Enhancing psychological security and academic performance of college underachievers through enneagram and neurolinguistic programming

Date of Publication

1996

Document Type

Dissertation

Degree Name

Doctor of Philosophy in Counseling Psychology

Subject Categories

Psychology

College

Br. Andrew Gonzalez FSC College of Education

Department/Unit

Counseling and Educational Psychology

Thesis Adviser

Irma C. Coronel

Defense Panel Chair

Naomi R. Ruiz

Defense Panel Member

Ma. Belen L. Vergara
Imelda V.G. Villar
Gundelina A. Velazco
Salud P. Evangelista

Abstract/Summary

This research compares the effectiveness of two treatments, one based on Enneagram and Global Unconscious Reframing, in enhancing psychological security and academic performance of chronic underachievers.A combination of descriptive survey and modified quasi-experimental design with pretest and repeated posttest measures were used. Eighty volunteer academic underachievers (26 females and 54 males) from the College of Engineering of De La Salle University, Manila, were selected as the first set of subjects in this study. Among them, thirteen chronic underachievers with low level of psychological security were selected as the second set of subjects for the treatments.The Wagner Enneagram Personality Style Scale (WEPSS) was used to find the dominant personality type of the underachievers while the Filipino Self-Appraisal Inventory was employed to assess the level of psychological security. The trimestral and cumulative GPAs of chronic underachievers were used. The results of the intervention indicated that the Enneagram treatment alone produced a significant change on the level of psychological security however, such change did not persist after one month. The change in academic performance was very minimal. The data indicated the Type 7 (the Joyful Person) gained better improvement on both psychological security and academic performance.

Participants given the Enneagram combined with Global Unconscious Reframing showed a significant change in the level of psychological security after the treatment. The change persisted one month later. There was also a slight positive change in academic performance after the treatment. While the Type 7 showed better improvement in their psychological security, the Type 9 (the Peaceful Person) indicated better improvement in academic performance. The improvement in the trimestral GPA was not as apparent as the improvement of psychological security. Both groups showed only slight changes in academic performance.In comparing the two treatments, there was no significant difference in the level of psychological security right after the treatment. Both were effective. There was an evidence that the combined Enneagram-GUR was more effective in bringing about psychological security and academic performance.

Abstract Format

html

Language

English

Format

Print

Accession Number

TG02488

Shelf Location

Archives, The Learning Commons, 12F Henry Sy Sr. Hall

Physical Description

177 leaves ; Computer print-out

Keywords

Security (Psychology); Academic achievement; Neurolinguistic programming; Psychotherapy; College students--Psychology; Underachievers; Personality; Grade repetition

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