Inductive Content Analysis of the Meaning of Dogs to Dog Owners - Focusing on Enneagram Types 3, 6, and 9 -
This study used the Enneagram personality type test to categorize dog owners into types 3, 6, and 9 and conducted an inductive content analysis to explore their interactions with their dogs and the meanings they attribute to these relationships. Its purpose was to identify the distinctive characteristics of dog owner-dog relationships according to Enneagram personality types and to examine the significance of dogs in the owners’ lives. For research methodology, 70 dog owners completed the Enneagram test, and 32 participants classified as types 3, 6, and 9 were selected for final analysis. Data were collected using semi-structured narrative questionnaires and analyzed through inductive content analysis. The results showed that type 3 dog owners viewed their dogs as sources of emotional support and personal growth, demonstrating an achievement-oriented tendency. Type 6 owners sought stability through responsibility and protection, while type 9 owners prioritized harmony and peace, emphasizing emotional stability and bonding in their relationships with their dogs. Based on these findings, the study identified the relational strengths of each personality type while also discussing potential limitations and negative impacts that may arise in their interactions with their dogs. In conclusion, this study underscores the need for tailored dog parenting programs that complement personality traits and enhance strengths. Moreover, practical strategies for improving emotional well-being, managing stress, and fostering social bonding are proposed to alleviate dog owners’ psychological burdens and promote more positive interactions with their dogs. The study also confirmed dogs are not merely pets but essential companions offering emotional support and stability. The findings can inform the development of effective parenting strategies to enhance dog owners’ emotional well-being and social networks.
Publication Details
- Published
- 2025-02-28
- DOI
- https://doi.org/10.47018/accr.2025.7.1.33
- Primary Topic
- Education and Learning Interventions
- Type
- article
- Field-Weighted Citation Impact
- 0.00