NCERT Solutions for Class 12 Psychology Chapter 2: Self and Personality (NCERT 2026–27)
These Class 12 Psychology Chapter 2 solutions cover Self and Personality, fully answering every Review Question from the NCERT textbook, updated for the 2026–27 session. The chapter explains the concept of self (personal and social identity, self-esteem, self-efficacy and self-regulation), how the Indian and Western notions of self differ, and the major approaches to personality — type, trait (Allport, Cattell, Eysenck, the Five-Factor Model), psychodynamic (Freud and the post-Freudians), behavioural, cultural and humanistic (Rogers and Maslow). It also covers personality assessment through self-report measures, projective techniques and behavioural analysis. Below you get exam-ready, step-by-step answers to all review questions, key terms, extra practice, MCQs, Assertion–Reason items and FAQs.
Chapter 2, Self and Personality, examines the characteristic ways in which we define our existence. The self is the totality of an individual’s conscious experiences, ideas and feelings about herself or himself; it can be understood both as a subject (knower) and an object (known), and takes several forms — personal self, social self and relational self. The chapter explores the cognitive–behavioural aspects of self (self-esteem, self-efficacy, self-regulation) and how the Indian view of self differs from the Western one. Personality is then defined as the relatively stable, unique psychophysical pattern of behaviour, thought and emotion that characterises a person across situations and time. The chapter surveys the type approach (Hippocrates, Charak Samhita, trigunas, Sheldon, Jung, Friedman & Rosenman’s Type A/B), the trait approach (Allport, Cattell’s 16 PF, Eysenck, and the Big Five), the psychodynamic approach (Freud’s id–ego–superego, defence mechanisms, psychosexual stages, and post-Freudians like Jung, Horney, Adler, Fromm and Erikson), the behavioural, cultural and humanistic (Rogers, Maslow) approaches, and finally techniques of personality assessment.
Key Terms & Concepts
Self: the totality of an individual’s conscious experiences, ideas, thoughts and feelings about herself or himself; it includes personal identity (attributes that make one different from others) and social identity (aspects that link one to a social or cultural group).
Self as subject and object: the self is both a ‘knower’ that actively engages in knowing itself (subject) and something that gets observed and comes to be known (object).
Self-esteem: the value judgement a person makes about her/his own worth; children form it by age 6–7 in academic, social, physical/athletic and appearance domains.
Self-efficacy: a person’s belief that she/he has the ability and behaviours required to handle a situation; rooted in Bandura’s social learning theory.
Self-regulation & self-control: the ability to organise and monitor one’s own behaviour; learning to delay or defer gratification (self-control) through techniques like self-observation, self-instruction and self-reinforcement.
Personality: the unique and relatively stable psychophysical qualities that characterise an individual’s behaviour across situations and over time.
Type approach: groups people into broad personality types based on similar clusters of characteristics (e.g., Hippocrates’ humours; the trigunas sattva, rajas, tamas; Sheldon’s endomorph/mesomorph/ectomorph; Jung’s introvert–extravert; Type A/B/C/D).
Trait approach: describes personality through the basic building-block dimensions (traits) along which individuals consistently differ — Allport (cardinal, central, secondary), Cattell’s 16 source traits, Eysenck’s dimensions, and the Big Five.
Five-Factor Model (Big Five): Openness, Extraversion, Agreeableness, Neuroticism, Conscientiousness (proposed by Costa and McCrae).
Id, Ego, Superego: Freud’s three structures — the id (pleasure principle, instinctual energy/libido), the ego (reality principle), and the superego (moral/conscience branch).
Defence mechanisms: ego strategies that reduce anxiety by distorting reality — repression, projection, denial, reaction formation and rationalisation.
Psychosexual stages: oral, anal, phallic (Oedipus/Electra complex), latency and genital.
Humanistic concepts: Rogers’ real self vs ideal self, fully functioning person, unconditional positive regard; Maslow’s self-actualisation.
All questions below are reproduced verbatim from the NCERT textbook’s end-of-chapter Review Questions section. Answers are original, written in CBSE exam-ready style.
