“Significant differences were verified for Humility-Pride, favouring the Engineering and Computer Science group compared to the Nutrition one. Individuals showing this pair use to be ambitious and aggressive being, in addition, capable to subordinate their own interests to the group.” (p.608) “Regarding the Humility-Pride pair, Psychology students seem to be ambitious and individualist, being in […]
“Students in the arts/humanities majors were high in openness to experience, business students scored lowest in emotionality, science students scored low in extraversion, and helping/child-focused students scored high in honesty– humility, extraversion, and emotionality.” (p.80) “As compared to other students, business students reported lower levels of honesty–humility and emotionality, and higher levels of extraversion. Science […]
“The Dark Triad traits (i.e. narcissism, psychopathy, and Machiavellianism) have been associated with the desire for power, status, and social dominance in the workplace, and these desires have been hypohtesized to draw Dark Triad individuals towards occupations affording such outcomes...Economics/business students had high Dark Triad scores and psychology students had the lowest Dark Triad scores.” […]
“International business majors score significantly higher in achievement motivation than any other majors, and computer information systems (CIS) students score significantly lower than any other majors...Accounting majors score significantly higher in conformity than any other majors, CIS students are statistically the second highest, and economics students score significantly lower than any other majors, with international […]
“The results from the present review indicate that substantial personality group differences across academic majors exist...Consistent findings across studies were that students of arts/humanities and psychology scored high on Neuroticism and Openness; Students of political science scored high on Openness; students of economics, law, political science and medicine scored high on extraversion; students of medicine, […]
“Arts/humanities students scored significantly higher on Agreeableness (than law and economics students), neuroticism (than medicine and economics students), and openness (than medicine, law, economics, and science students), and lower on Conscientiousness (than medicine and psychology students)...Economics students scored significantly lower on Agreeableness (than medicine, psychology, science, and arts/humanities students) and Neuroticism (than psychology and arts/humanities […]
“Results showed that IBLE had enhanced students’ learning, most significantly on their affective development, including increased motivation, broadened understanding, and augmented career awareness.” (p.729) “The results of this study show that VC supported e-mentoring was at least as effective as regular mentoring.” (p.747) Li, Q., Moorman, L., & Dyjur, P. (2010). Inquiry-based learning and e-mentoring […]
“It was seen that the e-mentoring program had positive influence on their professional development besides the formal education given to the participants. The e-mentoring program helped students, academicians and graduates share their knowledge and experience with each other and develop their social networks. The participants had the opportunity to view their career as a whole […]
“The mentors reported that the e-mentoring experiences most commonly encouraged the students to provide professional presentations, engage in research activities and publish professionally. They also felt that the mentees were more willing to provide professional presentations, take on professional association roles or responsibilities and seek out other mentors” (p.314) Doyle, N., Jacobs, K., & Ryan, […]
“Most participants claimed to have benefited emotionally and intellectually from using telecommunications networks for professional development and support.” (p.733) Yang, S. C., & Liu, S. F. (2004). Case study of online workshop for the professional development of teachers. Computers in Human Behavior, 20(6), 733–761. http://dx.doi.org/10.1016/j.chb.2004.02.005.