Personality characteristics and study skills of post-secondary technical institute students
Date
1984
Authors
Journal Title
Journal ISSN
Volume Title
Publisher
ORCID
Type
Degree Level
Masters
Abstract
This research examined the relationship between Jungian personality
characteristics and the study habits of college students. Male and
female applied science college students completed the Myers-Briggs Type
Indicator (Myers, 1962) and the Survey of Study Habits and Attitudes
(Brown and Holtzman, 1967}. The dichotomous personality preferences
which were examined included introversion and extroversion, sensing and
intuition, thinking and feeling, and judgement and perception. The
study habits examined included delay avoidance, work methods, teacher
approval, education acceptance, and their composites. Post hoc analysis
treated age along with the personality preferences as a predictor
variable. Stepwise multiple regression analysis was applied to the
data.
Results indicated that while delay avoidance for males can be
explained on the basis of the judgement-perception dimension, none of
the other habits and attitudes examined for either males or females
could be explained on the basis of personality characteristics. When
the male and female subgroups were combined the judgement-perception
dimension contributed to the explanation of delay avoidance, as it had
for the male subgroup, but none of the other dependent study skills
variables for the total group were explained by personality characteristics.
The inclusion of age in the prediction of study habits revealed
an important relationship in delay avoidance; regardless of personality
characteristics, older female students had more delay avoidance than
their younger counterparts had. Age did not have a significant effect
on any of the study skills variables for male students.
In view of these findings, it was recommended that counsellors and
educators treat students and their study problems with respect for
the uniqueness of each situation. Possible reasons for these findings,
implications for those involved with students and study skills
instruction, and suggestions for further research were made.
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Citation
Degree
Master of Education (M.Ed.)
Department
Continuing Education
Program
Continuing Education