The clarification of personality characteristics among architecture students of Technical and Vocational University with using the MBTI test (Case study: Students of the Department of Architecture, Technical and Vocational university, BABOL branch)
Subject Areas :Leila Sadat Hamidian Divkolaei 1 , Faezeh Gholizadeh 2 , Arezou Khorram 3
1 - Faculty Member, Department of Architecture and Urban planning, Technical and Vocational university (TVU), Tehran, Iran
2 - Department of Architecture and Urban planning, Technical and Vocational university (TVU), Tehran, Iran
3 - 1. Faculty Member, Department of Architecture and Urban planning, Technical and Vocational university (TVU), Tehran, Iran
Keywords: Personality traits, architecture students, Mbti test, Technical and Vocational University,
Abstract :
Examining and recognizing the personality traits of individuals in many cases can be a good motivator for achieving an educational and professional career based on the interests and tastes of learners. One of the most successful tests in the field of personality is the Myers-Briggs personality test (Mbti test). The Myers-Briggs (Mbti) personality test identifies 16 personality types by considering a set of psychological contradictions. In this study, architecture students at different levels of associate and bachelor were targeted, Not only to discover and identify the dominant personality of architecture students of the Technical and Vocational University, but also investigate the homogeneity of the dominant personality with the architectural profession. The results show that the dominant personality type of students in Associate Degree in Architecture were ESFP (extroverted, sensory, emotional and perceptual), Interior Architecture Students were ESTJ (extroverted, sensory, thinking and judgmental) and Undergraduate students of architecture were INTP (introverted, Intuitive, thinking and perceptual). The results also showed that there is a significant relationship between students' field of study (field of Architecture and Interior Architecture) and Mbti personality types. On the other hand, there is no significant relationship between students' academic achievement and their personality types. The results indicate that the tendencies of the students present in this university are mostly in line with the goals of the university and this point can Facilitate the selection and guidance of students in their careers.
1- پورصابری، ر.(۱۳۹۵) تعیین نیمرخ تیپهای شخصیت مایرز/بریگز دانشجویان دانشگاه علوم پزشکی تبریز و بررسی رابطه آن با پیشرفت تحصیلی. مجله ایرانی آموزش در علوم پزشکی،16، 494-503.
2- ثقفی، م.، و طاهری سیاح، ف. (1395). معماری و MBTI؛ بررسی شیوه استفاده از شخصیت شناسی و ویژگیهای شخصیتی کاربر فضا در طراحی مسکن. نشریه هنرهای زیبا-معماری و شهرسازی، 22(1)، 75-88.
3- راس، ای. (1996). روانشناسی شخصیت. ترجمه جمال¬فر، س. انتشارات روان. تهران.
4- شفیعی، م.، خانجانخانی، خ.، موسوی، س. م.، هاشمی، ف. س.، بهاری¬نیا، س. (1399). تعیین رابطة تیپ شخصیتی و محیط درونسازمانی با موفقیت شغلی با استفاده از رویکرد شبکههای عصبی مصنوعی. سلامت کار ایران، 17(52)، 1-15.
5- شولتز، د.، و سولتز، س. ا. (2013). نظریههای شخصیت. ترجمه سیدمحمدی، ی. نشر ویرایش. تهران.
6- لطفی جلالآبادی، م.، فرهادی، ع.، روایی، س.، غلامی، م. (1398). طراحی الگوی مهارتمحوری برای دانشجویان فنیوحرفهای با استفاده از نظریه دادهبنیاد. فصلنامه علمی کارافن 16(2)،71-100.
7- محمدشفیع، م.، نیستانی، م.، میرشاه جعفری، س.ا.، تقوائی، ویدا. (1399). ارزیابی کیفیت برنامة درسی در آموزشهای مهارتی؛ مطالعة موردی: رشتة معماری دانشکدة فنیوحرفهای شریعتی تهران. رویکردهای نوین آموزشی، 15(1)، 79-102.
8- محمودی میمند، م.، وزیرزنجانی، ح.، خلیلی یادگاری، مریم. (1391). ابعاد شخصیتی تست مایرز-بریگز (MBTI) و تمایل خرید مشتریان. تحقیقات بازاریابی نوین 2(4)-151-165.
9- مهدی، ر.، بارانی، س. (1398). تحلیل جایگاه آموزشهای فنی¬وحرفه¬ای و مهارتی در نقشه جامع علمی کشور. فصلنامه علمی کارافن، 16(2)، 15-32.
