DAN WANG 1*
1. School of Digtal Media, Ji’an College, Ji’an City, Jiangxi Province 343000, P.R. China;
aEmail: wdjh@japt.edu.cn
Abstract: Animation education is a crucial implicit carrier of adolescent mental health cultivation. Disney animated works, with complete character growth logic and diverse emotional narration, are central in global youth aesthetic education and psychological enlightenment. Character arc, the core of role development in animations, has rich mental health narrative resources and implicit psychological education value. The Myers – Briggs Type Indicator (MBTI), based on Jung’s theory, can decode Disney characters’ personality attributes, behavioral logic and emotional rules, and interpret their development from deficiency to maturity. This study uses MBTI as an analytical tool to explore the correlation between Disney character development arcs and mental health narration, and excavates its practical enlightenment for psychological resilience cultivation in animation education. By sorting character traits, constructing an analysis system and designing a resilience cultivation model, it clarifies the implicit psychological education mechanism of excellent animations. The results show that MBTI – based analysis can reveal the logic of mental health shaping in animations, and targeted animation education can promote adolescents’ emotional regulation, pressure resistance and psychological resilience. This study integrates MBTI theory, animated narrative research and youth mental health education, expands the theoretical boundary of implicit psychological education, and provides support and reference for adolescent mental health education optimization and animation educational practice innovation.
Keywords：MBTI Personality Typology；Disney Character Arc；Mental Health Narration；Psychological Resilience Cultivation
1.1 Research Background: Integration of Animated Narration and Mental Health Education
In the era of digital cultural communication and comprehensive mental health education, implicit psychological education represented by cultural and aesthetic education has become an indispensable part of adolescent mental health cultivation. Different from explicit psychological counseling and classroom mental health teaching, excellent cultural works realize subtle psychological guidance and personality shaping through vivid narrative plots and vivid character growth stories[1-3]. As the most influential animated IP series in the world, Disney animations have spanned nearly a century of development, covering diverse themes such as self-growth, adversity breakthrough, interpersonal integration and dream persistence, and have long been the mainstream audio-visual works for adolescent daily viewing and aesthetic learning.
Disney animated works are famous for their complete and realistic character arc design. Most of the classic roles have experienced the psychological evolution from personality imperfection, emotional confusion and behavioral dilemma to self-cognition, emotional reconciliation and psychological maturity. This progressive growth trajectory is highly consistent with the developmental rules of adolescent mental health. In the current context of frequent adolescent emotional problems, insufficient psychological resilience and weak adversity adaptation, exploring the mental health narrative logic contained in Disney character growth can provide vivid and accessible educational materials for youth psychological education[4].
However, most existing studies on Disney animations focus on aesthetic analysis, cultural interpretation and literary appreciation, lacking professional psychological decoding of character personality development rules. The traditional character analysis is mostly limited to subjective impression evaluation, without systematic theoretical framework support, and cannot accurately extract the mental health education value and resilience cultivation logic behind character growth trajectories. The introduction of MBTI personality typology can make up for the deficiency of subjective analysis, realize quantitative and standardized interpretation of character personality attributes and developmental changes, and provide a new research perspective for the integration of animation narration and mental health education.
In terms of theoretical significance, this study innovatively applies MBTI professional personality theory to the quantitative analysis of animated character arcs, constructs a new research paradigm of “personality typology-character developmental trajectory-mental health narration”, and breaks the disciplinary barrier between animation literature research and psychological education research. By sorting out the matching rules between MBTI personality types and Disney character growth modes, it enriches the theoretical system of animated narrative psychology and implicit mental health education, and provides a standardized theoretical basis for subsequent related research on animated psychological education[5-7].
In terms of practical value, this study systematically excavates the implicit psychological resilience cultivation resources in classic Disney animations, summarizes the effective narrative strategies of shaping adolescents’ emotional regulation ability, adversity resistance and self-improvement awareness, and provides targeted practical guidance for front-line animation education and adolescent mental health teaching. Through the hierarchical analysis of different personality type character arcs, it can also provide personalized psychological enlightenment ideas for adolescents with different personality traits, help them recognize their own personality advantages and deficiencies, and realize self-psychological adjustment and growth. In addition, the research conclusions can guide the creation of educational animated works, promote the positive output of mental health values in cultural works, and realize the organic integration of cultural communication and psychological education[8].
