Personality Characteristics and Career Development Needs of STEM Students

Year 2024, Volume: 8 Issue: 2, 627 - 650, 29.04.2024

Bahtiyar Eraslan Çapan Fidan Korkut Owen

https://doi.org/10.34056/aujef.1366626

Abstract

This study aimed to reveal the relationships between personality traits and career development needs of university students studying in the fields of Science, Technology, Mathematics and Engineering (STEM). For this purpose, data were collected from 429 students through the Adjective-Based Personality Scale and the Career Development Needs Survey. Multiple regression and stepwise regression analyzes were used for analyses. It is seen that this group has the most career development needs for career planning (KP) and the least for self-knowledge (KT). Regression analysis results show that the STEM career needs of STEM students are 24% in the personality dimensions of extraversion, emotional balance, responsibility and openness to experiences, and the career development need for exploring job and educational opportunities is 24% in terms of responsibility, It shows that the personality dimensions of emotional balance and extraversion predict the need for KP career development at a level of 18%, and the personality traits of responsibility, emotional balance, agreeableness and extraversion predict the need for career development at a level of 32%. At the end of the research, based on the findings, suggestions were made about what can be done for career psychological counseling for students in this group.

Keywords

STEM, career development needs, personality

Project Number

Araştırma proje yapılmamıştır.

FeTeMM Öğrencilerinin Kişilik Özellikleri ve Kariyer Gelişim İhtiyaçları

Abstract

Bu çalışmada, Fen, Teknoloji, Matematik ve Mühendislik (FeTeMM) alanlarında eğitim gören üniversite öğrencilerinin kişilik özellikleri ve kariyer gelişim ihtiyaçları arasındaki ilişkilerini ortaya koymak amaçlamıştır. Bu amaçla veriler, 429 öğrenciden Sıfatlara Dayalı Kişilik Ölçeği ile Kariyer Gelişim İhtiyaçları Anketi aracılığı ile toplanmıştır. Analizler için çoklu regresyon ve aşamalı (stepwise) regresyon analizlerinden yararlanılmıştır. Bu grubun en fazla kariyer planlama (KP), en az kendini tanıma (KT) konusunda kariyer gelişim ihtiyacı olduğu görülmektedir. Regresyon analizleri sonuçları FeTeMM öğrencilerinin KT kariyer ihtiyacını dışadönüklük, duygusal denge, sorumluluk ve deneyimlere açıklık kişilik boyutları %24, iş ve eğitim olanaklarını keşife yönelik kariyer gelişim ihtiyacını sorumluluk, duygusal denge ve dışadönüklük kişilik boyutları %18 düzeyinde ve KP kariyer gelişim ihtiyacını ise sorumluluk, duygusal denge, uyumluluk ve dışadönüklük kişilik özelliklerinin %32 düzeyinde yordadığını göstermektedir. Araştırmanın sonunda bulgulara dayanarak bu gruptaki öğrenciler için kariyer psikolojik danışmanlığı adına neler yapılabileceğine ilişkin öneriler sunulmuştur.

Keywords

FeTeMM, kariyer gelişim ihtiyaçları, kişilik

Ethical Statement

Anadolu Üniversitesi Etik Kurulundan etik izni alınmıştır.

Project Number

Araştırma proje yapılmamıştır.

