To investigate the relations between the Myers-Briggs Type Indicator and the Gregorc Style Delineator and to examine the construct validity of the Style Delineator, 41 undergraduate students preparing to be teachers were given both tests. Observed differences in learning styles by personality type partially support the construct validity of the Style Delineator. Judging individuals (n = 25) tended to perceive themselves as concrete sequential thinkers as opposed to perceptive individuals (n = 16) who thought of themselves as concrete random thinkers. Feeling types (n = 29) tended to prefer random modes of thinking.
Get full access to this article
View all access options for this article.
References
1.
BonhamL. A. (1988) Learning style use: In need of perspective. Lifetime Learning, 11(5), 14–17.
2.
ButlerK. A. (1988) How kids learn: What theorists say. Learning, 17(4), 30–43.
3.
DerryH. (1988/89) How students learn. Educational Leadership, 46(4), 4–10.
4.
EhrmanM.OxfordR. (1990) Adult language learning styles and strategies in an intensive training setting. Modern Language Journal, 74, 311–327.
5.
GregorcA. F. (1985) Gregorc Style Delineator: Developmental, technical, and administrative manual. Columbia, CT: Gregorc Associates.
6.
JoniakA. J.IsaksenS. C. (1988) Internal consistency and its relationship to Kirton's adaptive-innovative distinction. Educational and Psychological Measurement, 48, 1043–1049.
7.
LawrenceG. (1984) A synthesis of learning style research involving the MBTI. Journal of Psychological Type, 8, 2–15.
8.
MyersJ. B.McCaulleyM. H. (1985) Manual: A guide to the development of the Myers-Briggs Type Indicator. Palo Alto, CA: Consulting Psychologists Press.
9.
O'BrienT. P. (1990) Construct validation of the Gregorc Style Delineator: An application of LISREL 7. Educational and Psychological Measurement, 50, 632–636.
