Investigation of the Relationship Between Occupational Personality Types, 21st-Century Skills, and Teaching Motivation

<span lang="EN-US">Learning in the 21st century can be defined as learning that provides 21st century skills, one of which is communication. Mathematics learning allows students to communicate mathematical ideas clearly. Different personality types can affect the way they communicate, and other activities in learning mathematics. This study aims to describe students' mathematical communication skills in terms of Keirsey personality types, namely Idealist and gender who have Idealist personalities. Descriptive qualitative research was used in this research and was carried out at Junior High School Negeri 1 Purwodadi in the 2019/2020 school year. The research was conducted on the subject of class VIII I with idealist personality type, then selected 1 female student and 1 male student using purposive sampling. The researcher is the main research instrument with the help of observation guidelines, questionnaires, tests of mathematical communication skills and then interviews. The data collection technique is a triangulation technique by comparing the answers to the mathematical communication skills test and interviews. Data reduction, data presentation and drawing conclusions are data analysis techniques used in this study. Female students with idealist personality types communicate better mathematically than male students with idealist personality types as shown in the results of this study. </span>

Creativity is a 21st Century skill that is needed by everyone. Creativity is born from the ability to think creatively. But, no one has connected creativity with personality. Personality The Myer Briggs’ dimension consists of 4 types of guardians personality students like coherent and systematic learning. Artisans’ students like active learning. Rationals students love the knowledge that uses logic. This study aims to determine students’ creative thinking abilities in solving mathematical problems in terms of the personality type dimensions of Myer-Briggs. The method used in this research is to use qualitative methods. Data collection was carried out in three stages, using questionnaires, written tests, and interviews. The survey was distributed throughout grade VII, and then one student was taken from each personality. The results showed the Guardian subject solves mathematical problems by arranging one or two ways, and the resulting method is fluent and flexible. Artisan’s subject solves mathematical problems by arranging one or two ways, and the resulting method is fluent and flexible, but still, there are misconceptions. Rational and Idealist subject solves mathematical problems by arranging one or two ways, the resulting method is fluent and flexible, but some answers are not new.

This study investigated student perceptions of occupational congruency using Holland's realistic, investigative, artistic, social, enterprising, and conventional personality and environment types. Four levels of person-environment congruency were established from the hexagonal ordering of the types. Student perceptions of congruent activities, values, interests, traits, and competencies were examined. It was hypothesized that (a) students would perceive congruency with types of occupations that corresponded to their personalities and (b) the amount of congruency perceived would parallel levels empirically derived from the hexagon. High school boys perceived congruency in activities, values, interests, and traits when occupations corresponded to their personality types. The highest level of congruency was perceived when person and environment types were identical. The hypotheses were not supported for girls.

Unique stereotypes for Holland's personality types, testing the traits attributed to men and women in Holland's typology

The purpose of this study was to investigate the relationship among occupational personality types, work values, career satisfaction, career service quality, and career aspiration. The empirical analysis revealed that, first, enterprising, artistic, social, and realistic types of occupational personalities had a significant effect on intrinsic work value. Second, the conventional type had a significant effect on extrinsic work value, while investigative and realistic types were negatively associated with extrinsic work value. Third, enterprising, investigative, social, and realistic types of personalities had an impact on career satisfaction. In addition, intrinsic work value played a positive role in increasing career satisfaction, while extrinsic work value did not. Furthermore, a hierarchical multiple regression analysis showed a moderating effect of career service quality on the relationship between career satisfaction and career aspiration. Therefore, establishing an effective curriculum and career support service are suggested to develop students’ interests, aptitudes, and abilities in tourism.

This study investigates occupational personality types of nursing students in Korea, and analyzes whether there are differences in college major satisfaction according to personality types. Data were collected using a survey (n = 720) and analyzed by Kruskal-Wallis tests and Bonferroni-Dunn test for ad post hoc analysis. The results show that nursing students are comprised primarily of S (social) types (51.9%), with R (realistic) types (4.0%) being the least type. And S type has the highest major satisfaction. The degree of satisfaction with a major was significantly different according to the level of occupational personality congruency as well. It is suggested that career counseling before or at the beginning entering the nursing program. In order to verify the Holland

