Myers-Briggs Personality Type Research Articles

The Relationship Between Alocohol Consumption and Myers-Briggs Personality Types.

The objective of the study was to explore links between Myers-Briggs personality types and alcohol consumption in college students. Seventy-one student participants completed a form of the Myers-Briggs personality test online and then answered demographic questions, including their Myers-Briggs personality type. Finally, participants completed a six item survey of alcohol use produced by the National Institute of Alcohol Abuse and Alcoholism. An independent-samples t test showed that extroverts drank almost significantly less than the introverts in their lifetime [t(67)=1.989,p=.051]. Also, ESFJ (M=19.50) types drank close to significantly [t(67)=-.435,p=.665] more alcoholic beverages in their lifetimes than ESFP (M=3.00) types. A repeated measures test was run for the middle two Myers-Briggs letters, gender, and all six questions and none showed a significant F ratio. I concluded that I may not have been able to find any statistical significances with such a small sample size since I was not able to get adequate-sized samples of all 16 personality types. Also, it could be because the Myers-Briggs personality types are too broad and two people with the same personality type could be very different. Perhaps future research exploring links between personality characteristics and alcohol use should focus on more precise trait measures of personality, rather than on personality types.

Leading like an educator: How MBTI profiles vary from the norm

This article examines the particular personality traits associated with effective, active and former educational leaders, using a sample set of Myers-Briggs personality types of educational leaders from the Southeastern and Midwestern areas of the United States who attended a conference on Educational Leadership in the fall of 2017 (N=19). It was anticipated that the characteristics of this unique set of individuals, who have elected to work for the benefit of children through the challenging aspects of administrative constraints and oversight, will emerge as having a unique personality density, separate from that of the normal population. It is further posited that understanding how select leaders to go into fields where academic integrity, fiscal responsibility, and in loco parentis standing attract a de minimus and group of individuals, focused on improving society for the next generation. It is these characteristics, which will be fully examined and explored in order to enhance the clarity of challenges and opportunities which future generations of educational leaders can expect to encounter on their journey toward facilitating academic efficacy.

Leading like an educator: How MBTI profiles vary from the norm

This article examines the particular personality traits associated with effective, active and former educational leaders, using a sample set of Myers-Briggs personality types of educational leaders from the Southeastern and Midwestern areas of the United States who attended a conference on Educational Leadership in the fall of 2017 (N=19). It was anticipated that the characteristics of this unique set of individuals, who have elected to work for the benefit of children through the challenging aspects of administrative constraints and oversight, will emerge as having a unique personality density, separate from that of the normal population. It is further posited that understanding how select leaders to go into fields where academic integrity, fiscal responsibility, and in loco parentis standing attract a de minimus and group of individuals, focused on improving society for the next generation. It is these characteristics, which will be fully examined and explored in order to enhance the clarity of challenges and opportunities which future generations of educational leaders can expect to encounter on their journey toward facilitating academic efficacy.

PENGEMBANGAN SKALA KEPRIBADIAN SISWA SMA DARI TIPOLOGI KEPRIBADIAN JUNG DAN MYERS-BRIGGS

The purpose of this research is to construct personality scale from Jung and Myers-Briggs personality type. Basic concept of personality type is human has four dimensional aspects. The dimensional consists of two personality type which is contrary. There are extrovert-introvert, sensing-intuition, thinking-feeling and judging-perceiving. Each human has this two contrary personality. But, one is dominant. Four combination of dominant personality aspect will make a personality type. The personality type can be used for student strategic learning, teacher teaching strategy, psychological counseling, identification of potential and recommendation for higher education program. Item format used question with two answers (a and b). Research subject was about 250 highs school students. There were 146 of 240 items which passed through selection. The final format scale uses 60 items which presents four dimensional aspects. Face, logic and construct validity were used in research. There were no correlations among four dimensional aspects of personality type. This shown good construct (discriminant) validity. Test retest reliability coefficient with one day interval was 0,91 and 0,81 for one week interval. The Scale can be used both for research and practice in psychology.

Using Personality Type Preferences to Enhance Team Work in Extension Programs

This 4-page fact sheet is the fifth of the Teaching to Personality Types series, a series on teaching different personality types. It covers the practical ways in which Extension professionals can use the influence of personality type preferences to enhance team dynamics in Extension program development and implementation. It also covers the Myers-Briggs personality type indicator, True Colors personality type indicator, and the Kirton Adaption Innovation Inventory. Written by J. Brianne Bird, Alexa J. Lamm, and Hannah Carter, and published by the Department of Agricultural Education and Communication, September 2016. AEC607/WC269: Using Personality Type Preferences to Enhance Team Work in Extension Programs (ufl.edu)

The Role of the Myers-Briggs Personality Type and Emotional Intelligence in Marital Satisfaction among Married Female Students at Tehran University.

