ROMANIAN JOURNAL OF

EXPERIMENTAL APPLIED PSYCHOLOGY

RJEAP Vol 7, Special Issue 1, Aug. 2016 - PSIWORLD 2015 Proceedings
www.rjeap.ro – www.psiworld.ro
International Conference “Psychology and the Realities of the Contemporary World” - 6th edition - PSIWORLD 2015,
23-25 October 2015, Bucharest, Romania

#3 PAPER 06 -
THE SOCIO-PSYCHOLOGICAL PROFILE OF FRESHMEN COMPUTER
SCIENCE STUDENTS
Magdalena Iorgaa3, Camelia Soponarub, Catalin Dirtub, Suzana Semeniucb
a”Gr.T.Popa” University of Medicine and Pharmacy, Department of Behavioral Sciences, Iasi, Romania
b”Al.I.Cuza” University, Faculty of Psychology and Educational Sciences, Iasi, Romania
Abstract
The purpose of study is to shape a socio-psychological profile of computer science students and to investigate the
relationship between students’ social and psychological characteristics and the choice for this specialization. Variables like
parent’s education, number of family members, previous academic results, emotional or multiple intelligence scores were
taken into consideration. Previous academic results, mother’s education level and verbal intelligence seem to have to most
powerful influence. Despite students’ orientation for specific activities, high scores for other types of intelligence were
identified for most of them. Results are important for teachers, psychologists and counselors working in the academic area.
Keywords: psychological profile; student; computer sciences; emotional intelligence; multiple intelligence model.

1. PROBLEM STATEMENT

In comparison with other university specializations, computer science is relatively new so computer
science education is characterized by a rapid rate of change. Its academic perspective is coming from other areas
like mathematics or electronic engineering (Fry et al., 2008). Some newest disciplines are also requested by large
corporations that usually are part of the faculty’s committee, organizing the curricula and adapt it to the market’s
needs.
Computer sciences students are one of the most privileged category of graduates: they are usually having
better skills in mathematics, they are immediately finding a job and are easily integrated in a multinational
company for a higher salary than their colleagues from other faculties. But provocative job styles are demanding
supplementary skills: good skills on foreign languages (for a better communication with colleagues from other
parts of the world), good communication skills, patience and determination to deal with important projects, high
level of tolerance towards frustration and resistance to stressful tasks, minimum knowledge about cultures and
ethnicities (in order to deal with the variety of the peers) and psychological and physical power to work under
pressure and deadlines and to quickly adapt to the unbelievable development of the technologies.
On the other hand, the attractiveness of the specialization causes a lot of drop-outs (Beaubouef, 2002,
2003; Beaubouef & Mason, 2015). The causes are diverse, beginning with a poor advice before and during
college, poor ability to solve problems, luck of practice or poor project management skills. Other studies
identified 4 kinds of variables, important for the development of computer sciences students (Araque et al,
2009): the student body, the teaching stuff, the institution and the family contexts.
Computer science faculty is considered to be more dominated by male than the “traditional male bastions
of chemistry or mathematics” (Beyer, 1998) and a lot of stereotypes are linked to that specialization: the students
are less communicative, more introverts, smart but deficient in interpersonal skills and both men and women
incorrectly believe that men in CS have higher GPAs than women (Beyer, 1999) and the terms used for
explaining the category of students were “computer nerd syndrome” or “geek mythology” (Margolis & Fisher,
1997; Rasmussen & Hapnes, 1991).

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Corresponding author. Tel.: +40722800936; E-mail address: magdalena.iorga@umfiasi.ro
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2. PURPOSE OF STUDY

The purpose of the research is to identify the social aspects related to the student’s family and the
psychological traits for computer science freshmen students in order to shape o socio-psychological profile for
95 students from a Computer Science Faculty in Romania.

3. RESEARCH METHODS

A number of 95 students from a Computer Science faculty voluntarily participated in the research in order
to identify their own psychological traits and abilities.
Several tests were applied to measure the following aspects: introversion (Eysenck Personality
Questionnaire), emotional intelligence (Emotional Intelligence test), the multiple intelligence test (in order to
identify the eight types of intelligence conforming to Gardner’s Multiple Intelligence Model) and Standard
Raven’s Progressive Matrices. The scores were listed on a personal paper where students filled in other questions
regarding their previous marks from high-school and data about their parents or brothers/sisters.
Different variables like parents education level, the number of the family members or previous educational
results were taken into consideration. The data collected by these instruments were analyzed by means of the
SPSS 17,0 software; we applied t tests for independent samples and Pearson correlation.

4. FINDINGS

From 95 freshmen students from Computer Sciences Faculty in Nord-eastern Romania, 34,74% (N = 33)
are women and 65,26% (N = 62) are men. The distribution of their age is starting with the minimum of 18 and
maximum of 24, with M = 19,15 ± 0,74, with a M = 19,24 ± 0,86 for men and M = 19 ± 0,43 for women. The
students are coming from 9 departments from eastern part of the country and from 1 department from Republic
of Moldova. A total of 61,05% (N = 58) are from the urban area and 38,95% (N = 37) are from rural area.
Most of the students (approximately 96%) are coming from families with a high level of education; around
57% of them are having parents graduated the high school and more than 1/3 of them are having parents with
university degrees.

