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ERIC Number: ED200447
Record Type: RIE
Publication Date: 1981-Apr
Pages: 17
Abstractor: N/A
Reference Count: 0
An Investigation of Relationships Between Cognitive Preference Orientation and Jungian (MBTI) Personality Types of Eighth-Grade Science Students.
Novak, John A.; Voss, Burton E.
This study was undertaken to determine the cognitive preference orientation (measured by the Cognitive Preference Examination II) and Jungian personality types (measured by the Myers Briggs Type Indicator, MBTI) of 283 eighth-grade students. Relationships between these two variables were predicted. It was hypothesized that introverted, intuitive thinking and perceiving MBTI personality types would exhibit an application, questioning, or application/questioning cognitive preference orientation, that is, an inquiry orientation toward learning. It was further hypothesized that extraverted, sensing, feeling and judging MBTI personality types would exhibit a memory, memory/application, or memory/questioning cognitive preference orientation, that is, a traditional orientation toward learning. This study also attempted to determine if students differed on these measures according to sex or intelligence. The predicted relationships were not supported by the analyses in the study. Differences between the sexes were not noted. Differences in intelligence between sensing and intuitive students (in favor of intuitives), between judging and perceiving students (in favor of perceivers), and between students classified according to cognitive preferences were found. It is suggested that data from individual measures may give classroom teachers better insight into the individual differences of their students. (Author)
Publication Type: Reports - Research; Speeches/Meeting Papers
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers: Cognitive Preference; Early Adolescents; Myers Briggs Type Indicator; Science Education Research
Note: Paper presented at the Annual Meeting of the National Association for Research in Science Teaching (54th, Grossinger's in the Catskills, Ellenville, NY, April 5-8, 1981).