Personality correlates of academic seminar behaviour: A study of four instruments

Abstract University students were rated six times by five tutors over three years on a number of dimensions which were demonstrated to be internally and longitudinally reliable. These ratings referred to their seminar behaviour, the probabilistic final examination outcome, weekly attendance and the number of essays written. At the beginning of their course over a number of years, students complete a number of established personality tests including the Eysenck EPQ, the Learning Style Questionnaire, the 16 PF, and the Myers-Briggs Type Indicator. The personality test scores were correlated with seminar behaviour. A predictable pattern emerged which suggests that individual differences were clearly related to seminar behaviour, including attendance and essays written and estimate of final grade.

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