Learning Style and Personality Type

1992 ◽  
Vol 75 (1) ◽  
pp. 99-104 ◽  
Author(s):  
Robert J. Drummond ◽  
Ann H. Stoddard
Keyword(s):  
Learning Styles ◽  
Construct Validity ◽  
Learning Style ◽  
Undergraduate Students ◽  
Personality Type ◽  
Myers Briggs Type Indicator ◽  
Gregorc Style Delineator ◽  
Type Indicator ◽  
Myers Briggs

To investigate the relations between the Myers-Briggs Type Indicator and the Gregorc Style Delineator and to examine the construct validity of the Style Delineator, 41 undergraduate students preparing to be teachers were given both tests. Observed differences in learning styles by personality type partially support the construct validity of the Style Delineator. Judging individuals ( n = 25) tended to perceive themselves as concrete sequential thinkers as opposed to perceptive individuals ( n = 16) who thought of themselves as concrete random thinkers. Feeling types ( n = 29) tended to prefer random modes of thinking.

Relationship between Myers-Briggs Type Indicator and Gregorc Style Delineator

1996 ◽  
Vol 82 (3_suppl) ◽  
pp. 1203-1210 ◽  
Author(s):  
P. H. Harasym ◽  
E. J. Leong ◽  
B. B. Juschka ◽  
G. E. Lucier ◽  
F. L. Lorscheider
Keyword(s):  
Factor Analysis ◽  
Learning Style ◽  
Human Anatomy ◽  
Myers Briggs Type Indicator ◽  
Grade Point ◽  
Anatomy And Physiology ◽  
Gregorc Style Delineator ◽  
Type Indicator ◽  
Human Anatomy And Physiology ◽  
Myers Briggs

The relationship between the Myers-Briggs Type Indicator and Gregorc Style Delineator, and achievement was examined by administering these instruments to 259 first-year nursing students enrolled in an introductory human anatomy and physiology course. A principal component factor analysis using a varimax rotation of the scores from the two psychometric instruments, achievement examinations, and an over-all grade point average indicated that each learning style from the Gregorc Style Delineator corresponds to certain traits on the Myers-Briggs Type Indicator. An individual who had a preference for the learning style of Concrete Sequential tended to have the traits of sensing and judging on the Myers-Briggs Type Indicator, while an individual who used the learning style of Concrete Random tended to have the traits of intuition and perceiving on the Myers-Briggs Type Indicator. One who had a preference for the learning style of Abstract Sequential tended to use the trait of thinking while another who used the learning style of Abstract Random tended to have the trait of feeling. The factor analysis also indicates no relationship of any scores of the traits on the Myers-Briggs Type Indicator or learning styles of the Gregore Style Delineator with the examination scores achieved in the human anatomy and physiology course or to the students' over-all grade point average. However, factor analysis indicates that the Myers-Briggs Type Indicator traits of Judging vs Perceiving collapsed into the Sensing vs Intuition scale, and that the Gregore Style Delineator consists of two bipolar scales that are different from those proposed by Gregorc.

Correlations among Three Measures of Personality Type

1993 ◽  
Vol 77 (2) ◽  
pp. 650-650 ◽  
Author(s):  
Irving F. Tucker ◽  
Bonnie V. Gillespie
Keyword(s):  
Undergraduate Students ◽  
Personality Type ◽  
Myers Briggs Type Indicator ◽  
Computer Version ◽  
Keirsey Temperament Sorter ◽  
Type Indicator ◽  
Myers Briggs

Correlational comparisons were made between the Myers-Briggs Type Indicator and both the Keirsey Temperament Sorter and its computer version, Please Understand Me, for 103 undergraduate students in psychology. Values from .68 to .86 suggest that these three instruments were measuring the same constructs. Specific differences are discussed.

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 The Relationship Between Personality Type And Leadership Focus

2006 ◽  
Vol 4 (1) ◽  
Author(s):  
Grant Sieff ◽  
Louis Carstens
Keyword(s):  
South African ◽  
Personality Type ◽  
Target Population ◽  
Personality Types ◽  
Leadership Role ◽  
Myers Briggs Type Indicator ◽  
Multiple Focus ◽  
Type Indicator ◽  
Myers Briggs ◽  
The Relationship

Optimising focus is a key success driver for many organisation leaders. The relationship between personality type and leadership focus is examined. Personality type is assessed with Form M of the Myers-Briggs Type Indicator instrument, and leadership focus is explored through the development and application of a Leadership Focus Questionnaire. South African executives form the target population for this study. Both functionalist and interpretive approaches are applied. Three primary theoretical hypotheses about leadership focus, concerning (1) optimising the balance of focus between external and internal priorities, (2) the fit between the leadership personality type and the organisation type, and (3) the capacity to manage a multiple focus, are considered. Results show that Extraverted personality types are more comfortable with the challenges of focus in the leadership role than are Introverted types, and Extraverted, Sensing, Thinking and Judging types experience a greater degree of fit with their organisations than do Introverted, Intuitive, Feeling and Perceiving types.