References

• Akgündüz, D. (2016). A research about the placement of the top thousand students in STEM fields in Turkey between 2000 and 2014. Eurasia Journal of Mathematics, Science ve Technology Education, 12(5), 1365-1377.
• Ainley, J., Kos, J.; ve Nicholas, M. (2008). Participation in science, mathematics and technology in Australian education. https://research.acer.edu.au/acer_monographs/4
• Amani, J.; ve Sima, R. (2015). The status of career counselling services in higher learning institutions in Tanzania. International Journal of Education and Social Science, 2(8), 18-28.
• Arora, R.; ve Rangnekar, S. (2016). Linking the Big Five personality factors and career commitment dimensions: A study of the Indian organizations. Journal of Management Development, 35(9), 1134-1148.
• Arora, R.; ve Rangnekar, S. (2016b). The interactive effects of conscientiousness and agreeableness on career commitment. Journal of Employment Counseling, 53(1), 14-29.
• Ashton, M. C.; ve Lee, K. (2007). Empirical, theoretical, and practical advantages of the HEXACO model of personality structure. Personality and Social Psychology Review, 11(2), 150-166.
• Aslan, Z., Ünüvar, Ş.; ve Başoda, A. (2012). Turizm eğitimi alan öğrencilerin kişilik özelliklerinin belirlenmesi ve turizm sektörüne uyumu açısından değerlendirilmesi. Anatolia: Turizm Araştırmaları Dergisi, 23(2), 203-219. https://dergipark.org.tr/tr/pub/atad/issue/16804/174570
• Assoah, S. K. (2018). Dominant career needs of students: Implications for career guidance and counselling. ADRRI Journal of Arts and Social Sciences, 16(4), 16-31.
• Aulls, M. W.; ve Shore, B. M. (2008). The conceptual foundations for research as a curricular imperative. Inquiry in education (Vol. 1): New York, NY: Erlbaum.
• Bacanlı, H., İlhan, T.; ve Aslan, S. (2009). Beş faktör kuramina dayalı bir kişilik ölçeğinin geliştirilmesi: Sıfatlara Dayalı Kişilik Testi (SDKT). Türk Eğitim Bilimleri Dergisi, 7(2), 261-279.
• Balsamo, M, Lauriola, M.; ve Saggino, A. (2012). Personality and college major choice: Which come first? Psychology, 3(5), 399-405.
• Bakar, A. Y. A.; ve Mahmud, M. I. (2020). Profiling of aspiration and interest towards STEM and TVET careers among lower secondary students: A Malaysian case study. Journal for the Education of Gifted Young Scientists, 8(1), 489-500.
• Bardsley, N. (2008). Dictator game giving: Altruism or artefact. Experimental Economics, 11, 122–133.
• Barrick, M. R.; ve Mount, M. K. (1991). The big five personality dimensions and job performance: A meta-analysis. Personnel psychology, 44(1), 1-26.
• Barrick, M. R., Mount, M. K.; ve Judge, T. A. (2001). Personality and performance at the beginning of the new millennium: What do we know and where do we go next? International Journal of Selection and Assessment, 9(1‐2), 9-30.
• Barrick, M. R., Mount, M. K.; ve Gupta, R. (2003). Meta‐analysis of the relationship between the five‐factor model of personality and Holland's occupational types. Personnel Psychology, 56(1), 45-74.
• Belser, C. T., Shillingford, M., Daire, A. P., Prescod, D. J.; ve Dagley, M. A. (2018). Factors influencing undergraduate student retention in STEM majors: Career development, math ability, and demographics. Professional Counselor, 8(3), 262-276. https://doi.org/:10.15241/ctb.8.3.262
• Bertocci, D., Hirsch, E., Sommer, W.; ve Williams, A. (1992). Student mental health needs: Survey results and implications for service. Journal of American College Health, 41(1), 3-10.
• Beşpınar, F. U.; ve Pehlivanlı-Kadayıfçı, E. (2021). Bilim, Teknoloji, Mühendislik ve Matematik alanlarında toplumsal cinsiyet eşitliği haritalama ve izleme çalışması. CEİD Yayınları.https://dspace.ceid.org.tr/xmlui/handle/1/1802
• Bøe, M. V., Henriksen, E. K., Lyons, T.; ve Schreiner, C. (2011). Participation in science and technology: young people’s achievement‐related choices in late‐modern societies. Studies in Science Education, 47(1), 37-72.
