Volume_4_Issue_4_Digest

66 TPC D igest highly expressed and developed, indicating that the students are dignified, flexible, hopeful and unyielding in their desire to excel. They also value cognitive activity and are insightful. However, their profile does show some concerns in that traits such as support seeking and security seeking dropped continuously over the period of the study. Such findings suggest that the students may not be ready for counseling and prefer not to seek help and support if they encounter problems. Furthermore, the differences between the real-self and the preferred-self traits were much more exaggerated in the third phase. When the preferred-self traits are much higher than the real-self traits, the students may feel frustrated. According to Rogers, incongruence between real and preferred value in personality traits may increase one’s vulnerability or anxiety. Gradual and orderly structural policy changes may facilitate adjustment and minimize needless stressors. In 2010, Tosevski, Milovancevic, and Gajic suggested building trust in the instructor- student relationship to promote autonomy and clarify role expectations. Practicing a student- driven learning approach may inspire creativity and leadership, and may bring forth greater self-satisfaction among the students. It is crucial to continually monitor the personality profile and psychological well-being of the students. The institution can establish proactive intervention to support the mental health and development of human capital in all students. The Professional Counselor DIGEST Volume 4, Issue 4 http://tpcjournal.nbcc.org © 2014 NBCC, Inc. and Affiliates Full article and references: See, C. M., Abdullah, M. N. L. Y., & Yin, C. J. Profiling the personality traits of university undergraduate and postgraduate students at a research university in Malaysia. The Professional Counselor , 4 , 378–389. doi:10.15241/scm.4.4.378