IV. Personality Types and Academic Achievement

2003 ◽  
Vol 68 (1) ◽  
pp. 47-61 ◽  
Author(s):  
Daniel Hart ◽  
Robert Atkins ◽  
Suzanne G. Fegley
Keyword(s):  
Academic Achievement ◽  
Personality Types

scholarly journals The Unloved Variable of Extraversion and Academic Achievement in SLA

2014 ◽  
Vol 4 (1) ◽  
pp. 340-346
Author(s):  
Fakharh Muhabat ◽  
Muhammad Shahbaz
Keyword(s):  
Academic Achievement ◽  
Second Language ◽  
Public Sector ◽  
Language Learning ◽  
Second Language Learning ◽  
Theoretical Framework ◽  
Personality Types ◽  
Academic Achievements ◽  
The World ◽  
Descriptive Method

This study is based on extraversion vs. introversion and their relation with academic achievements. It is conducted to find effects of these two personality types in SLA. It is a qualitative type of research and descriptive method is used for this research. Eysenck's theory of personality is used as a theoretical framework. Data is collected through interview from twenty students studying at a public sector university. After analyzing the data, this research supports the claim of applied linguists who believe that extraversion has the advantage in second language learning and extroverts obtained higher marks. This research is beneficial for those future researchers who want to conduct research on personality types and achievement in Pakistan and elsewhere in the world.

scholarly journals Influence of Type A and Type B Personality on Academic Achievement of University Students

2019 ◽  
Vol IV (II) ◽  
pp. 80-87
Author(s):  
Aabida Aabida ◽  
Muhammad Arshad Dahar ◽  
Muhammad Imran Yousuf
Keyword(s):  
Academic Achievement ◽  
University Students ◽  
Sample Selection ◽  
Sampling Technique ◽  
Type A ◽  
Personality Types ◽  
Female Students ◽  
Personality Characteristics ◽  
Type B ◽  
Type A Personality

Several factors directly or indirectly influence academic achievement of students. There is immense variation in students’ academic achievement due to individual differences. Therefore, every individual has different personality characteristics that influence life, especially students’ academic achievement. Thus, the current study investigates the influence of personality types A and B on academic achievement of university students. This study presents a descriptive design. Furthermore, a random sampling technique was used for the sample selection. The Anjum-Khalique Scale and students’ GPAs were utilized as research tools. Correlation, regression and t-test were employed for data analysis. Findings exposed that personality types A and B have overall significant impact on academic achievement of students. Significant academic achievement difference was found between male and female students of type B personality unlike type A personality. It is recommended that deficiencies in personalities may be taken into consideration by teachers, administrators, educators, curriculum developers and policymakers for improvement in academic achievement.

Relationship between personality type and achievement in an undergraduate physiology course.

1992 ◽  
Vol 262 (6) ◽  
pp. S1 ◽  
Author(s):  
G D Tharp
Keyword(s):  
Academic Achievement ◽  
Human Physiology ◽  
Teaching Style ◽  
Strong Relationship ◽  
Personality Types ◽  
State University ◽  
Learning Behavior ◽  
Myers Briggs Type Indicator ◽  
Type Indicator ◽  
The Relationship

The Myers-Briggs type indicator (MBTI) was given to 163 students in an undergraduate Human Physiology course at a large state university. Selected MBTI personality types were compared for achievement in the course using a t test to compare total points earned. High grades were earned by students stronger in the traits of introversion (I) and judgment (J), whereas the extraverted (E) and perceptive (P) types had the lowest grades and dropped out of the course in the largest numbers. When combinations of MBTI types were compared, the highest grades were earned as follows: SJ greater than ST greater than IN greater than IJ greater than IS (S, sensing; T, thinking; N, intuitive). This ranking indicates that a sensing personality also has a strong relationship to achievement in this Human Physiology course when it is combined with judgment, thinking, or introversion. Instructors and students need to be aware of the relationship between personality and learning so they can modify their teaching style and learning behavior to enhance academic achievement.

Two-Point MMPI Code Types and Academic Achievement

1971 ◽  
Vol 28 (2) ◽  
pp. 671-676 ◽  
Author(s):  
John Kokosh
Keyword(s):  
Academic Achievement ◽  
Personality Traits ◽  
Personality Types ◽  
Vocational Behavior ◽  
Code Type ◽  
Point Code

In a previous MMPI study (Kokosh, 1969) of 4-yr. graduates in physics, zoology, sociology, and history the 34–43 is the modal two-point MMPI code type in sociology and the 49–94 in history. In this study an attempt was made to relate the two-point code types to academic achievement. The highest GPA was obtained by 5 physics-zoology majors having the 27–72 code, and the lowest GPA was obtained by 7 sociology-history majors having the 89–98 code. Speculation as to why certain code types are attracted more to one major than another and why they perform well or poorly in one major as compared to another was presented. A study of personality types and the relation of these to academic and vocational behavior may be a fruitful approach rather than using personality traits alone as measured by particular scales.

PARENTING STYLE, TIPE KEPRIBADIAN DAN PRESTASI AKADEMIK MAHASISWA PAI ANGKATAN 2015 IAIN CURUP

2021 ◽  
Vol 19 (1) ◽  
pp. 050
Author(s):  
Saidil Mustar
Keyword(s):  
Academic Achievement ◽  
Academic Performance ◽  
Parenting Style ◽  
Personality Type ◽  
Positive Influence ◽  
Personality Types ◽  
Academic Achievements ◽  
Level 1 ◽  
Quantitative Descriptive ◽  
Very High

This study aims to determine the effect of parenting style and personality types on the academic performance of PAI students of the 2015 IAIN Curup class. This research is quantitative descriptive. The results of this study are the first good parenting style because tcount= -1.12 is between ttable that is -2.63 and 2.63. Both personality types are good because tcount= 0.40 is between ttable that is -2.63 and 2, 63, The three academic achievements are very high because tcount = 3.08 is greater than ttable that is -2.63 and 2.63. fourth, there is a positive influence between parenting style on personality types because rcount = 0.432 is greater than rtabel 1% level = 0.1956, fifth, there is a positive influence between parenting style on academic achievement because rcount = 0.432 is greater than rtable level 1% = 0 , 1956, Sixth there was a positive influence between personality types on academic achievement because rcount = 0.52 is greater than rtable of 1% = 0.1956. seventh, there is a positive influence between parenting style and personality type together on academic achievement because rcount = 0.58 is greater than rtable of 1% = 0.1956.

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