scholarly journals A Study of the Relationship Between Tutor's Personality and Teaching Effectiveness: Does culture make a difference?

2002 ◽  
Vol 3 (2) ◽  
Author(s):  
Bobbie Chan
Keyword(s):  
Personality Assessment ◽  
Chinese Culture ◽  
Teaching Effectiveness ◽  
Future Research ◽  
Myers Briggs Type Indicator ◽  
Chinese Tradition ◽  
Personality Inventories ◽  
Type Indicator ◽  
Chinese Personality Assessment Inventory ◽  
Universal Domain

Good tutoring requires appropriate interpersonal and pedagogical skills. Tutor personality is a major factor affecting how tutors communicate and deals with students, and yet it is a largely unexplored context of distance education. Using the Chinese Personality Assessment Inventory (CPAI)* this paper examines how the personality of tutors’ affects their teaching effectiveness at a distance learning institution in Hong Kong. The results are compared to those reported by Chan (2001) in a similar study using the Myers-Briggs Type Indicator (MBTI). The results indicate that certain scales on the Chinese Tradition factor of the CPAI are significantly related to tutors’ teaching performance, and that the MBTI could not subsume all the CPAI scales. Future research with the CPAI should explore whether this Chinese Tradition factor is unique to the Chinese culture or whether it comprises elements of a universal domain useful in understanding key interpersonal aspects of personality that have been absent from Western personality inventories.

Personality testing on the internet

2012 ◽  
Author(s):  
Tom Buchanan
Keyword(s):  
Personality Assessment ◽  
Online Survey ◽  
Survey Methodology ◽  
Self Report ◽  
Personality Testing ◽  
Future Research ◽  
Personality Tests ◽  
Self Disclosure ◽  
Personality Inventories ◽  
Key Issues

This article provides an overview of some of the key issues in online personality assessment, offers practical advice for people planning to use such tests in research or applied settings, and highlights some priorities for future research. As well as personality inventories, it considers other forms of self-report-questionnaire-based psychological assessment that may reflect relatively stable individual differences but not strictly fall into traditional models of personality. For example, these are considered in the discussion of equivalence between online and offline tests, because it is likely that any psychological processes affecting the completion of online personality tests (e.g., increased self-disclosure) will be shared with these instruments as well. In terms of methodology, if not the constructs being measured, there are strong similarities that will inform discussion of issues such as equivalence. The same is true of research on online survey methodology – again, there are valuable lessons to be learned from that body of literature.

Can people accurately estimate their own personality test scores?

1990 ◽  
Vol 4 (4) ◽  
pp. 319-327 ◽  
Author(s):  
Adrian Furnham
Keyword(s):  
Personality Assessment ◽  
Test Scores ◽  
The Other ◽  
Personality Test ◽  
Myers Briggs Type Indicator ◽  
Actual Fact ◽  
Type Indicator ◽  
Positive Correlations ◽  
The Relationship ◽  
Actual Test

This study examined the relationship between subjects' actual test derived scores and their estimates of what those scores would be. Fifty‐six subjects completed three questionnaires (Morningness‐Eveningness Questionnaire; FIRO‐B; Myers—Briggs Type Indicator MBTI), and then estimated the scores on each dimension (15 in all) for themselves and another person that they knew well. The results showed significant positive correlations on 10 of the 15 dimensions for themselves. The dimensions that they were best at estimating were Morningness‐Eveningness; Extraversion, and Thinking on the MBTI; and Wanted and Expressed Inclusion on the FIRO‐B. Eight correlations reached significance concerning their ability to predict another known person's scores but were lower than for their own estimate‐actual score correlations. Whereas subjects believed that they were like the other person they nominated (12 of the 15 correlations were significantly positive), in actual fact their test derived scores showed only five significant findings, two positive and the others negative. The results are discussed in terms of lay theories of personality and their relationship to personality assessment.

Assessing the dream-lag effect among participants with different intuition score measured by the Myers–Briggs Type Indicator.

Dreaming ◽  
2020 ◽  
Vol 30 (3) ◽  
pp. 267-277
Author(s):  
Jiaxi Wang ◽  
Xiaoling Feng ◽  
Ting Bin ◽  
Huiying Ma ◽  
Heyong Shen
Keyword(s):  
Myers Briggs Type Indicator ◽  
Type Indicator ◽  
Lag Effect ◽  
Myers Briggs

Campus Social Climate Correlates of Environmental Type Dimensions

NASPA Journal ◽  
2004 ◽  
Vol 41 (4) ◽  
Author(s):  
Daniel W. Salter ◽  
Reynol Junco ◽  
Summer D. Irvin
Keyword(s):  
Work Environment ◽  
Personal Growth ◽  
Type Theory ◽  
General Purpose ◽  
Myers Briggs Type Indicator ◽  
Environment Scale ◽  
Type Indicator ◽  
Group Environment ◽  
System Maintenance ◽  
Environment Type

To address the ability of the Salter Environment Type Assessment (SETA) to measure different kinds of campus environments, data from three studies of the SETA with the Work Environment Scale, Group Environment Scale, and University Residence Environment Scale were reexamined (n = 534). Relationship dimension scales were very consistent with extraversion and feeling from environmental type theory. System maintenance and systems change scales were associated with judging and perception on the SETA, respectively. Results from the SETA and personal growth dimension scales were mixed. Based on this analysis, the SETA may serve as a general purpose environmental assessment for use with the Myers-Briggs Type Indicator.

Validity of a Measure of Critical Thinking Skills

1987 ◽  
Vol 60 (3_part_2) ◽  
pp. 1223-1230
Author(s):  
Bruce Thompson ◽  
Janet G. Melancon
Keyword(s):  
Critical Thinking ◽  
Construct Validity ◽  
Item Difficulty ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
Myers Briggs Type Indicator ◽  
Embedded Figures Test ◽  
Type Indicator ◽  
Embedded Figures ◽  
Myers Briggs

Based on data from 343 subjects, results suggest that Thompson's Test of Critical Thinking Skills has reasonable item difficulty and discrimination coefficients and appears to be valid. Construct validity was investigated by administering the Myers-Briggs Type Indicator and the Group Embedded Figures Test. Although conclusions must be considered tentative pending additional study, the results warrant continued inquiry regarding the measure's value.

scholarly journals Chinese students’ participation: the effect of cultural factors

2014 ◽  
Vol 56 (5) ◽  
pp. 430-446 ◽  
Author(s):  
Chris S. Hodkinson ◽  
Arthur E. Poropat
Keyword(s):  
Teaching Effectiveness ◽  
Educational Achievement ◽  
Chinese Students ◽  
Educational Practice ◽  
Chinese Student ◽  
Future Research ◽  
Electronic Interaction ◽  
Content Type ◽  
Cultural Elements ◽  
The Impact

Purpose – The purpose of this paper is to provide for Western educators of international Chinese and Confucian Heritage Culture (CHC) students the first integrated review of kiasu, the “fear of missing out”, and its consequences for learning, teaching, and future research. Design/methodology/approach – A review of the economic importance of international Chinese students is provided, followed by consideration of the pedagogical consequences of restricted participation in educational activities by the so-called “silent Chinese student”. Examination of research on international Chinese students and their source cultures established significant gaps and misunderstandings in the generally accepted understandings of CHCs, especially with respect to the actual practices used in Western and Chinese teaching. More importantly, the participation-related implications of kiasu within the context of broader cultural characteristics are described and implications drawn for teaching practices and research. Findings – While many Western university teachers are aware of the “silent Chinese student” phenomenon, few understand its underlying reasons, especially the kiasu mindset and its relationship to other cultural elements. Kiasu actively impedes the interaction of international Chinese students with their teachers and restricts collaboration with peers, thereby limiting educational achievement. Specific tactics for amelioration are reviewed and recommendations are provided, while an agenda for future research is outlined. Practical implications – Western teachers need to normalise and encourage Chinese student participation in class activities using tactics that have been demonstrated to improve outcomes for Chinese students, but that also assist students generally. These include both within-class and electronic interaction tools. Social implications – More culturally sensitive understanding of the impact of cultural differences on teaching effectiveness. While some effective responses to these already exist, further research is needed to expand the skill-set of Western teachers who work with international Chinese students. Originality/value – This paper provides the first systematic integration of the kiasu phenomenon with educational practice and research.

The many faces of suzhi in the Chinese organization and society

2014 ◽  
Vol 5 (1) ◽  
pp. 51-61 ◽  
Author(s):  
Sean Upton-McLaughlin
Keyword(s):  
Chinese Culture ◽  
Mainland China ◽  
Future Research ◽  
Chinese Society ◽  
Content Type ◽  
Mainland Chinese ◽  
Foreign Companies ◽  
Expatriate Managers ◽  
The Many ◽  
Practical Implications

Purpose – The purpose of this paper was to explore the Chinese concept of suzhi and how it relates to behavioral standards within mainland Chinese society and the workplace. The article provides a general discussion of suzhi and its inherent elements to act as a foundation for the education of expatriate managers and executives and for future research by Chinese human resource management (HRM) scholars. Design/methodology/approach – This paper draws on the author's first-hand experience and observations from five years of living and working abroad in mainland China with Chinese companies and executives. Findings – The concept of suzhi in China is a reflection of multiple behavioral standards throughout China. And while suzhi's roots are in ancient Chinese culture and Confucianism, it is also subject to influence and change. Practical implications – The paper may serve as a foundation both for expatriate managers seeking to improve HRM practices in foreign companies in China and future scholars who wish to conduct further research on suzhi and Chinese behavioral standards as they can be applied to the workplace. Originality/value – This is an attempt to enlighten expatriate managers and executives in China on the concept of suzhi and its implication for HRM in China.

Barriers to Employment: Personality and Cognitive Predictors of Employment Status

2006 ◽  
Vol 15 (1) ◽  
pp. 10-18 ◽  
Author(s):  
Carolyn McTurk ◽  
Jane Shakespeare-Finch
Keyword(s):  
Personality Traits ◽  
Employment Status ◽  
Thinking Styles ◽  
Individual Factors ◽  
Myers Briggs Type Indicator ◽  
Cognitive Differences ◽  
Cognitive Predictors ◽  
Direct Training ◽  
Type Indicator ◽  
Barriers To Employment

Barriers to employment are linked to individual factors such as thinking styles and personality traits. Personality and cognitive differences between employed ( n = 55) and unemployed ( n = 57) cohorts were analysed to quantify the association between these variables and employment status. Using the Myers-Briggs Type Indicator (MBTI) and the Thinking Styles Inventory, three hypothesised relationships were examined in terms of identifying predictors of employment status. Personality temperament was found to be a significant predictor (particularly Sensing Perceiving style: SP), and thinking type also accounted for variance in employment status. These findings may help direct training strategies adopted by employment agencies in assisting people who are unemployed, collaboratively targeting positive job access outcomes through their consultative partnerships.

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