Introverted Group Research Articles

Stress levels among pre-clinical Medical students and their coping strategies

BACKGROUND & OBJECTIVE: Stress is no doubt prevalent among medical students. Insight into how different personality types cope with this challenge might give the opportunity to healthcare authorities to devise a more standardized guideline for conducting a psychological aptitude test at the time of intake into medical school. Our objective is to look at the stress and anxiety among medical students and how different personality types cope with stress.
 METHODOLOGY: A Cross-sectional descriptive study was carried out at CMH Kharian Medical College from November 2020 to May 2021. Agha Khan University, Anxiety and Depression Scale was employed to assess stress and anxiety levels among medical students. Myers–Briggs Type Indicator (MBTI) was used to identify personality traits, and the “Brief COPE Inventory Scale” was employed to investigate stress coping styles(approach or avoidant) among students. SPSS was used to analyze the results.
 RESULTS: Out of 158 participants, 108(68.4%) were females, and 50(31.6%) were males. More than half of the preclinical medical students, 93(58.86%) were having stress [females 73(67.59%), males 20(40%)]. Personality types showed that 100(63.3%) students belonged to the introvert group, while 58(36.7%) students belonged to the extrovert group. Most participants, 144(91%) students, adopted approach coping styles rather than avoidant ones (14 (8.86%). Stress was significantly associated with personality types (p=0.021), coping style (p=0.007), and gender (female) (p=0.001). However, we did not find any association between personality types & coping styles (p=0.936).
 CONCLUSION: High level of stress and anxiety (58.86%) was found among students and was more prevalent among females and extroverted medical students. Both personality types (extroverts and introverts) used approach coping styles rather than avoidant trends.

Artificial Water Channels—Progress Innovations and Prospects

Artificial Water Channels—Progress Innovations and Prospects

Investigating Ion Transport through Artificial Transmembrane Channels Containing Introverted Groups

Comprehensive SummaryThe investigation on the relationship between structure and transport activity of artificial transmembrane channels has still remained a challenge because of lacking strategy to precisely arrange the functional group in the channel structures. Herein, we report a general strategy to monitor ion transport through the artificial channels by using unimolecular tubular molecules containing introverted groups. We found that the ion transport rate decreased with elongation of the introverted sidechains and the channel with propyl group as the introverted sidechain exhibited the longest opening duration time. Moreover, we have revealed that, comparing to the ion transport rate, the opening duration is a more important factor for determining the transport activity of the artificial channels.

Why Do We "Like" on WeChat Moments: The Effects of Personality Traits and Content Characteristics.

To probe the motivational roles of hedonic gratification and social gratification in giving “Like” feedback on social media, we developed a set of novel pictures to simulate WeChat Moments. We subsequently examined how the personality trait of extraversion and stimulus content characteristics (e.g., emotional valence, personal relevance) influenced “Liking” behavior. A 2 (extraversion: extrovert group vs. introvert group) × 3 (emotional valence: positive vs. neutral vs. negative) × 2 (personal relevance: personally relevant vs. personally irrelevant)-mixed experimental design was applied to data obtained from 56 WeChat Moments users. These participants included 28 individuals with the highest extraversion scale scores (the extrovert group), and 28 individuals with the lowest extraversion scale scores (the introvert group), according to the NEO Five-Factor Inventory. Briefly, participants observed pictures on an interface similar to that of WeChat Moments and were given the option to “Like” each picture. “Like” rates and response time were then compared across groups and conditions by applying a mixed-design analysis of variance. Pearson's correlation coefficients were calculated to explore relationships between the “Like” rates under each condition and the scores for each personality trait. Compared with the neutral pictures, the positive and negative pictures were “Liked” more and less frequently, respectively (F2, 108 = 46.22, p < 0.001). Compared with the poster-unrelated pictures, the personally related pictures were “Liked” more frequently (F1, 54 = 19.54, p < 0.001). In the extrovert group, the frequency of “Likes” given to unrelated negative content positively associated with neuroticism (r = 0.42, p = 0.025) and negatively associated with conscientiousness (r = −0.46, p = 0.014). No correlations were observed in the introvert group. Compared with not giving “Like” feedback, participants gave “Likes” to positive and negative pictures more quickly (p = 0.035) and slowly (p < 0.001), respectively.These results support the hypothesis that hedonic gratification and social gratification motivate “Like” feedback for positive content and personally related content, respectively. “Liking” behavior was not affected by extraversion, but was related to neuroticism and conscientiousness. Content-related differences in time intervals for giving “Like” feedback in this study suggest that people do not hesitate to give “Like” feedback to positive content on WeChat Moments, yet linger in deciding to give “Like” feedback to negative content.

