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Academic literature on the topic 'Myer-Briggs'

Author: Grafiati

Published: 4 June 2021

Last updated: 19 February 2022

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Journal articles on the topic "Myer-Briggs"

1

Indradevi, R. "A relationship between emotional intelligence and Myer Briggs Big Five personality model." International Journal of Economic Policy in Emerging Economies 8, no. 4 (2015): 361. http://dx.doi.org/10.1504/ijepee.2015.073501.

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2

Kutateladze, R., and D. Bakashvili. "RESULTS OF EMPLOYEE PSYCHOLOGICAL TESTING BY MYER-BRIGGS METHOD IN GEORGIAN COMPANIES." European Science Review, no. 1-2 (2021): 55–58. http://dx.doi.org/10.29013/esr-21-1.2-55-58.

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3

Shirzad, Galin. "The Role of the Myers-Briggs Personality Type and Emotional Intelligence in Marital Satisfaction among Married Female Students at Tehran University." Global Journal of Health Science 8, no. 10 (February 24, 2016): 50. http://dx.doi.org/10.5539/gjhs.v8n10p50.

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<p>The present descriptive correlational study was conducted to predict the role of emotional intelligence and the Myers-Briggs personality type in marital satisfaction in married female students Tehran University in 2015. The study population consisted of all the married female students at Tehran University who visited Iran MBTI center between 22.04.2015 and 21.06.2015. A total of 140 students were selected as the study samples. Data were collected using the Myer-Briggs Type Indicator, the Bar-On Emotional Intelligence Questionnaire and the Enrich Marital Satisfaction Scale and were then analyzed in SPSS-20 using the multivariate regression analysis. The results obtained showed that emotional intelligence (interpersonal and intra-personal skills) and personality type (extraverted and structured) can predict marital satisfaction.</p>

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4

Laksono, Wisnu Agung, and Yuli Astuti. "METODE MYER BRIGGS TYPE INDICATOR (MBTI) UNTUK TES KEPRIBADIAN SEBAGAI MEDIA PENGEMBANGAN DIRI." Journal of Information System Management (JOISM) 1, no. 2 (January 31, 2020): 22–27. http://dx.doi.org/10.24076/joism.2020v1i2.443.

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The MBTI (Myer Briggs Type Indicator) is the most accurate and easy to use inventory personality test. The Personality Test Expert System using the MBTI method is designed to be a guide for information about professions that are in accordance with students' talents and interests so that they can help in determining the appropriate choice of higher education majors. The MBTI Test Expert System application was successfully implemented using the Forward Chaining Method with the PHP programming language. The test results show the application runs in accordance with predetermined specifications. The percentage of eligibility for testing by experts is 92.5% which means good.

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5

Anggreini, Dewi, and Daffit Krisna Saputra. "Profile of Skills Students in Resolving Problems Trigonometry Based on Personality Type Myer-Briggs." Proceeding International Conference on Science and Engineering 3 (April 30, 2020): 531–36. http://dx.doi.org/10.14421/icse.v3.557.

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The problem in this study is the low ability of students to solve problems. That is because students only refer to the examples of questions given by the teacher so that students have difficulty if given questions that are not the same as the examples given by the teacher. Diverse problem solving solutions are needed because students still find difficult to draw conclusions from the questions they have worked on. The purpose of this study is to describe students' ability to solve trigonometric problems in terms of the personality type of Myer-Briggs, namely ISTJ, ESFJ, ESTP, INFJ, ISTJ, ISTP, ESTJ, INTP and ISFJ. This research is a type of descriptive research using a qualitative approach. Methods of data collection using the MBTI questionnaire, math problem solving ability test questions and interviews. The results showed that the ISTJ personality type fulfilled 4 indicators of problem solving very well, while the personality types of ESFJ, ESTP, INFJ, ISTJ, ISTP, and ESTJ met 4 indicators of problem solving well, and for personality types ENTJ, INTP, and ISFJ were sufficient good by meeting 3 of the 4 indicators of problem solving. The results of the study can be used to improve students' mathematical problem solving abilities by further enhancing the positive characteristics present in students. Can inspire students to better understand the type of personality they have in themselves and hone their abilities to be more improved.

