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Dissertations / Theses on the topic 'Myers-Briggs Type Indicator'

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Published: 4 June 2021
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1

Greenberg, Stuart Elliot. "Differential item functioning on the Myers-Briggs type indicator." Diss., Virginia Tech, 1992. http://hdl.handle.net/10919/38455.

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Differential item functioning on the Myers-Briggs Type Indicator (MBTI) was examined in regard to gender. The Myers-Briggs has a differential scoring system for males and females on its thinking/feeling subscale. This scoring system preserves the 60 % thinking male and 30 % thinking female proportion that is implied by the Jungian theory underlying the Indicator. The MBTI's authors contended that the sex-based differential scoring system corrects items that subjects at a certain level of a latent trait either incorrectly endorse or leave blank. This reasoning is the classical definition of differential item functioning (DIF); consequently, the non differentially scored items should exhibit DIF. If these items do not show DIF, then there would be no reason to use a differential scoring system. Although the Indicator has been in use for several decades, no rigorous item response theory (IRT) item-level analysis of the Indicator has been undertaken. IRT analysis allows for mean differences in subgroups to occur, independent of the question of DlF. Linn and Harnisch's (1981) pseudo-lRT analysis was chosen to test for the presence of DlF in the MBTl items because it is best for tests of relatively small length. The Myers-Briggs subscales range from 22 to 26 items, which is relatively small by lRT standards. lRT analyses conducted on N=1887 subjects indicated that no items on the thinking/feeling subscale showed evidence of DIF. Out of 94 items, only one extraversion/introversion item and one judging/perception item showed evidence of DIF; no Thinking/Feeling items showed DIF. It is recommended that sex-based differential MBTI scoring be abandoned, and that the distribution of type in the population be examined in future studies.
Ph. D.
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2

Kaye, Gail Leslie. "Construct validity study of the Myers-Briggs type indicator." The Ohio State University, 1989. http://rave.ohiolink.edu/etdc/view?acc_num=osu1399891250.

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3

Doss, Carol Rose. "Adlerian Life Style and the Myers-Briggs Type Indicator." Thesis, University of North Texas, 1993. https://digital.library.unt.edu/ark:/67531/metadc279344/.

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The possibility of a relationship between Adlerian life style, as measured by the Life Style Personality Inventory (LSPI), and the Myers-Briggs Type Indicator (MBTI) was examined by this research. The goal of this study was to clarify the relationship between these instruments to broaden the applicability of both instruments for both research and clinical endeavors. Life style is a concept which is vital to therapeutic intervention from an Adlerian frame of reference. Assessment of life style typically involves lengthy therapist interviews. Both the LSPI and the MBTI are questionnaires designed to measure personality variables. The 117 subjects for this study were solicited from individuals seeking counseling from an urban community counseling center. The individuals served by this agency are primarily those diagnosed with Adjustment Disorders. The LSPI and the MBTI were administered individually to each subject. Means and standard deviations were computed for the seven LSPI themes and the MBTI total. Due to a lack of research support for Theme 4 by the LSPI author, the data for this theme were disregarded. The same research indicated a strong bipolar relationship for Themes 7 and 8 (Displaying Inadequacy and Social Interest), which prompted the inclusion of Theme 8 in subsequent data analysis. A correlation analysis was developed. Using the correlation matrix, a factor analysis program was run using the SPSS-X statistical package. The principal components analysis extracted three factors which were refined by a factor rotation using the varimax rotation option. To clarify Factor 3, further analysis was performed with the MBTI data divided by continuum and a second factor analysis was run. Four factors emerged from the data with Factors 1 and 2 remaining unchanged. Factor 1 (Emotional Focusing) and Factor 2 (Confrontation) were loaded with the LSPI themes. Factor 3 (Temperament) and Factor 4 (External-Internal) were loaded with the MBTI scores. This study found that no apparent relationship exists between the variables measured by the LSPI and the MBTI. Questions were raised regarding the descriptive versus pathology-assessing nature of the themes on LSPI. Further research is suggested to define the focus of this instrument.
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4

Nelson-Reid, Yvonne D. "Experiencing psychological type, interactive insights into the Myers-Briggs type indicator." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1999. http://www.collectionscanada.ca/obj/s4/f2/dsk2/ftp01/MQ38545.pdf.

