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A SARJANAPENDIDIKAN THESIS
s t n e m e r i u q e R e h t f o t n e m ll if l u F l a it r a P s a d e t n e s e r P
e h t n i a t b O o
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M A R G O R P Y D U T S N O I T A C U D E E G A U G N A L H S I L G N E
T R A P E
D MENTOFLANGUAGEANDARTSEDUCATION N O I T A C U D E D N A G N I N I A R T S R E H C A E T F O Y T L U C A F
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A SARJANAPENDIDIKAN THESIS
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S ’S ORIGINALITY
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t Iam deeply i ndebted t o Sr .Margare tO’Donohue ,FCJ and Adest i A
. M , . d P . S , i r a s a l a m o
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a Mba ’ DhanniekandMba ’
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S T N E T N O C F O E L B A T
e g a P G
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T E ... i L
A V O R P P
A PAGES ... ii DEDICATIONPAGE... iv
Y T I L A N I G I R O S ’ K R O W F O T N E M E T A T
S ... v I
S A K I L B U P N A U J U T E S R E P N A A T A Y N R E
P ... vi T
C A R T S B
A ... vii K
A R T S B
A ... .. viii S
T N E M E G D E L W O N K C
A ... ix S
T N E T N O C F O E L B A
T ... xi S
E C I D N E P P A F O T S I
L ... xiv
1 R E T P A H
C INTRODUCTION 1
.
1 Backgroundoft heStudy ... 1 2
.
1 ProblemFormulaiton ... 5 e
v it c e j b O 3 .
1 oft heStudy ... 5 4
.
1 Benefti soft heStudy ... 5 5
.
1 Deifniitono fTerms ... 6
F O W E I V E R 2 R E T P A H
C RELATEDLITERATURE
s e ir o e h T d e t a l e R f o w e i v e R 1 .
2 ... 8
2.1.1Psychologica lApproach ... 8
ii x
t n e m p o l e v e D y ti l a n o s r e P 3 . 1 .
2 ... 1 2 1
. 3 . 1 .
2 Characte irsitcs fo Changei nPersonaltiy ... 15 e
s r o W s u s r e V r e tt e B 1 . 1 . 3 . 1 .
2 ... 1 5 e
v it a ti l a u Q s u s r e V e v it a ti t n a u Q 2 . 1 . 3 . 1 .
2 ... 1 5
d i p a R s u s r e V w o l S 3 . 1 . 3 . 1 .
2 ... 1 6 2
. 3 . 1 .
2 Vairaitoni nPersonaltiyChange... 1 6 e
g n a h C f o s e g A 1 . 2 . 3 . 1 .
2 ... .... 1 7 e
l p o e P f o s d n i K 2 . 2 . 3 . 1 .
2 ... .... 1 7 n
r e tt a P y ti l a n o s r e P f o s a e r A 3 . 2 . 3 . 1 .
2 ... 1 7
. 3 . 1 .
2 3 Condiiton sResponsiblef orPersonaltiyChange ... 18 e
g n a h C l a c i s y h P 1 . 3 . 3 . 1 .
2 ... .. 1 8 t
n e m n o ri v n E n i s e g n a h C 2 . 3 . 3 . 1 .
2 ... 1 8 c
if i n g i S n i s e g n a h C 3 . 3 . 3 . 1 .
2 an tPeople... 1 9 e
r u s s e r P l a i c o S n i s e g n a h C 4 . 3 . 3 . 1 .
2 ... 1 9
e l o R n i s e g n a h C 5 . 3 . 3 . 1 .
2 ... .. 1 9 n
o it a v it o M g n o rt S 6 . 3 . 3 . 1 .
2 ... 2 0 t
p e c n o C f l e S n i s e g n a h C 7 . 3 . 3 . 1 .
2 ... 2 0 y
p a r e h t o h c y s P f o e s U 8 . 3 . 3 . 1 .
2 ... 2 1 l
a c it e r o e h T 2 .
2 Framework... 21
Y G O L O D O H T E M 3 R E T P A H C
1 .
3 Objec toft heStudy ... .. 2 3 2
.
3 Approachoft heStudy ... 2 6 3
.
ii i x S
I S Y L A N A 4 R E T P A H C
y ti l a n o s r e P s ’ a r a D n o s i s y l a n A e h T 1 .
4 ... 2 9 y
r o t S e h t f o g n i n n i g e B e h t t a y ti l a n o s r e P s ’ a r a D 1 . 1 .
4 ... 3 0
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4 ... 3 0 d
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4 ... 3 4 t
n e it a p m I 3 . 1 . 1 .
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4 ... 3 8
4.1.2.1Mature ... 3 8 4.1.2.2Brave ... .. 4 1 4.1.2.3I ndependent ... 4 2 4.1.2.4Though ftul ... 4 3 4.1.2.5Frim ... .... 4 6 2
.
4 Dara’ sPersonaltiyDevelopment... .. 84
C N O C 5 R E T P A H
C LUSIONS,I MPLICATIONS ,ANDSUGGESTIONS s
n o i s u l c n o C 1 .
5 ... 5 7 2
.
5 Imp ilcaiton s ... 5 9 5.2.1Educaitont ha tTeache saboutt heValueo fRice ... .. 16
5.2.2Educaitont ha tTeache saboutt heValueo fFamliyand
F irends hip ... .. 26 3
.
5 Suggesitons... 6 5
S E C N E R E F E
R ... 66 S
E C I D N E P P
v i x
S E C I D N E P P A F O T S I L
e g a P A
x i d n e p p
A :TheSummaryo fTheClayMarble ... 6 9 B
x i d n e p p
A :TheBiographyo fMinfongHo ... 7 1 C
x i d n e p p
A :ThePicture so fNongChanRefugeeCampi n1980 ... 8 2 D
x i d n e p p
A :ThePicture so fKhao IDang ... 8 5 E
x i d n e p p
1 1 R E T P A H C
N O I T C U D O R T N I
r e t p a h c s i h
T h eas if v patrs .They are background o fthe study, problem
n o it i n if e d d n a , y d u t s e h t f o s ti f e n e b , y d u t s e h t f o s e v it c e j b o , n o it a l u m r o
f oft erms .
n
I t hefris tpar,t theresearcherdiscussesthebackground knowledgeoft hestudy ,
n o s a e r e h
t f or choosing the novel, and the impo trance o fthe topic .The second
tr a
p presentsther esearch problem analyzed i n t hi sstudy. Thethrid p atr explains
e h
t purposeoft hestudy .Thefourt h par tgivesexplanaiton on thesigniifcance fo
i h
t sstudy . The las tpatr ,the researcher discusse sthe deifniiton o fsome terms
y d u t s e h t o t d e t a l e
r toavoidmisunderstanding.
