The purpose of this research was to determine if personality type and system response time have any effect on state anxiety and user response time. The sample for this study consisted of senior and graduate level college students who possessed basic know 1 edge of a text editor. Each test subject was administered the Jenkins Activity Survey to determine scores for Type A versus Type B, speed and impatience, involvement, and competitiveness. The test subjects were randomly assigned to one of three treatment groups (good, variable, and poor system response time). They were required to edit a text file which contained multiple errors. The test subjects were provided hard copies of the file with errors (errors highlighted) and the file as should appear without the errors. The test situation for each test subject was identical, except for changes in system response time. The A-state scale of the State-Trait Anxiety Inventory (STAI) was administered to the test subjects immediately prior to the edit task in order to determine pre-task state anxiety levels. The A-state scale of the STAI was again administered immediately after the edit task in order to determine post-task state anxiety levels. Analysis of variance, analysis of covariance, regression, and two sample t-tests were used to analyze the data collected. All hypotheses were tested at the alpha .05 level. The most significant finding of this study was the positive relationship between state anxiety and system response time. It was originally predicted that the Type A personality would experience a greater increase in state anxiety than the Type B personality. However, that was not found to be true. Both Type A and Type B individuals experience an increase in state anxiety during periods of poor or variable system response time. This study also confirms prior research regarding user and system response time. There is a significant positive relationship between user response time and system response time. Personality type, specifically the Type A personality, contributes toward this relationship.

"Submitted in partial fulfillment of the requirements for the degree of Doctor of Philosophy in the Occupational Therapy Department, College of Allied Health and Nursing, Nova Southeastern University." Objective. The purpose of this study was to predict the length of employment (in months) from a common occupational profile as derived from the MBTI and WAIQ scores. This study employed the MBTI and the WAI instruments to gather information about subjects' personality types and temperament traits. These measures were used to predict length of employment for individuals with AS/HFA. Methods. A convenience sample of N=83 adults self -disclosed with AS/HFA completed the MBTI and WAI instruments. Backward Elimination Multiple Regression was used for data analysis. Results. A standard multiple regression analyses with average months on the job as the dependent variable and WAIQ, Gender (GND), age (AGE) and the subscales for the MBTI as the predictors was conducted. R for regression was significantly different from zero, F (7,75) = 8.20, p< .001. The statistically significant predictors were WAIQ (t = - 2.18, p < .05), GND (t=-3.14 p < .05), and AGE (t = 5.79, p < .001). A backward elimination model was conducted for the same predictors and dependent variable. After step 4, R = 0.65, F(4,78) = 14.17, p < .001. The statistically significant predictors were WAIQ (t = - 2.20, p < .05), GND (t=-3.40 p < .05), AGE (t = 6.39, p < .001), and SNS (t = -2.17, p < .05). A backward elimination model was also conducted on average months on the job (dependent variable) with the WAIQ and MBTI subscores as predictors. After step 7, with the remaining variables in the equation, R = 0.52, F(4,78) = 7.06, p < .001. The predictors that emerged statistically significant were Activity Raw score (t = - 2.76, p < .01), Sociability Raw score (t=1.70, p = .06), Assertiveness Raw score (t = -3.62, p < .01), and SNS (t = -2.17, p < .01). Conclusion. The data supports the identification of an Occupational Profile for adults with AS/HFA. The results support the development of interventions to assist individuals with AS/HFA in the workplace to potentially increase the likelihood of successful job performance as measured by length of employment.

No description available.

The purpose of this study was to improve the quality of information used in leadership assessment and development programs. The study determined the relationships between personality type, as indicated by the Myers-Briggs Type Indicator (MBTI), and leadership strengths and developmental needs as measured by Skillscope. The study also determined the relationships between personality type and congruence between self-awareness of strengths and developmental needs and ratings by knowledgeable observers. The discriminate analysis of the Skillscope leadership feedback instrument compared with the selected personality types revealed that personal management was a strength for both ISTJs and ESTJs. The decision-making skill was a strength for ISTJs, and power/influence was determined to be a strength for ESTJs. The high energy/results oriented skill was determined to be a developmental need for ISTJs. There was agreement between ENTJs and other raters as they both saw interpersonal relationships as a strength for that type. INTJs underrated themselves in interpersonal relationships, and ISTJs underrated themselves in decision-making. Further study is recommended to expand the general body of knowledge of leadership development research. Of particular concern are methods to identify and explore developmental needs of leaders and how those needs can be addressed in training programs. Three hundred sixty degree feedback instruments should be further analyzed in an effort to explain the differences between raters. Of concern is the high percentage of ISTJ types, which reveals a need to expand research to include significant numbers of other personality types. Consideration should be given to studies that identify the unique contributions of gender to leadership skills and development, and the impact culture has on leadership in organizations. Although statistically significant research is difficult to obtain in the behavioral sciences, the effort is worthwhile as it provides information that allows leadership development decisions to be made based on dependable data.

