The ASEAN Journal of Education ASEAN Journal of Education

The Personality of Students Studying the Social Etiquette and Personality Development Course by Myers Briggs Type Indicators (MBTI) Theory

Anongnart Tananchai,


This study aimed to 1) investigate the personality of students according to the Myers-Briggs Type Indicator (MBTI) personality classifications, and 2) compare the personality patterns of students classified by the entrance examination channels and domiciles. The subjects in this study comprised eighty-five students taking the social etiquette and personality development course in class A1, during the first academic semester of 2014. The psychological personality test, (MBTI) Myers-Briggs Type Indicator, was used as a research tool and was provided through the Human metrics Jung Typology Test™ Instrument website. The data analysis was conducted in terms of percentage and frequency of distributions. The findings revealed that twelve patterns of students’ personality were found from all sixteen patterns. These patterns were divided into seven revealed personality patterns consisting of ESFP, ESTP, ESTJ, ESFJ, ENFP, ENFJ and ENTJ, and five concealed personality patterns consisting of ISTJ, ISFJ, INFJ, INTJ and INFP. The most prevalent revealed personality was ESFJ, followed by ENFJ, while the most prevalent concealed personality was INFJ. With reference to a comparison between the personality traits and the entrance examination channels, the students who passed with the Admission were more than those who took the entrance examination. The equally represented revealed personality patterns were found in both groups. In relation to a comparison between the personality traits and the domicile, most students were from the northeastern region of Thailand. The revealed personality patterns were found in every region, except the southern and the eastern regions. In conclusion, the results of this study can be used for the students’ personal and social development in order that they can be the people with the right personality according to their profession.


  Personality is an important indicator of students’ adjustment ability, especially the first year students who must spend their time studying four or five years in the university before  they  find  a  job  after  graduation. Therefore,  the  teachers  need  to  understand  the students’ personality by using four-dimension personality analysis consisting of world vision, information  perception,  decision  making,  and  living  in  a  society. Also,  the  students’ background should be taken in consideration such as domiciles, former schools, and entrance examination channels. The analysis of these data will be beneficial to the student guidance and behavior development so that they can conduct their lives appropriately in accordance with the rules of the university and society.

  The psychological personality test, Myers-Briggs Type Indicator (MBTI) was used in this study. It was constructed and developed by Isabel Briggs Myers (1990). They studied and applied  the  concept  of  personality  from  Carl  G.  Jung  (1939).  a  psychologist  and psychological  analyst  who  created  Perception  and  Judgment  Theory,  which  is  in  a psychological  type.  It  is  believed  that  variety  and  differences  can  be  found  in  human behavior. In fact, human behaviors happen systematically and consistently in accordance with human perception and decision. MBTI divides the personality traits into four dimensions, each  of  which  shows  two  opposite  traits  of  personality  (Myers,  McCaulley,  Quenk  and Hammer (1998). as the following:

  1. The dimension of world vision focuses on Extraverts-E and Introverts-I.
  2. The dimension of information perception focuses on the five senses of perception, often happening in the real world (Sensing-S) and anticipation or linkage of past experience, often happening in the imagination (Intuition-N).
  3. The dimension of making decision focuses on value of principles and reasons (Thinking-T), and value of feeling (Feeling-F).
  4. The dimension of living in a society focuses on following the rules seriously, often judging in advance (Judgment-J) and performing flexibly in relation to situations, often being opened to perceive the information.

  The results of this study provide information about the students’ personality in order to develop their personal and social characteristics for their right personality. The teachers can also  use  the  results  to  arrange  the  teaching  and  learning  activities  to  address  individual differences.


Research Methodology

  This study consisted of survey research to investigate the personality of students according  to  the  Myers-Briggs  Type  Indicator  (MBTI)  personality  classifications.   The populations of this study were eighty-five first-year students from Suan Dusit Rajabhat University  who  were  enrolled  in  the  section A1  of  the  Social  Etiquette  and  Personality Development course during the first semester of the 2014 academic year.

