICTORS (TABELA 4. REGRESIONA ANALIZA: MULTIPLA REGRESIONA
ANALIZA (ENTER POSTUPAK): OSOBINE LIČNOSTI KAO PREDIKTORI ANKSIOZNOSTI)
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largest individual contribution in the prediction of this variable is
achieved by the personality trait Neuroticism (
β
=.45, p<0.01),
whereas a statistically significant correlation between the person-
ality trait Agreeableness (
β
=-.06, p<0.05) and Conscientiousness
(
β
=-.12, p<0.01) and Anxiety as a criterion variable exists.
These results show that there is a difference between boys and
girls in expressing Anxiety (t=-2.96, p<0.01) and Stress (t=-5.01,
p<0.01). These states are more expressed with girls.
No differences were noted in expressing Depression, Anxiety and
Stress between the third and the fourth grade students.
AS SD T DF SIG.
DEPRESSION male 5.30 4.76 1.35 941 .18
female 4.89 4.25
ANXIETY male 4.24 3.95 -2.96 954 .00
female 5.07 4.34
STRESS male 7.72 4.54 -5.01 938 .00
female 9.26 4.53
TABLE 5: GENDER DIFFERENCES IN EXPRESSING DEPRESSION, ANXIETY, AND STRESS ON THE EXAMINED
SAMPLE (TABELA 5. POLNE RAZLIKE U IZRAŽENOSTI DEPRESIVNOSTI, ANKSIOZNOSTI I STRESA NA
ISPITANOM UZORKU)
AS SD T DF SIG.
DEPRESSION 3
rd
grade 5.05 4.58 .09 942 .93
4
th
grade 5.03 4.43
Anxiety 3
rd
grade 4.66 4.09 -.79 956 .43
4
th
grade 4.87 4.36
Stress 3
rd
grade 8.84 4.65 .92 940 .36
4
th
grade 8.56 4.54
TABLE 6: DIFFERENCES IN EXPRESSING DEPRESSION, ANXIETY, AND STRESS IN RELATION TO GRADE ON THE
EXAMINED SAMPLE (TABELA 6. RAZLIKE U IZRAŽENOSTI DEPRESIVNOSTI, ANKSIOZNOSTI I STRESA
U ODNOSU S OBZIROM NA RAZRED
NA
ISPITANOM
UZORKU
)
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Based on shown results, we can conclude that there are differenc-
es in expressing stress (F=3.60, p<0.01) and anxiety (F=2.27, p<0.05)
with students attending different schools. For a more detailed anal-
ysis, an LSD test results follow.
SUM OF SQUARES DF MEAN SQUARE F SIG.
STRESS Between Groups 667.31 9 74.14 3.60 .000
Within Groups 19205.46 932 20.61
ANXIETY Between Groups 361.88 9 40.21 2.27 .016
Within Groups 16790.13 948 17.71
DEPRESSION Between Groups 244.00 9 27.11 1.34 .212
Within Groups 18895.39 934 20.23
TABLE 7: DIFFERENCES IN EXPRESSING DEPRESSION, ANXIETY, AND STRESS REGARDING SCHOOL ON THE
EXAMINED SAMPLE (ANOVA) (TABELA 7. RAZLIKE U IZRAŽENOSTI DEPRESIVNOSTI,
ANKSIOZNOSTI I STRESA U ODNOSU S OBZIROM NA ŠKOLU NA ISPITANOM UZORKU)
(I) SCHOOL (J) SCHOOL MEAN DIFFERENCE
(I-J)
STD.
ERROR SIG.
