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Abstract
In recent years, Chinese Generation Z has shown a strong enthusiasm for the Myers-Briggs Type Indicator (MBTI), often attributing academic or life challenges to their MBTI personality types. This study aims to explore the effects of MBTI on academic major selection, academic performance, and career decision-making among first-year university students in China. Data were collected from 203 freshmen across seven majors at a comprehensive university in Guangdong Province using MBTI personality test scales, peer evaluations, and an open-ended career decision questionnaire. Statistical and correlation analyses were conducted using SPSS 27. The findings revealed that: (1) the Judging/Perceiving dimension is significantly correlated with structured disciplines; (2) Intuitive students tend to perform better academically; and (3) MBTI has a limited impact on career decision-making. These results suggest that while MBTI can offer insights into student preferences, its predictive power is constrained, especially in culturally and societally influenced contexts. Educators should take these factors into account when utilizing MBTI in academic settings and encourage students to explore career paths beyond their perceived personality constraints.
... For instance, while feelings are linked to affective and interpersonal variables, including empathy, intuition is related to student outcomes. The others with thinking and judging character might prefer organization, routine, and clarity in their teaching and are inclined to be more methodical and focused on the feedback process as well (Tang, 2024). ...
The importance of personality traits impacting teaching practices is comprehending how teachers at different educational system levels treat learners, develop curricula, adopt applications and technologies, and give feedback. This research studies the influence of the correlation between the MBTI personality types of educators in the University of Swat and their teaching preferences, in addition to identifying educators’ learning style preferences connected to organized and flexible lesson planning, and active and reflective teaching. Under a quantitative research design approach, a structured questionnaire was completed by 50 teachers and associated staff. MBTI was used to determine participants' personality types with the researcher having established a Teaching Preferences Questionnaire to determine the participants’ perception about various teaching and learning styles. The feedback provided was made using a 5-point Likert scale and data analysis was done using SPSS version 27.0. To test the correlation between the various teaching preferences and the MBTI personality types, a set of statistical tools which included independent T-tests, ANOVA, Chi-Square tests, logistic regression, and Pearson correlation test were employed. This study revealed a significant relationship between personality traits and teaching behaviors. Teachers with relatively greater levels of feeling-oriented and intuitive characteristics were observed to adopt a dynamic approach to teaching which involved students incorporated concepts such as teaching involving students and had greater empathy and concern towards students. It was also found that students with certain personality types are more willing to adopt different technologies for enhancing the processes of teaching and learning. The study reveals a profound influence of the personality traits formulated by the MBTI on the choices of educators in teaching and the real methods applied. More specifically, the features of being feeling-oriented, intuitive, and judging predetermine the outlook on approaches to Active Teaching, structured lesson planning, application of technology in the learning process, and feedback methods.
The number of graduates from China’s higher vocational colleges and universities is increasing, and making wise career decisions plays a key role in students’ career development. This study is based on the conceptual framework of the Career Self-Management Model of the Social Cognitive Career Theory. This study constructed a model that can improve the quality of career decision-making among college students in higher vocational institutions and explores the effects of career values, career decision self-efficacy, and career goals on career decision-making. Questionnaire data from 654 students attending higher education institutions in China were used. The results showed that both career values and career decision self-efficacy had significant positive effects on career decisions. Moreover, both career decision self-efficacy and career goals played a mediating role. The results demonstrate the applicability of the Career Self-Management Model conceptual framework to the study of career decision-making among college students attending higher education institutions.
The term neijuan (in English ‘involution’) has captured feelings of perpetual competition and anxiety among university students in China preparing for their post‐graduation careers. In this article, we develop a neo‐Weberian reading of neijuan to construct a framework using positional conflict theory and the concept of ‘possible selves’. We investigated how final‐year university students from three social class factions—rural, urban non‐elite and urban elite—envisage, plan and strategise for their future careers. We draw on in‐depth interviews (n = 100) and a post‐graduation survey (n = 97) with students at two public universities, one elite and one lower‐tier, in a metropolitan city in Guangdong province. The findings underscore marked differences in the nature and clarity of students’ envisaged future selves along the lines of social advantage and disadvantage. We demonstrate how social class is deeply connected to the scale of the competition—national or global—that students perceive themselves to be implicated in. In doing so, we draw attention to social class differences in expressions of and capacities to realise what we term ‘globally orientated possible selves’, which involved escaping both the sense of entrapment and the prospect of failure evinced by neijuan.