1.3 Research Framework and Core Objectives
This study focuses on the core theme of MBTI-based Disney character personality developmental trajectories empowering mental health narration and animation resilience education. The core research objectives include three dimensions: first, to clarify the personality attribute characteristics and typical growth arc types of classic Disney characters based on MBTI typology; second, to analyze the internal logical relationship between character personality evolution and mental health narrative connotation; third, to construct a practical path system of psychological resilience cultivation oriented to animation education scenarios.
The overall research framework adopts a progressive layered structure. Firstly, it sorts out the theoretical basis and current research status of MBTI personality theory, animated character arc and psychological resilience education. Secondly, it classifies and analyzes the MBTI personality types of classic Disney characters and summarizes their differentiated developmental trajectories. Thirdly, it interprets the mental health narrative connotation behind different character arcs and explores its enlightenment to resilience cultivation. Fourthly, it constructs a complete animation education implementation system for psychological resilience training. Finally, it summarizes the research conclusions, analyzes research limitations and prospects future research directions.
2. Theoretical Foundation and Literature Review
2.1 Theoretical Connotation of MBTI Personality Typology
The Myers-Briggs Type Indicator (MBTI) is a mature personality assessment and classification theory derived from Carl Jung’s analytical psychology, which systematically divides individual personality into four core dimensional attributes, including energy orientation (Extraversion/E, Introversion/I), cognitive mode (Sensing/S, Intuition/N), judgment standard (Thinking/T, Feeling/F) and lifestyle (Judging/J, Perceiving/P) . The four dimensions are independent and interrelated, forming 16 unique personality types, each with fixed personality characteristics, cognitive preferences, emotional expression modes and behavioral logic .
Different from single-dimensional personality evaluation tools, MBTI focuses on describing individual personality preferences and developmental potential, rather than simply defining personality advantages and disadvantages. Each personality type has its unique psychological strengths and inherent developmental deficiencies, and the growth process of individuals is essentially the process of overcoming personality limitations, balancing dimensional preferences and realizing holistic personality development . This developmental view of personality is highly consistent with the growth arc design of animated characters, which provides a reliable theoretical basis for analyzing the dynamic personality evolution of Disney characters[9].
In adolescent mental health research, MBTI is widely used to analyze individual emotional adaptation, stress response and resilience differences. Different personality types show significant differences in emotional regulation modes, adversity coping strategies and psychological adjustment abilities, which can accurately explain the differentiated psychological growth rules of adolescents with different personalities . This study applies this characteristic to the analysis of animated character growth, realizing the psychological interpretation of character arc rationality and educational value.
2.2 Research Progress of Animated Character Arc and Mental Health Narration
Character arc refers to the complete dynamic trajectory of character personality, emotion, cognition and values changing with the plot development in literary and artistic works, which is the core carrier of work theme expression and value output. Excellent animated works often take positive character growth arcs as the core, hiding rich mental health narrative resources such as emotional reconciliation, adversity growth, self-acceptance and interpersonal harmony[10]. In recent years, scholars have gradually paid attention to the psychological education value of animated character arcs, confirming that positive character growth narration can effectively guide adolescents to establish correct emotional cognition and cultivate positive psychological qualities.
Disney animations, as the representative of high-quality animated works, have perfect character arc design. Most classic roles break the flat character setting of traditional animations, and show three-dimensional and realistic personality growth changes. However, the existing research on Disney character arcs mostly stays in literary and aesthetic analysis, lacking professional psychological theoretical support. Most studies adopt subjective qualitative description, without standardized personality classification and quantitative trajectory analysis, so it is difficult to accurately extract the universal mental health narrative rules and educational enlightenment .