It is widely recognized that leisure participation has a beneficial effect on satisfaction, psychological well-being and health (Coleman, 1993; Coleman & Iso-Ahola, 1993; Schreyer & Driver, 1989; Tinsley & Tinsley, 1986). Among the psychological aspects listed by many scholars as conducive to these positive outcomes are the opportunity for skills utilization, self expression and self actualization (Crandall, 1980; Kleiber & Rickards, 1985; Tinsley & Tinsley, 1986), need gratification (Iso-Ahola, 1984, 1989; Tinsley & Tinsley, 1986), freedom of choice (Iso-Ahola, 1984; Mannell, 1980), and an avenue to develop one's sense of competence, autonomy and self-determination (Coleman & Iso-Ahola, 1993; Iso-Ahola, 1980, 1989; Witt, Ellis & Niles, 1984).Yet, aside from the studies on need gratification (e.g., Lounsbury & Polik, 1992; Tinsley & Tinsley, 1986), insufficient attempts have been made to identify the optimal choice of leisure activities for a particular individual for meeting the above psychological aspects and producing positive outcomes. The tendency in recent years has moved from studying the beneficial effects of various leisure pursuits (such as tourism or mountaineering) towards identifying the forms of leisure participation that contribute more than others to well-being and health (Caldwell, Smith, & Weissinger, 1992; Ragheb, 1993). However, no systematic efforts have been made to further explore individual differences in benefit from different types of activities. As Van Langenhove (1992) correctly pointed out, the same leisure pattern could mean something completely different for different individuals. Thus, what is now needed is research that would elucidate what types of leisure activities cause or facilitate particular types of benefits, for what types of persons, and why (Schreyer & Driver, 1989). The present study is a step in this direction.This study was based on the assumption, common to several leisure research works (e.g., Blocher & Siegel, 1984), that leisure activity choices, like vocational choices, are an expression of the individual's personality. This assumption was tested in our earlier study (Melamed & Meir, 1981), which examined whether Holland's (1973) theory of vocational choice could be generalized to leisure activity choice. Central to Holland's theory was the assumption, similar to the theorized psychological aspects of leisure participation, that search for environments that will allow them to exercise their skills and abilities, express their attitudes and values, and take on agreeable problems and roles (Holland, 1985a, p.4). We used Holland's typology to classify persons and their leisure activities into one of six occupational personality types [Realistic (R), Investigative (I), Artistic (A), Social (S), Enterprising (E), or Conventional (C)]. We found that Realistic persons tended to select realistic leisure activities, Investigative types tended to select investigative leisure activities, and so on. This supported the hypothesis that people tend to select leisure activities congruent with their personality type. This hypothesis was also confirmed in other studies (Cairo, 1979; Taylor, Kelso, Cox, Alloway, & Matthews, 1979; Varca & Shaffer, 1982). Varca and Shaffer (1982) demonstrated the stability of choice of leisure activity type over a nine-year period, which is in accord with the stability of leisure preferences found in other studies (e.g., Crawford, Godbey & Crouter, 1986).Our previous study (Melamed & Meir, 1981) included persons with congruent/incongruent occupations and congruent/incongruent leisure activities; this allowed testing some of the conceptually feasible functional relationships between work and leisure activities, namely, extension/spillover versus compensatory/complementary (Kabanoff, 1980; Parker, 1971; Staines, 1980; Wilensky, 1960). We found that persons in congruent occupations were vocationally satisfied and conceived their preferred leisure activities as an extension of the types of activities they do at work. …

The objects of occupational selection are persons most of whom have been reared in families in which they have inherited sets of social objects and attitudes more or less common to the community. The division of labor operates on these persons, in an urbanized world, by mobilizing them from their milieu natal (Durkheim) and making them available at the points where competition will give them a place. The completeness of this mobilization varies in different types of occupations: the completeness of personality change of those who enter the occupation varies with it. Sometimes the mobilization of the person is of another sort, involving conversion, long professional training, and development of esoteric skill and interests. The more mobile and esoteric the occupational type, the more completely are familial and local ties and mores left behind. The person finds a "life-organization" in the occupational group, social objects and attitudes, and definitions of his whishes. A division of labor may be sacred or secular. In a caste system one is born to a station and a sacred set of prerogatives; his personality is a stereotype. In our world but few are born to their stations. A man's trade thus becomes more important than his family. Each occupation tends to have its peculiar realm of sacred and secular objects. The sacred objects are its interests and prerogatives. Its secular objects are within the realm of its technique. Classification of persons into types by these objective criteria is perhaps more significant for an understanding of modern social organization than are such general classifications as represented by the familiar Philistine, Bohemian classification. A classification of personality types according to divisions of labor must be supplemented by further classification within each unit. Certain types move easily and almost necessarily from one occupation to another. But the persons who do so become themselves a distinct type.

The decisions of people regarding the choice of profession are at an important point in the decisions they will make about their lives. Some factors are the basis for making such an important decision in a healthy way. Being aware of one's own characteristics is one of the basic elements in the process of choosing the profession that is suitable for oneself. In this framework, it is aimed to examine the "Professional Personality Types" of secondary school students in terms of different variables. A survey model, which is a quantitative research model, was preferred in order to examine secondary school students according to the variables of gender, school type and grade level where they continue their education. The sample of the research consists of 132 secondary school students studying in Şırnak province. According to the research, artist, social and traditional types are in the first three places for female students, while social, artistic and traditional types are in the first three places for male students, and entrepreneurial personality type is in the last place of personality types for both genders; The first three occupational personality types for the 9th and 11th grade students are the same, and the first three professional personality types for the 10th and 12th grade students are the same; It has been observed that the rankings of personality types are the same according to the type of school they are enrolled in. It is thought that the data on the vocational personality types of secondary school students obtained within the scope of the research will help the activities carried out in the choice of profession.

