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The role and performance of teachers during their classroom interaction are hugely affected by their personality types. Accordingly, the goal of this research was to investigate whether a significant relationship exists between the adversity quotient and self-efficacy of introverted and extroverted EFL teachers’. Utilizing the Eysenck Personality Inventory among a number of teachers who took part in this study (i.e., nonrandom convenience sampling), 120 participants were originally selected for the present study and subsequently responded to the Teachers’ Sense of Efficacy Scale (OSTES) and the Adversity Quotient Profile (AQP). However, in the preliminary descriptive statistics, four outliers disrupting the normality of the scores had to be removed leaving 116 final participants (29 introvert males, 29 introvert females, 29 extrovert males, and 29 extrovert females). Ultimately, a Pearson correction and linear regression were run. The findings portrayed a significantly positive correlation between introvert and extrovert EFL teachers’ adversity quotient and self-efficacy. The results of this study could be employed to guide and inform teachers about their personal level of AQ and SE with respect to their standing in the extro-/introversion continuum while the study may also bear implications at the institutional level for both the process of teacher recruitment and in-service training.

The role and performance of teachers during their classroom interaction are hugely affected by their personality types. Accordingly, the goal of this research was to investigate whether a significant relationship exists between the adversity quotient and self-efficacy of introverted and extroverted EFL teachers’. Utilizing the Eysenck Personality Inventory among a number of teachers who took part in this study (i.e., nonrandom convenience sampling), 120 participants were originally selected for the present study and subsequently responded to the Teachers’ Sense of Efficacy Scale (OSTES) and the Adversity Quotient Profile (AQP). However, in the preliminary descriptive statistics, four outliers disrupting the normality of the scores had to be removed leaving 116 final participants (29 introvert males, 29 introvert females, 29 extrovert males, and 29 extrovert females). Ultimately, a Pearson correction and linear regression were run. The findings portrayed a significantly positive correlation between introvert and extrovert EFL teachers’ adversity quotient and selfefficacy. The results of this study could be employed to guide and inform teachers about their personal level of AQ and SE with respect to their standing in the extro-/introversion continuum while the study may also bear implications at the institutional level for both the process of teacher recruitment and in-service training. [ABSTRACT FROM AUTHOR]

In this research, researchers aims to find out the problems and causes of introverted students and introverted students' strategies in speaking English. Researchers used descriptive quantitative methods. In the first questionnaire researchers used a random sampling technique, in which 104 students of SMAN 4 Bengkulu in the Science majors grades 10 and 11 became the sample. And for the second and third questionnaires researchers used a purposive sampling technique, in which 67 students were categorized as introverts. The results of the study showed that introverted students have many problems in speaking English. The problem that most introvert students face is pronunciation problems in speaking English, with a total average of 2.01; then followed by the problem of lack of vocabulary (2.02); and the problem of lack of confidence (2.07). Researchers also found several causes of introverted students' speaking problems, namely students accustomed to using their mother tongue when forced to speak English (2.02) as the dominant cause based on the total average result; feeling lost the topic when speaking English (2.11), and feeling stuck in thinking (2.16). Then the last result, there are three strategies used by introverted students to overcome speaking problems. Metacognitive as the dominant strategy used by introvert students in overcoming speaking problems, the strategy is paying attention (3.25), then followed by cognitive strategies regarding practice strategies (2.79) and the socio-affective strategy regarding cooperative strategies (2.71). The problems and causes that most introvert students face in speaking English are pronunciation problems and students are used to using their mother tongue when they feel pressured. Furthermore, introverted students used many strategies with moderate mean total.

