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ERIC Number: ED205129
Record Type: Non-Journal
Publication Date: 1981-May
Pages: 22
Abstractor: N/A
Reference Count: N/A
Prediction of Academic Success with the Myers-Briggs Type Indicator (MBTI). AIR Forum 1981 Paper.
Hengstler, Dennis D.; And Others
The relationship between personality characteristics and academic success of college freshmen at a predominantly female campus was studied, using the Myers-Briggs Type indicator (MBTI) to measure personality and first-year grade point average to measure academic success. The comparative effectiveness of the MBTI and the traditional predictors using Scholastic Aptitude Test (SAT) Scores and high school rank was also assessed. The MBTI classifies people on each of four indices: extraversion/introversion, sensing/intuition, thinking/feeling, and judgment/perception. A sample of 1,812 freshmen entering the University of North Carolina, Greensboro, during 1977-79 were studied. Using dichotomous scores, a significant relationship was found between the first-year grade point averages and the students' preference for the sensing/intuition dimension; those with a preference for intuition tended to obtain higher GPAs. Using continuous scores, significant but low correlations (.08) were found between the sensing/intuition dimension and the GPA as well as the judging/perceptive dimension and the GPA. Based on the findings, it is suggested that the utility of the MBTI in predicting academic success is limited (the MBTI accounted for two percent of the variance in GPA). There were also inconsistencies in the results for male and black students and for students with certain majors. However, the fact that the introversion/extraversion dimension accounted for an additional seven percent of the variance in the GPA for 1979 black students, after the SAT and high school rank scores were included, suggests that the MBTI has the potential for being an important predictor of academic success for select groups. A bibliography is appended. (SW)
Publication Type: Speeches/Meeting Papers; Reports - Research
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Assessments and Surveys: Myers Briggs Type Indicator