ИССЛЕДОВАНИЕ ОСОБЕННОСТЕЙ ЭМОЦИОНАЛЬНОГО ИНТЕЛЛЕКТА И АДАПТИВНЫХ ВОЗМОЖНОСТЕЙ СТУДЕНТОВ

The article studies the dependence of adaptive capabilities and emotional intelligence on the orientation of the personality. During the study, no statistically significant differences were found between the risk indicators of the level of neurosis and the level of alexithymia in the groups of extroverts and introverts. Attention is focused on the existing problem of considering extraversion and introversion as a factor of positive adaptation

Relationship between junior high school students’ witnessing of parental domestic violence and their behavior problems

Objective To investigate the relationship between witness of parental domestic violence and behavior problems among middle school students, and to provide reference for furthur promote the research in this area. Methods A total of 1 820 junior high school students from 5 middle schools selected from Wenzhou city, Haidian district in Beijing, Jinan city, Wuhu city and Qujing city were administered with Child Exposure to Domestic Violence (CEDV) Scale and the Youth Self-Report-1991. Results Totally 69.5% junior high school students have witnessed their parents’ quarrel, 39.0% students have witnessed their parents’ verbal abuse and threats, 25.1% students have witnessed their parents’ having broken something at home, and 13.8% have witnessed their parents’ hurting bodies. The total level of students’ witnessing of parental domestic violence had a significant positive correlation with internalizing syndromes, externalizing syndromes, total problem scores ( r = 0.39, 0.39, 0.44, P <0.01). There were significant differences in YSR introverted symptom group, extroverted symptom group and total score among double no group, only witnessing parental domestic violence group, direct domestic violence group and double violence group ( χ 2 = 215.27, 203.23, 252.24, P < 0.01). Conclusion The proportion of witness of parental domestic violence among middle school students is relatively high, which has significant impact on junior high school students’ behavior problems. 【摘要】 目的 讨论初中生目睹父母间家庭暴力情况与行为问题之间关系, 为相关领域开展深人研究提供参考。 方法 采用儿童暴露在家庭暴力中量表 (Child Exposure to Domestic Violence, CEDV)和青少年自评量表 (the Youth Self-Report, YSR-1991), 对整群抽取的温州市、北京市海淀区、济南市、芜湖市、曲靖市5所中学1 820 名初中生进行问卷调查。 结果 69.5%的初中生目睹过父母争吵, 39.0%目睹过父母间辱骂、威胁, 25.1%目睹过父母破坏家里的东西, 13.8%目睹过父母伤 害另一方身体。初中生目睹父母间家庭暴力总水平与YSR的内向症状群、外向症状群、总分存在正相关 ( r 值分别为0.39, 0.39,0.44, P 值均<0.01)。双无组、仅目睹父母间家庭暴力组、仅遭受直接家庭暴力组、双重暴力组在YSR内向症状群、外 向症状群、总分间的差异均有统计学意义 ( χ 2 值分别为 215.27,203.23,252.24, P 值均<0.01)。 结论 初中生目睹父母间家 庭暴力较为普遍, 目睹父母间家庭暴力会对初中生的行为问题产生显著影响。

ESP Courses and Identity Formation: The Case of Introvert Students

Identity formation is one of the main concerns of today’s education and can have a vital role in ESP learners’ future professional success. This study investigated whether the employment of interactive practices in ESP courses had any impact on the identity formation of introvert students. Initially, 200 undergraduate students majoring in Computer Sciences, Accounting, and Physical Education answered the introversion/extraversion section of the Myers-Briggs Type Indicator (MBTI) and Cheek and Briggs’ Aspects of Identity Questionnaire (AIQ-IV). Based on their performance on MBTI, 90 learners with the extravert, introvert, and non-discriminating personality traits were selected from six classes and formed the three Extravert, Introvert, and Control (n1=n2=n3=30) groups. The students had taken a Specialized English course in the second semester of their BA program. The classes lasted 14 sessions. During the treatment, the researchers employed different activities for teaching ESP. After the instruction, the participants took the AIQ-IV. The results of ANCOVA indicated that the Introvert group gained significantly higher scores on the identity questionnaire than the Extravert and Control groups. The results of paired samples t-tests showed that while introverts had improved considerably in all components of the identity questionnaire, the Extravert and Control groups did not show any changes. The findings indicated that in interactive classroom environments, introvert learners had more inclination than the extravert and mixed introvert and extravert learners toward a shift in identity. The study has implications for ESP teachers, practitioners, and educators.

