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TEMPERAMENTS AND LEARNING STYLES IN INDUSTRIAL EDUCATION STUDENTS, A CORRELATIONAL STUDY (PERSONALITY MEASURES, MYERS-BRIGGS TYPE INDICATOR)
Abstract
The purpose of this study was to compare the proportion of Keirseyan temperaments found in the normative secondary education population with the proportion of temperaments found in the secondary Industrial Education population to find if differences existed and to correlate the temperaments found with two Jungian-based learning style instruments. There was a threefold purpose for this research. First, the Industrial Education sub-population of the secondary education population had never been measured for distribution of personality traits and temperaments. Secondly, some learning style instruments, which have been applied in the classroom, have had limited verification of their capacity for measurement, particularly with secondary school students. The third reason for this study was that there were several differing temperament theories, each based on differing combinations of Jungian traits, which conflicted with one another. Each school of temperament theory had presented evidence that such premises had merit, and each had developed practical classroom applications of their theory. If the practical application of the theories was to be continued, it was important that the discrepancies between them be examined if not resolved. Data were gathered in November and December of 1984 from 213 senior level Industrial Education students. Intact classrooms were used in schools in southeastern Nebraska. Administration of the three instruments took approximately 50 minutes. Data were read into the mainframe via optical reader and analyzed using SPSS and SAS. The analysis employed Glass' and Stanley's Test of Proportion, Fisher's "Exact Test", Pearson Product Moment Correlations and Crosstabulation. The results of this study revealed that significant differences between the normative and Industrial Education populations existed in terms of both Keirseyan and Jungian temperament, but that the Jungian temperaments appeared to reveal those differences with more sensitivity than the Keirseyan model with this age group of students. Significant correlations between either the Jungian or Keirseyan temperaments were found, but these correlations were at random and contradictory to theory with this age group. Little evidence was found to support the use of either learning style instrument with the secondary Industrial Education population. Finally, differences between temperament theories were not resolved, but a possible resolution has been proposed and suggested for further research.
Subject Area
Inservice training
Recommended Citation
SCHULTZ, ANDREW EDWARD, "TEMPERAMENTS AND LEARNING STYLES IN INDUSTRIAL EDUCATION STUDENTS, A CORRELATIONAL STUDY (PERSONALITY MEASURES, MYERS-BRIGGS TYPE INDICATOR)" (1985). ETD collection for University of Nebraska-Lincoln. AAI8526603.
https://digitalcommons.unl.edu/dissertations/AAI8526603