DEPENDENT VARIABLE – STRESS
TRADE SCHOOL “9. maj” Gymnasium school 2.01 .64 .002
FOOD-CHEMISTRY
SCHOOL
“Svetozar Marković” Gymnasi-
um school
-1.49 .64 .020
“Bora Stanković” Gymnasium
school
-1.36 .65 .036
Economic school -1.56 .66 .018
Tourism school -1.54 .65 .017
Trade school -2.41 .65 .000
Medical school -3.11 .66 .000
TABLE 8: AN REVIEW OF AN LSD TEST FOR COMPARING DIFFERENCES AMONG GROUPS (TABELA 8. LSD TEST
ZA POREĐENJE RAZLIKA IZMEĐU GRUPA)
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The results of the LSD post hoc test show that with the students
coming from Trade school stress is more expressed than with stu-
dents coming from “9. maj” Gymnasium school. In addition to that,
anxiety with these students is more expressed than with their peers
coming from “Bora Stanković” Gymnasium school and “9. maj”
Gymnasium school, as well as Food-chemistry school. With the Med-
ical school students, stress and anxiety are more expressed in com-
MEDICAL SCHOOL
“Svetozar Marković” Gymnasi-
um school
1.62 .65 .012
“Stevan Sremac” Gymnasium
school
1.85 .65 .004
“Bora Stanković” Gymnasium
school
1.75 .65 .007
“9. maj” Gymnasium school 2.71 .66 .000
Economy school 1.55 .66 .019
Tourism school 1.57 .65 .016
Food-chemistry school 3.11 .66 .000
DEPENDENT VARIABLE – ANXIETY
TRADE SCHOOL
“Bora Stanković” Gymnasium
school
1.23 .59 .037
“9. maj” Gymnasium school 1.42 .59 .016
FOOD-CHEMISTRY
SCHOOL
Trade school -1.80 .60 .003
Medical school -2.06 .61 .001
Music school -1.62 .75 .032
MEDICAL SCHOOL
“Svetozar Marković” Gymnasi-
um school
1.29 .59 .028
“Stevan Sremac” Gymnasium
school
1.30 .59 .029
“Bora Stanković” Gymnasium
school
1.50 .60 .013
“9. maj” Gymnasium school 1.69 .60 .005
Tourism school 1.22 .59 .041
Food-chemistry school 2.06 .61 .001
TABLE 8: AN REVIEW OF AN LSD TEST FOR COMPARING DIFFERENCES AMONG GROUPS (TABELA 8. LSD TEST
ZA POREĐENJE RAZLIKA IZMEĐU GRUPA)
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parison to the students coming from other schools. Contrary to that,
these states are statistically less expressed with the students coming
from Food-chemistry school in comparison to other schools.
DISCUSSION OF THE RESULTS
The main aim of this research paper was to test the predictive
power of personality traits in predicting affective states – depres-
sion, anxiety, and stress with secondary school students of higher
grades. Having in mind a very turbulent adolescent period, as well
as challenges before the young people in this period, it was expect-
ed that these states would be expressed more intensively than
usually. However, the average student achievements imply that
stressful experiences are the most expressed, whereas anxiety and
depression are less expressed. Among the personality traits, the
most expressed one is Openness to experience, which was expected
bearing in mind the population of the examined sample.
Earlier theoretical considerations have almost consistently prov-
en that personality traits which predispose people to negative
emotional reactions – Extraversion and Neuroticism, as defined by
the five-factor model of personality (Costa and McCrae, 1980; David
et. al., 1997; Lucas and Fujita, 2000; Meyer and Shack, 1989; Watson
and Clark, 1992, according to Marić, 2010). Extraversion is related
to the tendency to experience pleasant affective states in a highly
positive manner, whereas Neuroticism is related to negative affec-
tivity. Other personality traits of the five-factor model – Openness
to experience, Agreeableness, and Conscientiousness are most
usually related to positive affectivity; whereas they are in a nega-
tive correlation with experiencing negative emotions (McCrae and
Costa, 1991; Watson and Clark, 1992).
The results of this research showed that based on Neuroticism,
all the three examined emotional states – Depression, Anxiety, and
Stress could be predicted. Such a result is expected bearing in mind
that Neuroticism is theoretically labeled as a dimension referring
to negative emotionality. Depression could also be predicted based
on Extraversion and Agreeableness values; however, the correla-
tion between these two dimension is in the opposite direction to
the afore mentioned one, implying that, in cases of high values of
these personality traits, the expected value on the Depression scale
will be lower. Extrovert people are characterized by sociability,
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enterprise, activity, meaning that such people generally resort to
positive emotions. Agreeableness, as a personality trait, is a charac-
teristic of people which are kind, cooperative, and ready to help
others. Adolescents that express these personality traits are unlike-
ly to tend to depressive reactions. On the contrary, when facing
problems, they are expected to turn to others and to activities in
the world around them.
The largest individual contribution to Stress prediction, as
mentioned, was achieved by the personality trait Neuroticism,
whereas the personality trait Agreeableness is correlated to Stress
in a statistically significant way as well, the correlation, however,
being of a low intensity.
