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PubMed1986

Personality and problem gambling.

Matched groups of problem and social gamblers were compared in terms of their locus of control and their responses to the Myers Briggs Type Indicator. Contrary to previous studies no significant differences occurred on the locus of control measure. It was hypothesized that problem gamblers would be more extraverted and intuitive than social gamblers. However, none of the four scales on the Myers Briggs Type Indicator showed a significant difference between the groups. These findings and the results of earlier studies are compared and discussed. Earlier studies are difficult to interpret because of inappropriate or inconsistent controls. It is suggested that future personality studies of problem gamblers differentiate between different types of gambling and different types of problem gamblers.

Adult↗
PubMed2004

[The influence of phychological features and learning styles on the academic performance of medical students].

BACKGROUND: The degree of difficulty we experience while learning different concepts and skills depends, among other things, on our psychological features and learning style. This may be particularly true for medical students, whose formation involves the acquisition of multiple cognitive, affective and psychomotor skills. AIM: To assess whether the psychological features and learning styles of medical students are associated with their academic performance. SUBJECTS AND METHODS: The psychological preferences and learning styles of 66 students of the 2001-graduating cohort were determined with the Myers Briggs Type Inventory (MBTI) and the Kolb Learning Style Inventory (LSI), respectively. The academic performance was assessed by the Calificación Médica Nacional (CMN), Chile and by the marks obtained during the Basic (1st to 3rd), Preclinical (4th and 5th) and Clinical (6th and 7th) years of undergraduate training. RESULTS: The psychological features, together with the sex of students were found to be associated with the performance in the Preclinical and Clinical years, and to the CMN. In men, the interest and ability to communicate with people and the concern for harmony, and in women the tendency to function in a systematic and orderly way are the features associated to high academic performance. No associations were found between learning styles and academic performance. CONCLUSIONS: The finding that the psychological preferences of medical students are relevent to their academic performance opens a new perspective to analyze the medical education and to design programs aimed at improving learning.

Adult↗
PubMed2003

[Validity of attentional-style subscales for the Japanese version of the Test of Attentional and Interpersonal Style (TAIS)].

The six attentional-style subscales of the Test of Attentional and Interpersonal Style (TAIS, Nideffer, 1976) have been used mainly in the sport psychology area to investigate the relationship between attentional abilities and performance. This study assessed the validity of the Japanese version of the TAIS attentional-style subscales with 157 male and 163 female students. A confirmatory factor analysis failed to validate Nideffer's attentional dimension of bandwidth (narrow to broad attention) and direction (internal to external). The findings replicate previous studies which showed that the structure of the TAIS attention-related subscales is not reasonable and its factorial validity does not meet the needs of psychometrics.

Adolescent↗
PubMed1976

"Dieters" and "vomiters and purgers" in anorexia nervosa.

Thirty-one females with primary anorexia nervosa were studied by means of a retrospective analysis of hospital notes. The patients were divided into 2 groups. The first group consisted of subjects who had become emaciated solely because of dieting, food refusal and excessive exercising ("dieters"); the second of those who had used additional means to bring about weight loss such, as habitual vomiting and the abuse of purgatives ("vomiters and purgers"). Most "dieters" were intense, introverted, socially withdrawan individuals whose anorexia behaviour had started in response to psychological stress. They had become completely preoccupied with thoughts of food, eating and losing weight. Several did well in treatment, and recovered fully from their anorexic symptoms. "Vomiters and purgers", on the other hand, were more outgoing in respect to personality. Most had previously been obese and, as they had been unable to keep themselves thin by simply abstaining from food, they had learnt to use other means to control their weight. These latter patients did less well in treatment. They continued to experience difficulty in controlling their weight, and the majority persisted with their abnormal behaviour.

Adolescent↗
PubMed2002

[Effect of transcranial electric stimulation on the adaptation state].

The influence of transcranial electrostimulation was studied in medical students considering their adaptation response type (training, activation, stress), reactivity level, psycho-physiological and vegetative status. The transcranial electrostimulation was effective in subjects with the adaptation response involving training and activation, and had no effect when stress was combined with vagotonic prevalence. The transcranial electrostimulation assists to improvement of the students' psycho-physiological indexes and to increase of their reactivity level.

Adaptation, Psychological↗
PubMed2003

[Psychological types and learning styles of students entering medical school at the Pontificia Universidad Católica de Chile].

BACKGROUND: Psychological type and learning style influence the way students perceive and process information. However, research in medical education in Chile still does not put enough emphasis in the study of these variables. AIM: To characterize the psychological types and learning styles of the students admitted to a Medical School. SUBJECTS AND METHODS: The Myers Briggs Type Indicator (MBTI) and the Kolb's Learning Styles Inventory (IEA) were administered to the 270 students admitted from 2000 to 2002 to the medical school of the Pontificia Universidad Católica de Chile. RESULTS: Fifty five percent of our students are concentrated in 4 of the 16 psychological types described. These students are characterized by the ability to base their decisions upon logical and objective reasoning (Thinking [T]) and to face life in a structured and decided way (Judging [J]). Only 10% of the students have preferences opposite to T and J. These students base their decisions on the preservation of harmony and teamwork (Feeling [F]) and have a flexible attitude towards life (Perceiving [P]). The remaining 35% have types with pairs of preferences TP and FJ. With regard to learning styles, more than two thirds of our students are Assimilators or Convergers. These learners tend to assimilate large amounts of information and abstract the main concepts, rather than to pay attention to concrete details. In general, our students are more reflective than active; they evaluate thoroughly all alternatives before making a decision. CONCLUSIONS: The psychological types and learning styles of medical students cluster around specific patterns whose features may either favor or hamper a specific learning. Knowledge of the differences in psychological types and learning styles of students may provide teachers with a new and valuable tool for improving learning and contributing to the academic success of students.

Adolescent↗
PubMed2005

Personality does not influence exercise-induced mood enhancement among female exercisers.

AIM: The present study investigated the influence of personality on exercise-induced mood changes. It was hypothesised that a) exercise would be associated with significant mood enhancement across all personality types, b) extroversion would be associated with positive mood and neuroticism with negative mood both pre- and post-exercise, and c) personality measures would interact with exercise-induced mood changes. METHODS: Participants were 90 female exercisers (M=25.8 y, SD=9.0 y) who completed the Eysenck Personality Inventory once and the Brunel Mood Scale before and after a 60-min exercise session. Median splits were used to group participants into 4 personality types: stable introverts (n=25), stable extroverts (n=20), neurotic introverts (n=26), and neurotic extroverts (n=19). RESULTS: Repeated measures MANOVA showed significant mood enhancement following exercise across all personality types. Neuroticism was associated with negative mood scores pre- and post-exercise but the effect of extroversion on reported mood was relatively weak. There was no significant interaction effect between exercise-induced mood enhancement and personality. CONCLUSIONS: Findings lend support to the notion that exercise is associated with improved mood. However, findings show that personality did not influence this effect, although neuroticism was associated with negative mood.

Adolescent↗