Background: Although plain language is almost universally promoted by teachers of professional writing, editors, and communication professionals, some have argued that the effects of and preferences for plain style in written messages differ among groups of individuals. Research questions: 1. Do professionals prefer plain style? 2a. Do preferences differ for different categories of style? 2b. Do preferences differ for different groups of workers? Literature review: Style, the word- and sentence-level elements in a written text, is a critical element of plain language. There is evidence that plain style, however, affects readers differently based on their level of subject matter knowledge. Plain style is even criticized by a few. There is a long history of tensions surrounding linguistic prescriptivism, the notion that one manner of language use is superior to all others. Further, readers’ preferences for writing style, plain or otherwise, may not be consistent across occupational positions, education levels, nationalities, personality types, or genders. Research methodology: We conducted a quantitative study of preferences for two major style categories (conciseness and word choice) using an online survey instrument. The student-recruiter technique provided us with usable responses from 614 working adults in the US. Using that data, we calculated proportions of respondents, with confidence intervals, who chose the plain-style options. We also used statistical tests to explore associations between preferences and respondent characteristics. Results and conclusions: Our findings support an overwhelming preference for plain style among US professionals who are native speakers of English. Reader preferences were stronger for elements associated with word choice than with conciseness. Those with lower education levels and blue-collar occupations had lower preferences for plain style. The study had two major limitations: 1. We investigated only two aspects of plain style rather than the full range of elements that make up plain language. 2. Our data-collection instrument presented readers with an artificial rather than an authentic reading experience. Future research may investigate the role of personality on stylistic preferences and the attributions readers make about writers based on their style.

The purposes of this study were to determine if significant differences existed among the occupational personality types (Realistic, Investigative, Artistic, Social, Enterprising and Conventional) of music student teachers and to determine if the personality types or any of the major constructs of Holland's vocational theory (Consistency, Differentiation, Identity and Congruence) significantly contributed to music student teachers' teaching effectiveness. Subjects (n = 84) were music student teachers from institutions in Ohio, U.S.A. Significant within-group differences were found to exist among the personality types of music student teachers. Subjects' three highest mean scores were on the Artistic, Social and Investigative personality scores respectively. None of the personality types and none of Holland's constructs was found to significantly contribute to the overall variance of teaching effectiveness.

Socioeconomic, demographic, and occupational risk factors for suicide amongst males: a systematic review and meta-analysis.

Summary One hundred college women completed a situational story that dealt with a traditional feminine occupation, while another 100 women completed a story that dealt with a more nontraditional, masculine occupation. The stories were used to measure fear of success. All women furnished information on their college major, career aspirations, and year in school, and completed the Masculinity and Ascendency scales from the Guilford-Zimmerman Temperament Survey. Both two- and three-dimensional chi square tests of association were performed to determine the relationship between fear of success and other variables. Results (p < .05) indicated that fear of success is greater toward a nontraditional occupation, especially for women of low ascendency, and fear of success is greater the closer women get to graduation.

Purpose: Cardiovascular disease (CVD) risk assessment is not a routine screening practice in many establishments despite the reported increasing prevalence of CVD globally. This study assessed the level of CVD risk among senior staff members of a Nigerian university.Methods: This cross-sectional study involved 221 academic and non-academic staff members of the Obafemi Awolowo University, Ile–Ife, Nigeria. Purposive sampling technique was used to recruit the participants. CVD risk was assessed using the Framingham Heart study questionnaire. Risk factors recorded were age, sex, personality type, sedentary lifestyle, smoking, weight and blood pressure. Risk scores were classified as low (0-19), moderate (20-29) and high (40+). Data were analyzed using descriptive and inferential statistics. Alpha level was set at p 0.05). Participants in high risk category were almost twice more likely to develop CVD compared to those at low risk (OR=1.933, CI=0.457-8.184). Similarly, males and females in high risk category were almost twice at risk of developing CVD compared to those at moderate risk (OR=1.882, CI=0.434-8.167). Furthermore, they were twice more likely to develop CVD compared to those in low risk category (OR=2.056, CI=0.495-8.533).Conclusion: Cardiovascular disease risk of participants in this study appears to be low and CVD risk was not associated with occupation type. Strategic plan to prevent or delay CVD is recommended.

Physicians experience high level of occupational burnout that exposes them to physical and mental exhaustion as well as job dissatisfaction. The association between different types of personality traits and occupational burnout among a group of Iranian general practitioners is assessed. One hundred general practitioners working in emergency wards of eight hospitals in Iran were studied. Occupational burnout was measured using the Maslach Burnout Inventory and type of personality was assessed using the Holland personality test. An average of 15.4% of personnel displayed high frequency in subscale of emotional exhaustion, 14.5% displayed high frequency in subscale of depersonalization, and 10.2% displayed high frequency in subscale of lack of personal accomplishment. Realistic personality was revealed in 2%, social types in 41%, investigative type in 35%, enterprising types in 6.0%, artistic type in 13% and conventional type of personality in 3.0% of them. The subjects with social personality experienced the lowest burnout. There were negative correlation between physician experiences and different subdivisions of burnout. A notable number of Iranian general practitioners suffered occupational burnout, especially emotional exhaustion. The majority of physicians had social or investigative personalities.