1. What is self? How does the Indian notion of self differ from the Western notion?
ANSWERMeaning of self: The self refers to the totality of an individual’s conscious experiences, ideas, thoughts and feelings with regard to herself or himself. It is the way a person defines her/his own existence at both the personal and the social level. A newborn child has no idea of its self; the idea of self emerges and develops as the child grows, shaped by interaction with parents, friends, teachers and other significant persons. The self can be understood both as a subject (a knower who actively engages in knowing) and as an object (something that gets observed and known). It includes personal identity (attributes that make one different from others, e.g., one’s name or qualities) and social identity (aspects that link one to a social or cultural group).Indian vs Western notion of self: The key difference lies in how the boundary between the self and the ‘other’ is drawn.• In the Western view, the boundary between self and other is relatively fixed. The self and the group exist as two clearly separated entities with well-defined boundaries; individual members maintain their individuality. Western cultures draw clear dichotomies between self and other, man and nature, subjective and objective. Hence many Western cultures are described as individualistic.• In the Indian view, the boundary is shifting. At one moment the self expands to fuse with the cosmos or include others, and at the next it withdraws and focuses on the individual self. The self is generally not separated from one’s own group; both remain in harmonious co-existence, and clear dichotomies are not made. Hence many Indian (and Asian) cultures are described as collectivistic.
2. What is meant by delay of gratification? Why is it considered important for adult development?
ANSWERDelay of gratification means learning to postpone or defer the satisfaction of certain needs or desires rather than seeking immediate fulfilment. It is an important aspect of self-control, by which we resist situational pressures and exercise control over ourselves — commonly experienced as ‘will power’. For example, choosing to study for an examination instead of immediately going out to enjoy with friends is an instance of delaying gratification.Why it is important for adult development: Self-control and the ability to delay gratification play a key role in the fulfilment of long-term goals. An adult who can defer small, immediate pleasures is better able to plan, persist and achieve larger objectives such as career success, good health and stable relationships. It reflects maturity, self-regulation and the capacity to organise and monitor one’s own behaviour. Indian cultural traditions provide effective mechanisms for developing this capacity, such as fasting (vrata or roza) and the practice of non-attachment to worldly things.
3. How do you define personality? What are the main approaches to the study of personality?
ANSWERDefinition of personality: In psychological terms, personality refers to our characteristic ways of responding to individuals and situations. It is the unique and relatively stable set of qualities that characterise an individual’s behaviour, thought and emotion across different situations and over time. The word comes from the Latin persona, the mask worn by Roman actors. Personality has both physical and psychological components, its main features do not change easily with time, and it is dynamic enough to adapt to internal and external demands.Main approaches to the study of personality:1. Type approach – categorises people into broad personality types based on similar clusters of characteristics (Hippocrates’ humours; Charak Samhita’s vata–pitta–kapha and the trigunas; Sheldon; Jung; Type A/B/C/D).2. Trait approach – identifies the basic building-block dimensions (traits) along which people consistently differ (Allport, Cattell, Eysenck, and the Five-Factor Model).3. Psychodynamic approach – Freud’s view of personality as a constant conflict among id, ego and superego, shaped by unconscious forces and psychosexual development; extended by post-Freudians.4. Behavioural approach – views personality as the learned response of an individual to the environment.5. Cultural approach – explains personality as an adaptation to the ecological and cultural demands of a group’s life.6. Humanistic approach – emphasises subjective experience, growth and self-actualisation (Rogers and Maslow).
4. What is trait approach to personality? How does it differ from type approach?
ANSWERTrait approach: The trait approach is mainly concerned with describing the basic components or ‘building blocks’ of personality. A trait is a relatively enduring attribute or quality on which one individual differs from another (e.g., shyness, friendliness, honesty). Traits are (a) relatively stable over time, (b) generally consistent across situations, and (c) varying in strength and combination across individuals, which leads to individual differences. Theorists such as Allport (cardinal, central and secondary traits), Cattell (16 source traits, measured by the 16 PF) and Eysenck (broad biologically based dimensions) used traits to build their theories.How it differs from the type approach:• The type approach tries to understand personality by examining broad patterns in observed behaviour and placing each individual into one type based on the similarity of their characteristics to that pattern (e.g., introvert/extravert, Type A/B). Types are discrete categories.• The trait approach focuses on specific psychological attributes along which individuals can be rated by degree — how much of a trait a person has. It treats personality as a profile of continuous dimensions rather than fixed boxes. Thus, the type approach groups people into a few categories, whereas the trait approach measures the degree to which each trait is present in an individual.