The Myers-Briggs Type Indicator (MBTI) is a well-known personality test that assigns a personality type to a user by using four traits dichotomies. For many years, people have used MBTI as an instrument to develop self-awareness and to guide their personal decisions. Previous researches have good successes in predicting Extraversion-Introversion (E/I), Sensing-Intuition (S/N) and Thinking-Feeling (T/F) dichotomies from textual data but struggled to do so with Judging-Perceiving (J/P) dichotomy. J/P dichotomy in MBTI is a non-separable part of MBTI that have significant inference on human behavior, perception and decision towards their surroundings. It is an assessment on how someone interacts with the world when making decision. This research was set out to evaluate the performance of the individual features and classifiers for J/P dichotomy in personality computing. At the end, data leakage was found in dataset originating from the Personality Forum Café, which was used in recent researches. The results obtained from the previous research on this dataset were suggested to be overly optimistic. Using the same settings, this research managed to outperform previous researches. Five machine learning algorithms were compared, and LightGBM model was recommended for the task of predicting J/P dichotomy in MBTI personality computing.
Abstract Social structures and interpersonal relationships may be represented as social networks consisting of nodes corresponding to people and links between pairs of nodes corresponding to relationships between those people. Social networks can be constructed by examining actual groups of people and identifying the relationships of interest between them. However, there are circumstances where such empirical social networks are unavailable or their use would be undesirable. Consequently, methods to generate synthetic social networks that are not identical to real-world networks but have desired structural similarities to them have been developed. A process for generating synthetic social networks based on assigning human personality types to the nodes and then adding links between nodes based on the compatibility of the nodes’ personalities was developed. Two new algorithms, Probability Search and Compatibility-Degree Matching, for finding an effective assignment of personality types to the nodes were developed, implemented, and tested. The two algorithms were evaluated in terms of realism, i.e., the similarity of the generated synthetic social to exemplar real-world social networks, for 14 different real-world social networks using 20 standard quantitative network metrics. Both search algorithms produced networks that were, on average, more realistic than a standard network generation algorithm that does not use personality, the Configuration Model. The algorithms were also evaluated in terms of computational complexity.
Free elective courses are required credits for college student’s graduation but sometimes these courses can complicate course choices for students. Well-advising is needed for students to select the course. This paper aimed to create the free elective course recommendation using classification approaches of data mining such as J4.5 Decision Tree, Logistic Model Tree, Random Forests and Gradient Boosted Trees. The recommendation is personalised so attributes of data reflect on an individual that are personality type based on Myers-Briggs type indicator revealing students’ preferences and their learning style. Moreover, student’s performance at college e.g., enrolled courses and its grade is applied to the study. The label consists 9 of free elective courses which are identical requirements and time schedule. The optimal performance algorithm for this research is the Logistic Model Tree with 70.19% of accuracy and 12.2 seconds of run time whilst the original methods of the Logistic Model Tree which are Logistics Regression and Decision Tree performed around 50% of accuracy. Available paper: https://drive.google.com/file/d/1QIMVpg01p1mAQv4KisdqgbLUqYO-f_Kv/view
This research work aims to study personality profiles and temperaments of
Pakistani software engineering professors and students. In this survey we have
collected personality profiles of 18 professors and 92 software engineering
students. According to the Myers-Briggs Type Indicator (MBTI) instrument, the
most prominent personality type among professors as well as among students is a
combination of Introversion, Sensing, Thinking, and Judging (ISTJ). The study
shows ITs (Introverts and Thinking) and IJs (Introverts and Judging) are the
leading temperaments among the professors. About the students data, the results
of the study indicate SJs (Sensing and Judging) and ISs (Introverts and
Sensing) as the dominant temperaments.