.
1 1 Backgroundoft heStudy
e n o s i ) 3 . p , 7 8 9 1 , s b o c a J & s tr e b o R ( ” n a m u h s u e k a m o t s p l e h e r u t a r e ti L “
f
o the signiifcances at th people can ge tby reading ltierary works .There are
s u o r e m u
n othe rsigni ifcances. tIi sno tonlyf o rpleasureassomepeoplet hink ,bu t
e r u t a r e ti
l discovers many things .People wli len irch thei rknowledge by reading
s k r o w y r a r e ti
l . Moreover ,people also have vairous oppo truniite sto learn abou t
. y ll a u t c e ll e t n i d n a y ll a n o s r e p h t o b , w o r g o t s u s p l e h e r u t a r e ti L . s e u l a v l a r o m
s m a r b
A (1981 )states in A Glossary o fLtierary Terms tha t“Ltierature a san t
f o n o it a t n e s e r p e r r o , n o it c e lf e r r o , n o it a ti m
i he wo lrd and human lfie” (p .36) .
m o r
F t hisstatement, i tcanbeconcludedthatl tieraryworkist heporrtayalofr ea l
. e fi
t I . ti d a e r y e h t n e h w s n o it o m e d n a s g n il e e f r i e h t e s u o r a n a
c offer shappiness ,
e c n e ir e p x e n a o t n a m u h g n ir b l li w t I .t e r g e r o s l a d n a , r e t h g u a l ,r a e f , e p o h , s s e n d a s
h c i h w s k r o w y r a r e ti l h g u o r h
t arecloselyr elatedt ohumanl fie .Ltierarywork salso
t n e s e r
p stiuaitons in human society .There are many aspect so flfie which are
d n a , e r u tl u c , y g o l o h c y s p s a h c u s ,s k r o w y r a r e ti l n i d e s s u c s i
d alsohistory .
, y rt e o p , n o it c if e s o r p e r a e s o h T . s e p y t r o s e r n e g n i a m e e r h t s a h e r u t a r e ti L
s b o c a J d n a s tr e b o R o t g n i d r o c c A . a m a r d d n
a (1987) inAnI ntroducitont oReading g
n it i r W d n
a ,“prose ifcitonwhich i si n prosef orm ,consist so fnovel ,shor tstory , a
p , h t y
m rable,r omance ,and epic” .( 3p ) .Nove lbecomest hesubjec toft hi sstudy
e z y l a n a o t g n it s e r e t n i s i l e v o n e s u a c e
b . DavidCeclisayst hat ,“A noveli sawork
i s a r a f o s n i tr a f
o ti nrtoduce susi ntoa ilvingwo lrd;i nsomer espectsr esembilng
n w o s ti f o y ti l a u d i v i d n i n a h ti w t u b , n i e v il e w d lr o w e h
t ” (a sctiedi nMukhejree ,
. p , 1 9 9
1 )8 . 2 I tprovest ha tnoveli scloselyr elated t o humanl fiea sstatedbefore .
y r a n o it c i D s ’ s n il l o
C deifnes a nove la As “ ifcititou sprose t ale deailng wtih t he f o n o it p ir c s e d e h t y b , y a rt r o p o t s a o s s n o s r e p y r a n i g a m i f o s g n il e e f r o s e r u t n e v d a
s e it e ir a v e h t ,t h g u o h t d n a n o it c
a o fhumanl fieandcharacter” (a sctiedi nBoutlon ,
, 5 7 9
1 p 1 .1 .) Since nove li sa kind o fltierary works ,so we can see tha tthe
e r u t a r e ti l f o e c n a c if i n g i
s i sproved here .Nove lexercise sour feeilngs .Atlhough
l e v o
n i s ifcititous ,bu t tii san accoun to fhuman l fie ;which r evealst hatt he rtuth
s s e c e n t o n , e fi l o t e u rt s i l e v o n f
o arliy to the wo lrd o fhisto irca land scien itifc
. s t c a f
e h t , y d u t s s i h t n
I researcher si interested i n analyzing Minfong Ho’ sThe e
l b r a M y a l
r e ti r w e h
t , spent mos t o f he r chlidhood in Thaliand , neighbo r counrty o f
t y lt s o m s k r o w y r a r e ti l r e H . a i d o b m a
C a dlke abou tsrtongf emaleprotagonist swtih
s t n e v e l a e r f o p o r d k c a b e h t t s n i a g a s d n e ir f d n a s e il i m a f ri e h
t .Someoft hemw ere
r e H . s e ir t n u o c e m o s n i d a h e h s t a h t s e c n e ir e p x e f o e s u a c e b n e tt ir
w fris tnovel ,
, n w a D e h t o t g n i
S won the fris tp irze from t he Counci lo fInterracia lBook sfo r
. 3 7 9 1 n i n e r d li h
C She fris t statred w iritng atfe r she lef t home , to comba t
. s e t a t S d e ti n U e h t n i g n i y d u t s e li h w s s e n k c i s e m o
h Sing to the Dawn and he r
d n o c e
s novel ,Rice wtihou tRain, ea r se tin the counrty o fhe rch lidhood .Five s
r a e
y atfert ha,t Ho pub ilshed hert hrid book ,TheClayMarble. Thi snoveli st he i
a h T n i n r u o j o s r e h f o t l u s e
r -Cambodianborde ra sanut iritonis twtiht housand so f
e t o r w o s l a e h s s e d i s e B . s e e g u f e
r Interracia lBooksf o rChlidrenBulleitn,t heTwo d
n a , s r e h t o r
B Brothe rHabti :A Cambodian Tale .Then ,she became a rtanslato r r
e li p m o c d n
a Maplesi n t heMist :Chlidren' sPoemsf rom t he Tang Dynasty .She u
b ir t n o c o s l a s a
h tedi nSchoo lLibraryJournalandKirku sReview. e
s u a c e
B ltierary work is t he po trrayal o freal l fie ,people could discove r
e fi l y li a d n i a n e m o n e h p y n a
m which are also presented in a novel .One o fthe
t n e m p o l e v e d y ti l a n o s r e p s i s e l p m a x
e .Theresearcher nwa tst oanalyzethecenrta l
r a h
c acter’ spersonaltiy developmen twhich i s in lfuenced by some factors .There
e r a y e h T . y ti l a n o s r e p s ’ e n o e m o s p o l e v e d n a c h c i h w s r o t c a f o w t e r
a interna land
. s r o t c a f l a n r e t x
e In thi s study, the researcher found tha t t he personailty
e h t f o t n e m p o l e v e
d cenrta lcharacte ri n thi snovel ,D , ara i sin lfuenced by three
s n o it i d n o
c ,they are change sin signi ifcan tpeople ,change sin role sand srtong
n o it a v it o
e e g u f e
r who i f s orced to lfee in 1980 from camp to camp wtih he rmothe rand
. r e h t o r
b A tNongChan ,oneoft hecamp ,ss hem ets a e f irendnamedJ antu.J antui s
a m o h w n o s r e p e h
t ke saclaymarblefo rDara .D arabeileves thatt heclay marble
s a
h been invested wtih Jantus' m cagi and g sive he rcourage to ge tthrough he r
.s l a e d r
o Whent hecampi sbombed, D sarai separated f romherf amliyand Jantu .
