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academic performance among Bachelor of Science in Electronics Engineering (BS ECE) students. A sample of 70 students completed the Myers-Briggs Type Indicator (MBTI) assessment and provided academic performance data. Statistical analyses using Microsoft Excel examined associations between MBTI types and achievement. Overall, sensing and introverted types like ISTJ and ISFJ were most prevalent while intuitive, extroverted types were uncommon. The highest academic scorers frequently exhibited introverted, sensing, feeling traits such as ISFJ. Lower performers sometimes showed opposite extraverted, thinking types like ESTJ. Results indicate certain personality profiles may be drawn to engineering fields where they can thrive. However, variations emerged even among poorer scorers. Differences in thinking versus feeling dimensions also distinguished top and bottom achievers. While insightful, the small sample size limits generalizability. Assessing more undergraduate year levels could provide additional perspectives. Findings imply tailoring instructional methods to traits like introversion or thinking may optimize student engagement and learning. Monitoring personality development throughout engineering curricula may also support retention. Further research on personality's interaction with program demands over time is needed. Exploring larger samples across multiple cohorts and degrees could reveal more patterns. This initial investigation fills a knowledge gap, but expanded studies using bigger samples will deepen understanding of links between personality and performance in engineering education.
Paredes et al. (Sun,) studied this question.