الفهرس 
PSYCHOLOGY OF PERSONALITIES AND THEIR ASSESSMENTOnly 14 pages are availabe for public view
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Abstract
Architecture is a domain of individuality, where the architectural experience differs from one person to another. However, the common milestone in all architects’ lives is architectural education, as it is considered the foundation of an architect’s career. However, the current educational system is imperfect as it employs a one-size-fits-all system that neglects the uniqueness and psychological differences between students, resulting in an unfair and flawed pedagogical experience. The solution to this problem would be to shed light on the personality differences between students, and how this individuality would affect their architectural experience factors. The aspects that are affected by individuality are varying, such as creativity level, preferred creativity tools, learning styles, role in design teams, and professional roles. By studying the personality differences and aspects’ differences, educators can use the personality types and predict how they would affect each factor. This would help educators better target and tailor the teaching environment to offer an individually customized experience to each student that would develop their full potential. The prediction of the architect’s attributes will be achieved through examining the relationship between personality types and the selected four aspects of the architectural domain. The study is composed of two main stages. The first is a review of the literature in the field to produce a guideline of personality types and their corresponding choices in the selected aspects of the domain. The second part is a case study that would examine the relationship between the personality types and only two of the four architectural aspects. The study attempts to find a relationship between personality types and architects’ learning styles’ preferences by using the Myers-Briggs Personality Type Indicator (MBTI) and Index of Learning Styles (ILS) along with creativity level using the Consensual Assessment Technique (CAT). The study is employed on first- and second-year students in the Architecture department, Alexandria University, Egypt. The study employed data collection through different questionnaires and documentation of design projects. Responses were analyzed using Pearson’s Chi-square analysis with Fisher’s exact test. The results indicated the validity of the influence of MBTI personality types on both learning styles and creativity of architectural students. The study found some MBTI dichotomies affect the aspects of the domain, while some dichotomies have no significant effect.