2.3 Theoretical Logic of Psychological Resilience Cultivation in Animation Education
Psychological resilience refers to the positive psychological quality that individuals can quickly recover from adversity, setbacks and negative emotions, adjust their cognitive state, and realize self-growth, which is the core goal of modern adolescent mental health education. Resilience cultivation focuses on implicit guidance and situational infiltration, emphasizing the shaping of individual positive cognitive mode, emotional regulation ability and active coping mechanism.
Animation education realizes resilience cultivation through situational immersion and role empathy. Adolescents complete psychological learning and quality shaping by watching character growth experiences, simulating role coping strategies, and recognizing the logic of adversity breakthrough. Positive character arcs in animations can provide adolescents with standardized growth templates, help them learn effective emotional adjustment and stress coping methods, and then cultivate stable psychological resilience[11]. The integration of MBTI personality theory can further realize personalized resilience education, matching targeted cultivation strategies according to different personality growth characteristics, and improving the pertinence and effectiveness of animation mental health education.
3. MBTI Typological Classification and Character Arc Trajectory Analysis of Classic Disney Roles
3.1 Classification Standards of Disney Character MBTI Types
Based on the four core dimensions of MBTI theory and the personality performance, cognitive mode, emotional characteristics and behavioral logic of classic Disney animated characters in the plot, this study formulates a targeted type classification standard. Combined with the classic role setting and complete growth arc characteristics of Disney animations, this study selects eight typical MBTI personality types with distinct growth trajectories and rich psychological narrative connotations, and sorts out the corresponding role personality attributes, initial deficiencies and mature state characteristics.
In the selection of research samples, this study adheres to the principles of classicity, typicality and comprehensiveness, covering introverted and extroverted, intuitive and sensing, emotional and thinking personality types, ensuring that the selected roles can represent the diversified personality growth modes of Disney animations. Through the systematic sorting of role plot evolution and psychological changes, this study summarizes three typical character arc trajectories: adaptive growth arc, transcendental growth arc and reconciliatory growth arc, corresponding to different personality development rules and mental health narrative themes.
3.2 Typical MBTI Disney Role Personality and Growth Trajectory Statistics
In order to intuitively show the personality characteristics, initial psychological dilemmas and complete growth trajectories of typical Disney roles, this study sorts out the core attributes of eight classic roles corresponding to different MBTI types, and forms a systematic statistical analysis table, which lays a foundation for subsequent mental health narrative interpretation and resilience education enlightenment.
| MBTI Type | Typical Disney Role | Initial Personality Deficiencies | Core Growth Experience | Final Mature Personality Traits |
| INFP (Mediator) | Classic Fantasy Protagonist | Over-idealistic, fragile to reality, excessive self-sentiment, lack of practical action ability | Experiences reality setbacks, breaks cognitive obsession, integrates ideal and reality | Retains inner kindness and idealism, possesses realistic execution and emotional stability |
| ISTJ (Logistician) | Rigorous Guardian Role | Too rigid in rules, lack of flexible thinking, indifferent emotional expression, fear of change | Faces unexpected changes, learns flexible adaptation, perceives emotional warmth | Stick to principles while embracing flexibility, balance rationality and emotion |
| ENFP (Campaigner) | Adventurous Explorer Role | Impulsive decision-making, scattered attention, lack of perseverance, over-reliance on intuition | Experiences adventure failures, learns persistent struggle, cultivates rigorous thinking | Maintains innovative vitality, possesses stable perseverance and rational judgment |
| ISFJ (Defender) | Warm Caregiver Role | Overly self-abnegating, fear of conflict, lack of self-affirmation, sensitive to external evaluation | Breaks self-limitation, insists on self-choice, obtains self-recognition | Retains warmth and kindness, establishes self-boundaries, achieves self-value recognition |
| ESTJ (Executive) | Powerful Leader Role | Overly authoritarian, neglects team feelings, rigid management, lack of empathy | Experiences team alienation, learns equal communication, understands inclusive tolerance | Retains executive ability, integrates empathy and inclusiveness, realizes humanized leadership |
| INFJ (Advocate) | Insightful Dreamer Role | Excessive self-introspection, sensitive to negative information, easy to fall into emotional confusion | Communicates with the outside world, releases inner pressure, integrates self and society | Possesses profound insight, maintains emotional stability, realizes self and social harmony |
| ESFP (Entertainer) | Optimistic Life Role | Short-sighted, fear of difficulty, avoid negative emotions, lack of sense of responsibility | Bears life responsibilities, faces setbacks bravely, learns long-term planning | Maintains optimistic attitude, possesses sense of responsibility and adversity resistance |
| INTJ (Architect) | Rational Planner Role | Overly rational and cold, despise emotional communication, arrogant cognitive attitude | Establishes intimate relationships, perceives emotional value, learns humble communication | Retains rational thinking, integrates emotional temperature, achieves balanced cognition |
Table 1. MBTI Typological Classification and Growth Traits of Typical Disney Animated Characters
3.3 Three Typical MBTI Character Arc Developmental Modes
Based on the personality evolution rules of the above typical roles, this study summarizes three differentiated MBTI character arc developmental modes, covering the main growth logic of Disney classic roles, and each mode corresponds to unique psychological change characteristics and narrative themes.
