CAREER PERSONALITY TYPES AND LEARNING STYLES

Research studies show that different personality type students tend to have their own learning styles. Personality traits and learning styles have played a significant role in the academic success of students. However, most of the studies used a more popularized learning styles instrument such as Kolb's, VARK, or Felder-Silverman's learning styles, for data collection. This study examined the relationships among the Big Five, learning styles, and academic performance of G12 students. A multivariate analysis of variance (MANOVA) statistical technique was chosen to investigate two dependent variables that were continuous (GPA and QPT scores), whereas the independent variables and the confounding variables, gender and school were all categorial. The IPIP Big Five personality markers, the Learning Styles Indicator (LSI) scales, and the Quick Placement Test (QPT) were employed to collect the data. Students' grade point averages (GPAs) were also used. Purposive sampling was employed, comprising 1,358 students from the three largest government secondary schools in Chiang Rai, Thailand: one school from each of the three districts. Overall, the results confirmed that there were significant relationships among the Big Five, learning styles, and academic performance, and there was a significant relationship between personality types and learning styles. Agreeableness and conscientiousness were found to be the first two dominant personality types, whereas GAO (group activity orientation) and PO (project orientation) were preferable to IAO (individual activity orientation). The multivariate results reveal that GPA and QPT were significantly related to school, gender, and learning styles, but were related to personality types non-significantly. The LSI scales have been proved to be practical and appropriate to determine EFL G12 students' learning styles. The study has contributed to the body of knowledge about personality types and learning styles of G12 students in Thailand. The findings suggest that tailoring teaching methods to students' learning styles could improve academic performance, especially in English proficiency.

800x600 Normal 0 false false false EN-ID X-NONE X-NONE MicrosoftInternetExplorer4 /* Style Definitions */ table.MsoNormalTable {mso-style-name:Table Normal; mso-tstyle-rowband-size:0; mso-tstyle-colband-size:0; mso-style-noshow:yes; mso-style-priority:99; mso-style-parent:; mso-padding-alt:0cm 5.4pt 0cm 5.4pt; mso-para-margin:0cm; mso-pagination:widow-orphan; font-size:10.0pt; font-family:Times New Roman,serif;} The purpose of this study is to identify Kolb’s learning style of seventh-grade students. Learning style is a combination of the way how the student absorbs then processes the information. Kolb's learning style, developed by David Kolb, combines students' learning tendency and produces four learning styles; they are diverger, assimilator, converger, and accommodator. Learning style is one of the factors can cause misconceptions. A misconception is a difference between a student's conceptions and the expert. Usually, the concepts are difficult to correct. This misconception will affect a student's achievement and disturb in understanding and developing a student's knowledge. The method applied in this study was a survey method with describtive qualitative technique. The data were collected using Kolb's Learning Style Inventory (KLSI) 3.1 version . The subjects were 78 students in three schools with high, medium, and low grades The results indicated that from 78 students, there were 40 divergers (51%), 12 assimilators (15%), ten convergers (13%), and 16 accommodators (21%). Each kind of learning style affects a student's misconception. This research benefits in identifying misconceptions probably faced by students in certain subjects of science learning.

This study explores the environmental friendliness of Holland's RIASEC personality types (Realistic, Investigative, Artistic, Social, Enterprising, and Conventional). It investigates how each type correlates with pro-environmental attitudes and behaviors. Findings suggest that Investigative and Artistic types exhibit strong environmental concern due to their analytical and creative natures, respectively. Social types engage in environmentally friendly activities through community involvement, while Enterprising and Conventional types participate when environmental actions align with personal or economic goals. The study highlights the need for tailored environmental education based on personality profiles to enhance pro-environmental behaviors.

This study investigated the correlation among personality types, learning styles and writing ability to the eleventh grade students at Senior High School Number 1 Sekayu. The aims of this study were to measure the correlation between personality types and writing ability, the correlation between learning styles and writing ability, the correlation between personality types and learning styles, and the correlation among personality types, learning styles, and writing ability. In this study, the writer used purposive technique sampling. The data were collected by using questionnaire and test. The data were analyzed by using r-product moment and multiple regressions. The findings of this study are: 1. There was not any significant correlation between personality types and writing ability of the eleventh grade students at Senior High at Senior High School 1 Sekayu. 2. There was not any significant correlation between learning styles and writing ability of the eleventh grade students at Senior High School 1 Sekayu. 3. There was significant correlation between learning styles and writing ability of the eleventh grade students at at Senior High School 1 Sekayu. 4. There were not any significant correlations among personality types, learning styles, and writing ability of the eleventh grade students at Senior High School Number 1 Sekayu. It could be concluded that personality types and learning styles were not correlated significantly with students’ writing ability.