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Active learning is the new standard for teaching in higher education. As more faculty seek to expand their teaching practices by including active-learning activities that promote higher levels of learning, many are doing so in small doses by temporarily postponing traditional lectures in favor of group activities. While there is evidence demonstrating that active-learning practices can facilitate higher performance and information retention, our previous work showed that social personality differences can affect an individual's performance in group-oriented active-learning exercises. The results from this work indicated a possible dose-dependent effect driving the correlations observed between performance and social personality compared with passive lectures. This study builds on our previous work by analyzing whether hosting comparatively few active-learning classes is leading to a dose-dependent effect on student performance by personality type in the active-learning setting. Our findings from this research demonstrate that social personality-based differences in performance on topics taught using active learning diminish with increased exposure to active learning. We also found that students of all personality types perform better on memorization-based questions than on higher-order questions in general, but their performance on higher-order thinking questions improved after participating in active learning. [ABSTRACT FROM AUTHOR]

A personality is a blend of an individual's psychological characteristics and qualities, displaying human behaviour. Recently, the development of computational models for personality recognition has received research scientists' attention. Prior studies on personality trait prediction have used machine and deep learning techniques, which perform feature extraction but do not retain long-term dependencies. In this study, we apply a deep learning model, namely BiLSTM, that can maintain long-term dependencies in both forward and backward directions for personality prediction on a benchmark essay dataset. The suggested model outperforms current strategies in classifying the user's personality attributes. With this research's findings, firms may make better judgments about hiring personnel. They may also use the research findings to choose, manage, and optimize their strategies, activities, and commodities. [ABSTRACT FROM AUTHOR]

Pembelajaran dan pembiasaan bahasa Arab di Pondok Pesantren Daarul Ma’arif Pasawahan Purwakarta diwarnai dengan adanya perbedaan yang menonjol pada kepribadian santri yang introvert dan ekstrovert. Perbedaan tersebut secara langsung atau tidak langsung berpengaruh terhadap capaian mereka dalam memperoleh keterampilan berbahasa Arab. Penelitian ini bertujuan untuk mengidentifikasi kepribadian santri antara yang introvert dan ekstrovert, kemudian mengetahui dampaknya terhadap pemerolehan bahasa Arab, serta problematika yang dihadapi oleh keduanya. Metode penelitian yang digunakan adalah kualitatif deskriptif dengan langkah-langkap pengambilan datanya adalah observasi, wawancara, angket, dan dokumentasi. Hasil yang diperoleh dari penelitian ini yaitu santri dengan kepribadian introvert mengalami kendala dalam pemerolehan bahasa Arab disebabkan oleh rasa malu yang sangat tinggi sehingga kesulitan dalam mempraktikkan bahasa Arab secara langsung, hal ini juga dipengaruhi karena kurangnya mereka dalam berinteraksi secara sosial sehingga penguasaan dan pengalaman terhadap kosakata kurang terpenuhi dengan baik. Santri dengan kepribadian ektrovert juga mengalami kendala dalam pemerolehan bahasa, mereka terkendala dengan penguasaan kosakata dan juga pemahaman dan penguasaan terhadap kaidah bahasa Arab.

This study is aimed to investigate the distinction level of writing anxiety between introvert and extrovert English-language (EFL) students. A qualitative case study methodology was utilized to explore a phenomenon within its authentic setting. A modified edition of the Second Language Writing Anxiety Scale (SLWAS) questionnaire was developed by Y.-S. Cheng (2004). The study's participants were categorized based on their personality traits as either introverts (n=29) or extroverted (n=29), categorized according to their personality types. The results showed that introverted individuals have a higher level of anxiety in writing context, with an average score of 3.38. In addition, the results showed the relationship between personality traits and writing anxiety among EFL students. In conclusion, this study found that personality traits like introversion and extraversion can affect writing anxiety and performance. It's important to recognize and address these variations to support individuals with different personality types in improving their writing skills and reducing writing-related anxiety.

Introvert stereotypes that has developed in society construct them as flawed personalities. This negative perception is closely linked to the “Extrovert Ideal” which places a higher value on extroverted personalities. Over time, introvert stereotypes have continued to evolve, especially with the widespread of social media usage, like TikTok. This research aim to explain how introvert discourse developed in TikTok content. This research used a qualitative research metodh and a critical discourse analysis technique of Teun A. van Dijk. The research reveals that there is a discourse of resistance against introvert stereotypes such as introvert as quiet, shy, reclusive, and antisocial individuals, also the stereotype of introvert as an illness. The resistance against introvert streotypes manifest in three ways, satirical comedy, raising social awaress, and asserting introverts self-expression on social media.

