Definition of Personality Theory of Personality

14 trusted, having a good vision to reach their future, realistic, and having a stable emotion. Nevertheless, the rejection style will generate children whose characteristics are aggressive, submissive, silent, sadistic, and difficult to socialize Yusuf, 2010. The rejected children will have regular and pleasing facial feature, their eyes are “soulful” and seem to express deep and desperate experience, paired with a resignation which children should not have Erikson, 1950. Furthermore, this conviction has the less explicit outcome that the child has been in the wrong hands, and in fact has every reason to mistrust his “rejecting” parents. The third factor is the social and economic class of family. There are three things in this factor. First, the lower class family is often to use physical punishment to educate their children. This technique generates children whose characteristics are aggressive, independent and having early sexual experience. Second, the middle-class family gives attention and control to their children. They feel responsible for their chi ldren’s development. They have the ambition to reach the better status and push their children to achieve the status by education and professional training. Third, the high-class family tends to make use of their down time to do certain activities. They have a higher reputation of education and love to develop their skill in art. Their children are usually having high self-esteem and tend to manipulate realistic aspects. 2 External Aspect Another important aspect which influences the development of children’s personality is the external aspect. This aspect comes up from the outside of the 15 children. The external aspect is social intervention. Since the social aspect is the aspect which comes from the outside of the children and their family, this aspect may seem less important yet may give a big impact. This aspect has a relation with the self-consciousness of the children. For the first time, children will be attracted to anything new in their social life that they do not find in their family life; differentiation of persons and objects. McDougall 1960 says that as the differentiation of persons and inert objects, persons continue to be the more interesting to the young child, for they continue to be the main sources of his pains, pleasures, and satisfactions. His attention is constantly directed towards them, and he begins to imitate their behaviour. There is another factor that generates the personality of children which is how the society treats them. Boys and girls are socialized differently to some extent in all societies. They receive different messages from their parents and other adults as to what is appropriate for them to do in life. They are encouraged to prepare for their future in jobs fitting their gender. Boys are more often allowed freedom to experiment and to participate in physically risky activities. Girls are encouraged to learn how to do domestic tasks and to participate in child rearing by baby-sitting. If children do not follow these traditional paths, they are often labelled as marginal or even deviant. Girls may be called tomboys and boys may be ridiculed for not bein g sufficiently masculine O’Neil, 2006. If children experience and listen to the social opinion regularly, it is not impossible that the treatment from the society will define the personality of the children. Since then, PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI