A Case Study on Relationship among MBTI Personality Tendency, HOLLAND Personality Type and Academic Achievement of Science Gifted students
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The purpose of this study was to analyze the relationships among science gifted students’ MBTI personality tendencies, Holland’s professional personality types, and academic achievement, with the aim of developing individualized guidance strategies based on these results. To achieve this, we first examined the relationship between MBTI personality tendencies and Holland’s professional personality types, the relationship between MBTI personality tendencies and the academic achievement of science gifted students, and the academic achievements based on the psychological functional type and psychological temperament type of science gifted students. The findings are as follows: Firstly, an analysis of the differences in Holland personality types between the introverted (I) and extroverted (E) student groups revealed significant differences in the enterprising type. Specifically, extroverted students scored higher than introverted students in the enterprising type. Secondly, a comparison of Holland personality type scores between judging (J) and perceiving (P) student groups showed that the judging (J) group scored higher in the realistic type than the perceiving (P) group. Differences in academic achievement were observed in terms of energy direction, information processing, and approach to life among the four MBTI personality tendencies. Finally, differences were found in psychological temperament type, but not in psychological functional type. The sensing perceivers (SP) type showed the highest score, while the sensing judger (SJ) type showed the lowest score in basic academic ability, and this difference was statistically significant
Abstract
The purpose of this study was to analyze the relationships among science gifted students’ MBTI personality tendencies, Holland’s professional personality types, and academic achievement, with the aim of developing individualized guidance strategies based on these results. To achieve this, we first examined the relationship between MBTI personality tendencies and Holland’s professional personality types, the relationship between MBTI personality tendencies and the academic achievement of science gifted students, and the academic achievements based on the psychological functional type and psychological temperament type of science gifted students. The findings are as follows: Firstly, an analysis of the differences in Holland personality types between the introverted (I) and extroverted (E) student groups revealed significant differences in the enterprising type. Specifically, extroverted students scored higher than introverted students in the enterprising type. Secondly, a comparison of Holland personality type scores between judging (J) and perceiving (P) student groups showed that the judging (J) group scored higher in the realistic type than the perceiving (P) group. Differences in academic achievement were observed in terms of energy direction, information processing, and approach to life among the four MBTI personality tendencies. Finally, differences were found in psychological temperament type, but not in psychological functional type. The sensing perceivers (SP) type showed the highest score, while the sensing judger (SJ) type showed the lowest score in basic academic ability, and this difference was statistically significant
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