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A Multivariate Perspective of Personality Thinking Style and College Student Engagement.

机译：人格思维方式和大学生参与的多元视角。

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摘要

Nearly one third of freshmen do not return to college for a second year. Student engagement, the focus of an abundance of academic research, is considered a critical factor of student retention. There has also been a wealth of research gathered on student personality with relationship to various factors of college success and experience. Missing in the literature is an examination of the multivariate relationship between the multifaceted concepts of personality style and student engagement. Archival data that included 5 subscale scores on the National Survey of Student Engagement (NSSE) and 8 thinking style scale scores from the Millon Index of Personality Styles Revised (MIPS-R) were obtained from students (N = 130) at a small, private college in the Midwest. The NSSE is rooted in Chickering's theory of student development and in Astin's theory of student involvement, while the MIPS-R is rooted in Jung's psychological types and Millon's evolutionary theory of personality. In a canonical correlation analysis, the first of the 5 dimensions was significant, in which there was a large effect of 25% overlapping variance between the engagement and thinking styles sets. Based on the standardized coefficients, canonical loadings, and cross-loadings, a key association was found between having an externally focused personality thinking style, not having an internally focused personality style, and viewing the campus environment as supportive. Findings suggest that positive social change, particularly student retention, could result by presenting the campus environment as stable and supportive and by catering to students' innate personality styles, especially those who are internally focused, by providing an early safety net that allows them to develop personal autonomy in the college environment.
机译：将近三分之一的新生第二年不上大学。学生参与度是众多学术研究的重点，被认为是留住学生的关键因素。关于学生人格与大学成功和经历的各种因素之间的关系，也进行了大量的研究。文献中缺少对人格风格与学生参与度的多方面关系的多元关系的研究。档案数据是从小规模私人学校的学生（N = 130）获得的，该数据包括《全国学生参与度调查》（NSSE）上的5个次级量表分数和《密伦人格风格指数修订版》（MIPS-R）中的8个思维风格量表分数。中西部的大学。 NSSE源自Chickering的学生发展理论和Astin的学生参与理论，而MIPS-R则源自Jung的心理类型和Millon的人格进化论。在规范的相关性分析中，这五个维度中的第一个是显着的，在交往和思维方式集之间有25％的重叠方差有很大的影响。根据标准化的系数，规范的负荷和交叉负荷，发现在以下方面之间存在关键的联系：拥有外部关注的人格思维风格，内部关注的人格风格与将校园环境视为支持者。研究结果表明，积极的社会变革，特别是留住学生，可以通过将校园环境呈现为稳定和支持的环境，并通过提供早期的安全网以使他们发展起来，从而适应学生的先天性格风格，尤其是那些内部专注的人，大学环境中的个人自主权。

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  • 作者

    Guess-Crites, Judith A.;

  • 作者单位

    Walden University.;

  • 授予单位 Walden University.;
  • 学科 Education Educational Psychology.;Psychology Personality.;Psychology General.
  • 学位 Ph.D.
  • 年度 2011
  • 页码 140 p.
  • 总页数 140
  • 原文格式 PDF
  • 正文语种 eng
  • 中图分类 建筑科学;
  • 关键词

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