Longitudinal Study: MBTI, Academic Performance, and Engineering Success in Canadian Graduates

Abstract

At the moment, Western Ontario University is in the process of carrying out a longitudinal study that will last for a total of seven years. The primary objective of this study is to compile data regarding the academic performance and overall satisfaction experienced by engineering students after they have graduated from the university's program. In addition, the purpose of this study is to investigate whether or whether the MBTI personality types of the individuals are connected to these aspects. According to the findings of a study that followed a group of students for seven years, the students who had the personality type I-TJ had a greater likelihood of experiencing academic success in their first year of school. This was the case even among students who had lower academic talents. Furthermore, when a comparable number of American students from various cultural backgrounds are compared to a cohort of Canadian acceptance students, it is evident that the former exhibit a higher level of intellectual prowess than the latter do. People whose personalities fall into the INTJ category are more likely to get a bachelor's degree, according to data collected during the first five years of the cohort's graduation. It is also abundantly obvious that I-TJs constitute a disproportionately large share of the population of people who go on to pursue degrees in engineering. There is also information offered regarding the various MBTI personality types and how they influence students' decisions regarding the subfield of engineering to study.