Lines of personality that showed correlation to both high and
low psychological distresses on different populations are Extraver-
sion, Neuroticism, and Conscientiousness. People who express
Neuroticism as a line of personality are more likely to experience
distress, since they respond to everyday stressors in a negative way
and report to experience a larger number of stressful experiences
(Duggan, Sham, Lee, Minne and Murray, 1995, according to
Vrućinić, 2014).
In addition to Neuroticism, the personality traits Agreeableness
and Conscientiousness contribute to Anxiety prediction. As
mentioned earlier, researchers mostly find that Agreeableness,
Conscientiousness, and Openness correlate to emotional states to a
lower degree in comparison to Extraversion and Neuroticism
(McCrae and Costa, 1991). In cases in which correlations were
noted, Agreeableness was most often positively correlated to posi-
tive affective responses, and negatively with negative emotional
reactions (McCrae and Costa, 1991; Watson and Clark, 1992).
The results obtained on this sample also speak in the favor of the
fact that Agreeableness and Conscientiousness are correlated to
Anxiety in a negative manner. People who express these traits lean
toward positive affectivity; their nature is mild; they are sensitive,
altruistic, i.e. reliable and responsible, with strong self-control. If
these traits are expressed to a great extent, they could lead to
violating psychic stability and emotional balance. On the other
hand, if these traits are expressed to a moderate level, they will not
lead to negative emotional response.
The results show that there is a difference between boys and girls
in expressing Anxiety and Stress. These emotional states are more
expressed with girls. Previous researches have almost consistently
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shown that women express negative emotions, such as sadness and
fear more often (Brody and Hall, 2008, according to Jovanović et.
al., 2014) as well as that they face a higher level of risk for develop-
ing depressive and anxiety disorders (Leach, Christensen,
Mackinnon, Windsor and Butterworth, 2008, according to Jovano-
vić & al., 2014), this result thus being in accordance with the
expected.
In addition to that, the results show no differences in expressing
Depression, Anxiety, and Stress with the third and the fourth year
students of secondary schools, as the studied sample suggests.
These differences were somewhat expected having in mind that the
fourth year students face the task of choosing their further profes-
sional development. The suspense carried by each decision could,
according to the expectations, contribute to a higher level of stress
and anxiety; however, this result did not prove itself as a statistical-
ly significant one, meaning that there are other factors as well
which cause the occurrence of negative emotional states.
Bearing in mind that the students from the sample come from 10
different schools in Niš, it was examined whether there were differ-
ences in expressing stress, anxiety, and depression with the
students coming from different schools. The results have shown
that such differences do exist in terms of expressing stress and
anxiety, as well as that, in comparison to the other schools, gener-
ally these states are more expressed with the students of Medical
school, whereas the students of Food-chemistry school do not
express stress and anxiety to a significantly lower extent. In order
to explain these differences, variables concerning the general
climate in schools, the width of the curriculum, as well as the rela-
tionships between students and their teachers should be examined.
CONCLUSION The period of adolescence, as one of the most turbulent periods in
life, carries a feeling of internal fear, concern, restlessness, and
worry. The most expressed fears torturing a young individual are
fears and concerns related to school, personal competences, and
physical health. At the crossroads of their lives, such as attending
college, getting a job, and similar situations representing a chal-
lenge in adapting, the occurrence of a number of anxiety symptoms
is expected. Types of fears, as well as their quality depend on the
age, leading the process of maturing towards strengthening the
internalized problems. The increase in cognitive abilities enables
adolescents to think about themselves in the future (Wenar, 2003).
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Furthermore, facing the problems of growing up could be stress-
ful for particular individuals, whereas inadequate ways of facing
stressful experiences could lead towards pulling in or depressive
reactions.
This research confirmed the assumptions about the role of
personality traits in expressing negative affectivity, enabling us,
however, to explain depression, anxiety, and stress only partially.
Therefore, other power correlates should be included, emphasizing
those factors that usually influence the young in the period of
adolescence, which the examinees of this sample pertain to. The
sample of secondary school students in their final years was chosen
in order to identify those levels of depression, anxiety, and stress
which would be more expressed, bearing in mind the numerous
tasks students are expected to face. However, all three emotional
states are expressed on a level below the average which might lead
to the conclusion that adolescents use age-appropriate strategies of
overcoming stress, as well as that they have not taken the roles of
adults yet, seeing these changes as challenges, rather than threats.
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