Who are your Students in Writing?

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.

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.

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.

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.

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.

This study aims to determine the correlation among students’ learning styles, learning motivation, and the eleventh grade students’ speaking ability at MAN 1 Musi Banyuasin Sekayu. The research was conducted correlation research design. This study’s population comprised eleventh grade students of MAN 1 Musi Banyusin Sekayu, sampling through a purposive sampling of 30 students. Data collection techniques used include questionnaire and test. Based on the study results the data showed that (1) there is not any significant correlation between learning styles and speaking ability with a correlation value of 0,590; (2) there is not any significant correlation between learning motivation and speaking ability with a correlation value of 0.706; (3) there is not any significant correlation between learning styles and learning motivation with a correlation value of 0,233; (4) there is not any significant correlation among learning styles, learning motivation and speaking ability with correlation value 0,838.

This research aims to examine the relationship of mastery of vocabulary with the fast reading ability students class X IPA 6 senior high school number 1 Curup. This type of research is correlation. The population of the research is the students of class X IPA 6 senior high school number 1 Curup. The sample of the research is the students of class X IPA 6 senior high school number 1 Curup totaling 30 students, taken using saturated sample technique. Data collection using test. The instrument test is performed with legibility test, validity test, reliabity test, different power test and difficulty test. Data analysis technique used is product moment correlation analysis. The result showed that: (1) mastery of the vocabulary of students as a whole got an average score of 69.11 included in the high category; (2) students overall reading ability (KEM) scored an average score of 224.87 which was included in the high category; (3) there is a significant correlation between vocabulary mastery with fast reading ability of student class X IPA 6 senior high school number 1 Curup equal to 0.53 (rh= 0.53 at significance level 5% with N= 30, rt= 0.36, and rg&gt;rt). Based on the data of the research result can be concluded that there is a significant relationship between mastery of vocabulary with fast reading ability of student class X IPA 6 senior high school number 1 Curup in 2016/2017 academic year.

This study aims to: (1) describe the creative thinking skills of fifth grade elementary school students on the ecosystem theme in terms of personality type; (2) Describe the factors that affect the creative thinking ability of fifth grade elementary school students. This research method is a qualitative descriptive research. The subjects in this study were 12 fifth grade students at SDN 26 Singkawang which consisted of 3 students in the sanguine personality type category, 3 students in the chorelic personality type category, 3 students in the melancholic personality type category, and 3 students in the phlegmatic personality type category. The data collection technique in this study was a test technique in the form of a student's creative thinking ability sheet and The non-test technique is in the form of a student personality type questionnaire and interviews. The data analysis technique uses the analysis technique by Miles and Huberman which consists of data reduction, data presentation, and drawing conclusions. The results showed that: (1) The creative thinking ability of students in the sanguine personality type did not master the indicators of flexibility and did not master the indicators of fluency, originality, and elaboration. Students with the corelis personality type do not master the indicators of fluency, flexibility, originality, and elaboration. Students in the melancholic personality type have mastered the elaboration indicator, lack the fluency indicator, and do not master the flexibility and originality indicators. Students in the phlegmatic personality type do not master the indicators of fluency, flexibility, originality and elaboration. (2) Factors that affect students' creative thinking abilities are caused by internal and external factors. Internal factors, namely students do not understand the material that has been studied, students do not understand the material about ecosystems, do not like science subjects so that their creative thinking skills are not satisfactory, students are not able to answer and develop their ideas to solve the problems given, and students are less able to answer and develop their ideas to solve the problems given.

The use of personality types and learning styles has become more frequent in career development. Present data for 169 college freshmen suggest relations between Holland's personality types and Kolb's learning styles.

Attempts to broaden conceptions of learning styles to represent more adequately individual differences in motivation/emotion, as well as cognition, are limited by a paucity of relevant theory. Personality theories should, but do not, provide a satisfactory conceptual framework for this endeavour. In an attempt to remedy this situation, a new personality typology is outlined which, it is argued, provides a coherent system within which to construe and conduct research upon learning styles. The implications of the theory for educational goals, couched in terms of learning styles, also are discussed.

This study investigates the correlation between personality traits and learning styles among university students, with the aim of identifying patterns that can enhance personalized educational strategies.Drawing on the Myers-Briggs Type Indicator (MBTI) framework and VARK (Visual, Auditory, Reading/Writing, Kinesthetic) learning styles, the study analyzes data from 77 students to understand how their personalities align with specific learning preferences.Findings reveal a predominance of visual learners and highlight recurring personality types such as INFJ (Advocate) and ENTJ (Commander).The analysis emphasizes the need for diversified teaching approaches to foster engagement and learning outcomes across different learner profiles.This research not only fills the existing gap in educational psychology but also offers actionable recommendations for educators, providing a foundation for future studies on personalized learning environments.

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.

Personality and its effects on learning performance: Design guidelines for an adaptive e-learning system based on a user model

&lt;p&gt;The phenomenon of violence in the name of Islam gains various responses by which Muslims are often spacegoated. Jihad value which is thought in Islam is often used as an alibi to justify violence. An education system such as high school is the perfect place to teach religious radicalism. It is like two sides of a coin; on the one hand, the instruction can help religious teachers instill Islamic teachings, but on the other hand, it tends to provoke students to become intolerant. The focus of this research was the teachers and students of Public Senior High School Number 1 of Pariaman City, West Sumatra. Qualitative method was used in conducting this study. It aimed at finding deradicalization activities of Islamic religious learning at Senior High School Number 1 of Pariaman City. The result of the study shows that high school students are the perfect objects to accept the doctrine of radicalization. Hence, high school students are often targeted as terrorist recruitment targets. The government through schools has the capability to make tools to identify radical ideas taught to the students, one of which was carried out at Senior High School Number 1 of Pariaman City through deradicalization of Islamic teaching.&lt;/p&gt;

A cross-sectional study was conducted to determine the prevalence of alcohol consumption among students at senior high school Number 3 at An Nhon district, BinhDinh province in 2015. The results showed that the percentage of having ever consumed alcohol and having consumed alcohol during the past 30 days was 58.7% (95% [CI] 53.7% - 63.7%), and 42% (95%[CI] 37% - 47%), respectively. The proportion of frequent drinking was 3.2% (95% CI 1.7% - 5.6%), regular drinking was 5.9% (95% [CI]3.7%-8%), and of binge drinking was 6.4% (95% [CI] 3.9% - 8.9%). The median of number of drinks taking in one occasion was 3, with the inter-quartile range of 1 - 5. Male having drinking friends and being invited to drink by friends were factors associated with alcohol consumption, regular drinking, and binge drinking. The amount of money given by family was a related factor to binge drinking, the more money the higher chance of binge. Parents should pay attention to children’s friends, especially the ones drinking alcohol. It is necessary to introduce to senior high school students a health education program about harmful effects of alcohol drinking