The present descriptive correlational study was conducted to predict the role of emotional intelligence and the Myers-Briggs personality type in marital satisfaction in married female students Tehran University in 2015. The study population consisted of all the married female students at Tehran University who visited Iran MBTI center between 22.04.2015 and 21.06.2015. A total of 140 students were selected as the study samples. Data were collected using the Myer-Briggs Type Indicator, the Bar-On Emotional Intelligence Questionnaire and the Enrich Marital Satisfaction Scale and were then analyzed in SPSS-20 using the multivariate regression analysis. The results obtained showed that emotional intelligence (interpersonal and intra-personal skills) and personality type (extraverted and structured) can predict marital satisfaction.

Personality Type Effects on Perceptions of Online Credit Card Payment

Credit cards and the subsequent payment of credit card debt play a crucial role in e-commerce transactions. While website design effects on trust and e-commerce have been studied, these are usually coarse grained models. A more individualized approach to utilization of online credit card payment services is examined that utilizes personality as measured by the Myers-Briggs personality type assessment to determine variances in perception of online payment service features. The results indicate that certain overriding principles appear to be largely universal, namely security and efficiency (or timeliness) of the payment system. However there are differences in the perceived benefit of these features and other features between personality types, which may be capitalized upon by payment service providers to attract a broader base of consumers and maintain continuance of existing users.

Student Preferences and Performance in Online and Face-to-Face Classes Using Myers-Briggs Indicator: A Longitudinal Quasi-Experimental Study

This longitudinal, quasi-experimental study investigated students’ cognitive personality type using the Myers-Briggs personality Type Indicator (MBTI) in Internet-based Online and Face-to-Face (F2F) modalities. A total of 1154 students enrolled in 28 Online and 32 F2F sections taught concurrently over a period of fourteen years. The study measured whether the sample is similar to the national average percentage frequency of all 16 different personality types; whether specific personality type students preferred a specific modality of instructions and if this preference changed over time; whether learning occurred in both class modalities; and whether specific personality type students learned more from a specific modality. Data was analyzed using regression, t-test, frequency, and Chi-Squared. The study concluded that data used in the study was similar to the national statistics; that no major differences in preference occurred over time; and that learning did occur in all modalities, with more statistically significant learning found in the Online modality versus F2F for Sensing, Thinking, and Perceiving types. Finally, Sensing and Thinking (ST) and Sensing and Perceiving (SP) group types learned significantly more in Online modality versus F2F.

The Influence of Myers-Briggs Personality Types on Blended Technologies Employed in Second Classroom

This paper briefly introduced different perception styles and learning preferentiality based on Myers-Briggs Type personality types and how instructors employ relative blended technologies to second language classroom to cultivate effective learning environment and positive attitudes and towards language learning.

The Effect of EFL Teachers’ Extrovert and Introvert Personality on Their Instructional Immediacy

The Language teaching is a complex process influenced by many psychological factors such as personality traits (Tonelson, 1981) and socio-communicative styles (Thomas. Et al. 1994). This research sets out to investigate the effect of Teachers' Introvert and Extrovert personality on their instructional Immediacy. In order to address this issue, a study was conducted on 14 PhD holder university EFL lecturers from Guilan province. Instruments for this research included preliminary Myers-Briggs Personality Type Indicator (MBTI) Test, non-verbal immediacy scale, along with verbal immediacy scale observation inventory. After determining the lecturers' Introvert/Extrovert personality, at the next stage, six sessions of direct observation of each lecturer's classroom instructional immediacy were conducted. Statistical analysis of Fisher's exact test between data along with Pearson's correlation was run to determine the relationship between teacher's extrovert personality and their use of verbal immediacy; the results indicate strong, positive correlation (r=.7, p<. 03). Similarly, a strong, positive correlation was found between extrovert personality and use of non-verbal immediacy (r=.75, p<. 01). The other finding of the study was that instructors’ gender showed no significant relation with their verbal and nonverbal instructional immediacy.

