Personality Types Of Students Research Articles

Frequency and Comparison of Personality Types of Pre-Medical and First-Year Medical Students in Choosing Medicine as a Career Choice and its Association with the Education System and Socioeconomic Status

Frequency and Comparison of Personality Types of Pre-Medical and First-Year Medical Students in Choosing Medicine as a Career Choice and its Association with the Education System and Socioeconomic Status

Analysis of Creative Thinking Skill in Solving Mathematical Problems Viewed from the Types of Personality

Creative thinking skills are part of the student’s thinking process in solving math problems. Each student has a different thought process according to their personality, so needed suitable learning model for each type of integration. One of the personality type that can be used to review students creative thinking skills is the Keirsey personality type. The purpose of this research is to obtain a description of student personality types based on Keirsey personality test results and creative thinking skills of students in solving mathematical problems on personality types Guardian, Artisan, Rational, and Idealist. The research subjects were students of class X MIPA 1 in one of the senior high schools in Bandung by purposive sampling. This research is descriptive-qualitative research. The results showed that subjects with Guardian personality types became the majority in the class and students with Idealist personality types became the minority. Then based on the results of the analysis, students with Guardian personality types meet indicators of fluency, novelty, and elaboration; Artisans meet indicators of fluency and novelty; Idealists meet indicators of fluency and novelty; and Rational meet all indicators of creative thinking skills, namely fluency, flexibility, novelty and elaboration. By knowing the student’s personality type, it is expected to be a reference in teaching methods in order to improve student creative thinking skills. Keywords: creative thinking skill, solving mathematical problems, types of personality

Mental toughness in adolescents: bridging family relationships and depression across personality traits

BackgroundAdolescence is a pivotal stage vulnerable to mental health issues like anxiety and depression. While family relationships, mental toughness, and personality traits are known to impact adolescent mental health, their interactive and moderating roles are not fully understood.AimThis study aims to investigate the mediating role of mental toughness in the relationship between family relationships and depression among high school students, and to examine the varying impacts of personality traits on this mediation.MethodA cross-sectional study was conducted on a sample of 734 adolescents. Participants completed measures assessing family relationships, mental toughness, personality traits, and mental health outcomes (depression). Latent Profile Analysis, Multiple Regression Analysis, and Structural Equation Modeling, to investigate these relationships.ResultsThe study found that mental toughness significantly mediates the relationship between family relationships and depression. Notably, this mediating effect varied between personality type; it was more pronounced in the moderate-reserved type compared to the proactive-engaged type. LPA identified two distinct personality types of students based on their personality traits, with differential patterns of family relationships, mental toughness, and depression. Multiple regression analysis indicated that character and adaptability, components of mental toughness, were significant negative predictors of depression.ConclusionThe study contributes to understanding the dynamics of adolescent mental health, particularly in the context of Chinese high school students. It underscores the importance of considering family dynamics, personality traits, and mental toughness in developing effective mental health interventions for adolescents.

An Analysis on Learning Styles and Personality Types of Students in the Techniques of Architectural Presentation Course

Determining the learning styles of the students in the process of constructing curricula is significant for the development of architectural education. This study aimed to evaluate the relationship between the learning style of first-year architecture students and their successful performance in "The Techniques of Architectural Presentation" course and to discuss the relationship between learning styles-gender and learning styles-course curriculum. Kolb and Briggs Myers learning style inventories were used in the study. It was determined that the students with a diverging style had a large share of participants, and no significant relationship was established between gender, course success, and Kolb’s learning style. According to the MBTI inventory, it was determined that the differences in the mean scores of the students' genders in the "Intuition", "Feeling," and "Perception" profiles were significant. An increase in success rate in 3D studies indicates the importance of the development of syllabi with 3D applications.

Students’ Cognitive Ability in View of the Personality Type of Hippocrates Galenus

The personality type proposed by Hippocrates and Galenus has become a topic of discussion in the world of education. While it cannot be considered an accurate and valid measure of a student's cognitive ability, understanding personality type can help teachers or parents understand student learning styles and support learning more effectively and efficiently. Each student has a learning style that is different from one another. and understanding personality types can help identify student strengths and weaknesses and provide learning methods that fit student learning styles. This article discusses the personality types of Hippocrates and Galenus and their influence on students' cognitive abilities. This article also suggests that understanding personality type is only one of the factors that influence students' cognitive abilities, and effective learning strategies must consider other factors such as students' interests and motivation, learning objectives, and learning contexts. This article recommends several references about student personality types and cognitive abilities that can be used as teaching materials for teachers or parents.