e h
S i sforcedtos rtugglewtihhe rowneffo trt o ifndt hemandr eturnt ot hei rhome .
y ti l a n o s r e p s ’ a r a D , r a w f o s p i h s d r a h e h t h g u o r h
T develops.
t n e m p o l e v e d y ti l a n o s r e
P i schosen a sthe focu so fthi sstudy because o f
t i ,t s ri F . s n o s a e r o w
t i san interesitng aspec tof t he nove.l The researcherfound
y ti l a n o s r e p s ’ a r a D t a h
t developed . The hardship s o f wa r changed Dara’s
. y ti l a n o s r e
p The othe rcharacter sin t he nove lalso in lfuenced eh rpersonaltiy in
e h s h c i h
w developed to be better .Second ,The Clay Marble sh a drawn the r
e h c r a e s e
r ’ s atteniton t o l earn aboutl fie and t hesrtuggle of l fie .By reading The e
l b r a M y a l
C novel ,theresearcher al ne r t aboutl fiet hrought hecenrta lcharacter’ s y
ti l a n o s r e
p development .The researche rreailzed tha teverybody change sand
r e p g n i d n a t s r e d n u y B . s e s s e r g o r
p sonaltiy developmen ,t t heresearcheralso l earnt
e r a e r e h t t a h
t numerous factor swhich can determine individua’l spersonaltiy
t n e m p o l e v e
d . Many studie s have analyzed abou t personaltiy , bu t here the
r e h c r a e s e
r aw ntst o ilmti t hestudy on Dara’ spersonaltiydevelopmen ta sseen i n
s ’ o H g n o f n i
2 .
1 ProblemFormula iton
u o r g k c a b e h t n o d e s a
B nd stated above ,t he quesiton o fthe problem to
e z y l a n
a canbes tatedas :
w o
H doesDara’ spersonaltiydevelopinMinfongHo’ sTheClayMarble?
3 .
1 Objecitve oft heStudy
y d u t s s i h t f o e v it c e j b o e h t , e v o b a n o it a l u m r o f m e l b o r p e h t n o d e s a
B mai s
t o ifndou thowDara’ spersonaltiydevelops inMinfongHo’ sTheClayMarble.
4 .
1 Benefti soft heStudy
s a h s k r o w y r a r e ti l f o y d u t s e h
T al o tofbeneftis .Thi sstudyhopefullycan
e h t o t s ti f e n e b e v i
g researcher and absolutely thereaders .In analyzing Minfong
’ o
H sTheClayMarble,t heresearcheraim sa ott w benefti soft hi sstudy .Fris,tt hi s y
d u t
s aims t o maket hereader sof t hist hesi sfamiila rwtih Minfong Ho’ swork .
e h t d n a t s r e d n u s r e d a e r e h t e k a m n a c t i e s u a c e b g n i d a e r h tr o w s i l e v o n s i h T
n i d e il p m i s e g a s s e
m thi snovel ,whichoneoft hemi st eachi ngust obesrtonge rto
e c a
f thedfiifculitesi nl fie .Thes econdi st oshareknowledgeandunderstandingo f
o H g n o f n i
M and he rworks .Thi sstudy hopefully can giveaddiitonali nformaiton
y d u t s o t t n a w o h w s r e d a e r r o
f ltierature especially abou t the personaltiy
t n e m p o l e v e
5 .
1 Deifniitono fT me s r
e h t , g n i d n a t s r e d n u s i m d i o v a o t r e d r o n
I researcherdeifne sthree mter s tha t
e r
a usedi nt hi sstudy.
.
1 Personaltiy
1 ( h s il a h K . A d r a h c i
R 973 )state spersonaltiya s“thedynamicorganizaiton
l a u d i v i d n i e n o g n i h s i u g n it s i d d n a r o i v a h e b o t g n i d a e l s e t u b ir tt a s c it s ir e t c a r a h c
n i d n a l a u d i v i d n i l a t o t e h t o t s r e f e r t I . ) 1 5 . p ( ” s l a u d i v i d n i r e h t o m o r
f clude s
s d o h t e m , s e v it o m , s d e e n
“ o fadjusitng, t emperamen tquailites ,sefl-concepts ,role
s e it il i b a d n a , s e u l a v , s e d u ti tt a , s r o i v a h e
b ” (p . 52) . According to Hjelle in
s e ir o e h T y ti l a n o s r e
P (1981) ,personaltiy represents “an evolving proces ssubjec t n
i d u l c n i ,s e c n e u lf n i l a n r e t x e d n a l a n r e t n i f o y t e ir a v a o
t g geneitc and biologica l
. p ( ” s e c n a t s m u c ri c l a t n e m n o ri v n e g n i g n a h c d n a s e c n e ir e p x e l a i c o s , s e it i s n e p o r p
t I . s n o it i n if e d e e r h t e h t s e d u l c n i y ti l a n o s r e p f o n o it i n if e d e h t , y d u t s s i h t n I . ) 7
t a h t s n a e
m Dara’ saciton stoward he rlfie tha tmake he rdfiferen tfrom othe r
e l p o e
p are in lfuenced by both i nterna land externa laspect ,s i ncluding he rneeds ,
fl e s , s e v it o
m -concepts , behaviors , atttiudes , abiilites , socia l expe irence s and
s e c n a t s m u c ri c l a t n e m n o ri v n
e changes.
t n e m p o l e v e D . 2
m r e t e h
T “development”, according to Pikuna s(1976), means “al lthe
s a r a e p p a d n a d l o f n u s e it il a it n e t o p s ’l a u d i v i d n i n a h c i h w y b e g n a h c f o s s e c o r p
g n o l e h t s e d u l c n i tI . s c it s ir e t c a r a h c d e t a l e r d n a , s ti a rt , s e it il i b a , s e it il a u q w e
n -term
d n
achievement”( p .23 .)I nt hi sstudy ,developmentr eferst ot heproces so fchanging
d e n e p p a h t a h
t toDara,t hecenrta lcharacter .Dara’ spersonaltiyatt hebeginningo f
o t s e h
t ry which develops i nto dfiferent personaltiy att heend oft hestory ,show s
r e h t a h
t individua’l spotenitailite sappea ra snewquailitesand rtatis .