The comparative study on students’ speaking ability of analytical exposition text between students with extrovert and introvert personality through role-play technique

The objectives of the study were to find out the difference of speaking achievement of analytical exposition text between students with extrovert and introvert personalities who were taught through role-play technique and to find out extrovert and introvert students' perception toward role-play technique. The subject of the research was the second-grade students of Senior High School 1 Gedongtataan. XI Science 1 was chosen as the experimental class and there was no control class. A set of the questionnaire of personality was used to classify students into the introvert and extrovert groups. Independent group T-Test was applied in this research. The result indicated that there was no statistically significant difference in speaking achievement between students with introvert and extrovert students after being taught through role-play technique since the significant value was higher than 0,05 (0.799). It was assumed that personality was not the only factor that influences students' speaking achievement and role-play was a structured-task. Besides, a set of the questionnaire of students' perception was used to find out the students' perception toward the role-playing technique. It was found students' positive perception although there were some problems during the implementation of the role-play technique. Thus, it was suggested for English Teachers who wanted to implement a role-playing technique to make a setting like in the real-life and allow students to modify the task. Keywords: speaking achievement, analytical exposition text, extrovert and introvert students, role-play

Posterior cingulate cortex can be a regulatory modulator of the default mode network in task-negative state

In recent years, the regulation of brain networks and interactions between different brain regions have become important issues in neuroscience. Effective connectivity can be employed to understand the modulatory mechanisms of brain networks. Previous studies have used the task-positive mode to examine effective connectivity between brain regions and very few studies have considered the task-negative mode to explore effective connectivity using electroencephalography (EEG). In the present study, high-density EEG experiments were conducted in 85 participants to measure EEG effective connectivity in relevant default mode network (DMN) brain regions (i.e., the medial prefrontal cortex [mPFC], posterior cingulate cortex [PCC], precuneus, and right frontal and left occipital regions) to observe the effects of different task-negative modes (eyes-open/eyes-closed state) and personality traits (introversion/extroversion). The results showed that in the eyes-closed state, the PCC had significantly increased effective connectivity and played a prominent role as a regulatory modulator of outflow to other regions mediated by alpha rhythms. The mPFC was a regulatory modulator of outflow in the eyes-open state mediated by delta rhythms. The introvert group showed stronger co-modulations in the relevant DMN regions than the extrovert group.

A COMPARATIVE STUDY ON INTROVERT AND EXTROVERT STUDENTS PERSONALITY IN ENGLISH LISTENING SCORES

The objectives of this research were to investigate whether there were any significant differences between introvert and extrovert students on their listening score and to find out which of the students who have better in English listening scores. This research was a descriptive comparative research. The samples of this research were 66 students consisting of 33 introvert students and 33 extrovert students at the fourth semester students of English education study program in Bengkulu University. The instruments of this research were personality questionnaire by Laney (2002) was used to determine the introvert and extrovert personality, and TOEIC Listening simulation was used to find out the students’ listening scores. The researcher used SPSS Independent Group t-test with significant level 0.05. The result of the analysis indicated that Sig. P (2-tailed) was 0.003 &gt; 0.05. Furthermore, the computation showed that the mean score of introvert was 364.39, and the mean score of extrovert was 322.12. Therefore, the mean score of introvert group was higher than extrovert group. It could be concluded that the results of the research were: (1) There was significant difference between introvert and extrovert students on their English listening scores, (2) The introvert students have better in English listening score than the extrovert students.

Pyridine-incorporated cyclo[6]aramide for recognition of urea and its derivatives with two different binding modes

A novel pyridine-incorporated cyclo[6]aramide is designed and synthesised for recognition of urea and its derivatives. Analysis of its single crystal structure reveals the presence of introverted amide NH protons and amide carbonyl groups that are supposed to contribute to the subsequent accommodation of neutral urea-related guest molecules via multiple hydrogen bonding interactions. Thiourea is found to be superior to urea in binding to the receptor. Particularly interesting is the observation of two binding modes in complexing urea/thiourea (contact mode) and ethylurea/diethylurea (threading mode) as supported by both NMR experiments and computational simulations. The finding of the threading mode may open up new opportunities for the development of pesudorotaxanes and related mechanically interlocked structures.

