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of statistics were identified in the group of the fourth year students (t=-3.634, p=0.001) in
the openness to experience sub scale (M=54.3) compared to the data obtained in the group
of the first year students (M=45.9), while in the latter group significantly (t=3.193, p=0.002)
higher estimates (M=48.2) in the conscientiousness/integrity sub scale were identified
compared to the data obtained in the group of the fourth year students (M=40.7). After
carrying out a comparative analysis of personality trait estimates in the groups of the
second and the third year students when using Student's t criteria, statistically significant
higher estimates were obtained in the group of the third year students in the sub scales of
extraversion (t=-2.377, p=0.019) and openness to experience (t=-2.184, p=0.03)
(respectively: extraversion (M=53.8) and openness to experience (M=52.3) compared to the
average estimates obtained in the group of the second year students (respectively:
(M=50.3) and (M=48.9)). Moreover, the research results show that in the group of the
fourth year students significantly (t=-2.481, p=0.015) higher estimates were identified in the
openness to experience sub scale (M=54.3) compared to the average estimates obtained in
the group of the second year students (M=48.9), while in the latter group significantly
higher average estimates were identified in the sub scales of agreeableness (t=2.325,
p=0.022) and conscientiousness/integrity (t=2.968, p=0.004) (see Table 2). After using
Student's t criteria, statistically significant difference (t=2.164, p=0.032) was identified,
which shows that the fourth year students have significantly lower level of
conscientiousness/integrity (M=40.7) compared to the third year students (M=46.2).
Table 2. The average estimates (M) of personality traits in groups of students of different years of study.
Name of the scale First year Second
year
Third year
Neuroticism 54.2 53.9 55.3 57.6
Extraversion 49.8 50.3 53.8 53.2
Openness to experience 45.9 48.9 52.3 54.3
Agreeableness 48.3 50.0 48.0 44.7
Conscientiousness/integrity 48.2 48.4 46.2 40.7
Fourth year
Generalizing the results obtained in the groups of students of different years of study it is
evident that senior students (the third and the fourth year) more than junior students (the
first and the second year) are inclined to take interest in the inner and outer world, they are
more relaxed and ready to foster baldly new ethical and social ideas, establish new contacts
and communicate with others. However, junior students (the first and the second year) are
more inclined to pursue their goals, are strong-willed and determined, as well as
compassionate and helpful compared to senior students.
When comparing personality traits of students who align their studies with work and those
who do not work while studying, statistically significant differences were identified in the
sub scales of extraversion (t=-2.685, p=0.008) and openness to experience (t=-3.457,
p=0.001). As it is evident from Table 3, students who align their studies with work are more
extroverted (M=53.3, SD=9.9) and open to experience (M=52.0, SD=11.1) compared to
those students who do not work while studying, the estimates of whom in these sub scales
are lower (respectively: extraversion (M=50.2, SD=9.12) and openness to experience
(M=47.7, SD=9.6)). We can draw conclusion that students who align their studies with work
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