3 .PersonaltiyDevelopment
e b n a c t i , t n e m p o l e v e d d n a y ti l a n o s r e p f o n o it i n if e d s u o i v e r p e h t m o r F
t n e m p o l e v e d y ti l a n o s r e p t a h t d e d u l c n o
c mean sallt heproces sofchangeo fone’ s
n o it c
a s toward his/he r lfie tha t make him/he r d fiferen t from othe r people
, s t c e p s a l a n r e t x e d n a l a n r e t n i h t o b y b d e c n e u lf n
i including him/he r needs ,
fl e s , s e v it o
m -concepts , behaviors , atttiudes , abiilites , socia l expe irence s and
e g n i g n a h
c nvrionmenta lcricumstances .Accordingt oHu lrock ( 1974) ,personaltiy
e h t n o d e s a b s p o l e v e d d n a s e g n a h c y ti l a n o s r e p e h t y a w e h t “ s n a e m t n e m p o l e v e d
ll i w t a h t s e g n a h c r o f e l b i s n o p s e r e r a t a h t s r o t c a
f affec tsomeone’ slfie” .In thi s
e h t , y d u t
s researcher would focu son Dara’ spersonaltiy developmen twhich i s
8
2 R E T P A H C
E R U T A R E T I L D E T A L E R F O W E I V E R
, y d u t s s i h t g n it c u d n o c n
I thi schapte rencompasse st wo subtopics .Frist , n i h c r a e s e r s i h t tr o p p u s o t s e c n e r e f e r s a s e ir o e h t t n a v e l e r s e d i v o r p r e h c r a e s e r e h t
s e z ir a m m u s r e h c r a e s e r e h t , d n o c e S . n o it p ir c s e d l a c it e r o e h
t and synthesize sal l
. k r o w e m a r f l a c it e r o e h t n i h c r a e s e r s i h t n i d e s u s e ir o e h t t n a v e l e r
1 .
2 Reviewo fRelatedTheories
t r a p s i h
T presentstheo iresr elated t ot hestudyt ha twli lbeusefult o r evea l d
n
a analyze the informaiton tha ti sused to answe rthe problem. Thi ssubtopic s
e d u l c n
i thet heoryo fpsychologica lapproacht ol tierature,t heoryo fcharacte rand o
it a z ir e t c a r a h
c n ,andt hetheoryo fpersonaltiydevelopmen.t
1 . 1 .
2 PsychologicalApproach
n i s d o o W d n a r e g r e b r h o
R Reading and Wriitng abou tLtierature (1971 ) e
v if h s i u g n it s i
d ciritca l approaches . Those are “ the formails t approach , the biographica l approach , the sociocutlural-histo irca l approach , the mythopo eic
e h t d n a , h c a o r p p
a psychologica lapproach” ( .p )3 .Amongt hose ifveapproache ,s psychologica lapproachist heonewhicht heresearcherappiled int hi sstudy .The psychologica lapproachi sanapproachwhichusespsychologicalpoin to fview sa
n i a m e h
t c iritcism ot analyze et h story and characters’ personaltiy .Psychology h
t s i fl e s
ti escienitifcstudyo fbehavio rand thebehavio rwhichmos tpsychologis t .r
o i v a h e b n a m u h s i y d u t
s Thepsychologica lapproachi nvesitgatest hecharacters ’ r
o i v a h e
e d s ti d n a y ti l a n o s r e p s ’ r e t c a r a h c n i a
m velopment .Rohrberge randWood sexplain t
a h t :
b h c a o r p p a l a c i g o l o h c y s p e h
T ir s ng u s to the exploraiton o f the ,
d n i m n a m u h e h t f o s u o i c s n o c n
u tha tledhim to t heconclusion t hati twa s r o f y ti c a p a c s i h , n o it a n i g a m i h c ir n a m f o g n ir p s ll e w s a w t a h t a e r a s i h t
creaitonandt hecomplextiyo fhist hought ,behavior ,andt hatt hecontent s s t h g u o h t , s d r o w c il o b m y s n i n o i s s e r p x e d n u o f d n i m e h t f o n o i g e r s i h f o
n o it c a d n
a (p .13 .)
h c a o r p p a l a c i g o l o h c y s p e h
T i susedtodiscussthepersonaltiydevelopmen t f
o themaincharacterint hi snovelt hroughhert hought sandaciton .Daiche sstate s n
a c e W “ t a h
t lookatt hebehavio ro fcharactersi nanove lo raplayi n t he ilgh to f p
n r e d o
m sychologica lknowledge”( p .337).I tprovestha tpsychologica lapproach t
a ir p o r p p a t s o m e h t s
i eapproachwhichconsist sofvairoust heo ire so fpsychology e
z y l a n a o t r e d r o n
i the character’ s personaltiy and personaltiy development .
y r o t s e h t n i n e tt ir w
2 . 1 .
2 CharacterandCharacteriza iton
s t a p t n a tr o p m i e h t f o e n o s i r e t c a r a h c
A in a story .Abram s(1981 ) as sy t
a h
t character sare“personsi n adramaitco rnarraitvework ,endowed wtihmora l l
a n o it i s o p e d d n
a quailitest ha texpressi nwhatt heys ay– dialogue– andwhatt hey o
d – aciton” (p . 21). Fu trhermore , Abram also state s tha t characte r which i
d e r a e p p
a n nove l“posses ssome characteirsitc swhich are simlia rto human d
lr o w l a e r e h t n i s g n i e
b ”(p .21) .Thet heory o fcharacte rwli lhelp t heresearcher n
i s r e t c a r a h c e h t d n a t s r e d n u o
t The Clay Marble ,especially Dara a sthe main .
l e v o n e h t n i r e t c a r a h
e b ir c s e d o t d e s
u t “he character’ sappearanceand clothes”(p .161). Thi smethod e
u l c a s e v i
g t othepersonthroughh isappearanceandclothes.
t u a e h t t a h t s n a e m t I .r e h t o n a y b n e e s s a r e t c a r a h c s i y a w d n o c e s e h
T ho ro f
a e b ir c s e d n a c l e v o n
a characte r“through the eye sand opinion so fanother” n
o s r e
p (p .162) .Anothe rperson’ scaptureand t hough ttoward h ischaracte rgive s .
