An Examination of Personality Changes Before and After Project-Based Learning Activities

Abstract

In university settings, students frequently encounter opportunities for group work and teamwork through activities such as seminars, clubs, and extracurricular circles. These experiences often reveal a wide range of team dynamics, with some groups functioning smoothly and others facing challenges. Tuckman's five-stage model of team development (forming, storming, norming, performing, and adjourning) is commonly used to interpret such variations in team behavior. In particular, teams that struggle are often understood to be in the storming phase, characterized by conflict and competition. However, not all teams follow this model uniformly; some bypass the storming phase entirely, while others experience it to varying degrees of intensity and duration. While individual skills are often cited as factors influencing these differences, this study posits that individual personality traits may play an even more significant role. Therefore, in this study, we focus on the individual personalities of groups and teams that are able to smoothly carry out group or team activities and those that are not, and examine the influence of personality on activities in groups and teams.