Use of the Myers-Briggs Type Indicator in Psychology Courses and Discussion Groups

Abstract

The rated quality of participation in class discussions is found t o be related t o a personality variable.The Myers-Briggs Type lndicator (Myers, 1962) is a personality test whose broad research applicability and nonpejorative, easily communicated results make it very appropriate for use in psychology courses. The author has not only found it to be a valuable and interesting topic for classroom presentation, but data to be presented below also suggest that it can be a useful predictor of discussion group performance.The Test. The Myers-Briggs Type lndicator attempts a psychometric representation of Jung's (1923) theory of psychological types. The MBTl consists of 166 forcedchoice items, of which 95 are scored (Form F). A short version (Form G) omits 40 of the unscored items. Three scales measure the attitudes of extraversion vs. introversion (E-I) and the functions of sensing vs, intuition (S-N) and thinking vs. feeling (T-F). A fourth scale (J-P) measures the attitudes of judgment vs. perception, constructs the test authors felt were implicit in Jung's work and necessary to the proper application of Jungian typology. Each of the four independent scales yields both simple dichotomous preferences and measures of the strength of each preference.Looking briefly at the four scales, extraverts focus primarily on the outside world of people and things, preferring to act upon the environment; introverts focus primarily on the inner world of concepts and ideas, preferring reflection and understanding more than action. Sensing types prefer to perceive the world concretely and objectively, relying on tangible, observable data; intuitive types prefer to perceive the world more indirectly and unconsciously, deallng more with possibilities, implications, and potential relationships. Thinking types prefer to make judgments ~mpersonally on the basis of logical and critical analysls of the situation; feeling types prefer to make judgments subjectively on the basis of their own values and feelings. Judging types approach the outside world in a judging attitude, coming to decis~ons and conclusions about it with min~mum delay; perceptive types approach the outside world in a perceiving attitude, delaying making decisions in order to maximize the process of perceiving the situation.Use in Courses. The MBTl I S relevant and worthy of discussion ~n such courses as introductory psychology, personality, psychometrics, adjustment, educational psychology, industrial psychology, counseling, and social psychology, as applications and representative research are numerous in these areas. A summary of nearly 500 studies will not be attempted here, but a complete bibliography (Center for Applications of Psychological Type, 1977) and newsletter (McCaulley, 1976-). are available, as is a regularly published research journal (Carskadon, 1977-).Test materials are available from Consulting Psychologists Press. Form G of the MBTl can be filled out in class or at home in 20 to 40 minutes, with Form F taking 25 to 45 minutes Either form can be hand sc...

Cognitive Styles and the Education of Computer Information Systems Students

“…Television and audiovisual aids are more valuable to sensing types (McCaulley & Natter, 1974), while experiential laboratory exercises are more useful to intuitive types (Kilmann & Taylor, 1974). Intuitive types prefer essay examination questions (Grant, 1965) and tend to be viewed by faculty as strong class participators (Carskadon, 1978). Thinking types prefer courses with structured learning and clear-cut objectives and like lectures and demonstrations (Smith, Irey, & McCaulley, 1973).…”

Meyers Brigs Type Indicator and Academic Performance in Hospitality Education

“…The lack of interest in group work by introverts may reduce performance; however, because groups often assess member performance, the perceived lack of participation may also reduce academic success. Too many Es in a group results in substantial action on projects, but a lower quality analysis; too many Ts results in projects that are logical, but lack consideration for the human side of the equation; whereas, Fs will avoid quality critical analysis (Carskadon, 1978). Depending on how an exercise or project is assessed, these factors may impact academic performance.…”

Academic Ability and Student Preference for Discussion Group Activities

“…The success of studies by Carskadon (1978) and Aamodt and Keller (1 981) suggests that students can be segmented into those who have a high probability of discussion group participation and those who have a low probability. Aamodt and Keller suggested that those students who have a low probability of discussion group participation be advised against discussion group enrollment, and instead, be advised to take a course with lecture only.…”