Analisis Minat Karier Berdasarkan Teori Karier Holland Siswa Sekolah Menengah Pertama di Kabupaten Gresik

This study aims to analyze the career interests of junior high school students in the city of Gresik. Data collection used career interest instruments based on Holland's career theory (RIASEC) which was then developed by researchers. This research uses descriptive quantitative research. Sampling used random sampling of 476 students in SMPN Gresik city area (Sunan Giri Gresik Middle School with 88 students, Gresik 2nd Middle School with 298 students, and Gresik 15th Middle School with 90 students). The research instrument was tested for the validation and reliability of Cronbach's alpha. The results showed that the career personality type of junior high school students in Gresik district was the highest, namely the social career personality type, which was 32.8%. Next, namely the career personality type towards the conventional type as much as 18.7%. As many as 14.9% of junior high school students in Gresik district have a realistic career personality type. As many as 11.1% of junior high school students in Gresik district have the investigative career personality type. 12% of junior high school students in Gresik Regency and 10.5% of students have artistic career personality types.

Student Misconceptions in Solving AKM Numeration Problems at SMA Level Viewed From the Personality Differences of Extrovert And Introvert Students

This study aims to analyze: (1) Knowing personality types, (2) Results from AKM Numeracy, and (3) Misconceptions about AKM Numeracy based on personality types based on student personality types. This type of research is descriptive qualitative research with a case study design. The data collection technique was done by giving personality questionnaires and AKM Numerical test questions. The results showed that: (1) The tendency of personality types in extroverted students was 36%, and the other 64% had introverted tendencies, (2) The results of completing the AKM Numeracy test had the highest percentage in the misconception category, namely 50.40%, 26.20 % understand the concept, and the other 23.20% do not understand the concept, (3) Misconceptions in AKM Numeracy based on student personality types, shows that the highest misconceptions are found in students with extrovert personality types, with an average percentage of 55.80%, while students with introverted personality types have a percentage of 51.25%. Factors causing these misconceptions include acquiring student answers, studying habits, and the learning media used.

Analisis Proses Berpikir Kreatif Matematis Siswa dalam Menyelesaikan Masalah Matematika Persamaan dan Pertidaksamaan Linear Satu Variabel ditinjau dari Tipe Kepribadian Extrovert dan Introvert

The background of this research is the low mathematical creative thinking process of class VII B SMP Muhammadiyah Tonjong Brebes Regency in solving mathematical problems of one-variable linear equations and inequalities. One of the influencing factors is the personality type possessed by students, both extrovert and introvert personality types. This study aims to determine students' mathematical creative thinking processes in solving mathematical problems of one-variable linear equations and inequalities in terms of the extrovert and introvert personality types of students at SMP Muhammadiyah Tonjong, Brebes Regency. This type of research is Mix Method Research (MMR). The subjects of this study were students in class VII B at SMP Muhammadiyah Tonjong, Brebes Regency, for the 2022/2023 academic year, with a total of 6 subjects. The instruments in this study were personality questionnaires to determine students' personality types, both extroverted and introverted, and written test instruments to assess students' mathematical creative thinking processes. Based on the analysis that has been done, the extrovert personality type students, with a total of 17 students, are divided from the creative group of 6 students who meet all four indicators (fluency, flexibility, originality, and elaboration), the moderately creative group of 7 students fulfills three indicators (fluency, flexibility, and elaboration ), and four students in the less creative group fulfilled two indicators (flexibility and originality). While students with introverted personality types, a total of 14 students were divided into creative groups of 2 students fulfilling all four indicators (fluency, flexibility, originality, and elaboration), moderately creative groups of 9 students fulfilling three indicators (fluency, originality, and elaboration), and three students in the group less creative does not meet one of the four indicators.

Exploring the Relationship Between Imposter Phenomenon and Myers-Briggs Personality Types in Pharmacy Education

ObjectiveTo investigate the relationship between imposter phenomenon (IP) and Myers-Briggs Type Indicator (MBTI) personality types in pharmacy students. MethodsThis 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. ResultsMean 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. ConclusionOur 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.

성인 영어학습자의 성격유형에 따른 영어 글쓰기전략 사용에 관한 연구

The purpose of this paper is to explore English writing strategies according to personality types of college students. To this end, an online survey was conducted on 87 students enrolled in an university in Chungcheongnam-do. After measuring free online personality types questionnaire, participants completed the English writing strategies. The result of Bayesian independent mean t-test to find out the difference between two groups, intuitive type used more self-directed and socio/affective strategies among metacognitive strategies in English writing than the sensing type. The judging type used more metacognitive strategies and data search strategy in English writing than the perceiving type. This study suggests learning strategies and learning methods suitable for individual learners’ personality types and it is a crucial source of basic data in English writing to systematize teaching methods by personality types according to age and English proficiency.