y ti l a n o s r e p s ’ r e t c a r a h c e h t t u o b a r e d a e r e h t o t n o it a m r o f n
i The thrid way i s
e h t t a h t n o it a n a l p x e n a s e v i g y h p r u M . h c e e p
s reader scan understand someone’ s e h t t a h t s l a e v e r t n e m e t a t s e h T . ) 4 6 1 . p ( ” s y a s n o s r e p t a h t t a h w “ h g u o r h t r e t c a r a h c
r e d a e
r cangetsomecluet os omeone’ scharacte r“throught hewayoft hecharacte r b
d n a , n o it a s r e v n o c a g n i v a h , g n i k a e p
s irngingf orwardanopinion”( p .164 .) .
e fi l t s a p h g u o r h t s i y a w h tr u o f e h
T Inusingt hi smethod, t her eader shave .
l e v o n e h t n i n e tt ir w e fi l t s a p s ’ r e t c a r a h c e h t d n a t s r e d n u o
t “By l etitngt he r eade r
n r a e
l somethingabou taperson’ spastl fie,t heautho rcangivet her eade racluet o r
e t c a r a h c s ’ n o s r e p a e p a h s o t d e p l e h e v a h t a h t s t n e v
e ” (p .166). Theperson’ spas t . y ti l a n o s r e p s ’ r e t c a r a h c e h t n o s tl u s e r h c i h w e fi l t n e s e r p s i h o t d e t c e n n o c s i e fi
l I t
e b n a
c shown no “ad riec tcommen tby t heauthor ,throughtheperson’st houghts , n
o s r e p r e h t o n a f o m u i d e m e h t h g u o r h t r o n o it a s r e v n o c s i h h g u o r h
t ” (p .166). The
. s r e h t o f o n o it a s r e v n o c s i y a w h tf
if The clue which makes the reader sge tthe r e h t o f o s n o it a s r e v n o c e h t “ h g u o r h t s i r e t c a r a h c s ’ n o s r e p a t u o b a n o it a m r o f n i
i h t e h t d n a e l p o e
p ngst heys ayabou thim”( p .167 .) tIs howst hatt her eaders hould n
o it n e tt a y a
p t o the othe rpeople ’conversaiton and thing sthey say abou thim e
v i g o s l a n a c r o h t u a e h t e c n i
. s n o it c a e r s i y a w h t x i s e h
T “Theautho rcanalsogivether eade racluet oa s u o ir a v o t s t c a e r n o s r e p t a h t w o h w o n k r e d a e r e h t g n it t e l y b r e t c a r a h c s ’ n o s r e p
s t n e v e d n a s n o it a u ti
s ” (p .168). The reader scan ifnd ou tthe person’ scharacte r e
u
d to t he reaciton swhich expilcilty shows the personaltiy .The seventh way i s .
t n e m m o c t c e ri
d A commen tfrom t he autho ron a person’ scharacteri sdrieclty n
i n w o h
s anovel( p .170 .)I tmeanst hatt her eaders knowhi scharacteirsitc seasliy t
n e m m o c r o n o it p ir c s e d s ’ r o h t u a e h t g n i d a e r y
b int henovel.
t h g i e e h
T h way i st hrough thoughts .Thi smethodi snealry thesameas the a t a h w f o e g d e l w o n k t c e ri d “ r e d a e r e h t s e v i g r o h t u a e h t h c i h w n i e n o s u o i v e r p
. ) 1 7 1 . p ( ” t u o b a g n i k n i h t s i n o s r e
p The autho ’r sdescirpiton o fthe person’ s h
g n i d n a t s r e d n u n i t o l a s r e d a e r e h t s p l e h t h g u o h
t i scharacteirsitc ssincet her eade r .
r e t c a r a h c e h t f o t h g u o h t t s o m n i e h t w o n k o t e l b a s
i Thel as twayi smanne irsms .
s m s ir e n n a
M o “ r habtis” o fonecharacte rcandescirbehi scharactert ot her eader s p
( .173 .)
3 . 1 .
2 PersonaltiyDevelopment
e lt it e h t g n ir e d i s n o
C and t heapproache sused i n t hestudy, t heresearche r e
h t p l e h o t t n e m p o l e v e d y ti l a n o s r e p h ti w d e t a l e r s e ir o e h t e m o s s t n e s e r
p researcher
. t n e m p o l e v e d s ti d n a y ti l a n o s r e p s ’ a r a D d n a t s r e d n
u There are numerous
s n o it i n if e
d o fpersonaltiya sAllpo tri denitifedalmos t50 deifniiton so fpersonaltiy .
y a d o t e r o m s s e lt b u o d e r a e r e h t d n a e r u t a r e ti l e h t n
i Mos to fthe deifniiton s
c i m a n y d e h t s i y ti l a n o s r e P “ : s ’t r o p ll A n o d e n r e tt a p e r a y a d o t d e t p e c c a
o h c y s p e s o h t f o l a u d i v i d n i e h t n i h ti w n o it a z i n a g r
” t h g u o h t d n a r o i v a h e b c it s ir e t c a r a h c s i h e n i m r e t e
d (a sctied byHu lrock ,1974 ,p .
)
7 .Heexplainestha t“psycho-physica lsystem acomposiiton o fhabtis ,atttiudes , y
l n o t o n e r a , f e il e b d n a , s e v it o m , s t n e m it n e s , s e t a t s l a n o it o m
e psychologica lbu t
v a h o s l
a ea physica lbasis i n each i ndividual” (a sctied by Hu lrock ,1974 ,p .7) . s
u h
T ,psycho-physica lsystem sare t he produc tofl earning and t hey deirve from .
l a u d i v i d n i e h t f o s e c n e ir e p x e e fi l e h t
e d n a e u q i n u s i y d o b y r e v
E achperson ha shi sown personaltiy .A sAllpor t a
s sy ,each person i sa “unique and never-repeated phenomenon” (a sctied in ,
k c o lr u
H 1974 ,p .8) .Fu trhermore ,he descirbes t ha t“each personaltiy pattern i s n o it a z i n a g r o d n a n o it a n i b m o c e h t n i s n r e tt a p r e h t o l l a m o r f s r e f fi d t i h c i h w e u q i n u
ti f
o sconsttiuen trtati ,s i n t hesrtength ,oft hedfiferen t rtatis ,and i n ti score– the fl
e s m i h f o t p e c n o c s ’ n o s r e
p ” (a sctied i n Hu lrock ,1974 ,p .8) .No oneha sexaclty .