The number of priapulid species occurring in the waters around New Zealand is uncertain, as up to four species were reported and three of them declared as doubtful. Our investigation of 28 specimens from the NIWA collection (Auckland, New Zealand) document three species. Three specimens of Priapulus tuberculatospinosus come from circum-antarctic waters. Around New Zealand, Priapulopsis australis is most abundant, less abundant is Priapulus tuberculatospinosus. Two specimens are described here as a new species, Priapulopsis papillatus sp. nov., as they deviate in several characters from the other species. These characters are the shape of the first ring teeth, presence of large, abundant and regularly arranged trunk papillae, a peculiar surface structure of the trunk and peculiarities in the posterior ringpapillae. All species are described by scanning electron microscopy and several new observations are reported. In addition to postlarval and adult specimens, 15 larval specimens are reported. The larvae resemble very much the previously described larvae of Priapulopsis bicaudatus and therefore likely belong to the genus Priapulopsis. [ABSTRACT FROM AUTHOR]

This study aims to determine the numeracy literacy skills of introverted and extroverted students in solving linear programming problems. The method used in this research is descriptive qualitative. The subjects taken were two students of class XI MIPA-2 MA Banat Tajul Ulum Brabo with details of one introvert student and one extrovert student. Data collection techniques were carried out using questionnaires, written tests, and interviews. Retrieval of research data through written tests and interviews. Based on the results of this study, it shows that introverted subjects fulfill all indicators of numeracy literacy skills, namely solving problems using various numbers and symbols related to mathematics; analyze the information presented in various descriptions (graphs, tables, charts, diagrams and so on); and trap the results of that analysis to make predictions and decisions. Meanwhile, the extrovert subject did not fulfill one of the three indicators of numeracy literacy, namely the confidentiality of the results of the analysis to make predictions and decisions.

A growing interest in studies about learners' personalities in language learning has occurred from time to time. However, there are contradictions in many studies. Some claim that extroverts are more successful in language learning, whereas some believe the opposite. Other factors may influence the learner's language learning, other than their personalities; therefore, this study explores the influence of extrovert and introvert personalities on language learning and the difference between them. The method used in this study is a literature review obtained from various research engine databases such as Google Scholar, ResearchGate, and ProQuest. The data are collected from journal articles, theses, dissertations, and books and analyzed using thematic analysis. This study found that various aspects influence the learner's achievement in language learning other than the learner's personality. The implication of this study benefits the teachers to define the best teaching method and strategy for each personality in language learning and the students to find the best learning strategy based on their personality. It also can be a reference for other researchers to conduct a study based on the same variables. [ABSTRACT FROM AUTHOR]

Background: Stress is a normal psychological, physiological, and behavioral response of any individual. It is the struggle of an individual to cope up with the situation doing more than one’s ability. It can lead to ill health over a period of time, if ignored. Personality refers to one’s behavior toward the environment and oneself. Stress can regulate personality of an individual. It may create great impact on their educational and emotional behavior in student’s life. It is essential to identify and counsel the students undergoing excessive stress and having negative personality. Aims and Objectives: The aim of this study is to evaluate perceived stress and correlate it with personality traits in undergraduate students. (i) To evaluate perceived stress in undergraduate students using Perceived Stress Scale (ii) To evaluate personality traits using Eysenck Personality Inventory Scale (iii) To classify students having different personality traits (iv) To correlate perceived stress levels with different personality traits. Materials and Methods: This study evaluates perceived stress and personality in 130 nursing and paramedical students attending a corporate college. Two scales – EPI scale proposed and PSS were used. Mean, standard deviation, and Pearson’s correlation were calculated to determine the relationship between personality traits and perceived stress. Results: Mean values of neuroticism, extraversion, and lie score are greater in males than in females. Females had statistically significant higher mean stress values than males. Majority of the students were under moderate stress with 72.6% and 81.1% among male and female subjects, respectively. On comparison, percentage of neuroticism cases was higher in females (49.1%) than males (35.6%). More introvert percentages were found in male subjects compared to females. More ambivert percentages were noted in females than in males. Percentage reliability was greater in females compared to males. Conclusion: This study reveals that higher the neurotic factor greater is the perceived stress and higher the values of extraversion lower are the perceived stress values. Gender differences were noticeable in perceived stress. Hence, the aspect of counseling can be adopted accordingly to understand the psychology of the fresher’s and modulate their mind set to help them cope with academic and personal life situations in an efficient way.