The personality traits and learning styles of students are important influencing factors that affect their understanding, mastery, and application of knowledge. With the increasing emphasis on personalized education in higher education, exploring the interactions between these factors has become increasingly important for optimizing teaching strategies. However, existing research has rarely integrated MBTI personality types and KOLB learning style scales to investigate their correlation with academic performance. The aim of this study is to investigate the relationship between MBTI personality traits, KOLB learning styles, and CET-4 scores of non English major college students, in order to provide reference for English teaching strategies. The correlation between CET-4 scores was explored using descriptive statistics and comparative analysis methods. The study found that assimilative learning styles are the most common, while aggregative learning styles perform the highest on the CET-4 average score. Although no statistically significant differences were observed, the overall trend suggests that there are differences in performance across different MBTI dimensions, such as higher average scores for the thinking (T) type and more concentrated average scores for the outward oriented (E) type. These findings provide empirical support for designing targeted teaching strategies, which can help develop personalized English teaching models and improve the efficiency of college English education.

The aim of the present study was to investigate the relationship between male and female EFL learners' learning styles and their personality types.To this end, one-hundred English majors took part in the study.The participants consisted of 78 females and 22 males.The Group Embedded Figures Test (GEFT) was used to assess the participants' field dependent/independent (FD/FI) learning styles.The Personality Style Inventory (PSI) was also administered to assess the personality types of the participants.The data obtained from the PSI showed that the most frequent personality types were ISTJ (introvert, sensing, thinking, judging), ESTJ (extrovert, sensing, thinking, judging), and ESTP (extrovert, sensing, thinking, perceiving) personality types, and the least frequent types were ENFJ (extrovert, intuitive, feeling, judging), and INFJ (introvert, intuitive, feeling, judging).Moreover, the results of the GEFT showed that 52% of the subjects were of FI learning style type and 48% of them had a FD learning style.The results of Chi-Square test and Fisher's Exact Test also showed that there was no statistically significant relationship between males and females' learning styles and personality types.The EFL instructors' awareness of these differences in personality types and learning styles can enable them to create a more dynamic atmosphere in the classroom through designing activities that meet the learning preferences of different types of learners.

This study integrated the unified theory of acceptance and use of technology (UTAUT) and the four stages of Kolb's learning style-concrete experience, reflective observation, abstract conception, and active experimentation to investigate the factors affecting students' behavioral intention to use a virtual reality headset (VRH) in learning. The research model, constructed using structural equation modeling, included the four constructs of the UTAUT, namely performance expectancy, effort expectancy, social influence, and facilitating condition. Hypotheses on whether the four stages of Kolb's learning style and the four constructs of the UTAUT significantly affect behavioral intention to use VRHs in learning were proposed and tested through inference analysis. The results show that only the concrete experience stage of Kolb's learning style has a positive and significant effect on users' behavioral intention to use VRHs in learning, whereas all four constructs of the UTAUT do. These findings should be applied by educational institutions to increase VRH use in learning.

The lack of knowledge of the Centennial generation's characteristics, particularly their learning styles, affects the B2C buyer's journey efficiency with research offering little insight into their relationship. This interdisciplinary research carries out a cross-sectional statistical analysis of the learning styles of the Centennial generation based on Kolb's theory (related to consumer behavior), intending to influence the design of strategies to improve the B2C buyer's journey efficiency. For this, a survey was carried out on 351 persons. This survey comprises 12 Statements related to Kolb's learning styles theory. As a result, it was found that the Centennial generation has two dominant learning styles, accommodating (LS1) and divergent (LS3). Considering the above, it is concluded that the Centennial generation prefers concrete experiences related to feeling (EL1). In addition, an interdisciplinary discussion is presented to relate the statistical findings to marketing, web design, consumer anthropology, and mathematical analysis disciplines. Finally, some theoretical and practical implications are presented concerning the B2C Centennials-buyer's journey efficiency.