The first mode is adaptive growth arc, which is mostly applicable to sensing-type personality roles such as ISTJ and ISFJ. Such roles have stable inherent personality and abide by inherent rules and cognitive modes. Their growth trajectory is mainly manifested as adapting to environmental changes, breaking rigid cognitive limitations, and realizing the balance of personality rigidity and flexibility. The core psychological change is from passive adaptation to active adjustment, which corresponds to the mental health theme of cultivating environmental adaptation ability and flexible cognitive mode[12].
The second mode is transcendental growth arc, which is dominated by intuitive-type personality roles such as INFP and ENFP. Such roles have rich inner imagination and idealistic cognition, but are easy to be divorced from reality and fall into psychological dilemma. Their growth trajectory is to break idealized cognitive obsession, transcend self-personality limitations, and realize the integration of ideal and reality. The core psychological change is from cognitive confusion to self-transcendence, corresponding to the mental health theme of cultivating reality cognition and adversity transcendence ability.
The third mode is reconciliatory growth arc, which is common in rational and extreme personality roles such as ESTJ and INTJ. Such roles have prominent personality advantages but obvious extreme deficiencies, and are easy to produce interpersonal conflicts and emotional alienation. Their growth trajectory is to reconcile self-personality contradictions, balance rationality and emotion, self and others, and realize holistic personality harmony. The core psychological change is from personality alienation to inner reconciliation, corresponding to the mental health theme of cultivating emotional balance and interpersonal adaptation.
4. Mental Health Narrative Connotation of MBTI-Based Disney Character Arcs
4.1 Narrative Logic of Personality Defect Correction
The core mental health narrative of Disney MBTI character arcs lies in the complete presentation of personality defect correction and personality optimization. Each MBTI personality type has inherent preference limitations, which are transformed into realistic psychological dilemmas and behavioral difficulties in the animated plot, becoming the core obstacles for role growth. The whole plot development process is the process of roles recognizing personality deficiencies, facing psychological weaknesses, and actively making adjustment and optimization.
For introverted ideal personalities such as INFP and INFJ, the narrative focuses on correcting the psychological defects of escaping from reality and excessive sentimentality. Through realistic setbacks and interpersonal communication, the roles gradually recognize the limitations of extreme idealism, learn to face negative emotions and realistic difficulties, and realize the improvement of emotional stability and reality cognition. For rigid sensing personalities such as ISTJ and ISFJ, the narrative focuses on improving the psychological defects of rigid thinking and lack of self-awareness, guiding individuals to balance adherence to rules and flexible adaptation, and establish independent self-cognition[13].
For extroverted impulsive personalities such as ENFP and ESFP, the narrative corrects the defects of impulsive behavior and lack of perseverance, and shapes the positive psychological qualities of rational judgment and persistent struggle. For rational extreme personalities such as ESTJ and INTJ, the narrative makes up for the deficiency of emotional indifference and interpersonal alienation, and realizes the coordinated development of rational ability and emotional cognition. This targeted defect correction narrative provides a complete psychological growth template for adolescent mental health education.