The study aimed at determining the personality traits of extroversion and introversion of school leadership and evaluating their organizational management in Federal Government Educational Institutions (FGEIs). A quantitative research design along with a positivist paradigm was followed. The total population consisted of 68 school principals and 592 teachers of FGEIs in the Gujranwala, Fazaia, and Lahore Regions from which 54 principals and 381 teachers were selected using a random sampling technique. Eysenck Personality Inventory (EPI) was deployed to collect information about personality traits and data regarding organizational management, the researchers used a self-developed questionnaire. Pearson correlation r and t-tests were deployed for inferential stats. The results showed that extrovert school leaders perform their duties well as they hold a clear concept of the vision and mission of the organization, set up an accepted procedure to plan short-term and long-term goals, share responsibilities with all stakeholders following their skills, and ensure the smooth functioning of the school with the help of all stakeholders. In comparison, introverted school principals show less interest in the organizational management of their schools. Moreover, organizational management of school leadership has a positive correlation with the personality trait of extroversion and a significant difference can be seen in organizational management of an extrovert and an introvert school principal. It was recommended that the performance indicators and standards of school principals should be effectively communicated to school leadership. Introvert school leadership should be provided with the necessary psychological training to reduce this shortcoming of personality. [ABSTRACT FROM AUTHOR]

Student learning engagement and creative thinking are important in education. Based on the preliminary study result, it is known that students have a moderate to low level of student learning engagement and creative thinking. This study aims to determine the differences in student learning engagement and creative thinking in introverted and extroverted students. The study was conducted on vocational high school students in Kudus with 96 total research participants consisting of 48 introverted students and 48 extroverted students. The measuring instrument used to obtain data is using the DISC test tool, student learning engagement scale, and creative thinking scale. The results of data analysis show that there are differences in student learning engagement in introverted and extroverted students (p=0.012), where introverted students have higher levels of students learning engagement (M=90.48) than extroverted students (M=84.21). However, in the creative thinking variable, there are no differences between introverted and extroverted students (p=0.870). [ABSTRACT FROM AUTHOR]

We investigated larvae, postlarval stages and one adult of the priapulid Priapulopsis bicaudatus (Danielssen, 1869) collected in different locations in the North Atlantic between 300 and 1000 m depth. The superficial sculpture of the lorica of larvae remains unchanged in the stages investigated. We confirm the presence of frontal and laterofrontal lorica plates and the presence of first ring pharyngeal teeth with a distinct bipartition on one side. In postlarval stages, the separation of one first ring tooth into two parts could be demonstrated. All observed teeth possess receptors called tooth receptors. The paired caudal appendage, characteristic for the species, grows asymmetrically during early development. Ringpapillae appear late in development. The scalid arrangement basically corresponds between larvae and postlarval stages and can be generalized for priapulids. Additionally, scalids anterior of the primary scalids are reported in postlarval stages. [ABSTRACT FROM AUTHOR]

Learning autonomy has been widely seen as a key predictor of a language learning success. There have been many studies on learning autonomy, however, most studies do not investigate how students conduct their autonomous learning. The number of those which investigate how learning autonomy is implemented across personality type is even fewer. To address it, this article will elaborate how extrovert and introvert students managed their autonomous learning. The objectives of this article are to reveal how extrovert and introvert learners perceive autonomous learning and to know the types of activities which were done by the extrovert and introvert learners and their reasons for doing the activities. Interviews and observation were applied to collect data. The findings indicate that autonomous learning was carried out differently by both personality types. Introvert students devoted more time and focused on their solitude learning and they are more organized in doing it. On the other hand, extrovert learners chose to do the autonomous learning in groups. For them, learning in a community gave more benefits. One of the benefits was preventing them from making fossilized errors. This article also reveals that the students from both personality types used digital technology in learning independently. Yet, extrovert and introvert students used different kinds of technology and way in using it. HIGHLIGHTS: • Autonomous learning does not merely mean learning alone because it refers to self-trigger to learn, both individually and in groups • Extrovert and introvert learners have different perception and apply different strategies in implementing autonomous learning.