PurposeAlthough E-learning has been in use for over two decades, running parallel to traditional learning systems, it has gained increased attention due to its vital role in universities in the wake of the COVID-19 pandemic. The primary challenge within E-learning pertains to the maintenance of sustainable effectiveness and the assurance of stakeholders' satisfaction. This research focuses on an intelligence-driven solution to recommend the most effective approach to education policymakers by considering the unique characteristics of all components within the educational system (course type, student and teacher characteristics, and technological features) to achieve a sustainable E-learning system.Design/methodology/approachThrough a systematic literature review and qualitative content analysis, a conceptual model of the critical components influencing E-learning quality and satisfaction has been developed. The proposed model comprises six main dimensions: usage, service quality, learning system quality, content quality, perceived usefulness, and individual characteristics. These dimensions are further divided into 15 components and 114 sub-components. A data mining process encompassing two scenarios has been designed to prioritize the components impacting E-learning success.FindingsIn the first scenario, data mining techniques identified the most influential components based on the features outlined in the conceptual model. According to the results, the components affecting E-learning quality enhancement in the studied case are “usage purpose, system loyalty, technical and supportive system quality, and student characteristics.” The second scenario examines the impact of individuals' personality types and learning styles on E-learning satisfaction across various aspects (Average System Satisfaction, Overall System Satisfaction, Efficiency and Effectiveness, Skill Enhancement, and Personal Enhancement). The findings reveal that, with an accuracy of over 70%, E-learning satisfaction for diplomat and guard learners is influenced by the alignment between “course learning style” and “student-suggested course learning style.” Conversely, for analyzer and researcher types, satisfaction levels are impacted by the “learning style compatible with their personality type.”Originality/valueImplementing a dynamic model founded on data mining enables educational institutions to personalize the E-learning experience for each individual as much as possible. The study’s findings indicate that “achieving higher satisfaction levels in the E-learning process is not necessarily contingent upon providing a learning style congruent with learners' personality types.” Rather, perceived and suggested learning styles exert a more profound influence. Consequently, providing prescriptive principles for higher education institutions seeking to enhance E-learning quality is inadvisable. Instead, adopting a dynamic, knowledge-based process that furnishes recommendations to policymakers for each course—tailored to the specific course type, teaching records, current processes and technology, and student type—is highly recommended.

ABSTRAK Tujuan dari penelitian ini adalah untuk (a) mengidentifikasi tipe gaya belajar yang dominan dari 123 siswa-siswa kelas X SMA Negeri Kota Bengkulu ditinjau dari jenis kelamin, dan (b) menentukan kecenderungan tipe gaya belajar siswa-siswa SMA Negeri Bengkulu ditinjau dari gaya belajar KOLB. Jenis penelitian ini adalah deskriptif kuantitatif dan subjek penelitian menggunakan teknik convenient sampling. Instrumen utama untuk memperoleh data penelitian adalah (a) angket gaya belajar KOLB yang telah diterjemahkan ke dalam Bahasa Indonesia, dan (b) observasi kelas untuk mendukung data angket. Hasil analisis data angket gaya belajar menyatakan bahwa 123 siswa kelas X terdiri dari (a) 47 (38%) siswa dengan gaya belajar assimilator, (b) 26 (21%) siswa dengan gaya belajar converger, (c) 31 (25%) siswa dengan gaya diverger, dan (d) 19 (16%) siswa dengan gaya belajar accomodator. Gaya belajar siswa laki-laki dominan pada tipe diverger tetapi gaya belajar siswi perempuan lebih dominan pada tipe assimilator. Implikasi dari hasil penelitian ini adalah guru perlu untuk mengetahui tipe gaya belajar yang dominan dari peserta didik sehingga kegiatan pembelajaran dan penggunaan media pembelajaran disesuaikan dengan tipe gaya belajar dari siswa-siswanya. Kata kunci : Gaya belajar Kolb, jenis kelamin, Siswa kelas X ABSTRACT The aims of this study are to (a) identify the dominant type of learning style of 123 class X students of Public High School in Bengkulu City in terms of gender, and (b) determine the preference of the learning style during physics learning in classroom. The method used in this study was descriptive quantitative and the subjects were obtained by the convenience sampling technique; the main instrument to get the data for this study was the Indonesian version of Kolb Learning Style Inventory and the classroom observation to support the KLSI data. The results of data analyses reveal that (a) the dominant learning style of male students were diverger type but the assimilator type for the female students, (b) the preferred learning style are 38% students with the assimilator learning styles; 21% students with the convergent learning styles, 25%) students with the divergent style, and 16% students with the accommodator learning style. The implication of the findings of this study is that teachers need to know the preferred learning style of their students so that learning activities and the use of learning media are adapted to the type of student’s learning style. Keywords: david kolb's learning style, descriptive reasearch

