The relationship of Holland's personality types to educational satisfaction with a Native-American high school population.

Abstract

We examined the relation of Holland's personality typologies and satisfaction with education, using a sample of 596 Native-American high school students enrolled in eight schools in Manitoba, Canada. We used the Self-Directed Search to determine personality typologies and the Teacher Approval and Education Acceptance scales of the Survey of Study Habits and Attitudes to measure educational satisfaction. Results of analysis of variance showed that students with an Investigative or Social personality type code had significantly higher scores on educational satisfaction than students with a Realistic type code. These results are in the direction hypothesized by Holland and provide support for the generalizability of this hypothesis to a Native-American high school population.

Exploring the Impact of Cross-Cultural Management Education on Cultural Intelligence, Student Satisfaction, and Commitment

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Relation of Social-Cognitive Factors to Academic Satisfaction in Engineering Students

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