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6

Sriram, Y. "Teamwork, Typology and Temperament." Vision: The Journal of Business Perspective 1, no. 1 (January 1997): 48–53. http://dx.doi.org/10.1177/09722629x97001001007.

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This paper deals with a business area in the ABB Group where continuous efforts have been made to build and sustain teamwork and team spirit. It projects the efforts to use the Myer-Briggs Type Indicator™ for identifying the effect of temperament on management style. In essence, if a team is aware that a particular temperament is portrayed amongst the majority in the team, they will be enabled to work on strategies for behaviour modification. The focus will be to improve upon areas of vulnerability and further strengthen the strong areas of such a team. This process helps to build confidence amongst the team to take on new challenges.

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7

Müller, Günter F., and Cathrin Gappisch. "Personality Types of Entrepreneurs." Psychological Reports 96, no. 3 (June 2005): 737–46. http://dx.doi.org/10.2466/pr0.96.3.737-746.

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85 German entrepreneurs were psychometrically assessed on 12 primary trait characteristics. The sample consisted of 49 men and 36 women whose mean age was 45.6 yr. ( SD = 10.3). Occupational domains were production (40%) and services (60%). The mean duration of entrepreneurship within these domains was 13.1 yr. ( SD = 9.3). By factor analysis five personality types of entrepreneurs could be identified: Creative Acquisitor, Controlled Perseverator, Distant Achiever, Rational Manager, and Egocentric Agitator. These types correspond with types found in research by Miner and with the Myer-Briggs Indicator. In addition, correlations between general type potential and both job and life satisfaction of entrepreneurs were found. The results are discussed with regard to intercultural stability of personality types and implications for research and application.

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8

Susanto, Eko, and Mudaim Mudaim. "Pengembangan Inventori MBTI Sebagai Alternatif Instrumen Pengukuran Tipe Kepribadian." Indonesian Journal of Educational Counseling 1, no. 1 (January 20, 2017): 41–52. http://dx.doi.org/10.30653/001.201711.5.

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Projection approach is one way to read the personality type by looking at the response of the stimulus abstract tendencies were given. Another approach is an objective approach, which is presented in the form of a statement or statements themselves are often called inventory. One well-known inventory is inventory Myer-Briggs Type Indicator (MBTI). This study aims to develop an instrument identifying personality types and suitability for high school career. The model consists of three stages: (1) identification of needs, (2) design prototypes, and (3) testing the prototype. Product MBTI instrument adapted from preexisting. Product development is directed at the use of specifications for high school students. So that the language in the editorial revision and made a simple form. From the results of early trials are items less read by high school students. The second test item can already be read and understood by the students as a whole. Although it is the end product of research they may do further studies to test the reliability of the instrument developed.

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9

Ghonsooly, Behzad, Seyyedeh Maryam Hamedi, and Seyyedeh Mina Hamedi. "Metadiscourse Analysis of the Extraverted-Introverted L2 Learners’ Oral Production." World Journal of Educational Research 2, no. 1 (September 14, 2015): 52. http://dx.doi.org/10.22158/wjer.v2n1p52.

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<p><em>The study at hand aims at analyzing the relationship between the extraversion level and the employment of metadiscourse markers in the second language (L2) learners’ oral production on the one hand, and investigating the differences between various levels of extraversion and the types of metadiscourse they use, on the other hand. To this end, 60 advanced EFL learners comprising 12 males and 48 females took part in the study and their extraversion level was assessed with the aid of Myer-Briggs Type Indicator questionnaire. The highly extraverted (N=7) accounted for 11.7%, moderately extraverted (N=22) comprising 36.7%, moderately introverted (N=9) including 15%, and quite introverted (N=22) involving 36.7% of the population. Indeed, the findings revealed a strong positive correlation between the extraversion level and the employment of metadiscourse markers in speech. Besides, there were statistically significant differences across highly extraverted, moderately extraverted, moderately introverted, and quite introverted learners regarding the application of met discourse markers in their speech.</em></p>