• Bozionelos, N., Bozionelos, G., Polychroniou, P.; ve Kostopoulos, K. (2014). Mentoring receipt and personality: Evidence for non-linear relationships. Journal of Business Research, 67(2), 171-181.
• Bozionelos, N.; ve Bozionelos, G. (2010). Mentoring received by protégés: its relation to personality and mental ability in the Anglo-Saxon organizational environment. The International Journal of Human Resource Management, 21(4), 509-529.
• Briscoe, J. P., Hall, D. T.; ve DeMuth, R. L. F. (2006). Protean and boundaryless careers: An empirical exploration. Journal of Vocational Behavior, 69(1), 30-47.
• Brown, S. D.; ve Hirschi, A. (2013). Personality, career development, and occupational attainment. In S. D. Brown ve R. W. Lent (Eds.), Career development and counseling: Putting theory and research to work (2nd ed.) (pp.299-328). Hoboken, NJ: Wiley ve Sons Inc.
• Büyüköztürk, Ş. (2010). Sosyal bilimler için veri analizi el kitabı. Ankara: PegemA Yayıncılık.
• Büyüköztürk, Ş., Çakmak, E. K., Akgün, Ö. E., Karadeniz, Ş. ve Demirel, F. (2015). Bilimsel Araştırma Yöntemleri. Ankara: PegemA Yayıncılık.
• Byars-Winston, A., Estrada, Y., Howard, C., Davis, D.; ve Zalapa, J. (2010). Influence of social cognitive and ethnic variables on academic goals of underrepresented students in science and engineering: a multiple-groups analysis. Journal of Counseling Psychology, 57(2), 205–218.
• Challa, S. (2017). An exploratory study of the five-factor personality traits model as predictors among women in science, technology, engineering, and mathematics fields at Indiana State University (Doctoral dissertation, Indiana State University).
• Chen, P.D.; ve Simpson, P.A. (2015). Does personality matter? Applying Holland's Typology to analyze students' self-selection into science, technology, engineering, and mathematics majors. The Journal of Higher Education, 86(5),725-750.
• Chen, X.; ve Soldner, M. (2013). STEM attrition: College students’ paths into and out of STEM fields (NCES 2014-001). Washington, DC: National Center for Education Statistics, Institute of Education Sciences, US Department of Education. Institute for Education Sciences, US Department of Education.
• Costa, P. T., McCrae, R. R.; ve Holland, J. L. (1984). Personality and vocational interests in an adult sample. Journal of Applied Psychology, 69(3), 390-400.
• Costa Jr, P. T., McCrae, R. R.; ve Kay, G. G. (1995). Persons, places, and personality: Career assessment using the Revised NEO Personality Inventory. Journal of Career Assessment, 3(2), 123-139.
• Couturier, L. K.; ve Cullinane, J. (2015). A call to action to improve math placement policies and processes: Six policy recommendations to increase STEM student aspirations and success while decreasing racial and income gaps. Boston, MA: Jobs for the Future; Austin, TX: Charles A. Dana Center; Silver Spring, MD: Achieving the Dream.
• Coenen, J., Borghans, L.; ve Diris, R. (2021). Personality traits, preferences and educational choices: A focus on STEM. Journal of Economic Psychology, 84, 102361.
• Crişan, C., Pavelea, A.; ve Ghimbulut, O. (2014). A need assessment on students’ career guidance. Social and Behavioral Sciences, 180, 1022-1029.
• Crockett, S. A.; ve Hays, D. G. (2011). Understanding and responding to the career counseling needs of international college students on US campuses. Journal of College Counseling, 14(1), 65-79.
• De Fruyt, F.; ve Mervielde, I. (1997). The five-factor model of personality and Holland's RIASEC interest types. Personality and Individual Differences, 23(1), 87-103.
• Di Fabio, A., Palazzeschi, L.; ve Bar‐On, R. (2012). The role of personality traits, core self‐evaluation, and emotional intelligence in career decision‐making difficulties. Journal of Employment Counseling, 49(3), 118-129.
• Doyle, E. (2011). Career development needs of low socio-economic status university students. Australian Journal of Career Development, 20(3), 56-65.
