Extraversion: How Does Extraversion Effect Classroom Behavior Working in a participative management environment tends to foster more interaction among team members and requires individuals who have robust social skills and in turn can lead to greater social interactions in a class or other venue that can be a major source of pleasure and happiness for highly extroverted individuals, which, in turn, generates positive moods and ultimately overall happiness (Benoliel, 2010). Anyone who has been in a classroom environment for any sufficient amount of time has undoubtedly noticed that there are many different personalities in most groups that contribute to the classroom discussion in any number of ways.

Some students may be actively following the lectures and discussions, but rarely make a contribution unless they are specifically called upon to do so. Other students may be reserved and quite, but as opposed to following along they may be doing other activities such as working on an assignment for another class or maybe be killing time on Facebook or some other non-school related activity. Some people that might exhibit such classroom behaviors may have more of an introverted personality type. By contrast, students with extroverted personality types may have significantly different classroom behaviors and learning styles in general. While some may be keen to be active in all the classroom discussions, others may be less interested in the discussion and focus on other social aspects that might be found in a classroom setting such as trying to communicate with neighboring students about random things not relevant to the discussion.

Yet the extroverted personalities who are engaged in the class and are serious about using their classroom time to further their own knowledge on the subject, can be a valuable addition to the class for all members....

There have been several studies that have looked at the effects of students with variations in the continuum of introversion and extroversion and how these personalities may adapt to, deter from, or enhance a classroom. For example, one study found that extroverts performed better than introverts in environments that had background distractions present; although both personality types did roughly equally well and an environment free of distractions (Ylias & Heaven, 2003). Therefore, it seems evident from previous research that while extroverts have the potential of using their personalities characteristics to contribute to the classroom environment under the right circumstances, however under different circumstances the opposite could be said and extroverted students could represent a distraction that hinders many of the other learners.
Hypothesis

Given the brief literature review that was conducted, one hypothesis would be that extroverted students who are creating distractions in class, such as by talking to others during class lectures or discussions, would be more likely to bother introverts more so than extroverts since it was found that extroverts were able to learn with the presents of distractions better than introverts.

It is also hypothesized that extroverts who are actively engaged in the class and use their contributions to further the classroom discussions by making meaningful contributions to classroom discussions or who ask appropriate questions during lectures would enhance the classroom experience for all students despite their specific personality profiles.

Methods

The study will use a standard Big 5 personality profile inventory test to collect information about the entire classes individual personality profiles.

There are several of the Big 5 test available…