y ti l a n o s r e p e m a s e h
t Phare sin Introduciton to Personaltiy (1984 )state stha t “pattern o fcharacteirsitc ,s t hought ,s f eeilng sandbehaviorst hat persistove r itme
, s n o it a u ti s d n
a disitnguishes one person from another” (p . 678) . Personaltiy d n a s g n il e e f , s t h g u o h t , s c it s ir e t c a r a h c e h t m o r f r e h t o n a m o r f e n o s e h s i u g n it s i d
t o n o d h c i h w s r o i v a h e
b only haveaposiitvevalue ,bu talso negaitve .Personaltiy .
s n o it a u ti s d n a e m it r e v o s t s i x e t i ; c i m a n y d s i
, ) 0 9 9 1 ( s ir r o M o t g n i d r o c c
A “personaltiydoe sno talwaysi ncludeposiitve e
it il a u q l a n o s r e p e v it i s o p s a l l e w s a e v it a g e n s e d u l c n i ti t u b , s e it il a u
q s” (p .450) .
d n a , e r a c , e v o l s a h c u s s ti a rt e v it i s o p f o t s i s n o c y l n o t o n s e o d y ti l a n o s r e
P paitence .
e w s A . s s e n e ti l o p m i d n a y t s e n o h s i d , y s u o l a e j s a h c u s , s e n o e v it a g e n e h t e b n a c t I
s a l a i c o s d n a l a u d i v i d n i : s t c e p s a o w t f o s t s i s n o c e fi l n a m u h t a h t w o n k l l
y ti l a n o s r e p s ’l a u d i v i d n i d n a s e g n a h c l a c i s y h p h ti w s n r e c n o c t c e p s a l a u d i v i d n i e h T
. t n e m p o l e v e
d Morirs( 1990)add s“individua’l spersonaltiydevelopmenti susually r e h n i h ti w e c n e ir e p x e y lr a e s ’l a u d i v i d n i e r a h c i h w , s r o t c a f o w t y b d e c n e u lf n i
a y li m a
f nd t hei mpo tran teventst ha thappens outside homeo rpeoplecallt hi sa s ”
t c e p s a l a i c o s e h
t (p .19-20) .
f o y r o e h t e h t o s , y d u t s s i h t f o c i p o t n i a m e h t s i t n e m p o l e v e d y ti l a n o s r e P
i s s u c s i d e h t d r a w o t n o it u b ir t n o c t a e r g a s e v i g t n e m p o l e v e d y ti l a n o s r e
p on o fthe
m r e t e h T . m e l b o r
p “development” meanst hechanging o fsomeone’ spersonaltiy . ,
) 6 7 9 1 ( s a n u k i P o t g n i d r o c c
A “developmenti sasequence fo changest hatl ead t o y
ti r u t a
m ” (p .56). A sweal lknowt ha tactually no tonly maturtiy which become t
u b , s e g n a h c e h
t o fcoursewidert han t hat . tI i smoreabou tappeairng new rtati s .
s e it il i b a d n
a Developmen tproces shappenst hroughal fieitme. I tdoe sno tstop a t .
e m it n i a tr e c
a Developmen t i s also iden itca l wtih someone’ s learning .
s e c n e ir e p x
e Papaila and Wendkos-Old s states tha t “developmen t conitnue s ” s e c n e ir e p x e r u o h g u o r h t e ri u q c a e w e s o h t y b … d e c n e u lf n i s i d n a , e fi l t u o h g u o r h t
. s e c n e ir e p x e s ’ e n o e m o s f o t l u s e r e h t s i t n e m p o l e v e d e h t t a h t r a e l c s i tI . ) 4 . p (
Personaltiy developmen ti san individua lproces so fchanging in growth . ,
tr o p ll A o t g n i d r o c c
A “personaltiy change sfrom itme to itme ,from stiuaiton to n
o it a u ti
s ” (a sctied by Hu lrock ,1974 ,p .7) .Thus , ti can be concluded tha t m o r f d n a e m it o t e m it m o r f s e g n a h c y ti l a n o s r e p e h t s i t n e m p o l e v e d y ti l a n o s r e p
ti
s uaiton to stiuaiton since personaltiy developmen t can be interpreted a s .s
1 . 3 . 1 .
2 Characterisitcs o fChangei nPersonaltiy
e e r h t o t n i n r e tt a p y ti l a n o s r e p e h t n i s e g n a h c s e z ir e t c a r a h c ) 4 7 9 1 ( k c o lr u H
e h t r o f e r a s e g n a h c e m o s , t s ri F . s e ir o g e t a c r o j a
m bette rand some are fo rthe
e m o s , d ri h T . e v it a ti l a u q e r a e m o s d n a e v it a ti t n a u q r o f e r a e m o s , d n o c e S . e s r o w
. y l d i p a r e m o s d n a y l w o l s r u c c o
1 . 1 . 3 . 1 .
2 Betterversu sworse
e h t r o f r o r e tt e b e h t r o f s e g n a h c h c i h w y ti l a n o s r e p t a h t s e t a t s k c o lr u H
s t c e lf e r “ e s r o
w thekindofl fieadjustmentst hei ndividuali smaking att he itme” e
h t t n e s e r p e r s t n e m t s u j d a e fi l f o d n i k e h T . ) 0 2 1 . p
( developmen twhich may
s n e p p a
h t oaperson .Ift hepersons ucceedsi nadjusitnghimsel fwtiht hecondiiton l
li w “ e h , s n e p p a
h improves sh i s -eflconcep tand exhib ti sgreate rpoise ,sefl -fl
e s d n a , e c n e d if n o
c -assurance” ( .p 120) .The successfu ladjustmen tmeans tha t e
li h w n a e M . r e tt e b e h t r o f s e g n a h c n o s r e p e h
t ,i fthe person fali sin adjusitng “
t i , fl e s m i
h wli l lead to deteiroraiton in the sefl-concep t and to feeilng s , n o it c a e r e v i s n e f e d , m s i n o g a t n a n i d e s s e r p x e e r a h c i h w y ti r o ir e f n i d n a y c a u q e d a n i
l a n o s r e p r e r o o p n e v e o t d a e l h c i h w s n r e tt a p r o i v a h e b r e h t o y n a m d n a , n o i s s e r p e d
t n e m t s u j d a l a i c o s d n
a ” ( .p 121) .
2 . 1 . 3 . 1 .
2 Quanttia itveversu squailta itve
k c o lr u
H explains tha t moslty change s are quanttiaitve and the t
a h t c it s ir e t c a r a h
c i sarleadypresen twli lber einforced ,srtengthened ,o rweakened ( .p 121) .Fu trhermore ,she adds tha t“there i sonly a ltilte evidence tha tany
c o e g n a h c y r a n o it u l o v e
r c ” ( .urs p 121 .) A person doe sno tchange totally into .
t n e r e f fi d y l e t e l p m o c s i o h w e n o e m o
t a h t s w o h s e g n a h
c “there i salway sa reason fo rthe change sthough i tmay no t .
