The effect of different MBTI personality types on the productivity and progress of accounting students: the case study of Imam Reza International Universit
Subject Areas : Financial and Behavioral Researches in Accounting
Mahdi Filsaraei
1
,
seyyed Ali Mirhoseini
2
1 -
2 - department of Accounting, Imam Reza university, Mashhad, Iran
Keywords: personality types, student efficiency, student progress.,
Abstract :
he purpose of this research is to investigate the impact of different MBTI personality types on students' productivity and progress. For this purpose, the effect of personality types on students' progress was investigated for each scale of mind, energy, nature and tactics. In this research, a questionnaire has been evaluated to determine the personality type of students. The time domain of the research was 2024, the statistical population of the research, all accounting students of Imam Reza International University and a statistical sample of 69 students were analyzed and analyzed in the field with SPSS and Smart-PLS software. The results indicate that the GPA of introverted students has a significant difference with the GPA of extroverted students (increasing the score of the mind index, i.e. moving towards more introversion in the individual's personality, has increased the GPA). Due to the fact that the GPA of the first three semesters is higher than the GPA of the second three semesters, as a result, there is a decrease in the GPA in the group of detail oriented students and holistic students GPA has been increased). Also, the GPA of logical students is somewhat higher than that of emotional students (increasing the nature index score, i.e. moving towards more logic in a person's personality, has increased the GPA). On the other hand, the GPA of planning students has been higher than that of improvisational students (increasing the tactic index score, i.e. moving towards more planning in one's personality, has increased the GPA
Abdulkareem, M. D. (2019). Impact of Ethical Codes on Professional Accounting Practices in Nigeria: Professional Accountants Perceptions (Master's thesis, Kwara State University (Nigeria)). Abu-Shamaa, R., Al-Rabayah, W. A., & Khasawneh, R. T. (2015). The effect of job satisfaction and work engagement on organizational commitment. IUP Journal of Organizational Behavior, 14(4). Alanezi, F. S., Alfraih, M. M., & Haddad, A. E. (2016). Factors Influencing Students’ Choice of Accounting as a Major: Further Evidence from Kuwait, Global Review of Accounting and Finance, 7(1), 165-177. Alseitova, A., Oliveira, W., Li, Z., Shi, L., & Hamari, J. (2024, July). The Relationship between Students’ Myers-Briggs Type Indicator and Their Behavior within Educational Systems. In 2024 IEEE International Conference on Advanced Learning Technologies (ICALT) (pp. 3-7). IEEE. Atashafrouz, A., & Araban, S. (2017). The Causal Relationship between Personality Traits and Academic Performance with Mediating Role of Study Strategies in Students. Psychological Achievements, 24(1), 78-98. doi: 10.22055/psy.2017.17251.1490. (In Persian) Bayne, R. (1997). The Myers-Briggs Type Indicator: A critical review and practical guide. Boyle, G. J., Matthews, G., & Saklofske, D. H. (2008). Personality theories and models: An overview. Personality theory and assessment. Personality theories and models, 1, 1-29. Burleson, M. L., & Smatresk, N. J. (2000). Branchial chemoreceptors mediate ventilatory responses to hypercapnic acidosis in channel catfish. Comparative Biochemistry and Physiology Part A: Molecular & Integrative Physiology, 125(3), 403-414. Chamorro-Premuzic, T., & Furnham, A. (2003). Personality predicts academic performance: Evidence from two longitudinal university samples. Journal of research in personality, 37(4), 319-338. Chiu, F. C., Hsu, C. C., Lin, Y. N., Liu, C. H., Chen, H. C., & Lin, C. H. (2019). Effects of creative thinking and its personality determinants on negative emotion regulation. Psychological Reports, 122(3), 