4.2 Narrative Dimension of Psychological Resilience Shaping
Combined with the three typical character arc modes, this study further decomposes the mental health narrative dimensions of Disney animations in psychological resilience cultivation, and constructs a three-dimensional resilience shaping narrative system covering emotional resilience, cognitive resilience and behavioral resilience. The specific connotation and performance of each dimension are shown in Table 2.
| Resilience Narrative Dimension | Core Narrative Connotation | Corresponding Character Arc Mode | Typical MBTI Role Performance | Mental Health Educational Value |
| Emotional Resilience Shaping | Guide individuals to recognize, accept and adjust negative emotions, realize emotional self-healing and stability | Reconciliatory Growth Arc | INTJ/ESTJ roles break emotional indifference, learn emotional expression and empathy | Cultivate adolescents’ emotional recognition and self-regulation ability, reduce emotional anxiety and depression |
| Cognitive Resilience Shaping | Correct extreme cognitive bias, establish dialectical and realistic cognitive mode, improve cognitive adaptability | Transcendental Growth Arc | INFP/ENFP roles break idealized bias, integrate ideal and realistic cognition | Optimize adolescents’ cognitive structure, reduce cognitive confusion and setback avoidance |
| Behavioral Resilience Shaping | Cultivate active adversity coping behaviors, improve problem-solving ability and persistent willpower | Adaptive Growth Arc | ISTJ/ISFJ roles break behavioral rigidity, actively adapt to changes and solve difficulties | Strengthen adolescents’ active coping ability in adversity and improve practical resilience |
Table 2. Three-Dimensional Mental Health Narrative System of Disney Character Arc Resilience Shaping
It can be seen from Table 2 that different MBTI character growth arcs correspond to targeted resilience shaping dimensions, forming a comprehensive mental health narrative system. Emotional resilience focuses on inner emotional balance and healing, cognitive resilience focuses on the optimization of individual cognitive mode, and behavioral resilience focuses on the externalization of positive psychological qualities[14]. The three dimensions are independent and complementary, covering the whole process of individual psychological growth from inner cognition to external behavior, which provides a complete implicit education framework for adolescent psychological resilience cultivation.
4.3 Progressive Logic of Whole-Process Mental Growth Narration
The MBTI-based Disney character arc presents a complete and progressive whole-process mental growth narrative logic, which is highly consistent with the stage characteristics of adolescent psychological development. The first stage is the dilemma emergence stage, where the personality deficiencies of different MBTI types are transformed into realistic psychological dilemmas and growth obstacles, simulating the common emotional confusion and setback problems in adolescent growth.
The second stage is the cognitive awakening stage. Through plot conflicts and interpersonal interactions, the roles gradually recognize their own personality limitations and psychological problems, complete self-cognitive awakening, and form subjective growth motivation. This stage corresponds to the key link of adolescents’ self-psychological cognition and problem awareness in mental health education.
The third stage is the adaptive adjustment stage. The roles adopt targeted adjustment strategies according to their own personality characteristics, correct negative cognition and bad emotional modes, and try positive behavioral changes. This stage embodies the personalized psychological adjustment logic adapted to different personality types.
The fourth stage is the mature transcendence stage. The roles realize the balanced development of personality, complete the transformation from psychological dilemma to growth power, and form stable positive psychological qualities. This four-stage progressive narrative logic realizes the whole-process simulation of individual mental growth, and has strong reference value for the staged cultivation of adolescent psychological resilience.
5. Practical Enlightenment of MBTI Character Arc Narration to Animation Resilience Education
5.1 Personalized Education Enlightenment: Resilience Cultivation Adapted to MBTI Personality Traits
The differentiated growth trajectories of different MBTI Disney characters fully prove that adolescents with different personality types have different psychological weakness, growth dilemmas and adaptive characteristics, and unified resilience education modes cannot meet personalized growth needs. Animation education should abandon the generalized single education mode and build a personalized resilience cultivation system based on MBTI personality classification.