Background: Stress is a normal psychological, physiological, and behavioral response of any individual. It is the struggle of an individual to cope up with the situation doing more than one’s ability. It can lead to ill health over a period of time, if ignored. Personality refers to one’s behavior toward the environment and oneself. Stress can regulate personality of an individual. It may create great impact on their educational and emotional behavior in student’s life. It is essential to identify and counsel the students undergoing excessive stress and having negative personality. Aims and Objectives: The aim of this study is to evaluate perceived stress and correlate it with personality traits in undergraduate students. (i) To evaluate perceived stress in undergraduate students using Perceived Stress Scale (ii) To evaluate personality traits using Eysenck Personality Inventory Scale (iii) To classify students having different personality traits (iv) To correlate perceived stress levels with different personality traits. Materials and Methods: This study evaluates perceived stress and personality in 130 nursing and paramedical students attending a corporate college. Two scales – EPI scale proposed and PSS were used. Mean, standard deviation, and Pearson’s correlation were calculated to determine the relationship between personality traits and perceived stress. Results: Mean values of neuroticism, extraversion, and lie score are greater in males than in females. Females had statistically significant higher mean stress values than males. Majority of the students were under moderate stress with 72.6% and 81.1% among male and female subjects, respectively. On comparison, percentage of neuroticism cases was higher in females (49.1%) than males (35.6%). More introvert percentages were found in male subjects compared to females. More ambivert percentages were noted in females than in males. Percentage reliability was greater in females compared to males. Conclusion: This study reveals that higher the neurotic factor greater is the perceived stress and higher the values of extraversion lower are the perceived stress values. Gender differences were noticeable in perceived stress. Hence, the aspect of counseling can be adopted accordingly to understand the psychology of the fresher’s and modulate their mind set to help them cope with academic and personal life situations in an efficient way. [ABSTRACT FROM AUTHOR]

Music educators are responsible for teaching students with an array of personality types and must be able to reach them all. Introverted or quieter students may constitute up to 50 percent of participants in a given music class or ensemble. In this article, we discuss differences between extroverted and introverted music learners and synthesize research findings into commonsense teaching strategies that support a variety of student personalities. Music educators can make small adjustments to their existing practices to ensure all students grow and thrive, even the quieter ones. [ABSTRACT FROM AUTHOR]

This article is a reflective analysis of my own teaching methodology arising from my experience with teaching quiet law students, and reconciling this experience with a statement in Martin Seligman's Flourish, his best-selling work about positive psychology. Seligman asserts that Jean Paul Sartre's famous line "Hell is other people" in his play No Exit seems "wrongheaded" and "almost meaningless" today. This article will argue that Seligman's comments about Sartre's existentialist angst are the views of an extrovert. This article argues that much of the teaching in legal education today relies on the assumption that law students are extroverts, when the opposite is in fact often the case. It argues that catering only to extroverts is inappropriate. It explores the idea that pushing an aggressive agenda through the Socratic method of teaching diminishes the development of less aggressive legal techniques to resolve problems and ignores the learning needs of students with personalities that tend towards introversion. It argues that the Socratic method of teaching perpetuates a culture that has no place in modern legal practice. It also suggests that progressive approaches to law and dispute resolution require more contemplation, more active listening and less aggressive advocacy, and draws on the work of Susan Cain to demonstrate that recognising the needs and strengths of introverts is important in this process. [ABSTRACT FROM AUTHOR]