The purpose of this study was to determine personality characteristics of students who are successful on traditional campuses and students who are successful on alternative campuses. With this knowledge, more students may be served on the traditional campus without the necessity for alternative education.

Husbands and wives of 67 couples described themselves on the Myers-Briggs Type Indicator, described their spouses on an altered form of this test, and completed the Locke-Wallace Short Marital Adjustment Test. Results for each man were matched to a woman's results based on socio-cultrual similarity to create a comparison group of nonmarried couples. A chi-square test indicated that related spouses of the married group did not have more similar personalities than unrelated partners in the comparison group. An F-test suggested that actually, interspousal personality similarity affects marital adjustment for both sexes, but it is not affected by perceived similarity. Accuracy of perception on the introversion-extraversion scale had a positive effect on the marital adjustment of wives, but not of husbands.

The artist discusses the background, ideas, and work entitled Archetypes in Clay, for the completion of her Bachelor of Arts Degree and undergraduate research for the Fine and Performing Arts Scholar program at East Tennessee State University. The artist used this development of work to explore personality types, and how they can be portrayed through clay vessels. In particular, the artist shows her work, how she created the vessels, the testing involved, and the struggles she faced. Archetypes is the focus behind the concept of this project. Her work includes four ceramic vessels, created with clay and finished with glaze. The artist cites Carl Jung, Isabel Briggs-Myers, and NERIS Analytics Limited as important research in this project.

Made available in DSpace on 2016-06-02T19:50:05Z (GMT). No. of bitstreams: 1 TeseNPK.pdf: 1250233 bytes, checksum: aa9f2d35e52e70610d758f7aefc9c46f (MD5) Previous issue date: 2004-07-30 / The main purpose of this study is to evaluate how the teaching of engineering can benefit from knowledge of the students personality types and learning styles. To identify the types and styles, two inventories were used, based on Jung s Theory of Psychological Types Keirsey s Temperament Sorter and Felder & Soloman s Index of Learning Styles, both translated into Portuguese. These instruments were submitted to 840 undergraduate students of Engineering enrolled in a five-years regular course at a public education institution located in the interior of the state of São Paulo. The sample was divided into four groups and three subgroups, comprising undergraduate students of Mechanical, Electrical, Civil and Industrial Engineering in their first, third and fifth years, respectively. In the statistical analyses of the results, three approaches were considered: a descriptive analysis, a correlation analysis, and a logistic model. The latter approach was introduced into the statistical analysis of the results in order to verify not only the existence of a correlative structure among the variables analyzed personality types and learning styles but also the probability of the variables qualification and undergraduate year influencing the percentage of responses obtained from the questions of the instruments. The validity of the model was proven in this study. In addition to the statistical analyses, the results were also analyzed qualitatively to discuss the possible effects of the students personality traits on their learning styles and to propose teaching-learning strategies tailored to the profiles identified, aiming to contribute to the teaching practices in engineering. The study have confirmed the reliability and validity of the instruments applied, which have been able to estimate the preferences of the population under investigation. Is also highlighted the fact that the knowledge of the student s personality traits and learning styles may have important implications for teaching. Hence, it may aid the lecturer in different ways, such as: for planning teaching/learning activities, for removing communication barriers in the classroom, for improving personal relationships, and for avoiding productivity losses. / Este estudo tem como objetivo principal avaliar como o ensino de engenharia pode se beneficiar do conhecimento dos tipos de personalidade e estilos de aprendizagem dos estudantes. Para identificação dos tipos e estilos foram utilizados dois inventários baseados na Teoria dos Tipos Psicológicos de Jung o Classificador de Temperamentos de Keirsey e o Inventário de Estilos de Aprendizagem de Felder & Soloman, ambos traduzidos para o português. Os instrumentos foram submetidos a oitocentos e quarenta estudantes de Graduação em Engenharia, curso com duração de cinco anos em uma instituição de ensino pública, localizada no interior do Estado de São Paulo. A amostra foi dividida em quatro grupos e três subgrupos, compostos por estudantes das habilitações Mecânica, Elétrica, Civil e Produção e dos primeiros, terceiros e quintos anos, respectivamente, matriculados e com freqüência regular no curso. Na análise estatística dos resultados, além das abordagens descritiva e de correlação, foi introduzido um modelo logístico, mais sofisticado, que objetivou verificar não somente a existência de estrutura de correlação entre as variáveis analisadas tipos de personalidade e estilos de aprendizagem &#8722;, mas também a probabilidade das variáveis habilitação e ano do curso influenciarem nos percentuais de respostas obtidos nas questões dos instrumentos. A confiabilidade do modelo foi comprovada no estudo. Na análise qualitativa dos resultados foram discutidos possíveis efeitos dos traços de personalidade nos estilos de aprendizagem dos estudantes e propostas estratégias de ensino e aprendizagem adequadas aos perfis identificados, de modo a contribuir para a prática docente na engenharia. O estudo comprovou a confiabilidade e validade dos instrumentos utilizados, que se mostraram capazes de estimar as preferências da população investigada, e demonstrou como o conhecimento dos traços de personalidade e estilos de aprendizagem dos estudantes traz implicações importantes para o ensino, pois pode auxiliar o docente no planejamento das atividades de ensino e aprendizagem, eliminar barreiras de comunicação nas salas de aula, promover relacionamentos mais abertos e fecundos e evitar perdas de produtividade.