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

Objective: Medical student profile is changing on campuses today and there is a much greater variation in the range of personality type and learning style preferences to be considered. In this study it is aimed to determine the learning styles of medical school students at Gazi University and to find out whether there is any relationship between students’ personality types, learning style preferences and their medical specialty choices. Methods: The study was conducted on 170 final year students (96.6%) at the Gazi University School of Medicine in the 2011-2012 academic year . The authors used Myers-Briggs Type Indicator (MBTI) to determine the personality traits and Grasha Riechmann Student Learning Style Scale (GRSLSS) to establish the learning styles. Results: During the study, 91.8% of the students declared that they wanted to be a specialist and 4.1% wanted to be a general practitioner in the near future. Most preferred specialty appeared to be dermatology (11.2%) in whole group. Choices of female students who want to be a specialist were dermatology, ophthalmology and obstetrics and gynecology and their distributions were 22.8%, 13.0% and 9.8%, respectively (p<0.05). The most common personality type in all preferred specialty areas was Introverted Sensing Thinking Judging (ISTJ). The students with ISTJ personality type had a higher score on the collaborative and competitive learning style. Conclusion: Last-year medical students are characterized by a ISTJ personality type in most of the medical specialty preferences. Furthermore, these students have collaborative and competitive learning styles.

This study aimed to analyze the distribution of students' styles in learning Physics using the Kolb Learning Style Inventory (KLSI) in two different classes, namely XD and XG. The analysis results reveal that the Converger learning style is the most dominant, with 55.17% of students in XD and 73.53% in XG. The Converger learning style, characterized by a tendency for logical thinking and the ability to apply theory in practical contexts, is highly relevant in Physics education, which requires strong conceptual understanding and problem-solving applications. In addition, Converger, Accommodator, Diverger, and Assimilator learning styles were also identified, albeit in smaller numbers, with varying percentages across the XD and XG classes. This study reveals that the dominance of the Converger learning style in both classes suggests a strong alignment between current Physics teaching methods and the learning preferences of the majority of students. However, the presence of other learning styles underscores the importance of adopting diverse teaching strategies to ensure that all students, regardless of their learning style, are engaged and achieve optimal learning outcomes. This study also supports previous findings which proved that the Converger learning style is particularly effective in subjects that require analytical thinking and practical application, such as Physics. The implications of these findings advocate for developing more inclusive and adaptive teaching methods, integrating approaches that cater to all learning styles in the classroom.

Someone will learn better if the person concerned understands his character in learning. Individuals in learning have various ways; some learn by listening, some learn by reading, and some learn by discovering. These diverse ways of learning by students are known as learning styles. Kolb's learning style is divided into four types, namely converge, assimilator, diverge, accommodator. The purpose of the study was to determine the profile of student learning styles of the Faculty of Engineering, Universitas Negeri Makassar, which is divided into 9 (nine) study programs. Samples taken with an error rate of 5 percent were 177 students. Purposive sampling is used as a sampling technique with special considerations so that it is feasible to be used as a sample. The research measures four types of learning styles, namely Active Experimentation (AE), Concrete Experience (CE), Reflective Observation (RO), and Abstract Conceptual (AC). The results showed that the accommodator learning style was more dominant in students. Of the eight majors that became the research subjects, seven tended to the accommodator learning style, and only one tended to the assimilator learning style. The accommodator learning style combines the poles of active experimentation (doing) and concrete experience (feeling). The use of learning methods following the learning style is Problem-Based Learning which involves all students in the learning process.

Abstract  The purposes of this study were to find: (1) the most personality type was employed by the fourth semester students of English Education Study program at PGRI University of Palembang (2) the most learning style was employed by the fourth semester students’ of English Education Study Program at PGRI University of Palembang, (3) whether or not the fourth semester students’ personality types of correlate significantly with their writing achievement, (4) whether or not the fourth semester students’ learning styles correlate significantly with their writing achievement, (5) whether or not the fourth semester students’ learning styles correlate significantly with their writing achievement, and (6) whether or not the fourth semester students’ personality types and learning styles contribute to their writing achievement; The population of this study was the Fourth semester students of English Education Study Program of PGRI University of Palembang in academic year of 2013/2014 consisting 231 students. From the population, 75 students were taken as his research sample. Then, the writer distributed two questionnaires for knowing students personality types and learning styles, and a writing achievement test for knowing students writing achievement. Statistical analysis of Pearson Product Moment Correlation Coefficient was used to investigate whether there was a significant correlation between students’ personality types on students’ writing achievement, then learning styles on students’ writing achievement. Key Words: Correlation, Personality Types, Learning Styles, Writing                  Achievement.