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Volume 24, Issue 147 (5-2025)
Journal of Psychological Science 2025, 24(147): 155-174 |
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Sabbagh Y, Sabet M, Abolmaali K. (2025). Comparing the effectiveness of schema-based training and Myers/Briggs personality typology training on academic adaptation of Imam Javad University students in Yazd city. Journal of Psychological Science. 24(147), 155-174.
URL: http://psychologicalscience.ir/article-1-2243-en.html
URL: http://psychologicalscience.ir/article-1-2243-en.html
Assistant Professor, Department of Psychology, Roudehen Branch, Islamic Azad University, Rudehen, Iran , Mehrdadsabet@yahoo.com
Abstract: (417 Views)
Background: Academic adaptation is one of the most influential factors in academic performance and the determination of the impact of multiple interventions on students’ academic adjustment has been the subject of various studies with different results reported; in some instances, improvement in academic adjustment is reported with instruction based on schema and in others with Myers-Briggs personality typology instruction; however, no study has addressed a comparative exploration of these two approaches and their result on academic adjustment.
Aims: The aim of this research was to compare the effectiveness of Myers-Briggs type indicator personality training and schema-based instruction on the academic adaptation of students.
Methods: The present research method was a quasi-experimental pre-test and post-test with a control group, along with a two-month follow-up. The statistical population included all students of the Imam Javad University in Yazd in 2023, out of which 60 were selected using a convenience sampling method. Out of these, 20 were placed in a control group and 20 in each experimental group. The Academic Adjustment Questionnaire (Baker & Siriyak, 1984) was used for data collection. For the experimental groups’ intervention, the educational packages of Katharine Myers and Linda Kirby’s personality typology translated by Arsam Hordad (2021) and the schema-based teaching package (Young et al., 1950) were used. However, no intervention was received by the members of the control group.
Results: The findings indicate that both schema-based training and Myers/Briggs personality typology training lead to an increase in academic adaptation among students (p< 0.05). Furthermore, the results demonstrate a significant difference in the effectiveness of schema-based training and Myers/Briggs personality typology training on academic adaptation. The schema-based training was found to be more effective in enhancing academic adaptation compared to Myers/Briggs personality typology training. This suggests that the approach based on schema may have a greater impact on improving students' adaptability within the educational context. These findings contribute to the understanding of the comparative effectiveness of different training methodologies in fostering academic adaptation among students.
Conclusion: The most important application based on the findings obtained from this study is the development and optimization of education and training programs based on Myers/Briggs personality to improve the academic adjustment of students. Also, the findings of this research can be a guide for educational managers on how to design appropriate and effective strategies to improve the academic adaptation of their students and learners.
Aims: The aim of this research was to compare the effectiveness of Myers-Briggs type indicator personality training and schema-based instruction on the academic adaptation of students.
Methods: The present research method was a quasi-experimental pre-test and post-test with a control group, along with a two-month follow-up. The statistical population included all students of the Imam Javad University in Yazd in 2023, out of which 60 were selected using a convenience sampling method. Out of these, 20 were placed in a control group and 20 in each experimental group. The Academic Adjustment Questionnaire (Baker & Siriyak, 1984) was used for data collection. For the experimental groups’ intervention, the educational packages of Katharine Myers and Linda Kirby’s personality typology translated by Arsam Hordad (2021) and the schema-based teaching package (Young et al., 1950) were used. However, no intervention was received by the members of the control group.
Results: The findings indicate that both schema-based training and Myers/Briggs personality typology training lead to an increase in academic adaptation among students (p< 0.05). Furthermore, the results demonstrate a significant difference in the effectiveness of schema-based training and Myers/Briggs personality typology training on academic adaptation. The schema-based training was found to be more effective in enhancing academic adaptation compared to Myers/Briggs personality typology training. This suggests that the approach based on schema may have a greater impact on improving students' adaptability within the educational context. These findings contribute to the understanding of the comparative effectiveness of different training methodologies in fostering academic adaptation among students.
Conclusion: The most important application based on the findings obtained from this study is the development and optimization of education and training programs based on Myers/Briggs personality to improve the academic adjustment of students. Also, the findings of this research can be a guide for educational managers on how to design appropriate and effective strategies to improve the academic adaptation of their students and learners.
Type of Study: Research |
Subject:
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Received: 2023/11/21 | Accepted: 2024/07/22 | Published: 2025/02/25
Received: 2023/11/21 | Accepted: 2024/07/22 | Published: 2025/02/25
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This work is licensed under the Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International (CC BY-NC-ND 4.0) License. |
This work is licensed under the Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International (CC BY-NC-ND 4.0)