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PERSONALITY CHARACTERISTICS OF COUNSELING STUDENTS AT A - page 48 / 135

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that there was a possible benefit in matching educational environments with students’

strengths.

Scepansky and Bjornsen (2003) compared academically related behaviors,

attitudes, and personality traits of 166 students planning to attend graduate school with

161 students intending to work after college. Academically related behaviors and

attitudes were assessed by the students’ completion of two questionnaires and also the

LOGO-II (Eison, Pollio, & Milton, 1982), a 32 item inventory that assesses students’

attitudes and behaviors regarding their education. The NEO PI-R was also administered

to these students. Researchers found that students planning to attend graduate school

participated more in class and scored higher on the Learning-Oriented Attitudes and

Learning-Oriented Behaviors of the LOGO-II. These students also scored significantly

higher on the NEO PI-R Conscientiousness domain and the facets of Competence and

Achievement Striving and also on the Open to Experience domain and the facet Ideas.

The researchers suggest that criteria other than GPA, such as personality, are important in

admission considerations and that undergraduate students’ personality profiles may be

used to assess whether a student is suited for a specific discipline.

The Five-Factor Model and Career Decisions

Career decidedness and psychological well-being can be significantly correlated

(Arnold, 1989) and are positively and significantly correlated with higher levels of life

satisfaction (Lounsbury, Tatum, Chambers, Owens, & Gibson, 1999). In order to help

prevent job dissatisfaction, efforts expended to assist with career counseling should

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