Personality Dimensions and Temperaments of Engineering Professors and Students – A Survey

This research work aims to study personality profiles and temperaments of Pakistani software engineering professors and students. In this survey we have collected personality profiles of 18 professors and 92 software engineering students. According to the Myers-Briggs Type Indicator (MBTI) instrument, the most prominent personality type among professors as well as among students is a combination of Introversion, Sensing, Thinking, and Judging (ISTJ). The study shows ITs (Introverts and Thinking) and IJs (Introverts and Judging) are the leading temperaments among the professors. About the students’ data, the results of the study indicate SJs (Sensing and Judging) and ISs (Introverts and Sensing) as the dominant temperaments

Personality Profiles of Software Engineers and Their Software Quality Preferences

Studies related to human aspects in software engineering (SE) have been performed from different perspectives. These perspectives include the study of human factors in different phases of software life cycle, effect of team performance in software development, how can a personality trait suit a particular task, and about some other miscellaneous issues. This research work aims to establish personality profiles of Pakistani software engineers using the Myers-Briggs Type Indicator (MBTI) instrument. In this survey, we have collected personality profiles of 110 software engineers. Moreover, their preferences of software quality attributes have also been collected. Analysis of the study shows that the most prominent personality type is a combination of introversion, sensing, thinking and judging. Investigative results indicate that most of the software engineers consider usability and functionality as the most important software quality attributes

Exploring the Relationship Between Myers-Briggs Type and Instructional Perspectives among College Faculty across Academic Units

Education has the opportunity to play an integral role in sustaining the health of our economy in an increasingly competitive, global market. A review of the issues and trends impacting higher education reveals growing pressure placed on faculty to advance instructional outcomes among more diverse populations. Imbedded is the challenge to create new knowledge about how to improve instruction. As diversity among college students in terms of age, gender, and ethnicity continues to increase, psychological type provides a means for examining important differences in choice of academic discipline(s), persistence, learning style, and teaching style preferences. Faculty members face increasing pressure to be critically reflective in their instructional practices. Research investigating the link between the psychological type and instructional perspectives offers insight for examining differences and promoting dialogue on ways higher education institutions can become more responsive to the needs of students of all types. This research investigated the relationship of psychological type, as measured by the MBTI and instructional perspective, as measured by the Modified Instructional Perspectives Inventory (IPI) among faculty across academic disciplines at four campuses of a public land-grant university. This study also examined variations in instructional perspectives among faculty of similar type teaching in the same academic disciplines and whether these variations are related to exposure to adult learning theories, methods, and/or instructional strategies. Research found a significant relationship between the Myers-Briggs Type Indicator and the Modified Instructional Perspectives Inventory. Findings provide evidence that variations in instructional perspectives among faculty members of similar MBTI types teaching in same academic disciplines do exist and that exposure to adult learning theories, methods, and/or instructional strategies accounts for a significant proportion of the variation

Relationship Between Creative Problem Solving Profiles and Career Choice

This study examines the relationship between student Creative Problem Solving (CPS) styles and their future career path choices. The study uses Basadur\u27s Creative Problem Solving Inventory to classify students into one of four basic CPS styles. Individual CPS styles will be correlated with student career choices to test several hypothesized relationships. Subjects used in the study include BGSU undergraduate students majoring in Visual Communication Technology, Architecture and Environmental Design, Construction Management and Aviation Studies

Comparing Correlations Between Four-Quadrant And Five-Factor Personality Assessments

For decades,some of the most popular devices used in educating students and employees tothe values of diversity are those that are based on a four-grid identification of behavior style. The results from the scoring of the instruments provide individual profiles in terms of a person’s assertiveness, responsiveness, and preferred tone of interacting with his environment. In the past decade, a five-factor framework has gained in popularity as an assessment instrument. The scope of the current paper is a comparison of a four-factor instrument (questionnaire)to a five-factor instrument (questionnaire) to establish correlations between the two. If the information can be seen as being complimentary rather than disconnected, then users will benefit from synergy as they encounter different instruments throughout their careers. Also, duplication of effort in terms of using multiple instruments may be reduced

Research motivation in professional psychology doctoral students: Examination of the psychometric properties of the Research Motivation Scale

Previous research suggests that the majority of clinical and counseling psychology doctoral students report low levels of research interest while in graduate school, and indicate little or no intention to pursue postdoctoral research despite having been trained within a scientist-practitioner model. Contextual and individual factors related to research interest, such as the research training environment (RTE) and self-efficacy, have been identified as potential contributors to research outcomes. Although these variables seem to be linked, many studies have found that they do not account for a substantial portion of variation in research interest. Recently, Deemer, Martens, and Buboltz (2010) developed the Research Motivation Scale (RMS) to explore underlying motivational dispositions that may be predictive of doctoral students\u27 research interest. Their measure included three subscales: Failure Avoidance (FA), Intrinsic Reward (IR), and Extrinsic Reward (ER). The primary purposes of the present study were to obtain further evidence for the factor structure of the RMS using a sample of clinical and counseling psychology doctoral students, and to examine the relationship between types of motivation and research interest. It was hypothesized that research motives, as measured by the scales of the RMS, would be significant predictors of research interest above and beyond the RTE. Results of factor analyses provided additional evidence for the factor structure of the RMS in a new sample of clinical and counseling psychology doctoral students. Hierarchical regression analyses demonstrated that IR and ER were significant positive predictors of research interest above and beyond gender and RTE among counseling and clinical psychology students as well as the overall sample. FA was found to be a significant negative predictor of research interest in counseling students, but not of clinical psychology students. Overall, these findings lend support to the theory that underlying research motives may play an important role in predicting counseling and clinical psychology doctoral students\u27 participation in research in their careers. Understanding the variables that predict doctoral students\u27 desire to engage in research while in graduate school and beyond will help training programs improve their methods of training students as both scientists and practitioners