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5

Frank, Holly K. "The Myers-Briggs Type Indicator and learning in secondary classrooms." [Denver, Colo.] : Regis University, 2006. http://165.236.235.140/lib/HFrank2007.pdf.

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6

Hayes, Mark K. "Using the Myers-Briggs type indicator to enhance Christian community." Theological Research Exchange Network (TREN), 1993. http://www.tren.com.

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7

Thomas, Leslie Anne. "Creating a parallel test for the Myers-Briggs Type Indicator using item response theory." Thesis, This resource online, 1994. http://scholar.lib.vt.edu/theses/available/etd-06162009-063341/.

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8

Thompson, Patricia Sclater. "Enhancing Organizational Effectiveness through use of the Myers- Briggs Type Indicator." W&M ScholarWorks, 1988. https://scholarworks.wm.edu/etd/1539272215.

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9

Lynch, Eileen Marie. "The Myers-Briggs type indicator as a measure of gender stereotypy." CSUSB ScholarWorks, 1990. https://scholarworks.lib.csusb.edu/etd-project/470.

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10

Gilbert, Angileen Potts. "A comparison of the Murry-Meisgeier type indicator for children and the Myers-Briggs type indicator." The Ohio State University, 1990. http://rave.ohiolink.edu/etdc/view?acc_num=osu1302725075.

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11

Truter, Hendrieka. "Effective personality profiles in negotiation according to the Myers-Briggs type indicator." Thesis, Stellenbosch : Stellenbosch University, 2001. http://hdl.handle.net/10019.1/52254.

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Thesis (MA)--University of Stellenbosch, 2001.
ENGLISH ABSTRACT: This explorative study set out to investigate the effectiveness of different personalities in negotiation. The research problem originated as result of the search through literature aimed at developing a negotiation skills program for the South African Army. Many authors were found to refer to the importance of personality on the process and outcome of negotiation, but that existing research focus mainly on single personality traits and often indicated inconclusive results. These findings stirred curiosity to explore the possibility that certain personality types, according to a more comprehensive theory of personality, may prove to be more effective than others. The Myers-Briggs Type Indicator Form G self-scoring and two separate role-plays were used to gather data for this research. The role-plays placed similar boundaries on the participants in terms of the type of agreement that could be reached as well as the financial terms involved. The MBTI results were used as continuous scores and the eight subscales as separate groups and also according to a number of combinations of the subscales. The possible influence of a number of variables were taken into account namely, age, gender, military rank, level of formal education and ethnicity. Though the majority of these variables were found to be possible covariates of personality they appear not to have influenced the outcome of the research. This was because no significant correlations appeared to exist between the outcome of the negotiation role-plays and the various scales and subscales of the MBTI. According to these results, and within the confinement of this research it would appear that the various personality types do not differ in terms of the effectiveness in negotiation.
AFRIKAANSE OPSOMMING: Hierdie studie het ten doel gehad om die doeltreffendheid van verskillende persoonlikhede in onderhandeling te ondersoek. Die navorsingprobleem het voortgespruit uit 'n literatuursoektog wat daarop gemik was om 'n kursus in onderhandelingsvaardigheid vir die Suid Afrikaanse Leër te ontwikkel. Tydens hierdie soektog is bevind dat verskeie skrywers na die belangrikheid van persoonlikheid verwys, synde 'n invloed op die proses en uitkoms van die onderhandeling te hê. Daar is ook bevind dat bestaande navorsing hoofsaaklik gebruik maak van enkele persoonlikheidstrekke en dat hierdie benadering dikwels nie afdoende bevindinge tot gevolg gehad het. Die gedagte het gevolglik ontstaan om ondersoek in te stel na die moontlikheid dat sekere persoonlikhede, gebaseer op 'n meer omvattende teorie, dalk groter sukses in onderhandeling mag behaal as ander. Ten einde die navorsingsprobleem op te los is besluit om die "Myers-Briggs Type Indicator" vorm G en twee afsonderlike rolspele te gebruik om data in te samel. Die rolspele is spesifiek vir die navorsing ontwerp om ooreenstemmende beperkinge op die deelnemers te plaas in terme van die soort ooreenkoms wat bereik moet word, asook die finsiële terme betrokke. Die resultate van die MBTI is gebruik in die vorm van kontinuë data, as aparte stelle subskale en ook volgens 'n verskeidenheid kombinasies van die subskale. Die moontlike invloed van 'n verskeidenheid veranderlikes is in berekening gebring, naamlik ouderdom, geslag, militêre rang, vlak van formele opvoeding en etniese groep. Alhoewel daar bevind is dat die meerderheid van die veranderlikes moontlike kovariate mag wees wil dit voorkom asof dit nie die bevindinge van die navorsing beïnvloed het nie. Die rede daarvoor was dat geen beduidende korrelasie gevind is tussen die resultate van die rolspele en die verskillende skale en subskale van die MBTI nie. Volgens hierdie bevindinge en binne die beperkings van hierdie navorsing wil dit voorkom dat persoonlikheidstipes nie verskil in terme van die sukses in onderhandeling nie.
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12