• Eraslan Çapan, B.; ve Korkut Owen, F. (2020). FeTeMM öğrencilerinin kariyer seçme nedenleri ile kariyer bilgi kaynakları ve ihtiyaçları. Kariyer Psikolojik Danışmanlığı Dergisi, 3(1), 1-31.
• Global Education Digest, (2010). Comparing Education Statistics Across the World, UNESCO-UIS Canada. Fang, R., Landis, B., Zhang, Z., Anderson, M. H., Shaw, J. D.; ve Kilduff, M. (2015). Integrating personality and social networks: A meta-analysis of personality, network position, and work outcomes in organizations. Organization Science, 26(4), 1243-1260.
• Fayer, S., Lacey, A.; ve Watson, A. (2017). STEM occupations: Past, present, and future. Spotlight on Statistics, 1, 1-35.
• Fong, M., Zhao, K.; ve Smilie, L. D. (2021). Personality and competitiveness: Extraversion, agreeableness, and their aspects, predict self-reported competitiveness and competitive bidding in experimental auctions. Personality and Individual Differences, 169, 1,
• Fouad, N. A., Guillen, A., Harris-Hodge, E., Henry, C., Novakovic, A., Terry, S.; ve Kantamneni, N. (2006). Need, awareness, and use of career services for college students. Journal of Career Assessment, 14(4), 407-420.
• Germeijs, V.; ve Verschueren, K. (2011). Indecisiveness and Big Five personality factors: Relationship and specificity. Personality and Individual Differences, 50(7), 1023-1028.
• Gilmore, J., Vieyra, M., Timmerman, B., Feldon, D.; ve Maher, M. (2015). The relationship between undergraduate research participation and subsequent research performance of early career STEM graduate students. The Journal of Higher Education, 86(6), 834-863.
• Gizir, C. A. (2005). Orta Doğu Teknik Üniversitesi son sınıf öğrencilerinin problemleri üzerine bir çalışma. Mersin Üniversitesi Eğitim Fakültesi Dergisi, 1(2), 196-213.
• Hall, C. W., Kauffmann, P. J., Wuensch, K. L., Swart, W. E., DeUrquidi, K. A., Griffin, O. H.; ve Duncan, C. S. (2015). Aptitude and personality traits in retention of engineering students. Journal of Engineering Education, 104(2), 167-188.
• Hammond, M. S. (2001). The use of the Five-Factor Model of personality as a therapeutic tool in career counseling. Journal of Career Development, 27, 153-165.
• Hartmann, F. G.; ve Ertl, B. (2023). Big Five personality trait differences between students from different majors aspiring to the teaching profession. Current Psychology, 42(14), 12070-12086.
• Heinström, J. (2003). Five personality dimensions and their influence on information behaviour. Information Research, 9(1), 1-24.
• Holland J. L. (1997). Making vocational choices: A theory of vocational personalities and work environments (3rd ed.). Odessa, FL: Psychological Assessment Resources.
• Hübner, N., Spengler, M., Nagengast, B., Borghans, L., Schils, T.; ve Trautwein, U. (2022). When academic achievement (also) reflects personality: Using the personality-achievement saturation hypothesis (PASH) to explain differential associations between achievement measures and personality traits. Journal of Educational Psychology 114: 326–45.
• Hurtz, G. M.; ve Donovan, J. J. (2000). Personality and job performance: The Big Five revisited. Journal of Applied Psychology, 85(6), 869–879.
• Jin, L., Watkins, D.; ve Yuen, M. (2009). Personality, career decision self-efficacy and commitment to the career choices process among Chinese graduate students. Journal of Vocational Behavior, 74(1), 47-52.
• Judge, T. A., Higgins, C. A., Thoresen, C. J.; ve Barrick, M. R. (1999). The big five personality traits, general mental ability, and career success across the life span. Personnel Psychology, 52(3), 621-652.
• Judge, T. A.; ve Ilies, R. (2002). Relationship of personality to performance motivation: a meta-analytic review. Journal of Applied Psychology, 87(4), 797.
• Karimi, J., Muthaa, G., Bururia, D., Karimi, V.; ve Mburugu, B. (2014). Assessment of counseling needs among students in Kenyan Universities. Journal of Educational Practice, 5(12), 36-42.