5. How does Freud explain the structure of personality?
ANSWERAccording to Freud’s psychodynamic theory, the primary structural elements of personality are three forces that reside in the unconscious — the id, ego and superego. These are concepts, not real physical structures, and can be inferred from the way people behave.Id: The id is the source of a person’s instinctual energy. It seeks immediate gratification of primitive needs, sexual desires and aggressive impulses, and works on the pleasure principle (seek pleasure, avoid pain). It is demanding and unrealistic and does not care for moral values or society. Its instinctual life force is the libido.Ego: The ego grows out of the id and seeks to satisfy the individual’s needs in accordance with reality. It works on the reality principle, directing the id towards more appropriate, socially acceptable ways of behaving. It is patient and reasonable.Superego: The superego is the moral branch of mental functioning. It tells the id and the ego whether gratification in a particular instance is ethical, and helps control the id by internalising parental authority through socialisation.Their interplay: Freud viewed the unconscious as composed of these three competing forces. In some people the id is stronger, in others the superego. The relative strength of the id, ego and superego determines each person’s stability. The id is also energised by two instinctual forces — the life instinct and the death instinct.
6. How would Horney’s explanation of depression be different from that of Alfred Adler?
ANSWERBoth Karen Horney and Alfred Adler were post-Freudian theorists who moved away from Freud’s heavy emphasis on biological and sexual forces, but they would explain depression differently.Karen Horney’s explanation: Horney held a more optimistic view, stressing human growth and self-actualisation, and argued that psychological disorders are caused by disturbed interpersonal relationships during childhood. When parents’ behaviour towards a child is indifferent, discouraging and erratic — or shows excessive dominance, too much or too little approval — the child feels insecure, develops basic anxiety and basic hostility, and experiences feelings of isolation and helplessness. For Horney, depression would arise mainly from such early social and interpersonal disturbances rather than from biology.Alfred Adler’s explanation: Adler’s individual psychology assumes that human behaviour is purposeful and goal-directed. According to him, every individual suffers from feelings of inadequacy and guilt — the inferiority complex — arising from childhood, and overcoming this complex is essential for optimal personality development. For Adler, depression would stem from an inability to overcome these deep-seated feelings of inferiority and inadequacy, and from a failure to pursue goals that provide security.In short: Horney locates the root of depression in disturbed early interpersonal relationships and basic anxiety, whereas Adler locates it in unresolved feelings of inferiority and the failure to achieve security and personal goals.
7. What is the main proposition of humanistic approach to personality? What did Maslow mean by self-actualisation?
ANSWERMain proposition of the humanistic approach: The humanistic theories, developed largely in response to Freud, focus on the subjective experiences and choices of individuals and take a positive view of human nature. Carl Rogers proposed the idea of the fully functioning person, holding that fulfilment is the motivating force for personality development and that people have an inborn tendency to actualise their inherited nature. He assumed that behaviour is goal-directed and worthwhile, and that people, being innately good, will usually choose adaptive, self-actualising behaviour. Rogers emphasised the relationship between the real self and the ideal self: when the two correspond, a person is happy; a wide discrepancy causes unhappiness. He stressed the need for an atmosphere of unconditional positive regard.Maslow’s self-actualisation: Abraham Maslow described psychologically healthy people in terms of self-actualisation — a state in which people have reached their own fullest potential. He held an optimistic view of human beings as having the potentialities for love, joy and creative work, and free to shape their own lives. According to Maslow, survival needs (biological, security and belongingness) are common to animals and humans; the real journey of human life begins with the pursuit of self-esteem and self-actualisation needs. Self-actualisation becomes possible by understanding and analysing the motivations that govern our life.
8. Discuss the main observational methods used in personality assessment. What problems do we face in using these methods?
