Relationship between Personality Type, SAT score and GPA of Student Nurses

임지영,; 유일영,; 오순남,

doi:10.4040/jkan.2001.31.5.835

Cited by 7 publications

(3 citation statements)

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“…The significance of finding students in all type is ESFJ, ESTJ, ISTJ, and ENFJ. The significance of finding students in all 16 personality type categories is consistent with Lee et al's study [6] where data revealed dental students were predominantly of four personality types (ISTJ, ISTP, ESTJ, ESTP), and Lim et al's study [7] where data revealed nursing students were predominantly of personal type (ISTJ, ESTJ, ESFJ, ISFJ).…”

Section: Discussionsupporting

confidence: 85%

The characteristics of the Myers-Briggs Type Indicator in nursing students

Kim¹,

Han²

2014

Advanced Science and Technology Letters

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Abstract. The purpose of this study was an investigation of the characteristics of Myers-Briggs Type Indicator (MBTI) in nursing students. One hundred and nine students participated in this study and the MBTI profiles of them were compared to those of Korean university students. Descriptive were used to analyze the data with the SPSS Win 15.0 program. The nursing students had a preference for Extrovert (65.1%) rather than Introvert (34.9%), Sensing (74.3%) rather than Intuition (25.7%), Feeling (58.7%) rather than Thinking (41.3%), and Judging (70.6%) rather than Perceiving (29.4%). Of the 16 personality types in the MBTI, students who participated in the study could be found within all 16 categories. The significance of finding students in all 16 personality type categories is ESFJ, ESTJ, ISTJ, and ENFJ.

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Section: Discussionsupporting

confidence: 85%

The characteristics of the Myers-Briggs Type Indicator in nursing students

Kim¹,

Han²

2014

Advanced Science and Technology Letters

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“…As premature retirement and unemployment rate rise, external factors are more seriously considered than internal factors. A concrete example is that in the past, students applied for admission in nursing colleges with a sense of social duty, or to serve the community (Lim, et al, 2001). At present, however, the nursing job is preferred because of its very high employment prospects, as high as 97.8% (Armed Forces Nursing Academy, 2000).…”

Section: Introductionmentioning

confidence: 99%

Study on Nursing College Students' Subjectivity in Their Attitude Toward Jobs

Kim

2005

J Korean Acad Nurs

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The study on nursing college students' attitude toward their jobs is meaningful in the following aspects: First, the study clarifies nursing college students' attitudes toward their job by categorizing it. Second, the study confirms the changing attitudes of nursing students toward jobs with the change of times and calls for proper educational programs to foster healthy career attitudes. Third, proper decision-making as regards jobs and job allocation for nurses, or their career attitudes, is beneficial to individuals, the medical industry, and society.

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“…학업성취는 학교과정을 통해 습득된 지식, 태도, 가치관 등 학습결 과를 총칭하는 것이나 (Kim, 2003), 대학생의 학업성취도에 관한 연구에서는 학업성취를 주로 표준화된 성취도 검사결과나 학점평균 (grade point average, GPA)으로 정의하며, 이러한 학업성취도에 영향을 미치는 개인 내적 특성들인 개인변인 접근과 교육과정 특성 이나 학습환경 등과 같은 개인 외적 특성인 과정변인 접근연구가 주로 이루어졌다 (Kim & Cho, 2001;Ku, 1989;Minton & Schneider, 1980;Neisser et al, 1996;Wolfe & Johnson, 1995). 그러나 실제 학업성취도는 인지적 능력 외에도 다양한 비인 지적 요인들에 의해 영향을 받으며, 그 대표적인 비인지적 요인으로 성격 (Lee et al, 2009;Lim et al, 2001;Seo, 2010), 유능감 및 자존감 (Kang, 2010;Lee, 2008), 성취동기 및 자기조절학습 Chun & Song, 2012;Kim, 2010;Kim, 2011;Park & Kim, 2004;Song & Park, 2000;Yang et al,, 2012) . 특히 성취목표지향성은 학업성취를 예언하는 요인이며, 학습 동기와 관련되는 주요 변인으로 숙달접근, 숙달회피, 수행접근, 수행 회피의 2×2, 4개 요인으로 구성된다.…”

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Differences in Non‐Cognitive Factors Influencing the Academic Achievement of Medical and Nursing Students: Focusing on Achievement Goal Orientation and Self‐Regulated Learning

Park¹,

Chun²

2014

Korean Med Educ Rev

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The purpose of this study was to investigate the differences in non-cognitive factors, specifically achievement goal orientation (AGO) and self-regulated learning (SRL), influencing the academic achievement (AC) of medical and nursing students. 186 students, including 110 medical students and 76 nursing students, completed a survey, which addressed the factors of AGO and SRL. There were significant differences in the factors that affected the academic achievement of medical and nursing students. Multiple regression revealed that the AC of medical students was significantly more affected by mastery-approach AGO (p<0.05), seeking information (p<0.001), and rehearsing/memorizing SRL (p<0.01), while the AC of nursing students was affected by performance-approach AGO, self-efficacy (p<0.001), and time-management SRL. Analysis of variance revealed that significant differences in the sub-factors of AGO and SRL between the medical and nursing students. Thus, it was found that the academic achievement of medical and nursing students was influenced by non-cognitive factors, but there were significant differences in the sub-factors by group. It is suggested that comparative studies with other student groups and a longitudinal study of medical and nursing students need to be conducted, and a personalized counseling and learning intervention focusing on non-cognitive factors should be provided to medical and nursing students.

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Relationship between Personality Type, SAT score and GPA of Student Nurses

Cited by 7 publications

References 0 publications

The characteristics of the Myers-Briggs Type Indicator in nursing students

The characteristics of the Myers-Briggs Type Indicator in nursing students

Study on Nursing College Students' Subjectivity in Their Attitude Toward Jobs

Differences in Non‐Cognitive Factors Influencing the Academic Achievement of Medical and Nursing Students: Focusing on Achievement Goal Orientation and Self‐Regulated Learning

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