"의대생의 성격유형(MBTI)에 따른 블렌디드 해부학 실습의 만족도와 학업성취도 연구 "

"의대생의 성격유형(MBTI)에 따른 블렌디드 해부학 실습의 만족도와 학업성취도 연구 "

Personality Type (A, B) and its Relationship to Cyberbullying among Undergraduate Students in the University of Jordan

The current study aimed to identify the most common personality type of undergraduate students at the University of Jordan and identifying the levels of Cyberbullying of undergraduate students, learn about the relationship between personality type and Cyberbullying, and know the differences between Cyberbullying that are according to gender.
 The sample of study consisted of (396) students of undergraduate students enrolled in the second semester of the academic year 2019/2020 at the University of Jordan, selected randomly and to achieve the aim of the study Cyberbullying scale and Personality type (A, B) scale were used.
 The results of the study showed that the most common personality pattern among the undergraduate students in the University of Jordan is pattern( B ), and the level of Cyberbullying were found to be average, and also showed that there were statistically significant differences in Cyberbullying according to gender (male/female), and the results showed an inverse correlation between personality type (A, B) and Cyberbullying, The researchers recommended the preparation of preventive programs for cyberbullying.

Influence of students' personality on their leisure behaviour choices and moderating effects on their academic efficacy: An exploratory study.

Studying can be very stressful leading to a decreased academic efficacy. In this exploratory longitudinal study, we analysed a wide range of students' leisure activities and their effects on students' academic efficacy. Further, we identified the personality types of students who choose specific leisure activities as a strategy to stress reduction and determined how the use of leisure behaviours affects academic performance among students with different personality types. Students were asked about their personality (Neo-FFI), leisure time behaviour (self-generated items), and academic efficacy (MBI-SS) at three measurement points. Multivariate regression analyses were applied to estimate the moderation effects. In total, 331 students were included in the study. Social activities were found to have a direct effect on academic efficacy. The students' personality moderated the effects of leisure behaviour on efficacy, suggesting a negative effect on academic efficacy for some personality traits. Since our results suggest that the effectiveness of stress management through the use of leisure behaviour depends on the students' personality, universities offering stress management services should pay attention to precise targeting to attract the specific students who might benefit the most from the offered services.

The Relationship of Beliefs Towards Mental Illness and Personality Types of Students at the Faculty of Health Sciences

The Relationship of Beliefs Towards Mental Illness and Personality Types of Students at the Faculty of Health Sciences

The Relationship Between Personality Types of High School Students and Their Social Media Addictions

The Relationship Between Personality Types of High School Students and Their Social Media Addictions

МЕТАКОГНІТИВНИЙ ПІДХІД У НАВЧАННІ СТУДЕНТІВ В КОНТЕКСТІ ОСВІТНІХ ІННОВАЦІЙ

The article is devoted to the study of metacognitive learning. The advantages of using metacognitive learning methods in the educational process are given. Different approaches and models used to describe the purpose of cognitive learning are illustrated. A framework for determining different personality types of students, according to available metacognitive skills, is described. Tips are described that contribute to the development of metacognitive skills, which, in our opinion, form the foundation of metacognitive learning. The result of this exploration is the assumption that the use of metacognitive skills used in metacognitive learning helps students to become aware of their strengths and weaknesses. The key element is realizing the limits of your knowledge or abilities and then figuring out how to extend or extend that knowledge possibility. Those who know their strengths and weaknesses in these areas are more likely to "actively monitor their learning strategies and resources and assess their readiness for specific tasks and performance." Which, in turn, will contribute to the successful educational activities of students.

AN ANALYSIS OF SPEAKING ACHIEVEMENT OF EXTROVERT AND INTROVERT STUDENTS AT THE SECOND YEAR STUDENTS OF ISLAMIC EARLY CHILDHOOD EDUCATION STUDENTS OF STITNU SAKINAH DHARMASRAYA

Personality is the part that influences student learning behavior. This behavior is significant in the teaching process. Two types of student personalities affect student learning behavior: open personality and closed personality. Students with available personalities are friendly, have many friends, and love to chat and collaborate with classmates. Meanwhile, students with introverted personalities tend to be quiet, shy, and aloof. This study intends to understand the spoken language scores of students with open and closed personalities. The sample from this study is 36 second-semester students of STITNU Sakinah Dharmasraya in the 2021/2022 academic year consisting of 18 students with open personalities and 18 students with closed personalities taken using stratified random sampling techniques. In collecting data, researchers used two types of research instruments. First is the personality test. The personality test aims to find the student's personality type between open and closed. The second is the speaking test which seeks to find the student's speaking score. The study results found that students with available personalities obtained good speaking scores (71. 66), and students with closed personalities received lower speech scores (49.55)