The purpose of this study is to determine mathematical communication skills that assessed from introvert and extrovert personality types, to determine the strengths and weaknesses of each personality type. This research is a qualitative descriptive study. The class subjects are students of SMA Kartika III-1 Banyubiru, grade XI MIPA 2 (Mathematics and Natural Science). The subjects of the research are 2 introvert and 2 extrovert personality types' students. The procedures of collecting data are written tests, interviews, questionnaires and documentation. The results of this study show that mathematical communication skills in terms of introvert personality type are able to meet 1 indicator. That is the ability to explain ideas, situations and mathematical relations in writing. In contrast, the extrovert personality type meets 2 indicators of mathematical communication skills. There is the ability to express daily events in language or mathematical symbols and the ability to read mathematical symbols. The strengths of introvert personality type are able to explain ideas verbally and in writing. Then the weaknesses are difficult to understand the problem of mathematical images and symbols. In contrast to the introvert, extrovert personality's strengths are able to understand mathematical symbols, and then its weaknesses are hard to understand mathematics questions.

Today, great a number of assessment methods have been practiced in educational systems. However, Dynamic Assessment (DA), as the modern assessment method with its emphasis on improvement and development of learning through joining teaching and assessment, is of paramount significance. Thus, one can call DA as a major and revolutionizing factor in teaching and assessment. So far, some conducted studies have dealt with the efficacy of DA on different language areas. In line with the relevant studies conducted, the present study worked on the effect of interventionist DA on introvert versus extrovert learners’ academic essay writing in English language translation students at Islamic Azad University Shahr-e-Qods Branch. As a result, it was confirmed that DA had a statistically significant effect on the academic essay writing of both Iranian introvert and extrovert EFL learners. Furthermore, there was a statistically significant difference between the performances of the extroverts vs. introverts on academic essay writing while applying interventionist DA. In other words, the extroverts had higher scores in their posttests compared to the introverts. Moreover, the results of the attitude questionnaire revealed that the extroverts had more positive attitude towards the application of DA than the introverts.

Personality is one of the factors that will affect employee performance. Civil Servants (PNS) who have individual personalities such as introverts and or extroverts can affect employee performance at certain levels. This study shows that employee personality affects their performance. Also, to examine the effect of employee personality on performance based on SKP (Employee Performance Targets). The results showed that there were significant differences between personality types on employee performance. It is found that the kind of personality Extrovert = Introvert produces the best average return based on the SKP evaluation results. In contrast, Extrovert's personality type provides the lowest average in the performance of Civil Servants, in the Agriculture Office of the City of Bogor. The excellent performance in the Regional Work Unit (SKPD), it is recommended to place employees with extrovert = introvert personality types, especially in essential positions.

The article studies the problem of biographical narrative in the novel «Measuring the World» by Austrian writer Daniel Kelman. The purpose of the research is to consider genre features of the work, to determine its literary structure, the narrative system in the context of postmodernist Austrian prose, and, in particular, the «magic realism» in Latin American literature; to illustrate how the ironic reinterpretation of traditional forms and postmodern play with mass literature cliches, the combination of an exciting plot and deep philosophical problems allow the writer to carry out the process of decoding, on account of the fact that each reader interprets the text in their own way, subject to their knowledge and worldview. Portraying the fate of two German science geniuses of the 19th century, the prominent mathematician Karl Friedrich Gauss and the outstanding naturalist Alexander Humboldt, the Austrian writer depicts two different world views: the theoretical, presented by Gauss, and the practical, introduced by Humboldt. Two different personalities, two different characters are associated with the metaphor «Measuring the world.» It is argued that the combination of two plot lines is something more than just a compositional technique that refers to the peculiar biocentrism on which the entire narrative is based. To achieve the research aim, the following methods are used: biographical, culture-historical, contextual, comparative typological, structural and functional, psychoanalytic. Based upon the analysis, the following results are obtained: it is concluded that the novel «Measuring the world» is one of the most successful German-language novels of recent decades, a striking example of an effective combination of the Austrian literary and artistic tradition with the achievements of the Latin American novel. Subsequently, we have a complex intertexture with ambiguous imagery relative to the contemporary patterns in Austrian prose with regard to the renovation of literary language and the transformation of genre forms.