ANSWERMain observational (behavioural analysis) methods: A person’s behaviour in different situations gives meaningful information about her/his personality. Observation of behaviour forms the basis of behavioural analysis, and an observer’s report may use the following procedures:1. Interview: Talking to the person being assessed and asking specific questions. Interviews may be structured (set procedure and specific questions, used for objective comparison) or unstructured (the interviewer develops an impression through a range of questions). Diagnostic interviewing goes in-depth, beyond the replies given.2. Observation: A sophisticated procedure requiring trained observers and detailed guidelines — for example, a clinical psychologist observing a client’s interaction with family members to gain insight into personality.3. Behavioural ratings: Taken from people who know the assessee intimately, to place individuals into categories based on behavioural qualities; traits should be defined with clear behavioural anchors.4. Nomination: Used in peer assessment, where each member of a group chooses one or more persons with whom they would like to work, study or play, and may give reasons.5. Situational tests: Such as the situational stress test, where a person performs a task with others instructed to be non-cooperative, often through role play, to see how she/he behaves under stress.Problems faced: (i) Professional training needed to collect useful data through interview and observation is demanding and time-consuming; (ii) the maturity of the psychologist is a precondition for obtaining valid data; (iii) the mere presence of the observer may contaminate results, since a stranger may influence the behaviour of the person being observed. In ratings specifically, raters show biases such as the halo effect, middle-category bias and extreme-response bias.
9. What is meant by structured personality tests? Which are the two most widely used structured personality tests?
ANSWERStructured personality tests (self-report measures): These are fairly structured measures, often based on theory, that require subjects to give verbal responses using some kind of rating scale. The person objectively reports her/his own feelings with respect to various items; responses are accepted at face value, scored in quantitative terms, and interpreted on the basis of norms developed for the test. It was Allport who suggested that the best way to assess a person is by asking her/him about herself/himself.Two most widely used structured personality tests:1. The Minnesota Multiphasic Personality Inventory (MMPI): Developed by Hathaway and McKinley as an aid to psychiatric diagnosis. Its revised version, MMPI-2, consists of 567 statements judged ‘true’ or ‘false’, and has 10 subscales diagnosing conditions such as hypochondriasis, depression, hysteria, paranoia, schizophrenia and social introversion.2. The Sixteen Personality Factor Questionnaire (16 PF): Developed by Cattell using factor analysis to identify the basic personality structure. It provides declarative statements and the subject responds by choosing from given alternatives; it is widely used in career guidance, vocational exploration and occupational testing.(The Eysenck Personality Questionnaire, EPQ, is another well-known self-report measure assessing introversion–extraversion, emotional stability–instability and psychoticism.)
10. Explain how projective techniques assess personality. Which projective tests of personality are widely used by psychologists?
ANSWERHow projective techniques work: Projective techniques are indirect methods developed to assess unconscious motives and feelings that direct (self-report) methods cannot uncover. They are based on the assumption that a relatively unstructured or poorly defined stimulus will allow the individual to project her/his own feelings, desires and needs onto that situation; these projections are then interpreted by experts. Their common features are: (1) the stimuli are relatively or fully unstructured; (2) the person is usually not told the purpose of assessment or the method of scoring; (3) the person is told there are no correct or incorrect responses; (4) each response is taken to reveal a significant aspect of personality; and (5) scoring and interpretation are lengthy, qualitative and sometimes subjective, requiring rigorous training.Widely used projective tests:1. The Rorschach Inkblot Test (Hermann Rorschach) — 10 inkblots; the subject reports what she/he sees, in a performance phase and an inquiry phase.2. The Thematic Apperception Test (TAT) (Morgan and Murray) — picture cards about which the subject tells a story; an Indian adaptation by Uma Chaudhury is also available.3. Rosenzweig’s Picture-Frustration Study (P-F Study) — assesses how a person expresses aggression in frustrating situations (Indian adaptation by Pareek).4. Sentence Completion Test — the subject completes incomplete sentences, revealing attitudes, motivation and conflicts.5. Draw-a-Person Test — the subject draws a person and tells a story about it; the drawing is interpreted for personality clues.
11. Arihant wants to become a singer even though he belongs to a family of doctors. Though his family members claim to love him but strongly disapprove his choice of career. Using Carl Rogers’ terminology, describe the attitudes shown by Arihant’s family.
ANSWERIn Carl Rogers’ terminology, Arihant’s family is showing conditional positive regard. Their love and acceptance of Arihant are made conditional upon his meeting their expectations — here, choosing a medical career like the rest of the family. By approving of him only when he behaves as they wish, and strongly disapproving his genuine choice to become a singer, they attach conditions to their affection.According to Rogers, healthy personality development requires an atmosphere of unconditional positive regard, in which a person is accepted and valued for who they are, irrespective of their choices. This allows the real self and the ideal self to remain in harmony, encouraging self-actualisation. Because Arihant’s family offers only conditional positive regard, there is likely to be a discrepancy between his real self (a person who wants to sing) and his ideal self (or the self his family wants him to be). Such incongruence can cause unhappiness, anxiety and dissatisfaction, and may hinder his growth as a fully functioning person.
