A quasi-experimental study was implemented to investigate student achievement, time-on-task, and attitude toward microcomputer instruction in relation to the Meyers-Briggs psychological subgroup types of IN, EN, IS, and ES as they interact simultaneously. A pretest-posttest nonrandomized control-group design study comprised of 52 control group subjects and 39 experimental group subjects was carried out during four separate quarters of instruction in a college introductory genetics course during a unit on Mendelian genetics. The control group was instructed with a conventional lecture, discussion, and laboratory method that was based on identified conceptual blocks that are guided by clearly defined learning objectives. The experimental group was taught using the same conceptual blocks and learning objectives, but this group's instruction emphasized the supplementary use of microcomputers to generate genetic cross data with a software program called CATLAB in place of actual fruit fly crosses. Additionally, the experimental group used a microcomputer tutorial programmed by the investigator from a Mendelian genetic programmed instruction book used regularly in the course. This investigator taught both groups throughout the study of Mendelian genetics.Psychological type equivalency between the two groups was established through the use of computer software called the Selection Ratio Type Table PC program (SRTT). No significant differences were identified between the control and experimental group with respect to the Meyers-Briggs Type Indicator (Form G) testing either in relation to the sixteen main classes or to their subgroupings.A MANOVA statistical analysis was carried out on the data and was performed to test for significant differences between vectors of means for the three dependent measures of time-on-task, posttest achievement, and attitudes toward the instruction given with microcomputers. There was no significant difference between the two treatments toward the instruction given with regard to time-on-task, achievement, and attitude, when considered simultaneously, F(3,72) = 2.58 and p < .06. Further, when the MBTI subgroups of IN, EN, IS, and ES were considered simultaneously in relation to the three dependent measures as vectors of means, no significant differences toward the instruction given were discovered among the types in the treatment samples, F(9,175) = 1.47 and p < .16. / Department of Biology

Research demonstrates correlations between the sensing-intuitive dimension of psychological type as interpreted by the Myers-Briggs Type Indicator (MBTI) (Myers 1985) and science-related career choices. Alarming decreases in science-related career interests prompted this study which employed psychological type theory to investigate relationships between teaching strategies preferences of Indiana high school biology teachers and science-related attitudes of their academically-talented students. The purpose was to learn if good biology teachers instill positive attitudes within the context of the sensing-intuitive dimension by adapting teaching strategies to match the psychological type composition of their classes and therefore inspire students to pursue science-related careers. Teacher and student psychological type was determined by the MBTI. Teaching style preferences of 20 exemplary teachers and 16 randomly-selected teachers related to their 722 academically-talented students were explored by the Biology Teaching Strategies Inventory developed by the researcher. This instrument contained 40 forced-choice items with paired sensing and intuitive activities written to reflect sound biological conceptual themes from BSCS recommendations. An ANOVA determined that neither teacher group appeared to be adapting teaching strategies. Both teacher groups preferred teaching strategies corresponding to their own psychological type, sensing or intuitive, even when they were to select strategies to use with their specific classes.Science-related attitudes of 338 academically-talented students of 10 exemplary and 16 randomly-selected teachers were examined by seven scales of the Test of Science-related Attitudes (TOSRA) (Barry Fraser 1981). A covariant analysis of student science-related attitudes coupled with student variables of Psychological type (sensing and intuitive), career choice, gender, and socio-economic level indicated statistically significant differences in attitude scores of students of both teacher groups: females of exemplary teachers scored almost as high as males of both teacher groups on enjoyment of science learning and science leisure interests, sensing males of higher socio-economic levels had very low attitudes on adoption of scientific attitudes, females of both teacher groups had more positive attitudes than males on normality of scientists, students of exemplary teachers choosing biology-related careers had lower scores than students with similar career choices of randomly-selected teachers. Intuitive students had more positive attitudes than sensing students on all TOSRA scales. / Department of Biology

Thesis (D. Min.)--Abilene Christian University, 1993. / Includes abstract. Includes bibliographical references (leaves 214-220).