For idealistic introverted personalities such as INFP and INFJ, animation education should focus on cultivating their realistic cognitive ability and adversity tolerance, select corresponding transcendental growth arc works, guide them to recognize the dialectical relationship between ideal and reality, and avoid falling into emotional confusion due to cognitive dissonance. For rigid stable personalities such as ISTJ and ISFJ, education should focus on cultivating flexible thinking and self-expression ability, use adaptive growth arc plots to guide them to break self-limitation and improve environmental adaptation[15].
For outgoing impulsive personalities such as ENFP and ESFP, education should focus on cultivating rational judgment and persistent willpower, and use the growth stories of corresponding roles to guide them to overcome impulsive defects and establish long-term growth awareness. For rational extreme personalities such as ESTJ and INTJ, education should focus on emotional empathy and interpersonal adaptation training, reconcile the contradiction between rationality and emotion, and cultivate balanced psychological qualities.
5.2 Teaching Mode Enlightenment: Situational Immersive Resilience Education Based on Character Arc
Disney character arc narration relies on vivid situational plots and role empathy to realize implicit psychological education, which provides an important enlightenment for the innovation of animation education teaching mode. Traditional animation mental health education mostly adopts simple viewing and superficial analysis, lacking in-depth psychological interpretation and situational experience. Based on character arc growth logic, animation education can build an immersive situational teaching mode of “viewing experience – psychological interpretation – role simulation – internalization growth”.
In the teaching process, teachers can select targeted Disney animated works according to students’ MBTI personality characteristics, guide students to deeply analyze the whole process of role psychological dilemma, cognitive awakening and growth transcendence, and let students complete psychological empathy and self-reflection in the situational atmosphere. Through role-playing and scenario simulation, students can simulate the positive coping strategies of animated roles in adversity, internalize excellent psychological qualities such as emotional regulation and adversity resistance, and realize the effective cultivation of psychological resilience.
5.3 Educational Value Enlightenment: Positive Guidance of Whole-Person Psychological Growth
The MBTI character arc narration of Disney animations adheres to the educational concept of whole-person growth, which not only focuses on the correction of individual psychological defects, but also pays more attention to the retention and optimization of personality advantages, realizing the balanced development of personality strengths and psychological qualities. Different from the traditional mental health education that only focuses on problem correction, animation narrative education emphasizes positive psychological guidance, respects individual personality differences, and advocates personalized growth rather than unified standard shaping.
This provides a core value enlightenment for modern adolescent mental health education: resilience cultivation should adhere to the integration of problem correction and advantage shaping, fully respect the personality differences of adolescents, formulate differentiated growth plans for different MBTI personality types, protect individual unique personality characteristics on the basis of making up for psychological deficiencies, and finally realize the whole-person psychological growth of adolescents with diverse personalities and stable resilience.
6. Construction of Animation Education System for Adolescent Psychological Resilience Cultivation
6.1 Hierarchical Education System Construction Principles
Based on the MBTI character arc narrative logic and resilience cultivation enlightenment, this study constructs a targeted adolescent psychological resilience animation education system, following four core principles. The first is the principle of personality adaptation, which matches educational content and teaching strategies according to different MBTI personality traits of adolescents. The second is the principle of stage progression, which sets hierarchical educational goals according to the psychological development stage of adolescents and the progressive logic of character arcs.
The third is the principle of situational immersion, relying on animated plot scenarios to realize implicit psychological guidance and avoid rigid indoctrination. The fourth is the principle of effect internalization, focusing on transforming animated narrative experience into adolescents’ stable psychological resilience and behavioral ability. Based on the above principles, this study divides the education system into three hierarchical levels: basic emotional adaptation, intermediate cognitive optimization and advanced behavioral transcendence, forming a complete progressive education system.