916-943. Dalcı, I., Araslı, H., Tümer, M., & Baradarani, S. (2013). Factors that influence Iranian students’ decision to choose accounting major. Journal of Accounting in Emerging Economies, 3(2), 145-163. Fandos-Herrera, C., Jiménez-Martínez, J., Orús, C., Pérez-Rueda, A., & Pina, J. M. (2023). The influence of personality on learning outcomes and attitudes: The case of discussants in the classroom. The International Journal of Management Education, 21(1), 100754. Furnham, A., & Chamorro-Premuzic, T. (2004). Personality and intelligence as predictors of statistics examination grades. Personality and individual differences, 37(5), 943-955. Hsiao, J., & Nova, S. P. D. C. C. (2016). Generational approach to factors influencing career choice in accounting. Revista Contabilidade & Finanças, 27(72), 393-407. Ibrahimoglu, N., Unaldi, I., Samancioglu, M., & Baglibel, M. (2013). The relationship between personality traits and learning styles: a cluster analysis. Asian journal of management sciences and education, 2(3), 93-108. Kim, M. R., & Han, S. J. (2014). Relationships between the Myers-Briggs Type Indicator personality profiling, academic performance and student satisfaction in nursing students. International Journal of Bio-Science and Bio-Technology, 6(6), 1-12. Kinman, G. D. (2022). The Postsecondary Experiences of Latinas from a Low-Income, Single-Sex Urban Catholic High School in Los Angeles, California. University of California, Los Angeles. Kolb, D. A. (2014). Experiential learning: Experience as the source of learning and development. FT press. Myers, I. B. (1985). A guide to the development and use of the Myers-Briggs type indicator: Manual. Consulting Psychologists Press. Nasr, S., Polimeni, J. R., & Tootell, R. B. (2016). Interdigitated color-and disparity-selective columns within human visual cortical areas V2 and V3. Journal of Neuroscience, 36(6), 1841-1857. Nirokar, M., rezvani, Z., & banisi, V. (2024). Investigating the relationship between personality types and academic achievement in second year elementary school students. School education in the third millennium, 1(3), 1-5. doi: 10.22034/jsetm.2023.429326.1023 . (In Persian) Peeters, M. A., Van Tuijl, H. F., Rutte, C. G., & Reymen, I. M. (2006). Personality and team performance: a meta‐analysis. European Journal of Personality: Published for the European Association of Personality Psychology, 20(5), 377-396. Razavi, N., Tabatabaei, O., Salehi, H., & Fotovatnia, Z. (2021). Relationship between Cognitive Styles in Online Courses and Personality Traits among Iranian Male and Female EAP Students (Research Paper). Iranian Journal of English for Academic Purposes, 10(2), 23-36. (In Persian) Ross, S. R., & Krukowski, R. A. (2003). The imposter phenomenon and maladaptive personality: Type and trait characteristics. Personality and individual differences, 34(3), 477-484. Saghafi, M. J., & Tahery sayyah, F. (2017). Architecture and MBTI; Investigation of How the Use of The Characterology and Personality Type of the Space User in Housing Design. Journal of Fine Arts: Architecture & Urban Planning, 22(1), 75-88. doi: 10.22059/jfaup.2017.62267. (In Persian) Saklofske, D. H., Austin, E. J., Mastoras, S. M., Beaton, L., & Osborne, S. E. (2012). Relationships of personality, affect, emotional intelligence and coping with student stress and academic success: Different patterns of association for stress and success. Learning and Individual Differences, 22(2), 251-257. Schultz, D. P. (2013). Sensory restriction: Effects on behavior. Elsevier. Sternberg, R. J., & Grigorenko, E. L. (2002). The theory of successful intelligence as a basis for gifted education. Gifted Child Quarterly, 46(4), 265-277. Wijnia, L., Noordzij, G., Arends, L. R., Rikers, R. M., & Loyens, S. M. (2024). The effects of problem-based, project-based, and case-based learning on students’ motivation: A meta-analysis. Educational Psychology Review, 36(1), 29. Wilson, S. M. (2006). Theories of learning and teaching: What do they mean for educators?. National Education Associatio
