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An orientation program that increases the quality of student-adviser contact.
Abstract
Describes a 2-day college orientation program that focused on discussion of students' career interests, responsibilities and life development during the college experience, and expectations held by student advisers. (PsycINFO Database Record (c) 2012 APA, all rights reserved)
... Given the importance of personality traits in college student learning, adjustment, and development, it should come as no surprise for some college student personnel to learn that personality trait information is already being used in a broad range of programs and activities, including: admissions (Allik & Realo, 1997), extended orientation courses (Buhr, Pelletier, & Wark, 1987), academic advising (Crockett & Crawford, 1989), student leadership development (Posner & Brodsky, 1992), residence hall placement and roommate assignments (Fuller & Hall, 1996). In the future, we expect to see increased usage of personality traits, particularly the Big Five, to customize and tailor many different programs for students in the first year of college and in the transitional interval between high school and college. ...
Based on a sample of 1,834 undergraduates, the Big Five personality traits of Agreeableness, Conscientiousness, Emotional Stability, Extraversion, and Openness were found to be significantly but differentially related to seven outcome variables: life satisfaction, college satisfaction, GPA, Sense of Identity, intention to withdraw from school, graduate school plans, and recommending the school to others. Results were discussed in terms of theoretical and practical implications. It was suggested that personality traits may be considered by organizations and personnel who work with students in the process of transition from high school to college and during orientation programs, among others.
... Examples are orientation programs (cf. Buhr, Pelletier, & Wark, 1987), residence hall placement (Pope, 1987), roommate assignments based on similar personality traits (e.g., Fuller & Hall, 1996), and academic advising using a student's personality attributes to recommend courses and instructors. For example, students with higher levels of self-directed learning might enjoy independent study classes or students scoring lower on Conscientiousness might want to avoid highly regimented courses and teachers or choose less structured courses without an attendance policy that encourage creative self-expression. ...
We examined the Big Five (De Raad, 2000) personality traits of Agreeableness, Consci-entiousness, Emotional Stability, Extra-version, and Openness, plus the narrow personality traits of Aggression, Career-Decidedness, Optimism, Self-Directed Learning, Sense of Identity, Tough-Minded-ness, and Work Drive in relation to inten-tion to withdraw from college. For 233 University freshmen, all of the traits ex-cept Tough-Mindedness and Openness were significantly related to withdrawal in-tention with three traits—Sense of Identity, -Emotional al Stability, and Work Drive—ac-counting for 22% of the variance in intention to withdraw. Theoretical and practical im-plications were discussed.
... There are a number of other programmatic areas where information about the personality characteristics of students could be useful. These include the following where the personality traits of students have been found to be related to a program outcome: advising (Crockett and Crawford, 1989); leadership development (Posner and Brodsky, 1992), orientation (Buhr, Pelletier and Wark, 1987 ); and residence hall placement (Pope, 1987). Also, assessment of personality traits is often a first step in student counseling and career planning programs. ...
Based on a sample of 532 undergraduates at a Southeastern U.S. university, Big Five and narrow personality traits were examined in relation to a measure of satisfaction with specific domains of college experience (College Satisfaction) and a measure of General Life Satisfaction. Four of the Big Five traits—Agreeableness, Conscientiousness, Emotional Stability and Extraversion—as well as the narrow traits of Aggression, Career Decidedness, Optimism, Self-Directed Learning, Sense of Identity, and Work Drive were positively, significantly related to both satisfaction measures. Results of hierarchical regression analyses showed that the Big Five traits accounted for 45% of Life Satisfaction variance with Sense of Identity contributing an additional 7%, and College Satisfaction, 6%. It was suggested that who students become in college and how satisfied they are with different aspects of collegiate experience may be primarily determined by who they are when they enter college. Similarities were noted to findings of personality traits and academic performance, job performance, and adult career and life satisfaction. Implications were discussed in terms of Chickering and Reisser’s major vectors for college development as well as for admissions decisions and enhancing student-environment fit in advising, orientation, counseling, and career planning, among others.
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