Temnocephalids are ectosymbionts of various freshwater animals. A species tentatively identified as Temnosewellia aff. vietnamensis (Platyhelminthes: Rhabdocoela: Temnocephalidae) is reported based on materials collected from the body surface of the freshwater crabs Eriocheir japonica (Brachyura: Varunidae) and Geothelphusa exigua (Potamidae) in Kagoshima, southern Japan. The temnocephalid is characterized as follows: the cirrus composed of a cone-shaped shaft and a cylindrical introvert 42–77 μm long; the introvert covered with approximately 30 vertical rows of fine sharp spines; the four seminal receptacles; and a long, curved oviduct with vaginal gland; a pair of gland cells (Haswell's cells) present anterior to the excretory ampullae. Bayesian inference trees using partial nuclear 28S rDNA (28S) and mitochondrial cytochrome c oxidase subunit I (COI) genes supported that the specimens collected from both crab species are conspecific but these also showed the geographical variations among them on both 28S and COI. The previous records of the genus Temnosewellia in East to South Asian countries are assembled and shown on the map (fig.7, this paper). [ABSTRACT FROM AUTHOR]

Technological developments are so rapidly making a lot of social media appear which one of them is Facebook. With Facebook, that users can exchange information and interact without having to meet each other. On Facebook, users can upload status without any upload restrictions. From that user's Facebook status, it can be known what kind of personality is owned by user. However, manually analyzing the personality its validity can not be unknown. From that problem we made a system that can analyze the personality of Facebook users based on the status that user once uploaded. From Facebook’s status user can be retrieved information by using Facebook API and process it using text mining. After the status already processed its grouped by Support Vector Machine algorithm. This algorithm belongs to supervised learning and is a classification method that uses linear functions to get the better results. The output of this system is personality based on Carl Jung's theory of Extrovert and Introvert based on the status ever made before to become a benchmark by the Facebook user. From 158 Facebook’s status data obtained test result equal to 83,3% from result of comparison between system expenditure made with existing system. On black box testing, 100% of the system can be obtained according to its function. This system has been tested for its usefulness based on the results of a questionnaire on 50 Facebook users by 90.45%.

Psychological elements, namely introverted and extroverted personalities, are currently one of the keys to determining success in academics at the University level, but it is not clear which type is more correlated with academic achievement. The purpose of this study is to investigate the correlation between introverted and extroverted personalities with student academic achievement. The subjects in this study come from the PJKR Department of the University of Suryakancana (N=20) and Halu Oleo (N=20). Data analysis uses SPSS version 25 to find descriptive statistics, normality, data linearity and person product moment correlation. The level of significance used is 0.05. The results of the study finds that introverted personality is significantly correlated with academic achievement in the high category (r= 0.749**), and extroverted personality is not significantly correlated with academic achievement (r= -0.120). Thus, it can be concluded that the personality of students with introverted type is far superior to extroverts in academic achievement at the University level. The contribution in this study contributes to knowledge in the field of physical education psychology, so that later lecturers can pay more attention and optimize academic achievement in students with both types, especially the extroverted type.

A brief description and results of the practical application of the test Eysenck's Personality Inventory (EPI) by H. J Eysenck are presented in the article. Hans Jürgen Eysenck was a German-born British psychologist creator of the factor theory of personality and author of a popular test to determine the level of intelligence. The personal questionnaire is designed to diagnose extraversion, introversion and determine the level of neuropsychological lability. Based on these data, the dominant type of temperament, predisposition to neurosis or psychosis is determined. The leading type of activity which is individually suitable for the person is defined, predicts velocity of social adaptation. The author rethought the terms introversion and extraversion, combined their pronounced indicators with neuroticism and thus identified the types of temperament. According to the results we can determine the level of neuro - mental instability of persons. This methodology is approved for use by the Armed Forces of Ukraine, Research Center for Humanitarian Problems of the Armed Forces of Ukraine, main department of educational and social - psychological work of the Armed Forces of Ukraine. The methodology is selected by military psychologists, and can be used to diagnose longterm psychological readiness of conscripts, to activities as part of peacekeeping units. It can be used in the work of specialists in educational and socio - psychological work, related to the training of conscripts for military service. The results of the method are taken into account when compiling a psychological portrait of the individual, on the basis of which further individual work is built and recommendations are given to commanders (captain). The research of the test-questionnaire was conducted on the basis of the Shumsk district territorial center of staffing and social support. [ABSTRACT FROM AUTHOR]

