Student Research Symposium Program Portal: Submission #210

Abstract Despite the contemporary and societal trend of focusing on MBTI personality types, currently, only a small number of studies have been conducted to identify the factors that influence an individual’s academic achievement. This study seeks to reveal the unresearched perspective pertaining to the effects a person’s MBTI personality type has on their academic achievement in school. In order to achieve this, a survey was given to over 100 students in high school, ranging in age from 14 to 18 years old. Consequently, the survey required each participant to take one online survey, including the Myers-Briggs Type Indicator test by Isabel Briggs Myers and her mother, Katherine Cook Briggs. Additionally, a form will consist of questions pertaining to the individual’s demographics, GPAs, and academic achievement. The raw data were then analyzed, and conclusions were drawn based on each participant’s primary MBTI and academic fulfillment. The experiments’ outcomes offer a myriad of applications, especially in relation to teenagers, which can be extremely advantageous for providing a comprehensive understanding regarding the factors that affect an individual’s academic endeavors. Furthermore, as aforementioned, this experiment identifies the unresearched perspective concerning how a person’s MBTI influences their scholastic accomplishments, thus allowing for personalizations, whether it be in learning methods or academic motivation. When concluding this investigation, accurate data and results culminated, in cogent insight into how certain MBTI types can affect an individual’s academic fulfillment and motivation. Nevertheless, extensive research beyond this experiment needs to be performed in order to increase lucidity and eliminate any limitations.