) 1 2 1 . p ( ” d e z i n g o c e r e b s y a w l
a Hu lrockstates tha t“whenapersonatler shi ssefl -c
n o
c ep tso radically , he wli laffect the qualtiy o fhi sadjustment” ( .p 121) .S he ,
s e g n a h c e v it a ti l a u q t a h t s n i a l p x
e “etihe rcompleter eplacemen to radesriable rtai t ll
a m r o n t o n o d , a s r e v e c i v r o e n o e l b a ri s e d n u n a y
b yoccu reveni nt heealryyear s e
fi l f
o ” ( .p 121) . nI othe rwords ,qualtiaitve change rarely happens because a r e h t a r , r e t c a r a h c t a h t n e k a e w r o x if o t d n e t ll i w r e t c a r a h c d a b a s a h o h w n o s r e p
. ti e v o m e r o t n a h t
3 . 1 . 3 . 1 .
2 Slowversu srapidchanges
k c o lr u
H classiife s tha tchange s regarded a sslow i f “they are barely y ti l a n o s r e P . ) 2 2 1 . p ( ” ll a o t t n e r a p p a y li d a e r e r a s e g n a h c d i p a r e li h w , e l b it p e c r e p
t n e m p o l e v e
d normally happen sin a slow pace ,because “every developmen t s
e v l o v n
i n ew habtis tha tarleady ha sbeen l earnt” ( .p 122) .In othe rword ,s t hese s
ti b a h w e
n aredfiifcutlt o bel earnti nashor t itme. Meanwhlie, r apid change i sa f
o n g i
s danger . tIi sbecause“achangei nashor tduraiton i susually duet o some n
o s r e p e h t s e s u a c h c i h w n o it a l u m it s l a i c if it r
a to forge thi ssefl-concep tand see e
b o t e k il d l u o w e h s a f l e s m i
h ” ( .p 122) .
. 1 .
2 3.2 Varia itoni nPersonaltiyChange
e g n a h c f o s d n i k d n a r e b m u n e h t t u o b a e r a e g n a h c y ti l a n o s r e p n i s n o it a ir a V
.s e ir o g e t a c e e r h t o t n i d e d i v i d s i n o it a ir a v s i h T . n e p p a h t a h
t They are age so f
t a h t n r e tt a p y ti l a n o s r e p e h t f o s a e r a d n a , e g n a h c o h w e l p o e p f o s d n i k , s e g n a h c
1 . 2 . 3 . 1 .
2 Age so fChange
k c o lr u
H statest ha t“a sonegrow solder ,thehabi toft hinkingo fonesefli n h
ti w e c n a d r o c c a n i g n it c a f o d n a y a w r a l u c it r a p
a thi ssefl-concep tbecome smore tl
u c if fi d e r o m s e g n a h c y ti l a n o s r e p d n a d e t o o r y l m ri
f ” ( .p 122) .I tmeanst hatt he
r e g n o l a s e ri u q e r d n a t l u c if fi d y l g n i s a e r c n i s e m o c e b “ g n it c a d n a g n i k n i h t f o t i b a h
l u d a d n a e c n e c s e l o d a o t n i d o o h d li h c m o r f s s a p e l p o e p s a e m
it thood”( p .122) . tIi s
t t a h t n e e s y lr a e l
c he younge rperson wli lbe easie rto change hi scharacterisitc s l
li w t i e c n i s n o s r e p r e d l o e h t n a h
t harderf o rthemt ochange.
2 . 2 . 3 . 1 .
2 Kind so fPeople
“ , s n i a l p x e k c o lr u
H those who are other-directed , who are highly , s e v il r i e h t n i e l p o e p t n a c if i n g i s f o s e d u ti tt a e h t d n a s e r u s s e r p l a i c o s o t e l b it p e c s u s
fl e s r i e h t e g n a h
c -concept sandpattern so fadjusitvebehavio rmoreo tfenandmore r
e n n i n a h t y ll a c i d a
r -driected people-those who are governed more by thei rown s
e u l a
v andgoals”( p .122) .Somepeoplealway swantt odevelopt hei rcharacteri n r
e d r
o tohelpt heril fie .Wh liesomeothe rpeople, t endt oresis tanddo no twantt o e
g n a h
c becauset heyt hinkt hatt heyarleadyhaveagoodl fie .A sHu lrock( p .123 ) s
y a
s tha tapersonwhoi ss aitsifedwtihhimsel fhasl tiltemoitvaitont ochange.
3 . 2 . 3 . 1 .
2 Area so fPersonaltiyPa ttern
a e r a e r e h
T rea so fpersonaltiy pattern which canno tbechanged, t hey are “ fls -e concept ,atttiude ,beilef ,value sand aspriaiton” ( .p 123) .Whlie the othe r
a e r
a s ,which can be changed o rremain stable ,consist o f rtatis related to socia l p
i h s n o it a l e
r s .Hu lrock states tha ta sthe individua’l sexpeirence sbroaden ,he d e v o r p p a s i d e r a t a h w d n a , d e v o r p p a e r a s ti a rt t a h w f o e r a w a y l g n i s a e r c n i s e m o c e b
. 1 .
2 3.3 Condiiton sResponsiblef orPersonaltiyChange
y ti l a n o s r e p f o s e s u a c e h t f o e n
O developmen ti sthe condiiton around a e
h t s r e g g ir t h c i h w , n o s r e
p persont ochangehi so rherpersonaltiyfo rbette rorf o r s
e t a t s k c o lr u H . e s r o
w tha tpersonaltiy ed velopmen ti s“the resul to fmulitple g
n il e e f d n a s t h g u o h t e h t n i s n o i s i v e
r s related t o t he person’ sconcep to fsel f(p . e
r o m r e h tr u F . ) 4 2
1 ,sheexplain sabout eightcondiitons which are responsiblefo r y
ti l a n o s r e p e h
t development .Thosecondiiton sarestatedasf ollow:
1 . 3 . 3 . 1 .
2 Physica lchange
s e g n a h c l a c i s y h
P in lfuence sa person’ ss -eflconcept .Hu lrock states tha t “when the physica lchange enable shim to approximate hi sconcep to fhi sidea l
fl e s l a e r s i h n o t c e f f e e h t ,f l e
s -concep twli lbef avorable” ( .p 124) .Inothe rwords , s
r e p a p l e h l li w e g n a h c l a c i s y h p e v it i s o p
a on to bulid a good sefl-concept . ,
e li h w n a e a
M a negaitve physica lchange wli lmake a person dfiifcul tto bu lid a fl
e s d o o
g -concept a smeniton sby Hu lrock that ,“illness ,overweight ,grandula r disturbances ,o rbilndness ,o tfen r esutli n personaltiychange sbecauset heyaffec t
fl e s s ’ n o s r e p e h
t -concep tunfavorably”( p.124 .)