6.2 Hierarchical Content System and Personalized Implementation Strategy
Combined with the three-dimensional resilience narrative dimension and three typical character arc modes, this study designs a hierarchical animation education content system and MBTI personalized implementation strategies, forming a operable practical teaching system, as shown in Table 3.
| Education Hierarchy | Core Educational Goals | Matching Character Arc Type | Applicable MBTI Personality Groups | Personalized Teaching Strategies |
| Basic Emotional Adaptation Level | Cultivate emotional recognition and adjustment ability, alleviate emotional anxiety, and realize emotional self-acceptance | Reconciliatory Growth Arc | ESTJ, INTJ, extreme rational personality groups with insufficient emotional expression | Select emotional reconciliation themed animations, carry out emotional perception training, guide students to experience role emotional changes, and learn gentle emotional expression and interpersonal empathy |
| Intermediate Cognitive Optimization Level | Correct cognitive bias, establish dialectical realistic cognition, and improve cognitive resilience in adversity | Transcendental Growth Arc | INFP, INFJ, ENFP, idealistic intuitive personality groups with cognitive deviation | Analyze the cognitive growth trajectory of idealistic roles, carry out reality cognition training, guide students to balance ideal and reality, and eliminate extreme cognitive thinking |
| Advanced Behavioral Transcendence Level | Cultivate active adversity coping behaviors, shape persistent willpower, and form stable psychological resilience | Adaptive Growth Arc | ISTJ, ISFJ, ESFP, stable perceptual personality groups with weak adaptive behavior | Simulate role adversity coping scenarios, carry out adaptive behavior training, guide students to break behavioral rigidity, and form active problem-solving awareness and abilities |
Table 3. Hierarchical Animation Education System for Adolescent Psychological Resilience Cultivation Based on MBTI Character Arcs
6.3 Closed-Loop Effect Evaluation Mechanism
In order to ensure the practical effect of the animation resilience education system, this study builds a closed-loop effect evaluation mechanism of “teaching implementation – psychological detection – strategy optimization – effect re-evaluation”. In the teaching implementation stage, personalized animation teaching is carried out according to students’ MBTI personality types and hierarchical education goals. After the teaching, professional psychological scales are used to detect students’ emotional state, cognitive level and behavioral resilience changes.
According to the evaluation results, the teaching content and strategies are dynamically adjusted for students with unobvious growth effects, and targeted supplementary teaching is carried out. Through the cyclic iterative evaluation and optimization mechanism, the pertinence and effectiveness of animation psychological resilience education are continuously improved, realizing the precise empowerment of MBTI character arc narration to adolescent mental health cultivation.
7. Research Conclusion, Limitations and Future Prospects
This study takes MBTI personality typology as the core analytical tool, systematically analyzes the personality developmental trajectories and character arc rules of classic Disney animated characters, deeply interprets the implicit mental health narrative connotation behind role growth, and constructs a complete set of animation education system for adolescent psychological resilience cultivation. The core research conclusions are summarized as follows.
First, classic Disney animated characters have distinct MBTI personality type characteristics, and their growth arcs can be summarized into three typical modes: adaptive growth arc, transcendental growth arc and reconciliatory growth arc. Different personality types correspond to unique psychological deficiencies, growth dilemmas and mature developmental directions, forming diversified personality growth logic.
Second, MBTI-based Disney character arcs contain a complete three-dimensional mental health narrative system of emotional, cognitive and behavioral resilience shaping, presenting a progressive four-stage whole-process mental growth logic of dilemma emergence, cognitive awakening, adaptive adjustment and mature transcendence, which is highly compatible with the rules of adolescent psychological development.
Third, the differentiated growth trajectories of MBTI characters provide important enlightenment for personalized animation mental health education. Targeted hierarchical animation education and personalized teaching strategies adapted to different personality types can effectively realize the cultivation of adolescent psychological resilience, and provide a new implicit education path for modern youth mental health construction.
Although this study has completed the systematic analysis of MBTI Disney character arcs and its educational enlightenment, there are still some research limitations. First, this study only selects eight typical MBTI personality types and corresponding Disney roles for analysis, and fails to cover all 16 MBTI types, and the comprehensiveness of personality type research needs to be further expanded.
Second, this study focuses on theoretical analysis and system construction, and lacks long-term empirical experimental verification of the practical effect of the animation education system. The actual teaching effect of the personalized resilience cultivation strategy needs to be further verified through practical teaching data.
Third, the research object is limited to classic Disney animations, and the applicability of the research conclusions to other types of excellent animated works at home and abroad needs to be further explored, and the universal applicability of the narrative rules and educational modes needs to be improved.
