Exploring Students’ Personality Type Through MBTI: A Case Study of University of Swabi
DOI:
https://doi.org/10.54183/jssr.v4i1.398Keywords:
Personality Traits, Extrovert, Introvert, Judging, FeelingAbstract
The present study carried out to identify the students’ personality type at university of Swabi. Objectives of the study were to explore the students’ personality types at university of Swabi and to examine the more frequent type of students’ personality. All undergraduate students studying in the colleges of Education affiliated with University of Swabi constituted the population of the study. Out of total population, 5 students were selected through random sampling technique. To collect data from the respondents, a closed ended questionnaire MBTI containing 70 items based on 2 points scale with the consultation of the supervisor in relation to the objective of the subject. Findings of the study concluded that half of the respondents were extrovert and half of the respondents were introvert. Majority of the respondents were intuitive associated with intuitive and sensing type. Half of the subjects were thinking type and other half were feeling type personality. Greater number of participants having perceiving personality type. It was recommended that the similar study might be replicated at elementary level. The study might be replicated on exploring personality type in other departments of university of Swabi.
References
Boyd, R., & Brown, T. (2005). Pilot study of Myers Briggs type indicator personality profiling in emergency department senior medical staff. Emergency Medicine Australasia, 17(3), 200-203. https://doi.org/10.1111/j.1742-6723.2005.00723.x
Ciorbea, I., & Pasarica, F. (2013). The study of the relationship between personality and academic performance. Procedia - Social and Behavioral Sciences, 78, 400-404. https://doi.org/10.1016/j.sbspro.2013.04.319
Goby, V. P. (2006). Personality and online/Offline choices: MBTI profiles and favored communication modes in a Singapore study. CyberPsychology & Behavior, 9(1), 5-13. https://doi.org/10.1089/cpb.2006.9.5
Griggs, S. A., & Dunn, R. S. (1999). The Myers-Briggs Type Indicator and learning strategies: A case study. College Teaching, 47(4), 151-156.
Kang, S. H., & Rye, B. J. (2014). Relationships between personality types and academic performance. Social Behavior and Personality, 42(9), 1555-1562.
Kim, M., & Han, S. (2014). The characteristics of the Myers-Briggs type indicator in nursing students. Advanced Science and Technology Letters. https://doi.org/10.14257/astl.2014.47.69
Lim, J. Y., Yoo, I. Y., & Oh, S. N. (2001). Relationship between personality type, SAT score and GPA of student nurses. Journal of Korean Academy of Nursing, 31(5), 835-845. https://doi.org/10.4040/jkan.2001.31.5.835
Mallari, S. D. C., & Pelayo III, J. M. G. (2017). Myers-Briggs Type Indicator (MBTI) Personality Profiling and General Weighted Average (GWA) of Nursing Students. Online Submission.
Meeusen, V. C. H., Brown‐Mahoney, C., Van Dam, K., Van Zundert, A. A. J., & Knape, J. T. A. (2010). Personality dimensions and their relationship with job satisfaction amongst Dutch nurse anaesthetists. Journal of nursing management, 18(5), 573-581. https://doi.org/10.1111/j.1365-2834.2010.01066.x
Örtenblad, A. R., Koris, R., & Pihlak, Ü. (2017). Does it matter who teaches you? A study on the relevance of matching students' and teachers' personalities. The International Journal of Management Education, 15(3), 520-527. https://doi.org/10.1016/j.ijme.2017.10.001
Pletzer, J. L., Bentler, D., O'Connor, B. P., Sedlacek, W. E., & Lai, H. (2018). The MBTI personality type's relationship with academic performance and interest in STEM careers. Journal of Career Assessment, 26(2), 318-333.
Rushton, S., Morgan, J., & Richard, M. (2007). Teacher's Myers-Briggs personality profiles: Identifying effective teacher personality traits. Teaching and Teacher Education, 23(4), 432-441. https://doi.org/10.1016/j.tate.2006.12.011
Tiffan, B., & Gupta, M. (2016). Personality types and leadership styles: An exploratory study. International Journal of Business and Management, 11(2), 112-121.
Downloads
Published
Issue
Section
License
Copyright (c) 2024 Copyright in the Journal of Social Sciences Review is retained by the author(s). Authors also grant any third party the right to use the article freely as long as its integrity is maintained and its original authors, citation details and publisher are identified.
This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License.
SSR's Editorial Board shares the vision of providing free access to information, education, and science for everyone, thus promoting its content through an OPEN ACCESS POLICY, fulfilling the DOAJ definition of open access. The JSSR adheres to an Open Access and Copyright Licensing Policy based on the belief that making research freely accessible to the public promotes greater global knowledge sharing.
The JSSR uses the Creative Commons Attribution-NonCommercial 4.0 International License. The authors who apply and publish in JSSR consent to abide by the copyright policy set out in the Creative Commons 4.0 license (Attribution-NonCommercial 4.0 International license).
- Copyright in the Journal of Social Sciences Review is retained by the author(s).
- Authors also grant any third party the right to use the article freely as long as its integrity is maintained and its original authors, citation details and publisher are identified.
While "By 'open access' to this literature, we mean its free availability on the public internet, permitting any users to read, download, copy, distribute, print, search, or link to the full texts of these articles, crawl them for indexing, pass them as data to software, or use them for any other lawful purpose, without financial, legal, or technical barriers other than those inseparable from gaining access to the internet itself."