Assessment of Cyberostracism and Personality Inventory In First Year University Students In Turkey

Abstract Background Being ignored, one of the most common problems among young people, can occur not only in face-to-face communication but also through social media communication tools over the internet and is called cyberostracism (CO). The effects of cyberostracism on people are at least as effective as in real social life and can cause a wide variety of affective disorders. It is thought that the family, environmental factors and the individual's own personality traits effectively control such negative emotions. This study aims to evaluate the CO level and personality types of students who have just started university in Turkey. Methods This cross-sectional study was conducted in 2021 spring semester and 3148 students in the first year of their university in Turkey constituted the study group. To evaluate the CO levels of the students, CO Scale (min-max score 14-70) and to evaluate the personality type, Ten Item-Personality Inventory (TIPI) was used. The questionnaire prepared in accordance with literature was filled out online by the students. Mann Whitney U, Kruskal Wallis analyses and Multiple Linear Regression was used. Results In the study, 1847 (62.5%) were female and the mean age was 19.9±1.8 years. The mean score obtained from the CO scale was 21.1±8.1; 41.8% of the participants had the Agreeableness personality type. Male gender, extended family, not good at face-to-face communication with friends, creating a membership by hiding their identity in social media and being ignored in social media were predictive for CO (F: 69.176, R2: 0.172, p < 0.001) was shown in multiple linear regression. Conclusions Distance education programs during the pandemic period have limited the face-to-face communication of young people, causing them to spend more time in cyberspace. Personality type has been an important factor affecting the level of cyberostracism by determining our behaviour when exposed to difficult life events. Key messages

Индекс адаптации студентов к учебному процессу в зависимости от типа темперамента

The purpose of this study was to establish a correlation between the index of adaptation to the educational process and the personality type of medical students. Materials and methods. The research involved 184 secondand fifth-year medical students. We determined their personality types (according to Eysenck Personality Inventory (EPI), variant A) and index of regulatory and adaptive status (IRAS) using the cardiorespiratory synchronism test (V.M. Pokrovsky) on the VNS-Mikro device (Neurosoft, Russia) at the beginning and at the end of the academic year. The adaptation level was determined by calculating the integrative quantitative indicator, i.e. the adaptation index (ratio of IRAS at the end of the academic year to IRAS at the beginning of the academic year, multiplied by 100). Results. Students with different personality types, genetically predetermined, demonstrated different adaptation index values (p < 0.001): phlegmatic students (n = 26) 81.9 ± 1.0 (high adaptation level); choleric (n = 22) 72.1 ± 1.0 (high adaptation level); sanguine (n = 22) 34.1 ± 1.2 (moderate adaptation level); melancholic (n = 20) 22.6 ± 0.8 (low adaptation level); phlegmatic/sanguine (n = 20) 79.4 ± 0.8 (high adaptation level); sanguine/choleric (n = 26) 43.2 ± 0.9 (moderate adaptation level); phlegmatic/melancholic (n = 30) 36.6 ± 1.1 (moderate adaptation level); melancholic/ choleric (n = 18) 25.2 ± 0.6 (low adaptation level). Correlation analysis with Spearman’s rank correlation coefficient (interpretation using the Chaddock scale) revealed a statistically significant relationship between IRAS values at the beginning and at the end of the school year (r = 0.53). The data obtained showed that all students had a decrease in IRAS at the end of the academic year, personality type affecting the indicator’s annual dynamics. Melancholic and melancholic/choleric medical students had the lowest adaptation level. The identified risk groups require special attention and an individual approach when planning the educational process.

Analysis of Critical Thinking Capabilities in Solving the Problems of Building Space Based on the Student’s Introvert Personality Type

This study aims to describe students' critical thinking skills based on introverted personality types in solving spatial problems in solving fifth grade classroom building problems at SD Hartaco Indah Makassar. This research uses descriptive qualitative. Data were collected through tests, questionnaires, interviews, observations, and documentation. This study uses data analysis techniques, which consist of stages of data collection, data reduction, data presentation, and drawing conclusions. Research results Students' critical thinking skills in solving spatial problems are encouraged and sharpened their minds in solving problems by training their minds in solving problems and linking mathematics learning problems with everyday life in a concrete and contextual way. The personality type of introverted students is a personality that is more comfortable with oneself, quiet who is called a closed person, prefers thoughts, concepts, ideas, analysis, prefers to work alone rather than working in groups, tends to be more careful in solving problems and solving problems. mathematics independently. The conclusion of this study is that the students' critical thinking skills in solving spatial problems can be seen from the introverted students' personality types