Personality Type and Cognitive Style

1987 ◽  
Vol 60 (3) ◽  
pp. 959-964 ◽  
Author(s):  
Julia Ferguson ◽  
Cove Fletcher
Keyword(s):  
Cognitive Control ◽  
Cognitive Style ◽  
Undergraduate Students ◽  
Cognitive Complexity ◽  
Verbal Ability ◽  
Personality Type ◽  
Myers Briggs Type Indicator ◽  
Female Undergraduate ◽  
Type Indicator ◽  
The Relationship

Examined the relationship between cognitive style and personality type as measured by the Myers-Briggs Type Indicator. 31 male and 46 female undergraduate students completed the Indicator and several cognitive instruments including a memory scale, measures of cognitive complexity and integration, verbal ability, and selective attention and recall. Correlational analysis showed there to be significant variations in cognitive style with different preferences on the Indicator. Although conclusions can only be tentative, feeling types tended to be better at verbal-based tests, whereas perceiving types tended to be better at tasks requiring cognitive control and attention.

Psychology of the Scientist: XLVI: Correlation between Theoretical Orientation in Psychology and Personality Type

1982 ◽  
Vol 50 (3) ◽  
pp. 795-801 ◽  
Author(s):  
James J. Hart
Keyword(s):  
Theoretical Orientation ◽  
Personality Type ◽  
Myers Briggs Type Indicator ◽  
Type Indicator ◽  
Psychology Majors ◽  
Myers Briggs

In this study the question, “Are theoretical and methodological orientation an expression of psychology majors' personalities?” was asked. To answer this question, the Myers-Briggs Type Indicator and the Theoretical Orientation Survey were given to 181 junior and senior psychology majors. It was found that “objectively oriented psychology majors” tended to score high on Sensing on the Myers-Briggs, while “subjectively oriented psychology majors” tended to score high on Intuition.

Jungian Personality Types as a Predictor of Attendance at the Black College Day March

1984 ◽  
Vol 54 (3) ◽  
pp. 887-890 ◽  
Author(s):  
Carol Geer ◽  
Stanley E. Ridley ◽  
Albert Roberts
Keyword(s):  
College Students ◽  
Construct Validity ◽  
Personality Types ◽  
Black College ◽  
Myers Briggs Type Indicator ◽  
Type Indicator ◽  
Myers Briggs ◽  
Actual Attendance

This study examined whether Jungian personality types, as measured by the Myers-Briggs Type Indicator, would be related to college students' reported behavior regarding attendance at a sociopolitical event, the Black College Day March. There were two attendance variables: (1) whether subjects planned to attend or not and (2) consistency or inconsistency between subjects' attendance plans and actual attendance, e.g., planned to attend and did vs planned not to attend but did. The personality types compared were extra-verts vs introverts, judgers vs perceivers, sensing judgers vs intuitive perceivers, and intuiting judgers vs sensing perceivers. The results supported each of the hypothesized differences among the personality types with respect to the attendance variables. These data provide further evidence of the construct validity of the Jungian personality types.

scholarly journals Perceptions of Teaching Methods for Preclinical Oral Surgery: A Comparison with Learning Styles

2017 ◽  
Vol 11 (1) ◽  
pp. 109-119 ◽  
Author(s):  
Esam Omar
Keyword(s):  
Active Learning ◽  
Learning Styles ◽  
Learning Style ◽  
Oral Surgery ◽  
Personality Type ◽  
Dental Students ◽  
Myers Briggs Type Indicator ◽  
Clinical Exposure ◽  
Staff Members ◽  
Index Of Learning Styles

Purpose: Dental extraction is a routine part of clinical dental practice. For this reason, understanding the way how students’ extraction knowledge and skills development are important. Problem Statement and Objectives: To date, there is no accredited statement about the most effective method for the teaching of exodontia to dental students. Students have different abilities and preferences regarding how they learn and process information. This is defined as learning style. In this study, the effectiveness of active learning in the teaching of preclinical oral surgery was examined. The personality type of the groups involved in this study was determined, and the possible effect of personality type on learning style was investigated. Method: This study was undertaken over five years from 2011 to 2015. The sample consisted of 115 students and eight staff members. Questionnaires were submitted by 68 students and all eight staff members involved. Three measures were used in the study: The Index of Learning Styles (Felder and Soloman, 1991), the Myers-Briggs Type Indicator (MBTI), and the styles of learning typology (Grasha and Hruska-Riechmann). Results and Discussion: Findings indicated that demonstration and minimal clinical exposure give students personal validation. Frequent feedback on their work is strongly indicated to build the cognitive, psychomotor, and interpersonal skills needed from preclinical oral surgery courses. Conclusion: Small group cooperative active learning in the form of demonstration and minimal clinical exposure that gives frequent feedback and students’ personal validation on their work is strongly indicated to build the skills needed for preclinical oral surgery courses.

Sign in / Sign up

Export Citation Format

Share Document