Evaluations of Architectural Students Performance in Design Studio Related With Their Personal Type: A View From Enneagram
International Journal of Art and Design Education, 2026 (AHCI, SSCI, Scopus)
- Yayın Türü: Makale / Tam Makale
- Basım Tarihi: 2026
- Doi Numarası: 10.1111/jade.70025
- Dergi Adı: International Journal of Art and Design Education
- Derginin Tarandığı İndeksler: Arts and Humanities Citation Index (AHCI), Social Sciences Citation Index (SSCI), Scopus, Education Abstracts, Educational research abstracts (ERA), ERIC (Education Resources Information Center)
- Anahtar Kelimeler: architectural education, design studio, Enneagram, learning motivations, personality types
- Maltepe Üniversitesi Adresli: Evet
Özet
The Enneagram, which identifies nine personality types, is widely used in psychology, communication and management. Applying it to architectural education could be beneficial, as each personality type presents distinct strengths and challenges in academic settings. Architectural design studios emphasise creative problem-solving, with students approaching tasks differently based on their cultural background, academic knowledge and personality. This study investigated the relationship between Enneagram personality types and the performance of architectural students in a 14-week design studio. Using the RHETI method developed by Riso and Hudson, each student's personality type was identified and verified through interviews. The study examined students' semester performance and final design studio presentations. Results suggest that personality type can have a significant impact on overall performance in design studios. Understanding their personality type can help students manage their design projects more effectively. Additionally, instructors can use this insight to better understand student motivations and tailor their teaching strategies to support diverse learning styles. This research represents a novel exploration of how Enneagram personality types influence architectural education and suggests possible applications for enhancing both student performance and studio teaching approaches. While this study relied on expert validation to determine personality types, future applications may adapt self-report tools such as RHETI with appropriate instructor training. By highlighting personality-driven learning differences, the study offers exploratory insights into communication in the design studio. Given the small sample size and context-specific scope, the findings should be viewed as preliminary and indicative of directions for future research.