Abstract:
As part of a self-assessment model in the University Foundations Course at the University of Nebraska, freshmen students were asked to rate the importance of 86 academic goals to their own college programs. At the same time, they completed the Myers-Briggs Type Indicator from which one of the four temperament types was identified for each student.
The goals selected or rejected by students of each temperament type were closely related to the general characteristics of their temperaments, but very different from those goals selected or rejected by students of other temperaments. These outcomes indicate once more the need to consider personality types in the development of educational programs.
Keywords:
academic goals, personality type
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