Theses and Dissertations at Montana State University (MSU)
Permanent URI for this collectionhttps://scholarworks.montana.edu/handle/1/733
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Item Personality testing in career assessment and planning(Montana State University - Bozeman, College of Business, 1986) Enos, Marcella Gunderson; Chairperson, Graduate Committee: Norman L. MillikinThis study focused on the use of personality testing as one tool to use in career counseling. The purpose was to determine relationships between personality characteristics or patterns and achievement results in career assessment and planning. The study analyzed relationships found when using 1) personality patterns as indicated by the Youth Development Profile, 2) comprehensive achievement results, and 3) demographic information collected on the Self-Report Inventory designed by the author. The participants of the study totaled 18 high school and junior high students. The students ranged in age from 14 to 18 and were of normal intelligence. There was an equal distribution of male and female students. Some had had previous career assessment and planning training and some had not. The students were asked to pay an $11 fee, return a, parental permission request form, which released their achievement scores, and then take the Youth Development Profile which is a self-reporting device intended to uncover behavioral tendencies and to provide a description of your identity by using personality patterns. In addition, the students filled out the Self-Report Inventory. To determine relationships, the Chi-square distribution was used. Seven null hypotheses were tested assuming the two variables were independent. High and low achievement results, Set I and Set II personality pattern divisions, and demographic information were used in the Chi-square equations. The dependent or significant relationships showed 1) the sex of the subject is dependent of high and low achievement. Research indicates female high school students tend to show a higher achievement motivation than male students in the same age group. 2) Expected educational achievement level is dependent of Set I and Set II personality patterns. It is a likely characteristic that Set II personality patterns gravitate toward a higher educational achievement level than Set I personality patterns.Item Reaction to revealed potential conflict among engaged couples(Montana State University - Bozeman, College of Education, Health & Human Development, 1981) Koll, JonItem An examination of self-perceived temperament styles and its relation to the retention of first time, full-time freshmen in a college of agriculture(Montana State University - Bozeman, College of Agriculture, 2014) Powell, Ashley Loren; Chairperson, Graduate Committee: Carl IgoFirst-time full-time freshmen are faced with an enormous amount of new experiences in their first year in college. Student personality has been a well-established factor in retention studies. However, no studies had been conducted on what significant ways a student temperament could be used to positively impact the retention of first-time, full-time freshmen within the College of Agriculture (COA) at Montana State University (MSU). The purposive sample for this study included only students who met four criteria: (a) First-time, full-time freshmen enrolled in the AGED 140 course in the fall 2012, spring 2013, and fall 2013 semester with declared majors in the COA; (b) completed the Beginning College Survey of Student Engagement (BCSSE) during the summer 2012 orientation session; and (c) completed the Real Colors® temperament assessment during the AGED 140 course. Descriptive quantitative in design, inferential and descriptive nonparametric statistics were used to explore for relationships and statistical significance between pre-college scores and the two study instruments-the BCSSE and Real Colors®. Findings were based on the results from the two instruments and pre-college academic factors of high school GPA, SAT Verbal and Math scores, and ACT Composite scores. Results showed that the largest primary temperament was Orange, and the largest secondary temperament was equal between Gold and Blue. Gold and Green students were concerned about making friends. Students were also concerned with engaging with instructors and paying for college. Females were concerned with their time management skills. Students expected to spend 21-30 hours preparing for coursework each week. Temperament was not correlated with retention. Recommendations were that retention programs and course study groups focus on gathering students struggling in a course or multiple courses. Scholarship and other financial services that assist in paying for college should be well publicized to students. Instructors' office hours should be posted and referred to often. Instructors and advisors should be aware of the different ways in which students with different temperaments perceived their first year academic workload. Instructors should keep course assignments practical; relate course material to industry jobs; provide hands on activities; and encourage big picture thinking.