2 . 3 . 3 . 1 .
2 Changesi nenvironment
s i t n e m n o ri v n
E no tdfiferen twtih physica lchange swhich may produce s
’ n o s r e p e h t n i s e g n a h
c s -eflconcept .Hu lrock says tha t“whethe ra changed t
n e m n o ri v n
e leading to an improvemen to fthe personaltiy pattern wli ldepend s ti h ti w m u ir b il i u q e e h t d r a w o t s e v o m y ti l a n o s r e p e h t r e h t e h w n o y l e g r a l
i v n
e ronment” ( .p 125) . Therefore , i t can be said tha t the change s in the s
’ n o s r e p e h t t c e f f a l li w t n e m n o ri v n
3 . 3 . 3 . 1 .
2 Changesi nSigniifcan tPeople
s ’ n o s r e p e h t e c n e u lf n i o t e l b a s i e fi l s ’ n o s r e p a n i e l p o e p t n a c if i n g i S
y ti l a n o s r e
p .Hu lrock says tha t“when the signiifcan tpeople in individua’l slfie , s e d u ti tt a s i h d n a r o i v a h e b f o n r e tt a p s i h t p a d a o t s e ir t e h n e h w d n a , e g n a h c
e r a n r e tt a p y ti l a n o s r e p s i h n i s e g n a h c , s ri e h t o t n o it a ri p s a d n a , s e u l a v , s f e il e b
e l b a ti v e n
i ” ( .p 126.) I tmean stha twhen t heperson wants t o be simlia rwtih t he c
if i n g i
s an tpeople ,hechange shimsefl .Hewli lchangehimsefli ntoagreaterl evel , e
h f
i thinks tii snecessary .Hu lrockstatestha t“fit herei sagrea tdispartiy ,hewli l s
e g n a h c r e t a e r g t c e f f e o t d e t a v it o m e
b ” ( .p 126) .
4 . 3 . 3 . 1 .
2 Changesi nSocia lPressure
In ordert o beaccepted i n acommuntiywheresocia lpressurei sapar to f ti ,peoplet irest o besimlia rwtih othe rpeoplei n t ha tcommuntiy .Fo rexample ,a
n o s r e
p whoha sadisilkedcharacte rwli lchange ti ,ass tatedbyHu lrock: t
,s e s s e r g o r p d o o h d li h c s
A hechlid becomesi ncreasingly awaret ha tsome e n o y r e v e e c n i s d n A . d e k il s i d e r a e m o s e li h w d e ri m d a e r a s ti a rt y ti l a n o s r e p
o t t n a c if i n g i s e r a o h w e s o h t y b d e t p e c c a e b o t e ri s e d g n o rt s a s a h y ll a m r o n
li m l li w t a h t ti a rt y ti l a n o s r e p y n a e g n a h c o t s e ir t e h , m i
h tiate agains thi s
( d e t p e c c a g n i e
b p .126 .)
s u h
T ,i tcan be said tha ta person change shi spersonaltiy in orde rto be d
e t p e c c
a bys igniifcan tpeoplei nhisl fie .Socia lpressurei n lfuence shimt ochange .
y ti n u m m o c s i h n i d e t p e c c a e b o t y ti l a n o s r e p s i h
. 1 .
2 3.3.5Changesi nRole
h c a
E person ha shi sown role i n lfie .Hu lrock statestha t“age ,economic t a h t e l o r n i s e g n a h c n i s r o t c a f e h t e r a p u o r g w e n h ti w n o it a il if f a d n a , s n o it i d n o c
e r
fl e s s ’ fl e s n o s r e p e h t n i r e tt e b r o f e g n a h c a e b l li w e r e h t ,s u t a t s e l b a r o v a f e r o
m
-t p e c n o
c ” ( .p 127 .) There are some condiitons t ha t fi t he role change shappen i n ti
l a n o s r e p e h t e g a m a d l li w t i , n o it i d n o c t a h
t y pattern .Hu lrock explain stha tthe t
s ri
f condiitoni “ s whent hepersoni sbeingpreventedf rommakingachangewhen o
s o d o t d e tt i m r e p e r a s r e e p s i h n e h w d n a o s g n i o d f o e l b a p a c s l e e f e n
o ” ( .p 127) .
s i n o it i d n o c t x e n e h
T “whenapersoni sf orcedt oplayar olehedoe sno twantt o y
a l
p ” ( .p 127 .) Thel as tcondiitoni s“when aperson i sunpreparedt ochange” ( .p .
) 7 2 1
6 . 3 . 3 . 1 .
2 StrongMo itva iton
n o it a v it o
M i san impo tran taspec tin personaltiy development .A person s
a h o h
w as rtongmoitvaitonsucha st ohaveabetters ocialr elaitonship ,wli lrty sa o
t e l b i s s o p s a d r a
h changehi spersonaltiy .Hu lrock saystha t“ordinarypeopleare e v o r p m i ll i w e v e il e b y e h t h c i h w s ti a rt e s o h t e g n a h c o t d e t a v it o m y l g n o rt s t s o m
n r a e n e v e d n a p i h s n o it a l e r l a i c o s ri e h
t themgreaters ocia lacceptance” ( .p 127).
. 3 . 3 . 1 .
2 7Changesi nSel fConcept
t p e c n o c f l e s t a h t s e b ir c s e d k c o lr u
H i “ s thecoreo fpersonaltiy patternand f l e s e h t n i e g n a h c a , e k a m l li w n o s r e p e h t t n e m t s u j d a f o d n i k e h t s e n i m r e t e d
n r e tt a p y ti l a n o s r e p e ri t n e e h t n i e g n a h c a t u o b a g n ir b l li w t p e c n o
c ” ( .p 128) . nI
d r o w r e h t
o s ,changes i n t he sefl-concep twli laffec ta person ,no tonly abou thi s T
. e fi l e l o h w s i h o s l a t u b y ti l a n o s r e
p herearef ewf actorst ha tcanmlitiateaperson fl
e s s i h g n i g n a h c m o r
f -concep.tBasedonHu lrock,t hef risti s“ani ntellectua lone , e h , g n i k n i h t f o y a w f o d n i k e m o s o t d e m o t s u c c a y d a e rl a s i n o s r e p a f i t a h t s n a e m
