ERIC Number: ED253792
Record Type: RIE
Publication Date: 1983
Reference Count: 0
The Maryland Career Course. Stage/Style Interactions: The Perry Scheme and the Myers-Briggs Type Indicator. Brief Report #3.
Moore, William S.
The Maryland career course is a one-credit career planning course for undecided undergraduates based on William Perry's (1970) model of intellectual and ethical development. The Perry model can be described using four major and sometimes overlapping divisions which represent a series of positions on learning, i.e., Dualism, Multiplicity, Contextual Relativism, and Commitment within Relativism. Data were collected on the students enrolled in the course using the Measure of Intellectual Development (MID) which assesses the intellectual dimension of Perry's scheme. The results of pre- and post-tests indicated that over 40 percent of the sample showed some increase in cognitive complexity, and that seniors increased dramtically compared to the other groups, suggesting that they are most able to respond to the challange of the course. Students also completed the Myers Briggs Type Indicator, which indicates personality type and the process by which people perceive and judge information along four diemnsions: Introversion-Extraversion, Sensing-Intuiting, Thinking-Feeling, and Judging-Perceiving. Comparisons of students' MID and MBTI scores showed that there seems to be a strong tendency for Intuitives, particularly Intuitive/Perceiving types, to be found more frequently at higher levels of cognitive complexity, while Sensors and Judgers tend to be found less often at those same levels. Analysis of the stage/style interactions in cognitive development shows obvious overlap between the two frameworks. (Data tables, overviews of the Myers-Briggs Type Indicator and the Myers-Briggs Learning Styles, and Career Exploration worksheets are appended.) (LLL)
Publication Type: Reports - Research
Education Level: N/A
Authoring Institution: N/A
Identifiers: Measure of Intellectual Development; Myers Briggs Type Indicator; Perry Developmental Scheme; University of Maryland College Park
Note: For related document, see CG 017 994.