The study aims to shed some light on pedagogical and learning issues that have cropped up during the pandemic for transitioning from traditional classrooms to entirely virtual learning. The study reflects how the paradigm shift can directly or indirectly affect the soft skills of all parties involved in the success or the failure of an educational system. An in-depth focus group discussion methodology was used to collect information in this qualitative study. Thirty faculty who taught online courses at the tertiary level were selected for the discussions. They provide significant insights about how the fully online learnings continued longer than the anticipated timelines impact the pedagogical value and the futurity of an individual's educational goals. The study shows that embracing the virtual approach in teaching can promote teachers' innovativeness by using various new applications and digital tools but bring new challenges for dealing with diverse learning styles. [ABSTRACT FROM AUTHOR]

The aim of this study was to evaluate the temperament of dogs on the basis of behavioral observations, with emphasis on 24 selected traits and behaviors. From the observations, the temperament of the dogs was determined and the animals were assigned to one of two personality groups: introvert or extrovert. The study involved 46 dogs. The agglomeration method, Pearson’s 1-r distance, and Ward’s binding method were used. As shown by the statistical analysis, 18 dogs (39%) were assessed as introverts and 28 dogs (61%) exhibited extrovert traits. To construct a model for the assessment of canine temperament using the identified traits, logistic regression was performed with the independent variables, number of extrovert traits (ETs) and introvert traits (ITs), and a dichotomous dependent variable (1 = extrovert, 0 = introvert), reflecting the assessment of the temperament of the dog based on the observations and results of the original questionnaire.

[Bahasa]: Penelitian ini bertujuan untuk menganalisis proses pembelajaran siswa introvert pada materi Phytagoras dan hasil perlakuan dengan problem-based learning (PBL) terhadap kemampuan berpikir kritis matematis siswa. Penelitian kuantitatif deskriptif dengan desain Single Subject Research (SSR) A-B digunakan untuk mencapai tujuan penelitian tersebut. Subjek dalam penelitian ini adalah seorang siswa kelas VIII SMP. Data dikumpulkan melalui tes, observasi, dan wawancara. Selanjutnya, data yang dikumpulkan dianalisis berdasarkan dua kondisi besar selama proses penelitian, yaitu analisis dalam kondisi dan antar kondisi. Analisis dalam kondisi meliputi komponen panjang kondisi (panjang interval), kecenderungan arah, tingkat stabilitas, tingkat perubahan, jejak data, dan rentang. Analisis antar kondisi meliputi jumlah variable yang diubah, perubahan kecenderungan arah dan efeknya, perubahan stabilitas dan efeknya, perubahan level data, serta data yang tumpang tindih (overlap). Hasil penelitian menunjukkan bahwa PBL memiliki peran yang sangat besar selama proses pembelajaran karena mendukung siswa introvert untuk aktif dalam menyelesaikan permasalahan-permasalahan kontekstual yang diberikan, sehingga pada akhir pembelajaran kemampuan berpikir kritis matematis siswa tersebut dapat ditingkatkan. Kata kunci: Berpikir Kritis; Introvert; Single Subject Research; Problem-based Learning [English]: The research aimed to analyze how introvert student learn Phytagoras topic and the result of learning intervention using problem-based learning (PBL) on the student's mathematical critical thinking ability. Descriptive quantitative research with single subject design was used to achieve the aims of the research. The subject was an introvert student of grade VIII. Data was collected through test, observation, and interview. Data analysis was based on two major conditions during the research, i.e. within-conditions and inter-conditions. Within-condition analysis included interval length, direction tendency, stability level, rate of change, data trace, and range. Meanwhile, inter-condition analysis comprised the number of variables changed, changes in direction and effect trends, changes in stability and its effects, changes in data levels, and overlap data. The research showed that PBL has a significant role during the learning process since it supports the subject to be active in solving the contextual problems. In this case, the mathematical critical thinking ability can be developed and improved. Keywords: Critical Thinking; Introvert; Single Subject Research; Problem-based Learning