Extra Practice Questions
Short Answer Type Questions
Q1. Distinguish between personal identity and social identity.
ANSWERPersonal identity refers to those attributes of a person that make her/him different from others — one’s name, qualities (honest, hardworking), capabilities (singer, dancer) or beliefs. Social identity refers to those aspects that link a person to a social or cultural group, such as saying one is a Hindu or a Muslim, a North Indian or a South Indian. Together they characterise how a person mentally represents herself/himself.
Q2. What is self-efficacy? On whose theory is it based?
ANSWERSelf-efficacy is a person’s belief that she/he possesses the ability and behaviours required by a particular situation, rather than outcomes being controlled by luck, fate or other factors. A strong sense of self-efficacy lets people select, influence and even construct the circumstances of their lives, and makes them less fearful. It is based on Bandura’s social learning theory, which showed that people learn by observing and imitating others.
Q3. Name and briefly explain Sheldon’s three body types.
ANSWERSheldon classified people using body build and temperament: Endomorphs are fat, soft and round, and by temperament relaxed and sociable; Mesomorphs have strong musculature and a rectangular build, and are energetic and courageous; Ectomorphs are thin, long and fragile, and are brainy, artistic and introverted. These typologies are simple and have limited use in predicting behaviour.
Q4. What are the three psychological techniques of self-regulation?
ANSWERThe three techniques are: self-observation (observing one’s own behaviour to gather information that can be used to change or strengthen aspects of self), self-instruction (instructing oneself to behave in a desired way), and self-reinforcement (rewarding behaviours that have pleasant outcomes, e.g., going to a movie after doing well in an exam). These have been found effective in self-regulation and self-control.
Q5. List the five factors of the Five-Factor Model of personality.
ANSWERProposed by Costa and McCrae, the Big Five are: (1) Openness to experience (imaginative, curious vs rigid); (2) Extraversion (socially active, outgoing vs shy); (3) Agreeableness (helpful, friendly vs hostile); (4) Neuroticism (anxious, emotionally unstable vs well adjusted); and (5) Conscientiousness (dependable, self-controlled vs impulsive).
Long Answer Type Questions
Q1. Describe Freud’s stages of personality (psychosexual) development.
ANSWERFreud proposed five psychosexual stages, holding that the core aspects of personality are established early and that problems at any stage may cause fixation. (1) Oral stage: the newborn’s instincts focus on the mouth (feeding, sucking, biting); basic feelings about the world are established here. (2) Anal stage: around ages two–three, the child learns to control urination and defecation, setting the basis for conflict between babyish pleasure and adult, controlled behaviour. (3) Phallic stage: around ages four–five, focus shifts to the genitals; the male child experiences the Oedipus complex (love for the mother, hostility and fear towards the father) and the female child the Electra complex, resolved through identification with the same-sex parent. (4) Latency stage: from about seven years to puberty, sexual urges are relatively inactive and energy is channelled into social and achievement activities. (5) Genital stage: the person attains maturity in psychosexual development and learns to relate to the opposite sex in a socially and sexually mature way. Failure to pass through a stage leads to fixation or regression to an earlier stage.
Q2. Compare the type and trait approaches, and explain Eysenck’s dimensions of personality.
ANSWERThe type approach places people into broad categories based on similar clusters of behaviour (e.g., Jung’s introvert/extravert, Friedman and Rosenman’s Type A/B), while the trait approach identifies continuous dimensions along which individuals can be rated by degree, treating personality as a profile of traits rather than fixed boxes. Eysenck belongs to the trait tradition and proposed that personality can be reduced to a few broad, biologically and genetically based dimensions: (1) Neuroticism vs emotional stability — the degree of control people have over their feelings, ranging from anxious, moody and restless to calm and reliable; (2) Extraversion vs introversion — the degree to which people are socially outgoing and active versus passive, quiet and reserved; and later (3) Psychoticism vs sociability — a person high on this dimension tends to be hostile, egocentric and antisocial. These dimensions are measured by the Eysenck Personality Questionnaire (EPQ).
Q3. Explain the cultural approach to personality with a suitable example.