This study is an investigation of the personality characteristics of the Most and least effective teachers in three church-related universities in a central West Texas city. A student evaluation of instruction form was utilized to allow students in the three universities to rate teacher effectiveness in the classroom. The Myers-Briggs Type Indicator (Isabel Briggs-Myers, The Myers-Briggs Type Indicator, 4th ed., Princeton, Educational Testing Service, 1973) was administered to those teachers who were rated both as most effective and least effective by 5,153 students. The use of this instrument, which provides a personality profile that is indicative of dominant personality characteristics (extrovert-introvert; sensing-intuitive; thinking-feeling, judging-perceptive), allows for measurement (by upper and lower quartile scores) of the differences between the personality characteristics of the most and least effective teachers in this sample.

This study was prompted by the need the author experienced for the rethinking of many practices in music teaching and her interest in achieving transformation in individual music teaching and learning. An eclectic approach was adopted for the research. Despite much existing ‘fuzzy’ terminology, ‘broader’ or ‘less fixed’ meanings were sought of terms including Holism, intelligence, learning, Modernism, perception, personality, Postmodernism, teaching, temperament and whole-brain learning. The reader is presented with a palette of ideas, open for further exploration, in order to stimulate creativity and different viewpoints in music teaching and learning. The study has a student-centred approach, taking into account different types of learners and how to adapt teaching styles to connect with students in their learning environment. Challenges teachers may encounter are how the meanings of many terms relate with music teaching practice, themselves and their pupils. The research explores the interaction and relation of terms with one another in order to reconsider and expand teaching methods. Inter, intra and multidisciplinary aspects of teaching are touched upon as being valuable in cutting across several traditional fields of study and also referring to knowledge seen as a coherent whole within one subject area. Experiences of ‘flow’ and transformative learning are explored in order to challenge students’ and teachers’ ‘fixed’ thinking methods. The whole-brain model is considered where the brain is seen in four quadrants, each quadrant displaying distinctive strengths of value in music teaching. The importance of Emotional Intelligence in developing other intelligences is investigated and its link with Inter and Intrapersonal Intelligences in order to equip teachers to connect effectively with pupils in a learning context. There is no “one size fits all” teaching strategy, learning style or framework that can apply to the myriad needs of individual music teachers and pupils. The research, however, demonstrates the importance for music teachers to be receptive in enlarging their thinking patterns. In so doing a path can be set for shifting focus in teaching strategies to a ‘moving forward’ ideal in perception and understanding of teaching and learning in the 21st century. / Thesis (DMus)--University of Pretoria, 2010. / Music / unrestricted