Using the Myers-Briggs Personality Type Indicator to Strengthen Extension Programs

A person’s personality affects the way he or she learns best. Extension programs can use an understanding of different learning styles and preferences to reach the greatest number of people. This EDIS document is the second in the Teaching to Different Personality Types series, and covers the Myers-Briggs Type Indicator (MBTI®). Written by Alexa J. Lamm and Ricky W. Telg, and published by the UF Department of Agricultural Education and Communication, September 2015. (Photo credit: Rawpixel Ltd/iStock/Thinkstock.com)&#x0D; AEC571/WC233: Using the Myers-Briggs Personality Type Indicator to Strengthen Extension Programs (ufl.edu)

Financial expectations of first-year veterinary students.

To assess student awareness of the financial costs of pursuing a veterinary education, to determine student expectations for financial returns of a veterinary career, and to identify associations between student debt and factors such as future career plans or personality type. Survey. First-year veterinary students at the University of Minnesota College of Veterinary Medicine. In 2013, prior to the first day of class, all incoming first-year students received an email invitation to complete an online survey. The survey contained questions about demographics, current financial situation, current debt, expected debt at graduation, expected annual income following graduation, intent to pursue specialty training, and Myers-Briggs personality type. 72 of 102 (71%) students completed the survey; 65 respondents answered all relevant questions and provided usable data. Student responses for expected debt at graduation were comparable to national averages for veterinary college graduates; responses for expected annual income following graduation were lower than averages for University of Minnesota veterinary college graduates and national averages. However, students predicted even lower annual income if they did not attend veterinary college. Expected debt and expected annual income were not correlated with factors such as personality type or future career plans. Results indicated that first-year veterinary students were aware of the financial costs of their veterinary education and had realistic expectations for future salaries. For typical veterinary students, attending veterinary college appeared to be financially worthwhile, given lower expected earnings otherwise.

An Exploratory Analysis of Personality, Attitudes, and Study Skills on the Learning Curve within a Team-based Learning Environment

To examine factors that determine the interindividual variability of learning within a team-based learning environment. Students in a pharmacokinetics course were given 4 interim, low-stakes cumulative assessments throughout the semester and a cumulative final examination. Students' Myers-Briggs personality type was assessed, as well as their study skills, motivations, and attitudes towards team-learning. A latent curve model (LCM) was applied and various covariates were assessed to improve the regression model. A quadratic LCM was applied for the first 4 assessments to predict final examination performance. None of the covariates examined significantly impacted the regression model fit except metacognitive self-regulation, which explained some of the variability in the rate of learning. There were some correlations between personality type and attitudes towards team learning, with introverts having a lower opinion of team-learning than extroverts. The LCM could readily describe the learning curve. Extroverted and introverted personality types had the same learning performance even though preference for team-learning was lower in introverts. Other personality traits, study skills, or practice did not significantly contribute to the learning variability in this course.

The vocal improviser–educator: An analysis of selected American and Australian educators’ influences and pedagogical views

Thirty vocal improviser–educators from Australia ( n = 15) and the United States ( n = 15) were surveyed for musical background, influences and pedagogical views, and assessed for personality type using the Myers-Briggs Type Indicator ( MBTI). The purpose was to both combine and compare the two groups to identify overall characteristics and cultural differences. Descriptive statistics, correlations, t-tests, and narrative summaries of influences and pedagogical views are reported. Results indicate that the combined improviser–educators ( N = 30) had participated in a vocal jazz ensemble and studied a primary musical instrument for 4–6 years, had studied voice and improvisation for 2–3 years, owned extensive (40+) record collections, and practiced improvisation several hours per week. T-tests revealed significant differences between the backgrounds of the Australians and Americans, suggesting that the Australian subjects practiced improvisation, sang in nonjazz improvising ensembles, and listened to world music significantly more than the American subjects did. The NFP (intuitive, feeling, perceiving) Myers-Briggs personality type characterized more than half of the sample of improvisers. Finally, a vocal improvisation model is proposed based on the results of this study and previous studies of vocal improvisation ability.

From Every Direction–-How Personality Traits and Dimensions of Project Managers Can Conceptually Affect Project Success

Based on extensive literature review, this theoretical paper adds to the “soft skill” research stream by enlarging the scope of personality dimensions and their subsequent effects on project success and, second, considers dimensions heretofore not explored within the project management body of knowledge. We posit that a project manager's extent of communication apprehension, degree of innovativeness, level of self-monitoring, conflict management style, degree of change orientation and Myers-Briggs (MBTI) personality type can affect project outcomes. Additionally, we conjecture that organizational dynamics such as structure, incentive systems, and organizational project management maturity can moderate the relationship between these personality dimensions and project success.

