Exploring the Temperament Traits of English Major Students in a University Setting

Authors

  • Marianne Angel Aligam Student-Ifugao State University Author

DOI:

https://doi.org/10.64358/m6hwxf65

Keywords:

Temperament traits, age, gender, year level

Abstract

Abstract: This study examined the temperament traits of 82 English major students at Ifugao State University–Potia Campus using a mixed-method research design. A standardized questionnaire measured four temperament types—Sanguine, Melancholy, Choleric, and Phlegmatic—while interviews provided qualitative insights into students’ academic behavior. Overall, Choleric was the most dominant temperament (34.1%), followed by Melancholy and Phlegmatic (24.4% each), and Sanguine (20.7%). By age, students aged 23–24 showed a strong dominance of Choleric traits (75%), while the 19–20 age group displayed a more balanced distribution: Choleric (30.5%), Melancholy (28.8%), Phlegmatic (18.6%), and Sanguine (13.6%). Students aged 21–22 were also predominantly Choleric (36.8%) and Phlegmatic (31.6%). By gender, both males and females exhibited a Choleric majority—36.8% of males and 31.7% of females—though female students displayed a more even distribution across all four types. By year level, Choleric temperament increased with academic standing: 28.6% in first year, 36.7% in second year, and 37.5% in third year. Phlegmatic traits also rose in the third year (29.2%), possibly indicating maturing emotional control. Thematic analysis revealed specific challenges by temperament: Sanguine students struggled with distractions and noise, Melancholic students faced anxiety and perfectionism, Choleric students often took control but had difficulty with group cooperation, and Phlegmatic students preferred harmony and avoided leadership roles. These results suggest the importance of designing personality-based instructional strategies to address the emotional and behavioral tendencies of learners for improved academic outcomes.

References

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Published

2025-06-18

Issue

Vol. 1 No. 1 (2025): Studies in Interdisciplinary Horizons

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Articles

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