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.

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.

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.

Incidental Learning and Measures of Creative Potential

1973 ◽  
Vol 36 (1) ◽  
pp. 303-306
Author(s):  
Marie Dellas ◽  
Edward Lederman
Keyword(s):  
Undergraduate Students ◽  
Cognitive Processes ◽  
Cognitive Complexity ◽  
Incidental Learning ◽  
Intentional Learning ◽  
Female Undergraduate ◽  
Creative Potential ◽  
Two Measures ◽  
Positive Correlations ◽  
The Relationship

The relationship between incidental learning and creative potential was assessed by two measures of cognitive complexity (the Barron-Welsh Art Scale and the Asch-Barron inventory), and responses of 59 male and female undergraduate students showed that, while incidental learning had high positive correlations with intelligence and intentional learning, r with the creativity predictors was nonsignificant. Results indicate the functioning of independent motivational and cognitive processes, with differing outcomes for these variables.

Correlations between the Myers-Briggs Type Indicator and the Neo Personality Inventory Facets

1995 ◽  
Vol 76 (2) ◽  
pp. 449-450 ◽  
Author(s):  
Douglas A. MacDonald ◽  
Peter E. Anderson ◽  
Catherine I. Tsagarakis ◽  
Cornelius J. Holland
Keyword(s):  
Undergraduate Students ◽  
Personality Inventory ◽  
Myers Briggs Type Indicator ◽  
Female Undergraduate ◽  
Neo Personality Inventory ◽  
Type Indicator ◽  
Myers Briggs ◽  
Using Data

Using data obtained from 48 male and 161 female undergraduate students in psychology, correlations between scores on the scales of the Myers-Briggs Type Indicator and the facets of the Neuroticism, Extraversion, and Openness domains of the NEO Personality Inventory were low to moderate.

Correlating Students' Personality Types with Their Rating of Topics Covered in Business Communication Classes

1999 ◽  
Vol 62 (3) ◽  
pp. 46-52 ◽  
Author(s):  
Bill McPherson
Keyword(s):  
College Students ◽  
Communication Skills ◽  
Personality Type ◽  
Business Communication ◽  
Personality Types ◽  
Myers Briggs Type Indicator ◽  
Type Indicator ◽  
The University ◽  
Oral Presentations ◽  
The Relationship

For years, students, faculty, and, most important, employers, have recognized the need for improved communication skills. The university business communication curriculum is filled with topics that lead to improving communication skills. A per centage of students find some topics to be boring, unimportant, intimidating, and/or nonessential. However, other students find these same topics to be interest ing, significant, challenging, and vital. For example, college students fear giving oral presentations more than writing papers. Could the preference or the abhor rence of various business communication topics be related to personality type? To answer this question, the Myers-Briggs Type Indicator (MBTI), combined with a Likert Scale, was used to study the relationship between business communication students' personality types and their preferred topics in business communication.

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.

scholarly journals Relationship between Personality Type and Preferred Teaching Methods for Undergraduate College Students

2019 ◽  
Vol 6 (1) ◽  
pp. 100 ◽  
Author(s):  
Laurie Jean Murphy ◽  
Nina B. Eduljee ◽  
Karen Croteau ◽  
Suzanne Parkman
Keyword(s):  
Achievement Motivation ◽  
Undergraduate Students ◽  
Teaching Methods ◽  
Personality Types ◽  
Myers Briggs Type Indicator ◽  
Increase Student Achievement ◽  
Library Research ◽  
Type Indicator ◽  
Myers Briggs ◽  
The Relationship

This empirical study examined the relationship between Myers-Briggs Type Indicator (MBTI) personality types and preferred teaching methods for 507 Saint Joseph’s College of Maine undergraduate students.  The students completed two instruments: the Myers-Briggs Type Indicator®, Form M (Myers, McCaulley, Quenk, & Hammer, 1998), and a 27-item scale that measured preferred teaching methods in the classroom. Descriptive and inferential statistics indicated that the five most prominent personality types were ISFJ, ESFJ, ESFP, ENFP, and ISTJ.  Sensing-Feeling (S-F) preference was the most common followed by Sensing-Judging (S-J) preference in the top five personality types. Across all MBTI dichotomies, the students indicated a preference for teaching methods that involved lecturer-student interaction, using some visual tools such as PowerPoint, and demonstrations and practice. The least preferred teaching methods involved unscheduled quizzes, lecture where the professor talks with no visuals, and library research using experiential activities. Significant differences were obtained between the MBTI dichotomies and preferred teaching methods. The results demonstrate the importance of faculty tailoring and adjusting their instruction to accommodate the needs of their students to increase student achievement, motivation, and engagement in their classroom.

A Study of the Relationship between a Personal Philosophy of Human Nature (Good or Evil) and Self-Esteem

1987 ◽  
Vol 61 (2) ◽  
pp. 447-451 ◽  
Author(s):  
John D. Martin ◽  
Garland E. Blair ◽  
Robert M. Nevels ◽  
Mary M. Brant
Keyword(s):  
Human Nature ◽  
Undergraduate Students ◽  
Self Esteem ◽  
Personality Inventory ◽  
The Self ◽  
Female Undergraduate ◽  
Two Measures ◽  
Personal Philosophy ◽  
The Relationship ◽  
Age And Sex

The present study was undertaken to estimate the relationship between a personal philosophy of human nature (whether man is essentially good or evil) and an individual's self-esteem, as measured by the Coopersmith Self-esteem Inventory and the Self-esteem scale of the Jackson Personality Inventory. For 19 male and 21 female undergraduate students, correlations of age and sex with self-esteem were calculated. The multivariate analysis of variance indicated a nonsignificant relation between scores on philosophy of human nature of students and their scores on the two measures of self-esteem. Correlations of age and sex with self-esteem were also nonsignificant. The Coopersmith Self-esteem Inventory scores and those on the Self-esteem scale of the Jackson Personality Inventory were significantly correlated at .59.

Nonhuman Animal Cruelty, Bullying, and Behavioral Difficulties among Women

2015 ◽  
Vol 23 (1) ◽  
pp. 68-80 ◽  
Author(s):  
Cheryl E. Sanders ◽  
Bill C. Henry
Keyword(s):  
Undergraduate Students ◽  
Behavioral Problems ◽  
Behavioral Difficulties ◽  
Regression Analyses ◽  
Animal Abuse ◽  
Female Undergraduate ◽  
Behavioral Issues ◽  
Strengths And Difficulties ◽  
K 12 ◽  
The Relationship

The current study sought to examine the relationship between behavioral difficulties, animal abuse, and bullying among women. Five hundred female undergraduate students enrolled in Introductory Psychology completed surveys assessing animal abuse experiences, bullying behaviors, and victimization of bullying during their K-12 school years. Participants also completed the Strengths and Difficulties Questionnaire which evaluated their behavioral difficulties. Results revealed a significant relationship between animal abuse, bullying, and victimization experiences. Moreover, animal abusers displayed significantly more behavioral problems when compared to non-abusers. Results from regression analyses indicated that animal abuse, bullying and victimization were significant predictors of various behavioral issues. These results suggest that behavioral difficulties associated with female animal abusers are similar to those related to male perpetrators.

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