Tidigare forskning kring personlighet och utbildningsval har bedrivits i flertalet länder, men inte i Sverige så vitt vi vet. Vårt syfte med den föreliggande studien var att åtgärda denna kunskapslucka inom svensk akademi. Ytterligare ett syfte var att undersöka om det fanns ett samband mellan studenternas personlighet och hur svår de upplever sin utbildning. Följande frågeställningar formulerades: 1) Skiljer sig personlighet mellan olika akademiska utbildningsgrupper? 2) Finns det samband mellan personlighet och hur svår studenten upplever utbildningen? Deltagarna var studenter och före detta studenter vid svenska högskolor och universitet. Det totala antalet svarande i studien var 114 personer (56% kvinnor). Enkäten som användes bestod av två personlighetstest: IPIP-120 (International Personality Item Pool) (chronbachs alpha α mellan .87 till .90) som mäter personlighet enligt femfaktormodellen samt PID-5 (The Personality Inventory for DSM-5) (chronbachs alpha α mellan .76 till .89). Insamlade data analyserade i SPSS med hjälp av de statistiska verktygen envägs-anova, oberoende t-test, Pearsons korrelation (r) samt regressionsanalys. Resultaten visade att 1) det personlighetsdrag som urskilde sig mest var openness. Den största skillnaden noterades mellan studenter inom personal och beteendevetenskap samt data och IT där beteendevetare hade högre medelvärde av openness fasetter intellect och emotionality. 2) Resultatet visade att personlighetsdraget neuroticism bäst predicerade studentens upplevda svårighet och att sambandet var positivt. Det resultat föreliggande studie visat menar vi skulle kunna vara till nytta vid förbättring och utveckling av framtida akademiska utbildningar. / Research on the relationship between personality and academic majors has been conducted in some countries, but not in Sweden to the extent of our knowledge. Our aim with this study is therefore to cover this knowledge gap in Swedish academy. Another purpose was to explore if there was a relationship between a students' personality traits and how difficult they found their education. The following questions were formulated: 1) Does personality differ between groups in various academic majors? 2) Is there a connection between a student's personality and the perceived difficulty? The participants were students and former students at Swedish universities. The total number of participants was 114 (56% women). The survey used consisted of two personality-tests: IPIP-120 (International Personality Item Pool) (chronbachs alpha α ranged from .87 to .90) that measures personality according the Big-five theory, and PID-5 (The Personality Inventory for DSM-5) (chronbachs alpha α ranged from .76 to .89). The collected data was analyzed with SPSS and the statistical tools: One-way ANOVA, independent t-test, Pearsons correlation (r) and regression analysis. Our results showed that, 1) the personality dimension that differentiated the most were openness, this between behavioral science students and computer science students, where the behavioral science students had the highest openness scores. 2) The result also demonstrated that the trait neuroticism was the best predictor of how difficult the students experienced their education. The results of this study could be very useful in the development and improvement of future universities and educations.

Given extensive research highlighting the benefits of need-supportive practices and need satisfaction, it seems likely that academic advisors who use practices found to be need-supportive in classroom, work, and other contexts, will foster students’ perceived autonomy and competence toward the academic major decision-making process and facilitate longer-term goals of enhancing motivation and satisfaction with their academic coursework. A longitudinal study was conducted in order to examine the stability in perceptions of college students' academic major decision-making experience over time as a function of need-supportive advising. The study also examined the stability in satisfaction and motivation outcomes as a function of need-supportive advising over time. Participants included undecided students who completed an online survey at three time points during either the 2012-2013 or 2013-2014 academic year. The online survey included measures assessing perceptions of advisors' needs-supportive practices, students' autonomous and competent decision-making, satisfaction with and motivation for coursework, and subjective well-being, as well as demographic characteristics. Analyses on several models were performed using Mplus version 6.12. Results suggest need-supportive advising at the beginning of the academic year predicts improved academic satisfaction, academic efficacy, subjective well-being, and value toward coursework toward the end of the academic year particularly when advising sessions satisfy students need for competence throughout the year which, in turn, provides students with increased competence about choosing an academic major. Implications and future directions are discussed. / text

The primary purposes of present study were 1) investigation of epistemological beliefs held by preservice teachers, 2)investigation of relationship between pre-service teachers&rsquo / environmental literacy and their epistemologicalbeliefs,3)investigation of predictors of pre-service teachers&rsquo / intentions to act environmental behavior. Secondary purpose of the study was to investigate effect of gender, academic major, and grade level on environmental literacy of pre-service teachers. This study was carried out during the spring semester of2008. Sample of this study constituted 560 pre-service teachers from a public university in Ankara. In this study data was obtained from the administration of Turkish versions of Schommers&rsquo / Epistemological Belief Questionnaire and Environmental Literacy Questionnaire. The data were analyzed by using factor analysis, correlational analysis, multiple regression analysis, and multivariate analysis of variances (MANOVA). We found five epistemological belief factors which indicated that pre-service teachers held multidimensional epistemological beliefs.Epistemological belief components, innate ability and quick learning, were significantly related with behavior component of environmental literacy. Innate ability, quick learning dimensions of epistemological beliefs and environmental attitude, concern were investigated to be the predictors of behavior. mean scores of pre-service teachers&rsquo / .Moreover,results of this study revealed that gender / academic major and grade level have effect on environmental literacy of pre-serviceteachers.

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