Structural Relationships Among the Epistemological Beliefs, Metacognition, Science Inquiry Skills, and Science Achievement of High School Students

2015 ◽  
Vol 35 (6) ◽  
pp. 931-938
Author(s):  
Sue-Jin Kim ◽  
Young-Lan Chung
Keyword(s):  
High School ◽  
High School Students ◽  
Epistemological Beliefs ◽  
Science Achievement ◽  
Science Inquiry ◽  
School Students ◽  
Inquiry Skills ◽  
Structural Relationships

Typology as a Moderating Variable in Success in Science

1970 ◽  
Vol 26 (3) ◽  
pp. 711-716 ◽  
Author(s):  
Richard J. Reynolds ◽  
Amy G. Hope
Keyword(s):  
High School ◽  
High School Students ◽  
Science Achievement ◽  
Myers Briggs Type Indicator ◽  
School Students ◽  
Homogeneous Groups ◽  
Heterogeneous Groups ◽  
Type Indicator ◽  
Myers Briggs

Myers-Briggs Type Indicator (MBTI) was examined for its utility as a predictor of intellective behaviors. For beginning, intermediate and advanced high school students measures of GPA, IQ, science achievement, and science aptitude were obtained. MBTI subscales were dichotomized and criteria were analyzed relative to the resultant eight groups. MBTI subscales provided evidence that typology may well be a moderating factor in intellective performance. The intuition (S-N) scale provided consistent indication of typological differences moderating performance. MBTI appeared to be more appropriate for heterogeneous groups and lost its discriminatory utility with homogeneous groups.

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