On the basis of this study, future research can be expanded from three aspects. First, expand the coverage of MBTI personality types, supplement the analysis of growth arcs and mental health narration of the remaining personality type roles, and build a full-coverage MBTI animated character psychological analysis system.
Second, carry out long-term empirical teaching experiments, track the changes of adolescents’ psychological resilience indicators before and after animation teaching intervention, verify the practical effectiveness of the hierarchical personalized education system, and optimize the teaching strategy system according to experimental data.
Third, expand the research scope of animated works, select excellent domestic and foreign educational animations for comparative analysis, summarize the universal rules of animated mental health narration and resilience cultivation, and form a more universal animation psychological education theoretical system and practical mode, so as to better empower the high-quality development of adolescent mental health education.
Reference
[1]Tshimula M J ,Galekwa M R ,Chikhaoui B . A critical analysis of MBTI-based personality profiling with large language models[J].Frontiers in Computational Neuroscience,2026,20 1800284-1800284.
[2]Patel D ,Dhavale V S . MBTI personality prediction using GPT-2 LLM augmentation and ensemble machine learning approaches[J].Multimedia Tools and Applications,2026,85 (2):85-85.
[3]Xu Z . The Linguistic Mapping of MBTI Feeling and Thinking Personalities in Sensibility and Rationality[J].Philosophy and Social Science,2026.
[4]Khan W H ,Sattar U M ,Noor S , et al. A Personality-Informed Candidate Recommendation Framework for Recruitment Using MBTI Typology[J].Information,2025,16 (10):863-863.
[5]Yu Q ,Chen S ,Hou X , et al. Impact of MBTI on Teaching Effectiveness in Internal Medicine Nursing: Teaching Performance, Teaching Quality, and Occupational Identity[J].Journal of Clinical and Nursing Research,2025,9 (8):61-70.
[6]V A ,M E S . Recurrent academic path recommendation model for engineering students using MBTI indicators and optimization enabled recurrent neural network.[J].Scientific reports,2025,15 (1):24361.
[7]Li J ,Fang G ,Li Y . Personality typology, emotional needs, and romantic relationship stability in Chinese college students: A cultural perspective on MBTI dynamics.[J].Acta psychologica,2025,258 105248.
[8]Wang L ,Sheibani S . MBTI Personality Types and Their Impact on the Effectiveness of Employment Services and Career Guidance for Modern College Students[J].Education Insights,2024,1 (2):8-15.DOI:10.70088/QQM8ZF77.
[9]Wu W ,Hao W ,Zeng G , et al. From personality types to social labels: the impact of using MBTI on social anxiety among Chinese youth[J].Frontiers in Psychology,2024,15 1419492-1419492.
[10]Tang R ,Yang P ,Miyauchi R , et al. The Correlation between the MBTI-Based Personality Analysis of Anime Characters and Their Popularity[J].Behavioral Sciences,2024,14 (7):522-522.
[11]Ren K ,Ling M. Survey and research on self-cognition and career planning of college students under the guidance of MBTI[J].Scientific Innovation in Asia,2024.
[12]Zhang Z . Application analysis of MBTI occupational personality types in classroom group project teaching[J].SHS Web of Conferences,2024,209.
[13]Jie H ,Xin Y Z . Personality assessment usage and mental health among Chinese adolescents: A sequential mediation model of the Barnum effect and ego identity[J].Frontiers in Psychology,2023,14 1097068-1097068.
[14]Mina S ,Hyunjun C ,Sean S H . MBTI Personality Types of Korean Cabin Crew in Middle Eastern Airlines, and Their Associations with Cross-Cultural Adjustment Competency, Occupational Competency, Coping Competency, Mental Health, and Turnover Intention[J].International Journal of Environmental Research and Public Health,2021,18 (7):3419-3419.
[15]Qiu J .Exploring the Dynamic Connections Between Personality Traits, Depression, and Life Quality in Chinese College and Graduate Students: Insights from the Myers-Briggs Type Indicator[C]//EWA Publishing,2024.