The purpose of this study is to investigate the relation between the character types of the 3rd graders in middle school and their academic achievements. The concrete subjects are as follows: First, are there any differences between the four preference tendencies (E-I, S-N, T-F, J-P) of character ty...
The purpose of this study is to investigate the relation between the character types of the 3rd graders in middle school and their academic achievements. The concrete subjects are as follows: First, are there any differences between the four preference tendencies (E-I, S-N, T-F, J-P) of character types and the students' school achievements? Second, do the students prefer any specific subjects in accordance with their MBTI character types? Third, are there any meaningful differences among the students' MBTI character types, the subjects they prefer, and their academic achievements? To draw the subjects, I administered MBTI test to 353 third graders in S middle school in Seocho-gu, Seoul. I also used their average scores of mid and final exams in the first semester. The collected data were examined by t-test, correlation analysis and then analyzed by SPSSWIN 12.0. The results of this study are as follows: First, there is no significant difference caused by the four MBTI psychological function types among subjects. But there are some differences according to the 16 character types in subject preference. For example, ISTJ students prefer math, science and English. ESFJ and ENTP students like PE. Second, there are meaningful academic achievement differences among the four preference tendencies. I-typed students get higher academic achievements by meaningful difference in most subjects compared with E-typed students. Though S-typed students get higher scores in science and technology and home affairs, there are no meaningful differences. In other subjects, S-typed students mark higher scores. Comparing T-typed students with those of F-typed, there are not any meaningful differences in most subjects. In the comparison of J and P-typed students, J-typed students get better achievements in the subjects of Korean, ethics, social studies, music, fine arts and English by meaningful differences. Therefore the results of this study shows that school achievement could be different by MBTI character types and so it coincides the results of the prior studies that concluded I, T, J-typed students recorded higher academic achievements. I recommend teachers should develop teaching materials and methods considered their students' personality types and should adapt them to the students.
The purpose of this study is to investigate the relation between the character types of the 3rd graders in middle school and their academic achievements. The concrete subjects are as follows: First, are there any differences between the four preference tendencies (E-I, S-N, T-F, J-P) of character types and the students' school achievements? Second, do the students prefer any specific subjects in accordance with their MBTI character types? Third, are there any meaningful differences among the students' MBTI character types, the subjects they prefer, and their academic achievements? To draw the subjects, I administered MBTI test to 353 third graders in S middle school in Seocho-gu, Seoul. I also used their average scores of mid and final exams in the first semester. The collected data were examined by t-test, correlation analysis and then analyzed by SPSSWIN 12.0. The results of this study are as follows: First, there is no significant difference caused by the four MBTI psychological function types among subjects. But there are some differences according to the 16 character types in subject preference. For example, ISTJ students prefer math, science and English. ESFJ and ENTP students like PE. Second, there are meaningful academic achievement differences among the four preference tendencies. I-typed students get higher academic achievements by meaningful difference in most subjects compared with E-typed students. Though S-typed students get higher scores in science and technology and home affairs, there are no meaningful differences. In other subjects, S-typed students mark higher scores. Comparing T-typed students with those of F-typed, there are not any meaningful differences in most subjects. In the comparison of J and P-typed students, J-typed students get better achievements in the subjects of Korean, ethics, social studies, music, fine arts and English by meaningful differences. Therefore the results of this study shows that school achievement could be different by MBTI character types and so it coincides the results of the prior studies that concluded I, T, J-typed students recorded higher academic achievements. I recommend teachers should develop teaching materials and methods considered their students' personality types and should adapt them to the students.
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