10- نجاتی، ن.، کلانتری، س.، بمانیان، م. (1400). آموزش طراحی معماری مبتنی بر هوش مصنوعی. پژوهشهای معماری نوین، 1(1)، 7-25.
11- Amsah, I., Hassan, M. I. H., Salleh, K. M., Sulaiman, N. L., & Mustaamal, A. H. (2020). Personality Style Among Technical AND VocationalL Education (TVE) Postgraduate Students Based on Myers-Briggs Type Indicator (MBTI) in Higher Education. International Journal of Management (IJM), 11(8), 599-608.
12- Angeles, D. M. P. H. (2019). Achievement Motivation VIS-À-VIS Personality Type: Implication For Academic Success. International Journal of Social Science and Humanities Research, 7, 433-446.
13- Farzad, W., and Jalali, S., and Shirkhanlu, Z. (2015). Investigation of psychometric properties of Myers Briggs (MBTI) type. Psychological Research, 6 (21), 80-99.
14- Iqbal, M. A., Shah, A., & Khan, T. K. (2019). Predicting Most Productive Requirements Elicitation Teams using MBTI Personality Traits Model. International Journal of Engineering and Advanced Technology, 9(1), 3809-3814.
15- Jingwen, L. (2019). Significance of MBTI Personality Type Theory in the Diversified Growth of Applied Undergraduates. IETI Transactions on Social Sciences and Humanities, 5, 243-249.
16- 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.
17- Kin, L. W., & Rameli, M. R. M. (2020). Myers-Briggs Type Indicator (Mbti) Personality and Career Indecision among Malaysian Undergraduate Students of Different Academic Majors. Universal Journal of Educational Research, 8(5A), 40-45.
18- Li, X., Sardinas, R., Shih, P. C., & Camp, K. (2018). Influence of Introversion and Extraversion Using MBTI Personality Model on Academic Performance. International Journal of Information and Education Technology, 8(9).
19- Li, X., Shih, P. C., & Daniel, Y. (2018). Effects of Intuition and Sensing in Programming Performance using MBTI personality model. In Proceedings of the 2nd International Conference on Advances in Image Processing , 189-193.
20- Luo, W. J., Wu, K. C., & Tsau, S. Y. (2018). Gender stereotype of male nurse in a virtual reality game: Exploring the effect of MBTI in decision-making process through game theory. In 2018 IEEE International Conference on Applied System Invention (ICASI), 418-421.
21- Nossoni, G. (2021). WIP: Personality Types and Learning Preferences of First-Year Gen Z Engineering Students. In 2021 ASEE Virtual Annual Conference Content Access.
22- Nossoni, G., & Harichandran, R. S. (2020). Relationship between Gen Z Engineering Students’ Personality Types and Topics of Technical Interest. In 2020 ASEE Virtual Annual Conference Content Access.
23- Peggram, R. E. (2007). Personality traits in predicting interior design students' academic success and persistence. Doctoral dissertation, Texas Tech University.
24- Poursafar, Z., Rodrigues, L. L., Haghighatpanah, M., & Sriram, K. V. (2020). Influence of demographic factors on productivity: a study among employees with different personality types in architectural firms. International Journal of Industrial and Systems Engineering, 35(2), 183-195.
25- Stilwell, N. A., Wallick, M. M., Thal, S. E., & Burleson, J. A. (2000). Myers-Briggs type and medical specialty choice: A new look at an old question. Teaching and Learning in Medicine, 12(1), 14–20
26- Swift, V. & Peterson, J. B. (2018). Improving the effectiveness of performance feedback by considering personality traits and task demands. PloS One, 13(5), p.e0197810.
27- Vozárová, T., & Šimkovič, V. (2019). Psychological traits as an influence on architectural creation. World Trans. on Engng. and Technol. Educ, 17(1), 115-120.
28- Waliullah, J., & Shirkhanlu. (2014). Investigation of psychometric properties of Myers-Briggs’s type (MBTI). Journal of Psychological Research, 6 (21), 80-99.
29- Zarafshani, K., Sharafi, L., & Rajabi, S. (2011). Using the Myers-Briggs type indicator (MBTI) in the teaching of entrepreneurial skills. International Journal of Science and Technology Education Research, 2(4), 67-74.