Returns to different ‘learning styles’: Evidence from a course in microeconomics

An extant literature suggests students learn differently. Previous studies in Economics courses have used the Myers-Briggs Personality Type indicator to proxy for preferred learning style. The four dichotomous personality characteristics yield 16 potential personality types. Previous studies found some personality types are more successful in economics classes than other types. However, evidence on the impact on student learning of a student's personality type matching their professor's type has been mixed. We use a continuous measure of learning style (left hemisphere/right hemisphere thinking preference) and find that for most instructors, after controlling for student inputs, the students' final grades do not seem to be mediated by the deviations in the students' hemispheric preference from that of the instructors'. We also attempt to adjudicate the inconsistent results of previous research in terms of students learning and matching their instructor's type.

The Relationship between Personality Type and Acceptable Noise Levels: A Pilot Study

Objectives. This study examined the relationship between acceptable noise level (ANL) and personality. ANL is the difference between a person's most comfortable level for speech and the loudest level of background noise they are willing to accept while listening to speech. Design. Forty young adults with normal hearing participated. ANLs were measured and two personality tests (Big Five Inventory, Myers-Briggs Type Indicator) were administered. Results. The analysis revealed a correlation between ANL and the openness and conscientious personality dimensions from the Big Five Inventory; no correlation emerged between ANL and the Myers-Briggs personality types. Conclusions. Lower ANLs are correlated with full-time hearing aid use and the openness personality dimension; higher ANLs are correlated with part-time or hearing aid nonuse and the conscientious personality dimension. Current data suggest that those more open to new experiences may accept more noise and possibly be good hearing aid candidates, while those more conscientious may accept less noise and reject hearing aids, based on their unwillingness to accept background noise. Knowing something about a person's personality type may help audiologists determine if their patients will likely be good candidates for hearing aids.

Individual Differences In Contributions And Crowding‐Out Of A Public Good

AbstractThis paper reports experimental results that link other‐regarding preferences, personality, and demographic characteristics to contributions to a public good and the responsiveness of contributions to tax‐financed contributions. Contribution levels are higher among those with cooperative preferences, those with Myers–Briggs personality types of introversion and intuition, females, and upperclassmen. However, the response to a tax‐financed contribution is uniform. All player types reduce their contribution by an amount equal to the tax, a result known as complete crowd‐out.

ASSESSING PEER EVALUATION: A COMPARATIVE STUDY OF PEER EVALUATION METHODS USED IN AN ENGINEERING DESIGN COURSE

Peer evaluation is one way to address group issues in undergraduate teams while at the same time providing feedback and assessment. Two common evaluation methods (point- and rubric-based peer evaluation) are examined and compared in terms of student perception within a University of British Columbia second year mechanical engineering design course. As part of normal course requirements, 118 students in 20 teams completed two full-time multi-week design projects with six regularly-spaced peer evaluations. Student feedback was gathered through two online surveys. Students expressed a slight preference for the rubric style evaluation, citing increased fairness and helpfulness in the feedback. Regardless of evaluation approach, student perceptions of peer evaluation were statistically unrelated to external factors including GPA, gender, and Myers-Briggs personality type. The findings suggest, at least in the student mind, that the use of peer evaluation as a design project assessment tool is fair and unbiased. Additional survey data show students see peer evaluation as a useful tool in undergraduate team design projects and that they feel more comfortable with the prospect of engaging in peer evaluation in the workplace in future as a result.

A Descriptive Study of Myers-Briggs Personality Types of Professional Music Educators and Music Therapists with Comparisons to Undergraduate Majors

The purpose of the current study was to determine personality types and demographic characteristics of professional music educators and music therapists. The researchers also sought to determine if personality types of professionals were consistent with undergraduate majors in those fields and personal characteristics as suggested by The Music Education National Conference (MENC) and the American Music Therapy Association (AMTA). The research of Steele and Young (2008) found strong similarities and some differences between undergraduate music education and music therapy students. The possibility that basic types extend across the life span may strengthen understanding of job satisfaction, stress, burn out and other factors affecting retention. Participants were a voluntary convenience sample of 253 music educators (n=110) and music therapists (n=143). The highest preference for music educators was Extrovert-Intuition-Feeling-Judgment (ENFJ) and the highest preference for music therapists was Introvert-Intuition-Feeling-Judgment (INFJ). The difference in the collective type of each group was their "outlook on life", which was either Extrovert or Introvert. However, both groups were the same in their secondary type functions of "NFJ". A comparison of findings with the Steele and Young (2008) study suggested small changes in personality type over time. Caution must be exercised in generalizing findings; however this descriptive investigation may serve as the basis for future studies, which should help foster a stable work force in these professions.