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Learning style and personality type.

R J Drummond1, A H Stoddard

  • 1College of Education and Human Services, University of North Florida, Jacksonville 32216.

Perceptual and Motor Skills
|August 1, 1992
PubMed
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This study explored how personality types from the Myers-Briggs Type Indicator relate to learning styles identified by the Gregorc Style Delineator. Findings suggest some support for the Gregorc Style Delineator

Area of Science:

  • Educational Psychology
  • Learning Styles Research
  • Personality Assessment

Background:

  • Understanding individual learning preferences is crucial for effective teaching.
  • The Myers-Briggs Type Indicator (MBTI) categorizes personality traits.
  • The Gregorc Style Delineator (GSD) identifies distinct learning and thinking styles.

Purpose of the Study:

  • To investigate the relationship between MBTI personality types and GSD learning styles.
  • To examine the construct validity of the Gregorc Style Delineator.
  • To explore how different personality types perceive their own thinking and learning modes.

Main Methods:

  • Administered the Myers-Briggs Type Indicator and the Gregorc Style Delineator to 41 undergraduate students.
  • Analyzed the correlation between MBTI personality types (e.g., Judging, Feeling) and GSD styles (e.g., Concrete Sequential, Concrete Random).

Related Experiment Videos

  • Compared self-perceived thinking styles based on personality classifications.

    • Main Results:

    • A partial support for the construct validity of the GSD was observed.
    • Judging individuals (n=25) were more likely to identify as concrete sequential thinkers.
    • Perceptive individuals (n=16) and Feeling types (n=29) showed a tendency towards concrete random thinking modes.

    Conclusions:

    • The study provides partial evidence for the construct validity of the Gregorc Style Delineator.
    • Specific MBTI personality types appear to correlate with distinct learning and thinking style preferences as measured by the GSD.
    • Further research is warranted to fully establish the relationship between personality and learning style constructs.