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Personality and the College Experience: How Extraversion-Introversion Measures Shape Student Involvement and Satisfaction.

机译：人格与大学经历：外向性-内向性如何影响学生的参与度和满意度。

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摘要

The current work examines the role of individual, personality-linked characteristics in student involvement and associated outcomes. Personality characteristics of interest, tied to the extraversion-introversion trait domain, include reflectivity, responsiveness, sociability, reward sensitivity, and sensory-processing sensitivity. Four questions guided the inquiry: (1) How are introverted and extraverted students involved in college? (2) What aspects of students' extraversion-introversion are associated with their student involvement, and in what ways are they associated? (3) How do extraverts and introverts achieve congruence between their personalities and their involvement? And (4) How are involvement and congruence tied to college outcomes for extraverted and introverted students? To address the above questions, a select population of UCLA undergraduate students completed personality inventories. From these, a sub-sample of introverts and extraverts then participated in one-on-one interviews.;Personality-linked differences surfaced in the ways students divided their time and energy across academic pursuits and non-academic extracurricular pursuits. Further, academic involvement of students in the extraverted group exhibited a preference for higher levels of outward activity and interaction. Stronger responsiveness continued to characterize involvement of the extravert outside of academics, as did low sensory-processing sensitivity and unique social preferences in line with reward sensitivity. Among the introverted group, involvement in and out of academics evidenced stronger preferences for reflectivity; outside of class, high sensory processing sensitivity and unique social preferences also surfaced. Students generally achieved person-environment congruence in college less through personal and more through environmental shifts. A high amount of environmental diversity at the study site helps to explain this finding. Still, personal change did occur. It was the introverted students who tended to speak of substantial challenges associated with personal shifts deemed necessary to achieve congruence. Only limited evidence supported the prediction, in line with the fourth research question, that students' satisfaction with college and progress toward the degree would be positively associated with their perceptions of congruence between their own personalities and their environments, which reflected their involvement choices. The overall conclusion arrived at is that, like socioeconomic status and ethnic or cultural background, personality is an important variable to consider when examining student involvement in college.
机译：当前的工作探讨了与人格相关的个体特征在学生参与和相关结果中的作用。感兴趣的人格特征与外向性-内向性特质联系在一起，包括反射性，反应性，社交性，奖励敏感性和感官加工敏感性。四个问题指导了调查：（1）内向和外向的学生如何参与大学学习？ （2）学生外向内向的哪些方面与学生的参与有关，以及它们之间的联系方式是什么？ （3）性格外向的人如何在性格和参与度之间取得一致？ （4）外向和性格内向的学生的参与度和一致性如何与大学成绩挂钩？为了解决上述问题，加州大学洛杉矶分校的部分本科生完成了人格量表。从这些样本中，内向和外向的子样本然后参加了一对一的采访。人格相关的差异体现在学生将他们的时间和精力分配给学术追求和非学术课外追求的方式上。此外，外向型群体的学生的学术参与表现出对更高水平的向外活动和互动的偏好。较强的响应能力继续表征了外向者在学术界之外的参与，低感官处理敏感性和与奖励敏感性相一致的独特社会偏好也是如此。在内向的群体中，进出学术界的研究表明，人们对反射率的偏好更高。在课堂之外，还出现了较高的感官加工敏感性和独特的社会偏好。在大学里，学生通常较少通过个人学习，而更多通过环境转变来实现人与环境的一致性。研究地点的大量环境多样性有助于解释这一发现。尽管如此，还是发生了个人改变。内向的学生倾向于谈论与个人转变相关的重大挑战，这些挑战被认为是实现一致性所必需的。与第四个研究问题相一致，只有有限的证据支持该预测，即学生对大学的满意程度和升读学位的程度与他们对自己的性格和环​​境之间的一致性的看法呈正相关，这反映了他们的参与选择。得出的总体结论是，与社会经济地位和种族或文化背景一样，性格是检查学生对大学的参与程度时要考虑的重要变量。

著录项

  • 作者

    Toma, Shannon Paige.;

  • 作者单位

    University of California, Los Angeles.;

  • 授予单位 University of California, Los Angeles.;
  • 学科 Higher education.;Personality psychology.
  • 学位 Ph.D.
  • 年度 2015
  • 页码 235 p.
  • 总页数 235
  • 原文格式 PDF
  • 正文语种 eng
  • 中图分类
  • 关键词

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