  The populations comprised seventy-nine females and eight males. The Myers-Briggs Type Indicator personality test, consisting of seventy-two items, was used as the study tool; the test was delivered through the Human metrics Jung Typology Test™ Instrument website. This test contains sixteen patterns of personality and provides immediate data analysis of results upon completion.   The  data  was  analyzed  using  a  descriptive  method  in  relation  to  the  MBTI  and conducted in terms of frequency and percentage to distinguish the students’ personalities.


Results and Discussion

   The findings revealed that twelve patterns of eighty-five students’ personality were found from all sixteen patterns. These patterns were divided into seven revealed personality patterns consisting of ESFP, ESTP, ESTJ, ESFJ, ENFP, ENFJ and ENTJ, and five concealed personality patterns consisting of ISTJ, ISFJ, INFJ, INTJ and INFP.

  Sixty-eight students (80%) had revealed personality patterns while seventeen of them (20%) had concealed personality patterns. The most prevalent revealed personality was ESFJ (37.79%), followed by ENFJ (27.00%), while the most prevalent concealed personality was INFJ.

  The majority of the subjects used in this study came from the northeastern region of Thailand  (41%),  followed  by  the  central  region  (22%)  and  the  northern  region  (20%).   The  rest  came  from  the  eastern,  the  southern,  and  the  western  regions,  respectively.  In relation to a comparison between the personality traits and the domicile, both revealed and concealed  personality  patterns  were  found  in  every  region,  except  the  southern  and  the eastern regions. Also, the revealed personality was found most. 

  With a reference to the entrance examination channels, it was found that forty-five students entered the university by the admission system (53%) and forty students passed the entrance  examination  (47%). The  number  of  students  entering  the  university  by  the  two channels was not entirely different because of the university policy about student recruitment plan. No difference of personality traits was found between both groups and most of them had revealed personalities.

  The findings revealed that the twelve patterns of students’ personalities were found from all sixteen patterns except ISTP, ISFP, INTP, and ENTP. These patterns were divided into five concealed personality patterns consisting of ISTJ, ISFJ, INFJ, INTJ and INFP, and seven revealed personality patterns consisting of ESFP, ESTP, ESTJ, ESFJ, ENFP, ENFJ and ENTJ. Each pattern of personality can be described as the following:

  The five concealed personality patterns;

  Pattern 1 - ISTJ: calm, serious, straightforward, hard-working, pay attention to the details, and monitoring the results

  Pattern 3 - ISFJ: silently friendly, humble, determined, and dependable

  Pattern 5 - INFJ: courteous, calm, conscientious, diligent, seeking reconciliation and persisting in principles and ideal

  Pattern 6  -  INTJ:  undependable,  determined,  self-being,  driving  himself  and  the people beside him to achieve the goals

  Pattern 7 - INFP: arrogant, courteous, curious, artistic, broad-minded, idealist, and working alone

  The seven revealed personality patterns;

   Pattern 9 - ESFP: friendly, outgoing, communicative, and compassionate

  Pattern  10 - ESTP: easygoing, energetic, risk-loving, challenge-loving, and recklessly

  Pattern  11 - ESTJ: reasonable, purposeful, courage, and eager to be the leader

  Pattern  12  -  ESFJ:  enthusiastic,  warm,  communicative,  considerate  and compassionate

  Pattern  13  -  ENFP:  enthusiastic,  imaginative,  multitalented,  communicative, considering possibility, and creative

  Pattern  15  -  ENFJ:  cheerful,  curious,  friendly,  considerate,  compassionate, conscientious, being a good speaker and having leadership

  Pattern  16  -  ENTJ:  creative,  reasonable,  working  efficiently,  straightforward, purposeful, and eager to be the leader