Table 1. The level of education for mother and father.

mother father
Secondary level (8 classes) 5,32% (N = 5) 3,26% (N = 3)
High school (12 classes) 57,45% (N = 54) 58,70% (N = 54)
College/faculty (4-6 years of academic level) 37, 23% (N = 35) 38,04% (N = 35)

The majority of the students is coming from families with 2 or 3 children (M = 2,21 ± 0,97), the number of
children in the family distributing from 1 to 6: 18,95% (N = 18) are a single child, 56,84% (N = 54) are having a
sister or a brother, 11,58% (N = 11) are coming from families with 3 children, 10,53% (N = 10) are coming from
families with 4 children, 1,05% (N = 1) from families with 5 children and 1,05%(N = 1) from family with 6
children. A total of 33,68 (N = 32) are coming from families were children are having the same gender, 36,84%
(N – 35) are having children both male and female and (so the children are from different gender) and 10,53%
(N = 10) are having both brothers and sisters.
Previous school results were registered: the final general mean from high-school where M = 9,24 ± 0,24
(minimum of 6,85 and maximum 9,87) and baccalaureate general final mark where M = 8,74 ±0,84 (minimum
of 6 maximum of 9,85 from 10). Differences of previous academic results comparing by gender are presented in
Table 2 and demonstrate that women are having higher scores in both variables and more stables in academic
results comparing to men (-0,28 vs -0,50.).

Table 2. Previous academic results.

Males Females
High-school final mark (4 years’ mean) M = 9,10 ± 0,59 M = 9,49 ± 0,33
Baccalaureate final mark (exam final mean) M = 8,50 ± 0,89 M = 9,21 ± 0,46

Students passed different tests in order to establish their IQ, EQ, . The results for the lot are the following:
Raven’s progressive Matrices (IQ): M = 122,42 ± 6,3 (minimum = 104, maximum = 130) ;
Goleman Emotional Intelligence Test (EQ) : M = 98,13 ± 27,56 (minimum = 40, maximum = 165) ;

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Eysenck Personality Questionnaire: for introversion/extraversion scores M = 11,57 ± 3,17 (minimum = 4,

maximum = 19) and neuroticism/stability M = 11,35 ± 4,15 (minimum = 2, maximum = 22) ;
Multiple Intelligence Test with the following results :

Table 3. Results to tests.

Results minimum maximum mean Std. deviation
Verbal-linguistic 0.00 9.00 3.9889 1.98021
Logical-mathematical 2.00 11.00 6.8778 2.15588
Visual-spatial 1.00 9.00 5.0444 2.10890
Bodily-kinesthetic 1.00 10.00 5.4444 1.95518
Musical-rhythmic and harmonic 1.00 10.00 5.0889 2.11280
Interpersonal 1.00 10.00 5.6556 2.05082
Intrapersonal 1.00 9.00 4.9778 1.76086
Naturalistic 0.00 8.00 3.5778 2.09321

The comparative study between female and male subjects proves a significant difference from statistical
point of view for the following items:
Neuroticism : p = 0,02 ≤ 005, meaning that females are having higher scores than men (13,31 ± 4,25 vs
10,38 ± 3,78),
Logical mathematical intelligence, p = 0,02 ≤ 005, male subjects having higher scores than female subjects
(7,38 ± 2,03 vs 5,90 ± 2,07),
Interpersonal intelligence, p = 0,01 ≤ 005 where men are obtaining higher scores than women (5,79 ± 2,1
vs 5,38 ± 1,87).
Strong statistical correlation using Pearson correlation coefficient was identified between the following
variables:
The educational level of both parents ( .544**, p = 0.00 ≤ 005),
Mother educational level has an important influence on several variables, like; the number of children,
meaning that a higher educational level is associated with a lower number of children (-.322**, p = 0.02 ≤ 005),
the verbal intelligence scores (.276**, p = 0.009 ≤ 005) and neuroticism (-.362**, p = 0.001 ≤ 005). A higher
education level for mother is associated with a higher verbal intelligence score, a lower number of children and a
lower neuroticism level.
Strong positive correlation was identified between emotional intelligence coefficient and interpersonal
intelligence (-.330**, p = 0.002 ≤ 005).
Strong positive correlations are identified also between different types of the multiple intelligence model
presented in table 4:

Table 4. Correlational study.

