This study analyzed the relationship between STEM-type group learning and students’ personality traits in junior high school technology classes. The relationship between the five ego states (CP, NP, A, FC, AC), as assessed by the egogram, and students’ self-evaluations of group activity performance was examined through a class on “Rescue Robot Making.” The analysis revealed that the nurturing parent (NP) score was significantly associated with group activity ability, particularly in collaborative activities such as “contribution,” “communication,” and “discussion.” Although personality traits did not change significantly over the short instructional period, the personality variability within groups tended to decrease. These results suggest the importance of incorporating not only cognitive qualities but also personality traits and interpersonal behavioral perspectives into cooperative learning in STEM education. In particular, the findings imply the possibility of establishing a structure in which students with high NP traits function as hubs within their groups, thereby creating conditions that enable other members to more readily demonstrate their strengths. The results of this study indicate the potential for new approaches to group design based on personality interactions and are expected to contribute to instructional strategies aimed at enhancing the quality of collaborative learning in STEM education.

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