Purpose
– The main purpose of this paper is to find whether a correlation exists between students’ natural preferences or what is known as psychological type as determined by the Myers-Briggs Type Indicator (MBTI); the extent of their enthusiasm measured by their level of “like” to the subject, and students’ grade point average (GPA).
Design/methodology/approach
– Data were collected from 89 students who took the MBTI inventory in five selected faculties at Damascus University in Syria. In order to rate the subjects’ like or dislike level, the students were asked to complete a form prepared for this purpose. The students’ GPAs were also included in the analysis.
Findings
– Using paired sample t -test, the results indicate a statistically significant correlation between type of student and his/her faculty of study, type of student and overall study subject like, and type of student and his/her GPA. There was, however, a statistically significant correlation between various personality dichotomies of the type (Extraversion-Introversion, Sensing-Intuition, Thinking-Feeling, Judging-Perceiving) and faculty, individual subjects like, and GPA. The study also indicates a statistically significant correlation between study like and GPA, and faculty and GPA. The most critical conclusion from the study is that Sensing-Intuition dichotomy of the MBTI inventory has the strongest correlation to distribution of students among faculties, the subject's like or dislike, and the GPA. In addition, the higher the level of like for a subject, the higher the GPA is.
Research limitations/implications
– The study results were based on a sample of students from a specific subject area of study. To validate the results of the study, future research is highly needed on a larger sample of students from different subject disciplines.
Practical implications
– Empirically, this study provides decision makers of the higher education sector with relevant information regarding the intended future attempts to reform the university admission policy with regards to the career path.
Originality/value
– The usefulness of MBTI inventory has not been assessed in the Arab countries before. This study is therefore considered as one of the initial studies in this field.
Research showed that there are also non-cognitive factors responsible for high academic performance. Personality is now a relevant factor studied in relationship with academic performance. The study aims to identify the relationship between personality and academic performance using 80 participants aged between 22 and 28 who graduated university. We used EPQ to measure Neuroticism, Extraversion, Psychoticism; MBTI for the level of organization during activities and Rosenberg‘s Self-Esteem Scale. Academic performance was evaluated by the final project grade and by the overall grade of the last academic year. Accurate identification of individual differences in academic performance has serious implications for education.
Team projects play an important role in the education of engineers. This paper describes a team project module that is part of a postgraduate course in Informatics. Its main objective is to give students a hands-on experience with difierent aspects of working in team on a problem. We discuss several issues that should be considered in designing such module as a part of a curriculum: team formation, team communication, team assessment, prob- lem statement and assignment, development process and team supervision. We outline several difierent alterna- tives, analyse their pros and cons and describe our ap- proach and related experiences.
Online personality tests have emerged due to evolving technological advances, with their popularity mainly rooted due to their ease of use and quick results. The Myers-Briggs Type Indicator, or MBTI, one of the most popular, has become the new approach to assessing personality. The user will be categorized as one of the 16 personalities described in this test, each with their own set of strengths, weaknesses, and preferences. On the other hand, academic performance is the degree of knowledge of a student and is impacted by various circumstances. Several studies have investigated the relationship between personality types and academic-related events. This became the catalyst for why the researchers aim to achieve a correlative study, utilizing the currently popular MBTI in particular. The researchers seek to determine if this test can be used for anything more than psychological feedback. Notably, the researchers' objectives not only define the concepts of various personalities present on the test and academic performance but also determine whether there is a connection between these personality types and the student's academic performance. To conclude, the researchers employed both physical and online surveys. These comprised the adopted 16-personality type questionnaire by Crystal Knows to determine their personality type and a form that sought the first semester grades of core and applied subjects of 294 grade 12 students, the calculated number of participants needed for the study. Following a thorough data collection procedure, the researchers arrived at the following conclusions: 1) There are a variety of MBTI types present among grade 12 students, but they can be classified into four (4) groups: Analysts, Diplomats, Sentinels, and Explorers. 2) The student's academic performance in school falls into three (3) categories: Category A (90-100), Category A (90-100), Category B (85-89), and Category C (75-84). 3) There are academic groups that excelled, particularly the Analysts and Diplomats group. Lastly, 4) No substantial correlation exists between personality types and students' academic performance. The study's implications can help young individuals expand their knowledge through personality tests.
