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Direct linkRuf, Deborah L. – Gifted Education International, 2021
A 17-year longitudinal follow-up of 56 American gifted children investigates and gives examples of a variety of social, emotional, and career outcomes for children who are in the same intellectual ranges. Evaluated for 5 Levels of Giftedness as children, the subjects' intellectual abilities are compared within and across five ability levels of…
Descriptors: Parent Attitudes, Academically Gifted, Personality Traits, Parent Influence
Moehl, Pamela J. – ProQuest LLC, 2011
Education has the opportunity to play an integral role in sustaining the health of our economy in an increasingly competitive, global market. A review of the issues and trends impacting higher education reveals growing pressure placed on faculty to advance instructional outcomes among more diverse populations. Imbedded is the challenge to create…
Descriptors: Cognitive Style, Teaching Styles, Teacher Characteristics, Land Grant Universities
Khanagov, Diana – Exchange: The Early Childhood Leaders' Magazine Since 1978, 2007
In 1921, Carl Jung wrote about four different types of personality, identified 24 centuries ago by Hippocrates. He theorized that these differences were not abnormalities in personality. Instead, he maintained that human behavior is predictable and classifiable that everyone has and acts upon personal preferences, established in early childhood.…
Descriptors: Personality Traits, Psychological Patterns, Personality Assessment, Personality Measures
McCary, Patrick W.; Grant, W. Harold – Colorado Journal of Educational Research, 1976
The results of this study showed that there is no significant difference between feeling type individuals and thinking type individuals in trait anxiety. (RC)
Descriptors: Anxiety, Individual Characteristics, Personality, Personality Studies
Peer reviewedMcPherson, Bill – Office Systems Research Journal, 1998
The Myers Briggs Type Indicator and a computer anxiety scale were completed by 135 students in a computer literacy course. No significant relationship was found between personality type and computer anxiety. However, knowledge of personality types can help in shaping computer teaching. (SK)
Descriptors: College Students, Computer Anxiety, Computer Literacy, Higher Education
Peer reviewedMcNickle, Phyllis J.; Veltman, Gayle C. – NASPA Journal, 1988
Discusses application of the Myers-Briggs Type Indicator (MBTI) as a staff development tool at Wichita State University in Kansas. Describes procedure for implementing the MBTI in staff development and presents results from MBTI use with 39 staff members. Recommends that student affairs divisions at other institutions use the MBTI in staff…
Descriptors: Higher Education, Individual Characteristics, Staff Development, Student Personnel Services
Download full textMcCaulley, Mary H. – 1974
The Myers-Briggs Type Indicator (MBTI) was developed specifically to make possible the implementation of Carl Jung's theory of type and is concerned mainly with conscious elements of the personality. It assumes that to function well, an individual must have a well-developed system for perception and a well-developed system for making decisions or…
Descriptors: Classification, College Students, Individual Characteristics, Learning Processes
Peer reviewedLevy, Nissim; And Others – Educational and Psychological Measurement, 1972
Paper examines type distributions of Negro college students, compares these with findings of earlier studies of white college students, and provides evidence on the stability of personality-type as measured by the Myers-Briggs Type Indicator. (Authors)
Descriptors: Black Students, Classification, College Students, Data Analysis
Reynolds, Richard J.; Hope, Amy G. – Psychol Rep, 1970
Descriptors: Academic Achievement, Behavior Patterns, Classification, Individual Characteristics
Peer reviewedCarlyn, Marcia – Journal of Personality Assessment, 1977
The Myers Briggs Type Indicator is a self-report inventory developed to measure variables in Carl Jung's personality typology. The four personality scales measured by the instrument, and the scoring process are described, and an extensive review of the intercorrelation, reliability, and validity research is presented. (Author/MV)
Descriptors: Correlation, Higher Education, Individual Characteristics, Individual Psychology
Pratt, Linda K.; And Others – 1978
Seven simulation games were played and evaluated by twenty-six graduate students as part of a course in simulation/gaming. Each student also completed the Myers-Briggs Type Indicator, a personality type inventory which assigns each person to one of 16 types based on their placement on each of four dichotomous dimensions. The students' evaluation…
Descriptors: Class Activities, Educational Games, Evaluation, Graduate Students
Peer reviewedMurray, Gerald L. – NACADA Journal, 1984
Cognitive style has a great potential in individualizing instruction. This approach to learning presents opportunities to academic advisers, educators, and student personnel specialists. Cognitive style, Jung's theory of types, the Myers-Briggs Type Indicator, and field dependency and field independency are discussed. (MLW)
Descriptors: Academic Advising, Cognitive Style, College Students, Field Dependence Independence
Peer reviewedRezler, Agnes G.; And Others – American Journal of Pharmaceutical Education, 1976
The Myers-Briggs Type Indicator was administered to the total male and female population of a large state-supported college of pharmacy to assess the personality types of pharmacy students. Some implications of the findings for admission committees are suggested. (Author/LBH)
Descriptors: Admission (School), Career Choice, College Students, Higher Education
Elias, John E.; Elias, Julie A. – Marketing Educators' Journal, 1990
The personality types of 89 students majoring in marketing education were determined using the Myers-Briggs Type Indicator and compared to 649 high school teachers, 344 marketing education teachers, 83 marketing personnel, and 1,750 sales personnel. The students were more extraverted and sensing than the teachers and not significantly different…
Descriptors: Higher Education, Individual Characteristics, Majors (Students), Marketing
Atman, Kathryn S.; Romano, Patricia R. – 1987
Conation is a domain of behavior or mental processes associated with goal directed action. Wholistic education stresses an integrated approach to an individual's learning process; thus, consideration of the integration of the four domains (cognitive, affective, psychomotor and conative) can find a receptive niche among educators who seek to…
Descriptors: Correlation, Goal Orientation, Higher Education, Holistic Approach
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