Thesis (PhD(Praktiese Teologie))--Universiteit van Pretoria, 2008. / Includes bibliographical references (p. 674-692).

Thesis (MA Teologie(Praktiese Teologie)--Universiteit van Pretoria, 2004. / Includes bibliographical references (leaves 184-186)

Thesis (D. Min.)--Covenant Theological Seminary, 2009. / Includes abstract. Bibliography: leaves 147 - 149.

Thesis (D. Min.)--Denver Conservative Baptist Seminary, 1998. / This is an electronic reproduction of TREN, #090-0151. Includes bibliographical references (leaves 152-159).

This dissertation examines the use made of the Myers Briggs Type Indicator in the pastoral work of Anglican Clergy. The practical theological focus of the study is reflection on praxis. Various theories of pastoral work are discussed. The history and development of the MBTI is given as well as the Jungian background to it. A qualitative research, grounded theory approach, is utilised. Interviews of 14 Anglican clergy generate the data for the research. The research questions are: "Why do Anglican clergy use the MBTI?"; "How do Anglican clergy use the MBTI?" The research findings show that Anglican clergy use the MBTI for the purpose of personal growth, clergy self-care, and understanding relationships. Anglican clergy attend workshops which encourage the application of MBTI insights in pastoral work. / Philosophy, Practical and Systematic Theology / M.Th. (Practical Theology)

The aim of my work was to evaluate company culture in particular companies and suggest any possible changes that would lead to an improvement. The main aim was both the analyses of personal types of particular managers with their perception of company culture and the perception of company culture by ordinary workers of monitored companies. The final evaluation should result in suggestions of changes that would achieve the desired improvement. For the research the questionnaire method was used together with the directed interview method. Always two managers and two workers of the same company attended the interview. The directed interviews were performed with managers. During particular interviews, the managers were asked selected questions with the possibility of adding their own remarks. Questions concerned the managers personally and the company where they work. Further, all managers filled in a questionnaire that measured their perception of company culture. A questionnaire was also given to other employees of the company in addition a directed interview was also performed with them about the company culture. After the evaluation of results, managers were given the opportunity to express their opinion which was also implemented into this research.

D.Litt. et Phil. / South Africa is a country in transition where the development of people is a primary focus. The Myers-Briggs Type Indicator® (MBTI®) is a valuable instrument to use for such a purpose. The applicability, use and popularity of the MBTI® in Southern Africa has outstripped research using the instrument on the African continent. This study serves to provide base line research on type distribution patterns found amongst different language, age and gender groups within the South African culture. The research also has as an important focus the assessment of similarities and differences found in South African and USA type distribution data. A total of 6 452 South African MBTI® profiles is used in this study. This represents males and females from a broad segment of society and industry. The database consists mainly of adults, both working and non-working. The profiles represent individuals ranging from 17 to 70 years of age. The study discusses the following international analyses : RSA type distribution compared to a representative USA sample; RSA White type distribution compared to a representative USA White sample; and RSA Black type distribution compared to a representative USA African-American sample. The study discusses the following national analyses : type distribution of the Afrikaans speaking compared to English speaking group; type distribution of the Afrikaans speaking compared to Indigenous languages group; and type distribution of the English speaking compared to Indigenous languages group. The study discusses the following national comparison of language and gender groups : type distribution of Afrikaans speaking females compared to Afrikaans speaking males; type distribution of English speaking females compared to English speaking males; and type distribution of Indigenous language speaking females compared to males of the Indigenous languages group. The study discusses the following national comparison of age groups : type distribution of females aged 20-29 compared to females aged 50-59 years; and type distribution of males aged 20-29 compared to males aged 50-59 years. Results indicate similarities and differences in both the international and national comparisons. Similarities and differences are discussed in detail in terms of MBTI® attitudes, functions, functional pairs, whole types, temperament and dynamics of type. The South African type distribution results are related to the theories of national cultures formulated by Hofstede (1991), Lessem (1993) and Trompenaars (1993). The concept of UBUNTU, as a significant cultural force (Mbigi, 1997) is interpreted within the perspective of the unique type distribution results of the South African Indigenous Languages group.