• Kayadibi, S.; ve Kırdök, O. (2020). Lise öğrencilerinin kariyer kaygıları ile beş faktör kişilik özellikleri arasındaki ilişkinin incelenmesi. Avrasya Sosyal ve Ekonomi Araştırmaları Dergisi, 7(5), 372-388.
• Kline, P.; ve Lapham, S. L. (1992). Personality and faculty in British universities. Personality and Individual Differences, 13(7), 855-857.
• KorkutOwen, F.; ve Eraslan Çapan, B. (2020). FeTeMM Öğrencilerinin kariyer ihtiyaçlarının incelenmesi. Mehmet Akif Ersoy Üniversitesi Eğitim Fakültesi Dergisi, (54), 461-487.
• Kumar, H. H., Jayaram, S., Kumar, G. S., Vinita, J., Rohit, S., Satish, M.; ve Shusruth, K. (2009). Perception, practices towards research and predictors of research career among UG medical students from coastal South India: A cross-sectional study. Indian Journal of Community Medicine: Official Publication of Indian Association of Preventive ve Social Medicine, 34(4), 306.
• Larson, L. M.; ve Borgen, F. H. (2002). Convergence of vocational interests and personality: Examples in an adolescent gifted sample. Journal of Vocational Behavior, 60(1), 91-112.
• Larson, L. M., Rottinghaus, P. J.; ve Borgen, F. H. (2002). Meta-analyses of Big Six interests and Big Five personality factors. Journal of Vocational Behavior, 61(2), 217-239.
• Lent, R. W., Brown, S. D., Talleyrand, R., McPartland, E. B., Davis, T., Chopra, S. B., ... ve Chai, C. M. (2002). Career choice barriers, supports, and coping strategies: College students' experiences. Journal of Vocational Behavior, 60(1), 61-72.
• Levy, J. J., Richardson, J. D., Lounsbury, J. W., Stewart, D., Gibson, L. W.; ve Drost, A. W. (2011). Personality traits and career satisfaction of accounting professionals. Individual Differences Research, 9(4). 238-249
• Li, Y., Guan, Y., Wang, F., Zhou, X., Guo, K., Jiang, P., ... ve Fang, Z. (2015). Big-five personality and BIS/BAS traits as predictors of career exploration: The mediation role of career adaptability. Journal of Vocational Behavior, 89, 39-45.
• Lievens, F., Coetsier, P., De Fruyt, F.; ve De Maeseneer, J. (2002). Medical students' personality characteristics and academic performance: A five‐factor model perspective. Medical Education, 36(11), 1050-1056.
• Lin, Y. J.; ve Flores, L. Y. (2013). Job search self-efficacy of East Asian international graduate students. Journal of Career Development, 40(3), 186-202.
• Lounsbury, J. W., Saudargas, R. A., Gibson, L. W.; ve Leong, F. T. (2005). An investigation of broad and narrow personality traits in relation to general and domain-specific life satisfaction of college students. Research in Higher Education, 46, 707-729.
• Lounsbury, J. W., Smith, R. M., Levy, J. J., Leong, F. T.; ve Gibson, L. W. (2009). Personality characteristics of business majors as defined by the big five and narrow personality traits. Journal of Education for Business, 84(4), 200-205.
• Lucas, R. E.; ve Donnellan, M. B. (2011). Personality development across the life span: longitudinal analyses with a national sample from Germany. Journal of Personality and Social Psychology, 101(4), 847-861.
• Lyons, S. T., Schweitzer, L.; ve Ng, E. S. (2015). How have careers changed? An investigation of changing career patterns across four generations. Journal of Managerial Psychology, 30(1), 8-21.
• Maddox, A. B.; ve Smith-Maddox, R. P. (1990). Developing graduate school awareness for engineering and science: A model. The Journal of Negro Education, 59(3), 479-490.
• Mahmud, M. I., Amat, S., Abu Bakar, A. Y.; ve Ku Johari, K. S. (2022). Career Information Seeking Behavior among University Graduates. International Journal of Academic Research in Business and Social Sciences, 12(6), 2078-2101.
• Major, D. A., Holland, J. M.; ve Oborn, K. L. (2012). The influence of proactive personality and coping on commitment to STEM majors. The Career Development Quarterly, 60(1), 16-24.