A Study of the Effectiveness of the Expository Teaching Model in Relation To Student’s Personality

The present study was carried out to compare the effects of Expository Teaching in English criterion test performance of Extrovert and Introvert type of students. Eighty (80) students from 12th class of higher secondary school &amp; college students of Jammu District were taken consideration. The present study was modeled on single group pre-test, post-test experimental design. For statistical treatment of data, t-test was used for ascertaining the effects of extroversion and introversion on performance as measured through criterion-test. The results of our study with respect to main variable of personality show that extrovert and introvert group of students seem to be equally benefitted from the teaching in English through expository teaching model at 0.01 level of significance, whereas it is significant at 0.05 levels.

Effects of Prolonged Wakefulness: The Role of PERIOD3 Genotypes and Personality Traits

The roles of personality traits, as assessed by Eysenck Personality Inventory, and of the clock gene PERIODS (PER3) were analysed on the subjective effects of prolonged wakefulness. A sample of 70 healthy participants (7 men, 63 women; M age = 24.2 yr., SD = 3.2) was studied during forced wakefulness between 7:30 p.m. and 9:30 a.m. According to Eysenck's arousal model, it was hypothesized that prolonged wakefulness might affect in a different way those classified as Introverted and Extraverted. During the forced wakefulness period, the Introverted group showed greater decrease in subjective measures of vigilance than did the Extraverted group, but no differences were observed between groups with high and low scores on Psychoticism and Neuroticism. Prolonged wakefulness had a negative effect on subjective sleepiness and mood in all three PER3 polymorphisms analysed.

Do Personality Traits Predict Academic Writing Ability? An EFL Case Study

Although the role of personality traits in predicting the academic performance has been extensively studied, the relationship between affective factors, extraversion and introversion, and academic writing has been a neglected area of research. In this study, it was tried to examine to what extent these affective factors could foretell academic writing ability. To do so, 30 EFL students participated in the study studying literature in junior level at Ilam University, Iran. The pupils would take the free writing exam and their papers were scored based on Barron's rating criteria (2004). After that, they were divided into two groups of extraverts and introverts through Eysenck Personality Inventory (EPI). The results revealed that there is no significant relation between personality and writing ability. The findings refuted the cliche that the extraverts outperform the introverts in skills like writing.

THE EFFECT OF PSYCHOLOGY TRAITS ON STUDENTS SPEAKING ACHIEVEMENT

ABSTRACT This study aims to find out the effect of Psychology Trait on Students’ Speaking Achievement. The population of the study was the second year students in the academic year 2011 / 2012 at SMP HKBP Medan in two classes with a total of 64 students. Ten students were selected by using random sampling technique. The first group (5 students) was the extrovert group, while the second group (5 students) was the introvert group. The instruments of collecting data were questionnaire and oral test. The data were analyzed by using the Kruskal Wallis Test. The result of the analysis showed that the H = X2 value was higher than chi square table value (4.81 &gt; 3.94) at the level of significance 0.05 with a freedom degree of 10. It means that there was a significance effect of Psychology Traits on Students’ Achievement in Speaking. Key Words: Pschology Traits, Speaking, Introvert, Extrovert.

Personality differences in mental imagery and the effects on verbal memory

This study examined the effects of extraversion and neuroticism on participants' reported vividness of visual imagery and on their memory performance for concrete and abstract nouns. Groups of extraverts (n = 15) and introverts (n = 15) were selected from a larger original sample and asked to remember a series of concrete and abstract nouns, including a set of lexically ambiguous concrete homonyms (e.g., earth = 1. planet, 2. soil). Extraverts reported more vivid imagery than introverts but this did not translate into better recall for extraverts, even for concrete stimuli. Recall was best for unambiguous concrete nouns, followed by concrete homonyms, then abstract nouns. While initial analyses suggested that there was an interaction between extraversion and the type of word presented, later analyses revealed that neuroticism was the main driver in differences in recall between different word types. While differences in recall were best explained by context availability theory (Schwanenflugel, 1991) rather than dual coding theory (Paivio, 1991), questions remain about the power of either theory to explain the role of individual differences in personality on recall, particularly given that imagery vividness effects were related to extraversion while differences in recall were related to neuroticism. The implications of these findings for future research and theoretical development are discussed.

