Iranian Journal of Medical Education

Introduction: Review of the literature shows that numerous studies have been carried out on determining personality type and its relationship with academic achievement. Nevertheless, none has examined the correlation between Myers/Briggs personality types and academic achievement. Thus, the purpose of this study was to determine Myers/Briggs personality profiles and its correlation with academic achievement at Tabriz University of Medical Sciences.

Methods: The statistical population of this descriptive correlational study included all students of Tabriz University of Medical Sciences in 2014-15 academic year. Sample size was set at 150 and participants were selected using convenience sampling method. Research tools were Myers/Briggs type indicator (M form) and students’ grade point averages. Data were analyzed using correlation matrix and stepwise multiple regression.

Results: The most common personality type was Extrovert/Intuitive/Thinking/ Judging (ENTJ) type (22.7%) and the least common was Introvert/Intuitive/Feeling/Perceiving (INFP) type (0.7%). A significant reverse correlation was found between extroversion and academic achievement (p=0.011, r= -0.207). Regression analysis indicated that introversion accounted for 4% of the dispersion of academic achievement.

Conclusion: Results suggest that personality is one of the essential dimensions of human growth and development which plays a pivotal role in one’s success. Hence, learners’ personality types should be introduced into educational planning.