• Marrs, H., Barb, M. R.; ve Ruggiero, J. C. (2007). Self-Reported influences on psychology major choice and personality. Individual Differences Research, 5(4).
• Matelski, M. H. (2016). Adaptive Appraisals: The Role of High Quality Supportive Interactions in Helping Students Cope with Adversity and Thrive in STEM (Doctoral dissertation, The Claremont Graduate University).
• McCrae, R. R.; ve Costa Jr, P. T. (2006). Cross-cultural perspectives on adult personality trait development. Handbook of Personality Development, 129-145.
• McCrae, R. R.; ve Costa Jr, P. T. (1997). Personality trait structure as a human universal. American Psychologist, 52(5), 509-516.
• McCrae, R. R.; ve Costa, P. T., Jr. (1999). A Five-Factor theory of personality. In L. A. Pervin ve O. P. John (Eds.), Handbook of Personality: Theory and Research (pp. 139–153). Guilford Press.
• McCrae, R. R.; ve Costa, P. T. (2008). Empirical and theoretical status of the five-factor model of personality traits. The SAGE Handbook of Personality Theory and Assessment, 1, 273-294.
• Mount, M. K., Barrick, M. R., Scullen, S. M.; ve Rounds, J. (2005). Higher‐order dimensions of the big five personality traits and the big six vocational interest types. Personnel Psychology, 58(2), 447-478.
• Muola, J. M.; ve Mwania, J. M. (2013). Teachers’ labeling of students and its effect on students’ self–concept: a case of Mwala district, Machakos county, Kenya. International Journal of Education and Research, 1(10), 1-8.
• National Science Foundation [NSF] (2004). Science, Technology, Engineering, and Mathematics Talent Expansion Program (STEP). Erişim tarihi 16.06.2023 https://www.nsf.gov/pubs/2004/nsf04529/nsf04529.htm.
• National Science Foundation [NSF] (2006). NSF Scholarships in Science, Technology, Engineering, and Mathematics (S-STEM). Erişim tarihi 16.06.2023 https://www.nsf.gov/pubs/2006/nsf06527/nsf06527.htm
• Nowakowski, C. V. (2002). Career planning needs ofs. Western Michigan University.
• Ohme, M.; ve Zacher, H. (2015). Job performance ratings: The relative importance of mental ability, conscientiousness, and career adaptability. Journal of Vocational Behavior, 87, 161-170.
• Park, Y. (2009). An integrative empirical approach to the predictors of self‐directed career management. Career Development International, 14(7), 636-654.
• Perera, H. N.; ve McIlveen, P. (2017). Profiles of career adaptivity and their relations with adaptability, adapting, and adaptation. Journal of Vocational Behavior, 98, 70-84.
• Pringle, C. D., DuBose, P. B.; veYankey, M. D. (2010). Personality characteristics and choice of academic major: Are traditional stereotypes obsolete? College Student Journal, 44(1), 131-143.
• Reed, M. B., Bruch, M. A.; ve Haase, R. F. (2004). Five-factor model of personality and career exploration. Journal of Career Assessment, 12(3), 223-238.
• Roloff Henoch, J., Klusmann, U., Lüdtke, O.; ve Trautwein, U. (2015). Who becomes a teacher? Challenging the “negative selection” hypothesis. Learning and Instruction, 36, 46–56.
• Rogers, M. E.; ve Creed, P. A. (2011). A longitudinal examination of adolescent career planning and exploration using a social cognitive career theory framework. Journal of Adolescence, 34(1), 163-172.
• Rubinstein, G. (2005). The big five among male and female students of different faculties. Personality and Individual Differences, 38(7), 1495-1503.
• Rudolph, C. W., Lavigne, K. N.; ve Zacher, H. (2017). Career adaptability: A meta-analysis of relationships with measures of adaptivity, adapting responses, and adaptation results. Journal of Vocational Behavior, 98, 17-34.
• Saka, N., Gati, I.; ve Kelly, K. R. (2008). Emotional and personality-related aspects of career-decision-making difficulties. Journal of Career Assessment, 16(4), 403-424.
• Sánchez-Ruiz, M. J., Hernández-Torrano, D., Pérez-González, J. C., Batey, M.; ve Petrides, K. V. (2011). The relationship between trait emotional intelligence and creativity across subject domains. Motivation and Emotion, 35, 461-473.