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10

Putri, Watik Aprilia, and Masriyah Masriyah. "PROFIL KEMAMPUAN PEMECAHAN MASALAH MATEMATIKA SISWA SMP PADA MATERI SEGIEMPAT DITINJAU DARI TIPE KEPRIBADIAN EKSTROVERT-INTROVERT." MATHEdunesa 9, no. 2 (June 30, 2020): 392–401. http://dx.doi.org/10.26740/mathedunesa.v9n2.p392-401.

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Masalah merupakan pertanyaan yang dihadapi ketika tidak dapat diselesaikan dengan prosedur rutin. Untukmenyelesaikan masalah matematika membutuhkan analisis atau prosedur lain. Masalah matematika yangsering dijumpai dalam kehidupan salah satunya yaitu masalah segiempat. Menurut Polya, terdapat empatfase proses pemecahan masalah, yaitu memahami masalah, membuat perencanaan, melaksanakanperencanaan, dan memeriksa kembali. Terdapat salah satu faktor yang memengaruhi kemampuanpemecahan masalah, yaitu kepribadian seseorang yang berbeda. Penelitian ini merupakan penelitiandeskriptif kualitatif yang bertujuan mendeskripsikan profil kemampuan pemecahan masalah matematikasiswa SMP pada materi segiempat yang mempunyai kepribadian ekstrovert atau introvert. Subjek penelitianterdiri dari dua siswa kelas VII SMP dengan kemampuan matematika yang berbeda, di antaranya satu siswaekstrovert dan satu siswa introvert. Instrumen yang digunakan adalah tes tipe kepribadian ekstrovertintrovert yang disebut Myer Briggs Type Indicator (MBTI), tes kemampuan matematika, tes pemecahanmasalah dan pedoman wawancara. Hasil penelitian menunjukkan bahwa: (1) siswa ekstrovert tidak mampumelakukan keseluruhan tahapan dalam menyelesaikan permasalahan, siswa hanya mampu pada langkahmemahami masalah, namun siswa tidak mampu dalam membuat perencanaan, melaksanakan perencanaan,dan memeriksa kembali dan (2) siswa introvert mampu melakukan seluruh tahapan pemecahan dalammenyelesaikan permasalahan, yang mencakup memahami masalah, membuat perencanaan, melaksanakanperencanaan, sampai pada tahap memeriksa kembali.

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Books on the topic "Myer-Briggs"

1

Downing, Skip. On Course And Myer Briggs Type Indicator. 3rd ed. Houghton Mifflin Company, 2002.

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2

Beierlein. Navigating Your Future and Myer Briggs Type Indicator. Houghton Mifflin Company, 2002.

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3

Casady. Getting College Edge and Myer Briggs Type Indicator. Houghton Mifflin Company, 2002.

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4

Kanar, Carol C. Confident Student, Fourth Edition and Myer Briggs Type Indicator. Houghton Mifflin Company, 2001.

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5

Ruggiero. Becoming A Critical Thinker And Myer Briggs Type Indicator. 4th ed. Houghton Mifflin Company, 2003.

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6

Koch. College Transfer Student Guide and Myer Briggs Type Indicator. Houghton Mifflin Company, 2002.

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7

Downing. On Course, Second Edition and Myer Briggs Type Indicator. Houghton Mifflin Company, 1999.

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8

Nevid, Jeffrey S. Psychology Paperback and Myer Briggs Type Indicator with CDROM. Houghton Mifflin Company, 2003.

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9

Wong, Linda. Essential Student Skills, Third Edition And Myer Briggs Type Indicator. 3rd ed. Houghton Mifflin Company, 2000.

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10

Wong, Linda. Essential Study Skills, Fourth Edition and Myer Briggs Type Indicator. Houghton Mifflin Company, 2003.

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