ANSWERThe cultural approach explains personality in relation to the ecological and cultural environment of a group. It proposes that a group’s economic maintenance system — shaped by climate, terrain and the availability of food — determines its economic activities, settlement patterns, social structure, division of labour and child-rearing practices, which together form a child’s overall learning environment. People develop behavioural qualities to adapt to these features. For example, the Birhor, a tribal group of Jharkhand, live a nomadic hunting-gathering life; their children are given enormous freedom and are socialised to be independent, autonomous and achievement-oriented. In contrast, children in agricultural societies are socialised to be obedient to elders, nurturant to youngsters and responsible to their duties, because these qualities make people more functional in farming. Thus, different economic pursuits and cultural demands produce different personality patterns, and personality is seen as an adaptation of individuals or groups to the demands of their ecology and culture.
MCQs & Assertion–Reason
1. The value judgement a person makes about her/his own worth is called:
For each Assertion–Reason question, choose: (A) Both true and the Reason correctly explains the Assertion; (B) Both true but the Reason is not the correct explanation; (C) Assertion true, Reason false; (D) Assertion false, Reason true.
A-R 1. Assertion: Self lies at the core of personality.
Reason: Self and personality are intimately related concepts used to define our existence.
A-R 2. Assertion: The ego works on the pleasure principle.
Reason: The ego seeks to satisfy instinctual needs in accordance with reality.
A-R 3. Assertion: Many Indian cultures are described as collectivistic.
Reason: In the Indian view, the boundary between the self and the group is shifting, and the self is generally not separated from one’s own group.
A-R 4. Assertion: Projective techniques are used to assess unconscious motives and feelings.
Reason: They use unstructured stimuli onto which a person projects her/his feelings, desires and needs.
A-R 5. Assertion: The halo effect reduces the objectivity of behavioural ratings.
Reason: Raters are often influenced by a single favourable or unfavourable trait when judging a person.
Answer key: 1-(A), 2-(D), 3-(A), 4-(A), 5-(A).
Exam Tips & Common Mistakes
How to score full marks in this chapter
Memorise the precise definitions of self, self-esteem, self-efficacy and self-regulation and keep the Indian vs Western self distinction (fixed vs shifting boundary; individualistic vs collectivistic) ready for a short note. For the approaches, make a one-line comparison table for type vs trait, and learn the theorists tied to each approach (Allport–Cattell–Eysenck for traits; Freud and the post-Freudians for psychodynamic; Rogers and Maslow for humanistic). For Freud, be able to list id–ego–superego with their principles, the five defence mechanisms, and the five psychosexual stages in order. In assessment questions, pair each technique with its developer (MMPI – Hathaway & McKinley; 16 PF – Cattell; Rorschach – Rorschach; TAT – Morgan & Murray) and remember the Indian adaptations (Uma Chaudhury for TAT, Pareek for the P-F Study).
Common mistakes to avoid
Confusing self-esteem (judgement of worth) with self-efficacy (belief in one’s ability) and self-concept (overall view of oneself).
Swapping the principles — the id works on the pleasure principle, the ego on the reality principle.
Mixing up Allport’s cardinal, central and secondary traits, or confusing Cattell’s source and surface traits.
Reversing the Indian and Western views — the Western boundary is fixed/individualistic, the Indian is shifting/collectivistic.
Calling projective tests ‘objective’ — their scoring is qualitative and subjective; only self-report tests are objectively scored.
Writing the psychosexual stages out of order — remember oral → anal → phallic → latency → genital.
Frequently Asked Questions
What is Chapter 2 of Class 12 Psychology about?
Chapter 2, Self and Personality, explains the concept of self (personal and social identity, self-esteem, self-efficacy and self-regulation), how the Indian and Western notions of self differ, the major approaches to personality (type, trait, psychodynamic, behavioural, cultural and humanistic), and the main techniques of personality assessment.
How does the Indian notion of self differ from the Western notion?
In the Western view the boundary between self and other is fixed, with the self and the group as clearly separate entities, making many Western cultures individualistic. In the Indian view the boundary is shifting and the self is generally not separated from one’s own group, making many Indian and Asian cultures collectivistic.
How many review questions are there in Class 12 Psychology Chapter 2?
The end-of-chapter Review Questions section of Self and Personality contains 11 questions, all reproduced verbatim and answered step by step on this page.