• Sangganjanavanich, V. F., Lenz, A. S.; ve Cavazos Jr, J. (2011). International students' employment search in the United States: A phenomenological study. Journal of Employment Counseling, 48(1), 17-26.
• Savickas, M. L., Briddick, W. C.; ve Watkins Jr, C. E. (2002). The relation of career maturity to personality type and social adjustment. Journal of Career Assessment, 10(1), 24-49.
• Schaub, M.; ve Tokar, D. M. (2005). The role of personality and learning experiences in social cognitive career theory. Journal of Vocational Behavior, 66(2), 304-325.
• Schmitt, D. P., Allik, J., McCrae, R. R.; ve Benet-Martínez, V. (2007). The geographic distribution of Big Five personality traits: Patterns and profiles of human self-description across 56 nations. Journal of Cross-Cultural Psychology, 38(2), 173-212.
• Schneider, T. J., McLarnon, M. J.; ve Carswell, J. J. (2017). Career interests, personality, and the Dark Triad. Journal of Career Assessment, 25(2), 338-351.
• Sharma, G. P. R. R.; ve Pandey, R. R. (2010). Influence of culture media on growth, colony character and sporulation of fungi isolated from decaying vegetable wastes. Journal of Yeast and Fungal Research, 1(8), 157-164.
• Shen, Y. J.; ve Herr, E. L. (2004). Career placement concerns of international graduate students: A qualitative study. Journal of Career Development, 31, 15-29.
• Sithole, A., Chiyaka, E. T., McCarthy, P., Mupinga, D. M., Bucklein, B. K.; ve Kibirige, J. (2017). Student attraction, persistence and retention in STEM programs: Successes and continuing challenges. Higher Education Studies, 7(1), 46-59.
• Soto, C. J.; ve Jackson, J. J. (2020). Five-factor model of personality. In Dana S. Dunn (Ed.), Oxford Bibliographies in Psychology. New York, NY: Oxford (PDF) Five-Factor Model of Personality. Available from: https://www.researchgate.net/publication/264476432_Five-Factor_Model_of_Personality.
• Spencer‐Rodgers, J. (2000). The vocational situation and country of orientation of international students. Journal of Multicultural Counseling and Development, 28(1), 32-50.
• Teng, C. C. (2008). The effects of personality traits and attitudes on student uptake in hospitality employment. International Journal of Hospitality Management, 27(1), 76-86.
• Tett, R. P.; ve Burnett, D. D. (2003). A personality trait-based interactionist model of job performance. Journal of Applied psychology, 88(3), 500.
• Tokar, D. M., Fischer, A. R.; ve Subich, L. M. (1998). Personality and vocational behavior: A selective review of the literature, 1993–1997. Journal of Vocational Behavior, 53(2), 115-153.
• Türkiye İstatistik Kurumu (2017). İşgücü İstatistikleri, Türkiye İstatistik Kurumu. https://data.tuik.gov.tr/Bulten/Index?p=Isgucu-Istatistikleri-Temmuz-2017-24632, 12.05.2023.
• Türkiye İstatistik Kurumu (2022). Yükseköğretim İstihdam Raporları 2021. Tüik Raporları. https://data.tuik.gov.tr/Bulten/Index?p=Yuksekogretim-Istihdam-Gostergeleri-2021-45865, 17.03.2023.
• Uppal, N., Mishra, S. K.; ve Vohra, N. (2014). Prior related work experience and job performance: Role of personality. International Journal of Selection and Assessment, 22(1), 39-51.
• Türk Sanayicileri ve İş İnsanları Derneği (2017). 2023’e Doğru Türkiye’de STEM Gereksinimi Raporu. pWc, Türkiye.
• Vedel, A. (2016). Big five personality group differences across academic majors: Asystematic review. Personality and Individual Differences 92, 1-10.
• Vedel, A., Thomsen, D. K.; ve Larsen, L. (2015). Personality, academic majors and performance: Revealing complex patterns. Personality and Individual Differences, 85, 69-76.
• Yerin-Güneri, O., Owen, D.W., Tanrıkulu, İ., Dolunay-Cuğ, F. ve Büyükgöze-Kavas, A. (2016). Eğitim Fakültesi öğrencilerinin kariyer gelişimi ihtiyaçlarının incelenmesi. Eğitimde Kuram ve Uygulama,12(1), 178-193.