University Majors and Personality Traits: A Quantitative Study of Natural Sciences and Language Majors

Mohammad Ibrahim Alqatawna, Abdallah Abu Quba, Ahmad S. Haider


This study aims to investigate the relationship between university majors and personality traits, with a specific focus on the effects of studying natural sciences mainly, chemistry, biology, and physics and humanities majoring in English and Arabic languages on personality development. The study employs a quantitative research design, using self-report questionnaires and interviews to collect data from undergraduate students majoring in natural sciences and languages. The results of the study show that natural science learners tend to score higher on analytical thinking, attention to details, and persistence skills, while language learners tend to score higher on social awareness, critical consciousness, and communicative competence. These findings suggest that university majors have a significant impact on personality traits, which also have implications for academic and career success. The theoretical framework for this study draws on the literature on cognitive and social aspects of natural sciences and languages education, as well as the theory of Big Five personality traits. The study contributes to the theoretical and practical knowledge of how academic disciplines influence individual differences in personal characteristics and provides empirical evidence for the relationship between university majors and personality traits.

Full Text:




  • There are currently no refbacks.

Copyright (c) 2024 Mohammad Ibrahim Alqatawna

Creative Commons License
This work is licensed under a Creative Commons Attribution 4.0 International License.

Journal of Curriculum and Teaching ISSN 1927-2677 (Print) ISSN 1927-2685 (Online)  Email:

Copyright © Sciedu Press


To make sure that you can receive messages from us, please add the '' domain to your e-mail 'safe list'. If you do not receive e-mail in your 'inbox', check your 'bulk mail' or 'junk mail' folders.