The Connection between Success in a Freshman Chemistry Class and a Student's Jungian Personality Type

Gale J. Clark
Department of Chemistry, Middle Tennessee State University, Murfreesboro, TN 37132
Wayne D. Riley
Department of Chemistry and Biochemistry, Texas Tech University, Lubbock, TX 79410
J. Chem. Educ., 2001, 78 (10), p 1406
DOI: 10.1021/ed078p1406
Publication Date (Web): October 1, 2001
History, Education, and Documentation

Abstract

This paper explores the connection between a student's performance in a freshman chemistry class and his or her personality type. Performance was gauged by the final percentage grade earned in class and personality type was based on Carl G. Jung's personality typology as assessed by the Myers-Briggs Type Indicator (MBTI). Performance and personality type were correlated using ANOVA statistics. The results show that only one of the 16 personality types had a class average that was significantly higher than 14 of the other 15 types. The lowest-scoring type was also significantly lower than 3 other personality types. This research shows that characteristics of personality types may be a basis for assisting or deterring success in a general chemistry class. Data on the personality types of 23 chemistry professors suggest that a success bias may be amplified by similar personality traits in the instructors.

Keywords (Audience):

First-Year Undergraduate / General

Keywords (Domain):

Chemical Education Research

Keywords (Feature):

Chemical Education Research

Keywords (Subject):

Learning Theories
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  • Received: August 03, 2009

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