verbal mathematical visual kinesthetic interpersonal intrapersonal naturalistic
verbal Pearson Correlation 1 .363** .355** .271** .173 .387** .316**
Sig. (2-tailed) .000 .001 .010 .102 .000 .002
mathematical Pearson Correlation .363** 1 .280** .277** .117 .408** .349**
Sig. (2-tailed) .000 .007 .008 .270 .000 .001
visual Pearson Correlation .355** .280** 1 .262* .011 .133 .376**
Sig. (2-tailed) .001 .007 .013 .915 .210 .000
kinesthetic Pearson Correlation .271** .277** .262* 1 .137 .130 .466**
Sig. (2-tailed) .010 .008 .013 .199 .221 .000
rhythmic Pearson Correlation .245* .128 .229* .107 .129 .161 .113
Sig. (2-tailed) .020 .228 .030 .314 .226 .130 .290
interpersonal Pearson Correlation .173 .117 .011 .137 1 .157 -.032
Sig. (2-tailed) .102 .270 .915 .199 .141 .767
intrapersonal Pearson Correlation .387** .408** .133 .130 .157 1 .476**
Sig. (2-tailed) .000 .000 .210 .221 .141 .000
naturalistic Pearson Correlation .316** .349** .376** .466** -.032 .476** 1
Sig. (2-tailed) .002 .001 .000 .000 .767 .000

The results of the study are conforming to some researches showing that the educational level of the
mother has a lot of influence on child cognitive and verbal development. The desire not to have so many children

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gives to the mother the possibility to keep the job and to spend more time with children, assuring them a
psychological conform and a more stable emotional balance.
It is important to point that, conforming to the national statistics showing that half of the children till 18
years old are living in the country-side, the percentage of students from computer science proves that 1/3 of the
freshmen students are from the rural area. Also, even if the computer profession is often associated to a
masculine job, one third of the students are women.
Another characteristic of the lot is a high final high-school mark. Previous good academic results are
motivating students to choose a well-known faculty that can assure a high salary in the future.
On the other hand, strong correlation between the different types of intelligence show that students were
not guided only to activities associated to math of electronics. Verbal, interpersonal, rhythmic or visual
intelligences are also having high scores, proving that this kind of students is balanced developed from all
intelligences point of view.
Results of the present study are proving the latest researches proving that the profile of the engineering
students is changing: more complex, more distributive, more adapted, more introvert and more judging (Varona
et al., 2012). Also, teamwork and communication seem to be more attractive to software engineers and working
in a team is an important aspect in finding a job.
No important significant differences were identified between men and women (Meyer et al., 2003). Other
researches from the literature proved that women are keeping their femininity while computer science men are
becoming more masculine.

5. CONCLUSION

A family with a high level of education seems to be an important aspect, more than 96% of the students are
coming from the families were parents reached the college level (over 54%) or the university level (over 32%).
Strong correlations were identified between parents’ educational level, mothers’ education degree and the verbal
intelligence rate and a strong negative correlation between mother’s educational degree and the number of
children. Good correlations were identified also between different types of intelligence. Previous academic good
results are related to almost all aspects of the educational curricula.
Computer sciences students are usually having previous academic average results, with a strong education
background in difference disciplines from curricula, not only from the mathematics area. Most of the students
are coming from educated family with 2 or 3 children. Despite the opinion that this kind of students are oriented
to mathematical, visual or kinesthetic skills, strong correlation are identified between several types of
intelligence.

6. REFERENCES
Araque, F., Roldán, C., & Salguero, A. (2009). Factors influencing university dropout rates. Computers & Education, 53(3), 563-574.
Beaubouef, T. (2002) Why Computer Science Students Need Math. SIGCSE Bulletin , 34 (4), 57-59.
Beaubouef, T. (2003). Why Computer Science Students Need Language. SIGCSE Bulletin , 35 (4).
Beaubouef, T., & Mason, J. (2005). Why the high attrition rate for computer science students: some thoughts and observations. ACM
SIGCSE Bulletin, 7(2), 103-106.
Beyer, S. (1998), Gender Differences in Self-perception and Negative Recall Biases. Sex Role,s 38, 103-133.
Beyer, S. (1999). The Accuracy of Academic Gender Stereotypes. Sex Roles, 40, 787-813.
Fry, H., Ketteridge, S., & Marshall, S. (2008). A handbook for teaching and learning in higher education: Enhancing academic practice.
Routledge.
Meyer, S., Rynes, K., Perrault, J., Hay, K., & Haller, S. (2003). Gender differences in computer science students. In ACM SIGCSE
Bulletin, 35 (1), 49-53.
Varona, D., Capretz, L. F., Piñero, Y., & Raza, A. (2012). Evolution of software engineers' personality profile. ACM SIGSOFT Software
Engineering Notes, 37(1), 1-5.
Margolis, J. and Fisher A. (1997). Geek Mythology and Attracting Undergraduate Women to Computer Science. Impacting Change
through Collaboration. Proceedings of the Joint National Conference of the Women in Engineering Program Advocates Network and the
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Rasmussen, B. and Hapnes, T. (1991). Excluding Women from the Technologies of the Future? A Case Study of the Culture of
Computer Science. Futures, 23, 1107-1119.

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