Objective:
To investigate the relationship between imposter phenomenon (IP) and Myers-Briggs Type Indicator (MBTI) personality types in pharmacy students.
Methods:
This was a retrospective, observational study of doctor of pharmacy students who had previously completed MBTI and Clance Imposter Phenomenon Scale (CIPS) assessments. CIPS scores and categories were compared between the 4 MBTI personality type dichotomies using independent samples t tests and chi-square.
Results:
Mean CIPS score for included pharmacy students (N = 668) was 62.52 (SD 14.82). Clance Imposter Phenomenon Scale scores were significantly higher in students with MBTI of introversion (mean 64.14, SD 14.27), intuition (mean 63.80, SD 15.78), and perceiving (mean 64.38, SD 15.55) as compared to their dichotomous counterparts. No significant difference in mean CIPS scores was found within the thinking/feeling dichotomy. When analyzing IP risk associated with the various MBTI personality dichotomies, introverts were at a 1.8 times greater risk of high/severe IP than extroverts. Additionally, students with perceiving personality types were at a 1.4 times greater risk of high/severe IP than those with judging personality types.
Conclusion:
Our study suggests that pharmacy students with introversion, intuitive, and perceptive personality types exhibit higher CIPS scores, and those with introversion or perceptive personality types are at risk for high/severe IP. Given the common MBTI types and a high degree of IP in pharmacy students, our findings underlie the need for open, targeted discussions about IP and proactively incorporating strategies and resources within a curriculum to support students in normalizing and easing anxiety.
The Myers‐Briggs Type Indicator (MBTI®), published by CPP, Inc., is a forced‐choice instrument designed to examine preferences in how respondents see the world and make decisions. Scores are based on four preference dichotomies (Extraversion‐Introversion, Sensing‐Intuition, Thinking‐Feeling, and Judging‐Perceiving), originally derived from Carl Jung's theory of psychological types by Katherine Cook Briggs and Isabel Briggs Myers. Currently available in four versions and 20 languages, it is extremely popular in organizational and counseling settings, yet has been criticized for its adherence to type theory and perceived lack of psychometric support.
In this paper, we describe an empirical study carried out to investigate the effects of Intuition and Sensing personality types in programming performance using Myer-Briggs Type Indicator (MBTI) model. This formal experiment was conducted at Auburn University and participants were first-year students in an introductory programming course. Our results showed: (1) Intuition and Sensing personality traits did affect students' programming performance; (2) students with the Intuition type significantly wrote more efficient code that students with Sensing type; and (3) a significant linear correlation existed between Intuition and programming performance.
The purpose of this study was an investigation of the relationship between the Myers-Briggs Type Indicator personality profiling (MBTI), academic performance and student satisfaction in nursing students. The participants were 109 college students in Daejeon, Korea. All the students were administered three instruments, the MBTI, academic performance and student satisfaction scale. Descriptive statistics t-test, ANOVA, and Pearson correlations technique were used to analyze the data with the SPSS Win 15.0 program. Judging types scored higher in academic performance than perceiving types. Extrovert types scored higher in student satisfaction than introvert types. This finding indicates that students’ academic achievement levels and student satisfaction were different according to their MBTI personality types in nursing students.
The Myers-Briggs Type Indicator (MBTI; Myers & McCaulley, 1985) is used at each stage of career assessment and career counseling. Based on Jung's theory of psychological types, the psychodynamic model of the MBTI is useful for self-understanding and life-long development. MBTI type descriptions characterize 16 types at their best; provide positive, self-affirming goals; and note blind spots and problems to avoid. MBTI type tables apply Jung's theory to groups; type tables for careers not only validate Jung's theory, but provide ways for looking at occupations attractive to each of the 16 psychological types. Career counselors use type tables to help clients see the fit between their preferences and career families and to highlight careers especially worth considering. The MBTI problem-solving model is a useful tool in the career planning process. Finally, counselors who understand the MBTI find it useful for individualizing counseling approaches and strategies to the type preferences of their clients.
