DeepType design principles and research background

Three layers and 4,096 combinations

Persona and Inner use the same five dimensions. The dominant directions on four dimensions create a 16-type code for each layer; emotional reactivity remains continuous and does not enter the code. Four motive dimensions create 16 Gems, producing 16×16×16, or 4,096 total classifications.

Questions and scoring

The free stage has 50 questions, followed after payment by 24 questions that explore eight key dimensions in greater depth. Each question asks for the closest of four concrete options and includes reverse-keyed items. The server checks IDs, duplicates, omissions, and ranges before computing equal-weighted axis means.

Conceptual starting points

Context-dependent expression draws on Whole Trait Theory and cross-role trait research. The self-worth dimension references contingencies of self-worth; connection and autonomy draw on attachment research and self-determination theory. Emotion processing and goal focus incorporate perspectives from emotion-regulation and regulatory-focus research.

Principles for reading your result

• •Read each dimension’s continuous score and response direction alongside the letter codes.
• •Treat Persona–Inner differences as context-dependent expression rather than contradiction.
• •Every direction offers useful strengths and trade-offs depending on the situation.
• •Use the report’s prompts and small experiments to find applications that fit your daily life.

Research and standards referenced

These are the main studies and standards referenced in DeepType design and interpretation.

1. 1Fleeson, W., & Jayawickreme, E. (2015). Whole Trait Theory. Journal of Research in Personality, 56, 82–92.
2. 2Sheldon, K. M., Ryan, R. M., Rawsthorne, L. J., & Ilardi, B. (1997). Trait self and true self: Cross-role variation in the Big-Five personality traits. Journal of Personality and Social Psychology, 73(6), 1380–1393.
3. 3Soto, C. J., & John, O. P. (2017). The next Big Five Inventory (BFI-2). Journal of Personality and Social Psychology, 113(1), 117–143.
4. 4Crocker, J., Luhtanen, R. K., Cooper, M. L., & Bouvrette, A. (2003). Contingencies of self-worth in college students. Journal of Personality and Social Psychology, 85(5), 894–908.
5. 5Wei, M., Russell, D. W., Mallinckrodt, B., & Vogel, D. L. (2007). The Experiences in Close Relationship Scale–Short Form. Journal of Personality Assessment, 88(2), 187–204.
6. 6Ryan, R. M., & Deci, E. L. (2000). Self-determination theory and the facilitation of intrinsic motivation, social development, and well-being. American Psychologist, 55(1), 68–78.
7. 7Gross, J. J., & John, O. P. (2003). Individual differences in two emotion regulation processes. Journal of Personality and Social Psychology, 85(2), 348–362.
8. 8Higgins, E. T., Friedman, R. S., Harlow, R. E., Idson, L. C., Ayduk, O. N., & Taylor, A. (2001). Achievement orientations from subjective histories of success. European Journal of Social Psychology, 31(1), 3–23.
9. 9Clark, L. A., & Watson, D. (2019). Constructing validity: New developments in creating objective measuring instruments. Psychological Assessment, 31(12), 1412–1427.
10. 10AERA, APA, & NCME (2014). Standards for Educational and Psychological Testing.