  The  revealed  personality  found  most  was  ESFJ.  This  pattern  of  personality demonstrates  the  person  who  is  kind,  talkative,  open-minded,  careful,  cooperative, enthusiastic, and helpful. Also, they can work very well if they receive positive reinforcement or praise and they pay attention to the concrete objects and the things affecting directly to life but they are not interested in the abstract objects or the things related to techniques. These are in accordance with the study of Srirawat (2013) which states that the ESFJ is considered a sensing judger person who is enthusiastic, warm, talkative, considerate, helpful, service-minded, and the study of whose research focused on the relation between MBTI personality pattern and learning achievement of students from nursing science faculty, Siam University, and indicated that students from nursing science faculty have the revealed ESTJ personality


  However, the concealed personality found most was INFJ. This pattern of personality demonstrates  these  people  are  successful  because  of  their  perseverance,  have  creative thinking, try their best for their work or desires, feel careful but considerate, pay respect to organization principles, respect other people, accept their mistakes in order to solve them for the benefits of society, have good work management, know well how to translate their vision to implementation, and follow their feelings and intuition. These are related to the study of who  investigated  the  personality  of  guidance  club  students  in  Mattayom  4,  Thonburi Assamchan School. The results of the study showed that the INFJ, ISFJ, and ISFP were found most.

  With reference to an analysis of MBTI personality dimensions, it was revealed that the  personality  of  students  was  considered  in  the  group  of  sensing  judger. Those  in  this category are eager to be useful to the others, like to offer service, hold responsibility for their work, feel sincere, love their family, remain conservative to their customs and traditions, like the system, like planned procedures, feel concerned about the future, and sometimes think they are disadvantaged. Furthermore, they were grouped in intuitive feeling. The personality of the people in this group is characterized by their search for their identity, imaginative thinking, warm sound to the others, paying attention to the interpersonal relations, sensitivity to critics, hope to see the better world, wish to see successful people, and look for the living improvement  ways.  It  can  be  said  that  both  groups  of  personalities  are  suitable  to  the students’ profession because the people in the field of nursing must be considerate and eager to take care of the other people.

  As related to the study of the results of study were designed for use in the following three areas:

  1. Education;  it  can  be  used  for  developing  learning  and  teaching  regarding  the students’ personality differences in order to make better understanding between the teacher and  the  students. Also,  in  relation  to  the  revealed  personality  of  the  students  who  have different domiciles and entrance examination channels, it can help the teacher get to know the students’ characteristics so that the teacher can have guidelines to assist in planning activities in the next semester. 
  2. Occupational Guidance; it can be a tool that gives advice and assists consultations with the students and the teacher or the classroom advisor in order to help the students be able to conduct their lives to meet their profession appropriately or adjust themselves better for their profession.
  3. Organizational Management; it can be a tool for selecting students for the faculty of nursing science in order to admit the students who are proper to their profession and ready to be the personnel of nursing organizations in the future. 



Hattasak,  M.  and  Ittipatanan,  S.  (2002). A  Study  of  Personality  of  Students  of  Bangkok University  with  the  Use  of  Myers-Briggs Type  Indicator:  MBTI.  BU Academic Review, 3(1), 41-51.

Jung, Carl G. (1939). The Integration of the Personality. Newyoek, NY.: Ferrar & Rinehart. Marcic, D. and Seltzer,J. (1998) . Organizational Behavior : Experiences and Cases (5 th  ed). Cincinnati, OH: South – Western College.

Myers, I. B., McCaulley, M. H., Quenk, N. L. and Hammer, A. L. (1998). Manual: A guide to The  development  and  use  of  the  Myers-Briggs  Type  Indicator.  Palo Alto,  CA: Consulting Psychologist Press.

Myers, I. B. and Myers, P. (1990). Gifts Differing. Palo Alto, CA: Consulting Psychologists Press.

Srirawat, P. (2012). Characteristics of school administrators office of educational service area 2 Kamphaenphet District. (Independent Study) Naresuan University, Bangkok.



  Anongart Tananchai,

    Suan Dusit University

    295 Nakhon Ratchasima Road, Dusit, Dusit, Bangkok

Key words: personality , theories of Myers Briggs Type Indicators, Admission
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