Vocabulary Learning Strategies Used by Extroverted and Introverted Iranian EFL Students

The present study is a research which explores the relationship between introversion/extroversion and the use of vocabulary learning strategies. The participants were 80 male and female EFL students of University of Sistan and Baluchestan who had studied EFL at the university for at least two years and were randomly selected. The participants were selected after excluding those who got L scores of above 4 or 5 from the EPI personality inventory. They were then divided into two groups of introverts and extroverts based on the Eysenck Personality Inventory (EPI). The independent sample t-test was run to examine if there is a significant relationship between the students’ personality type (intro/extra) and their use of vocabulary learning strategies. It was found that there is no difference between introverts and extroverts in the overall use of vocabulary learning strategies as well as in the use of cognitive, memory, and social strategies. However, a significant difference was found between these two groups in the use of determination strategies. It was also found that of the four categories, determination strategies were the most frequently used category by all the participants. The results also revealed that extroverts used vocabulary learning strategies more frequently than their introverted counterparts.

A person-centered personality approach to heterogeneity in attention-deficit/hyperactivity disorder (ADHD).

Person-centered personality approaches are an underused means of illuminating clinical heterogeneity of attention-deficit/hyperactivity disorder (ADHD). In the present study, latent profile analysis was conducted with personality traits to identify homogeneous profiles within the ADHD population. Participants were 548 children ages 6-18 years (302 with ADHD). Personality traits were measured via parent report on the California Q-Sort (A. Caspi et al., 1992). Latent profile analysis was conducted on the Big 5 factors. A 6-profile solution best fit the data. Resulting groups were characterized as "disagreeable," "introverted," "poor control," "well adjusted," "extraverted," and "perfectionistic." External validation of this model using ADHD diagnosis, subtypes, and comorbid psychopathology suggested that children with ADHD could be parsed into 4 groups: (a) an introverted group with high rates of the ADHD-inattentive type, (b) a group characterized by poor control, with high rates of ADHD-combined type (ADHD-C) and comorbid disruptive behavior disorders, (c) an extraverted group, with ADHD-C and few associated comorbid disorders, and (c) possibly, a very rare "perfectionistic" group, exhibiting obsessive traits. A person-centered personality approach may be one promising way to capture homogeneous subgroups within the ADHD population.

Personality Traits in Clinically Referred Aviators: Two Clusters Related to Occupational Suitability

The Five Factor Model (FFM) of normal personality provides a compelling framework for investigating personality subtypes in large military populations. The FFM was used to determine whether a sample of clinically referred military aviators exhibited commonly occurring personality clusters. The Revised NEO Personality Inventory (NEO-PI-R) was used to evaluate 956 clinically referred U.S. Naval aviators and flight officers on the domains of neuroticism (N), extroversion (E), openness (O), agreeableness (A), and conscientiousness (C). The scores were subjected to model-based cluster analysis and emergent clusters were compared with respect to their scores and clinical outcomes. A two-cluster model provided the best fit to the data. MANOVA indicated significant differences between the two cluster groups with respect to four of the five factors (N, E, A, and C). The greatest differences were for N and E, with the smaller group (Group 1, N = 291) being significantly more neurotic and less extroverted than Group 2 (N = 665). Cluster membership had more specificity (0.74) than sensitivity (0.59) for predicting adverse clinical outcome, with the probability of an adverse clinical outcome increasing from 0.14 to 0.28 for those in the neurotic and introverted Group 1. Elevated neuroticism and depressed extraversion were the defining traits of the personality cluster less suited for aviation duty (Group 1). Results support assessment of neuroticism and extroversion during clinical mental health evaluations related to military aviation duty.

Investigating the dopaminergic basis of extraversion in humans: A multilevel approach.

A recent theory suggests that the agency facet of Extraversion (E) is based on brain dopamine (DA). The paucity of human data relevant to this model is probably due to the lack of widely accessible noninvasive psychophysiological indices and well-established behavioral measures sensitive to both E and manipulations of DA activity. Aiming to identify such measures, the authors assessed the electroencephalogram and n-back task performance in groups of introverts and extraverts after administration of either placebo or a selective DA D2 receptor antagonist. As predicted, the antagonist's effects on n-back reaction time measures and frontal versus parietal electroencephalogram theta activity were strongly and specifically modulated by E. New research avenues and theoretical extensions suggested by these results are discussed.