The study reported here was conducted to investigate patterns of psychological types among students in a lower division engineering course and differences in the academic performance of those students associated with differences in psychological type. The Myers-Briggs Type Indicator was administered to 83 undergraduate engineering students enrolled in CE 214 Engineering Mechanics Statics at North Carolina State University. Analysis of variance was used to explore differences in numeric end-of-course grades of the students in relation to their different personality types. One of the most interesting findings was that students exhibiting the Intuitive type had significantly higher grades in the course than students preferring the Sensing type.
The Myers-Briggs Type Indicator was completed by most students entering first year engineering at The University of Western Ontario during the years 1987 through 1993, providing a stable personality profile of the entering class. A cross-cultural comparison of this Canadian engineering entry profile with similar MBTI data reported for American students from an ASEE consortium of six United States schools shows that the Canadian students include significantly more I FP types. Most of the students from this seven-year Canadian entry cohort have now graduated and this paper reports retention data, choice of engineering discipline and subsequent academic performance in that discipline in terms of personality type. This Canadian engineering program attracts students who, in comparison with other first year students, are more ISTJ at entry and furthermore the engineering program graduates a greater proportion of such students with this same ISTJ personality preference within four years.
In a sample of 365 college students, the authors examined the incremental role of personality, self-efficacy, and interests in explaining level of educational aspirations. Measures were the Adjective Check List (ACL) (Gough & Heilbrun, 1983), the Skills Confidence Inventory (Betz, Borgen, & Harmon, 1996), and the six General Occupational Themes (GOTs) of the Strong Interest Inventory (Harmon, Hansen, Borgen, & Hammer, 1994). The Big Five personality dimensions were estimated from the ACL using John's (1990) method. The authors predicted that each of these domains would make independent contributions to explaining level of educational aspirations (1= bachelor's, 2= master's, and 3= doctorate). Sequentially, following Lent, Brown, and Hackett's (1994) social cognitive career theory, blocks of the Big Five, six General Conference Themes, and six GOTs were entered into a hierarchical regression predicting educational level. With the addition of each block, R2 rose from .10, to .26, to .29 for the total sample; similar incremental predictions were obtained separately for women (.13, .29, and .32) and men (.13, .30, and .37).
To what extent and which personality traits predict academic performance was investigated in two longitudinal studies of two British university samples. Academic performance was assessed throughout a three years period and via multiple criteria (e.g., exams and final-year project). In addition several indicators of academic behaviour, e.g., absenteeism, essay writing, tutors’ exam predictions, were also examined with regard to both academic performance and personality traits. In sample 1 (N=70), the Big Five personality factors (Costa & McCrae, 1992)—particularly Neuroticism and Conscientiousness—were found to predict overall final exam marks over and above several academic predictors, accounting for more than 10% of unique variance in overall exam marks. Results suggest that Neuroticism may impair academic performance, while Conscientiousness may lead to higher academic achievement. In sample 2 (N=75) the EPQ-R (Eysenck & Eysenck, 1985) was used as the personality measure and results showed the three superfactors were the most powerful predictor of academic performance, accounting for nearly 17% of unique variance in overall exam results. It is demonstrated that (like Neuroctisim) Psychoticism could limit academic success. The present results provide evidence supporting the inclusion of well-established personality measures in academic selection procedures, and run counter to the traditional view of ability measures as the exclusive psychometric correlate of academic performance.
Background. The relationship between personality and academic performance has long been explored, and a recent meta-analysis established that measures of the five-factor model (FFM) dimension of Conscientiousness have similar validity to intelligence measures. Although currently dominant, the FFM is only one of the currently accepted models of personality, and has limited theoretical support. In contrast, the Eysenckian personality model was developed to assess a specific theoretical model and is still commonly used in educational settings and research.
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