Document Type
Research Paper
Abstract
The purpose of this study was to examine how 3 aspects of personality (self-esteem, agreeableness. and self-concept clarity) relate to female students· designation of a teaching versus non-teaching major. As part of an experiment on attitude change, students completed measures of self-esteem, agreeableness, and self-concept clarity, along with a demographic questionnaire. Female education majors (!1 = 54) had higher self-esteem and agreeableness than female non-education majors (!1 = 77). Self-concept clarity tended to be higher in education majors than non-education majors, although this difference was not statistically significant. These findings are encouraging because they imply that education majors have valuable and important qualities, such as self-esteem and agreeableness. These results support previous research that has found college major and career choice often overlap with personality. Recommendations for future research and implications for counselors in academic and career settings are discussed.
Publication Date
2000
Journal Title
Conference Proceedings: Undergraduate Social Science Research Conference
Volume
4
Issue
1
First Page
78
Last Page
82
Copyright
©2000 by the University of Northern Iowa
Language
en
File Format
application/pdf
Publisher
University of Northern Iowa
City
Cedar Falls, IA
Recommended Citation
Eshbaugh, Elaine M. and Harton, Helen C.
(2000)
"Teaching vs. Non-Teaching Majors: How Closely Linked are Personality Factors and Teaching Designation,"
Conference Proceedings: Undergraduate Social Science Research Conference: Vol. 4:
Iss.
1, Article 12.
Available at:
https://scholarworks.uni.edu/csbsproceedings/vol4/iss1/12