Schaefer, Genevieve Lenore. "Relationship of Myers-Briggs Type Indicator personality profiles to academic self-esteem." Scholarly Commons, 1994. https://scholarlycommons.pacific.edu/uop_etds/2796.

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The purpose of this correlational research study was to determine if Myers-Briggs Type Indicator (MBTI) personality profiles are related to academic self-esteem (ASE), and if there is a relationship, which of the personality preferences and their subtraits are related to both total ASE and its five components. The central premise of the study was that personality type is related to academic self-esteem. Data was collected from 144 students attending 11th and 12th grade classes at a high school located in the Central Valley of California. The research design incorporated a variety of correlational methods to view the scores from two assessment instruments, the Myers-Briggs Type Indicator (MBTI - Form K) and the Student Self-Esteem Inventory (SSEI). The study was designed to answer four main research questions and six supportive questions. The findings of the study indicated that generally, personality type is related to academic self-esteem. Extraversion, intuitive, and judging (ENJ) personality preferences or types have higher ASE than introversion, sensing, and perception (ISP) personality types. Further research could serve to clarify: personality variables which influence academic self-esteem development; gender influence in ASE development; resiliency factors related to ASE development; appropriate communication, instruction, programs, and climate for diverse personality types to increase academic self-esteem, and ultimately, student achievement.
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13

Gratias, Melissa B. "Gender and Ethnicity-Based Differential Item Functioning on the Myers-Briggs Type Indicator." Thesis, Virginia Tech, 1997. http://hdl.handle.net/10919/30362.

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Item Response Theory (IRT) methodologies were employed in order to examine the Myers-Briggs Type Indicator (MBTI) for differential item functioning (DIF) on the basis of crossed gender and ethnicity variables. White males were the reference group, and the focal groups were: black females, black males, and white females. The MBTI was predicted to show DIF in all comparisons. In particular, DIF on the Thinking-Feeling scale was hypothesized especially in the comparisons between white males and black females and between white males and white females. A sample of 10,775 managers who took the MBTI at assessment centers provided the data for the present experiment. The Mantel-Haenszel procedure and an IRT-based area technique were the methods of DIF-detection. Results showed several biased items on all scales for all comparisons. Ethnicitybased bias was seen in the white male vs. black female and white male vs. black male comparisons. Gender-based bias was seen particularly in the white male vs. white female comparisons. Consequently, the Thinking-Feeling showed the least DIF of all scales across comparisons, and only one of the items differentially scored by gender was found to be biased. Findings indicate that the gender-based differential scoring system is not defensible in managerial samples, and there is a need for further research into the study of differential item functioning with regards to ethnicity.
Master of Science
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14

Zimostrad, Scott William. "An investigation of the relationship between psychologist personality and theoretical orientation." Virtual Press, 1986. http://liblink.bsu.edu/uhtbin/catkey/487281.

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The purpose of this correlational study was to determine if specific personality characteristics existed between groups of psychologists who identified themselves as operating within behavioral (N = 14) or psychoanalytic (N = 13) theoretical principles.Previous studies of this nature have resulted in mixed findings regarding Personality-theory relationships. Major weaknesses in these studies were found to include the use of theoretically immature psychologist-subjects, poor deliniation of subject theoretical orientation and one-sided (i.e. continuous or categorical) treatment of Myers-Briggs type Indicator data. The present study attempted to improve on these three weaknesses in order to provide stronger evidence for theory-Personality relationships.The subjects in the present study were randomly selected from two theoretically oriented professional directories. All of the subjects held doctorates in psychology for at least two years. The settings from which the subjects were drawn varied widely while the study itself was conducted from a midwestern university of approximately 19,000 students.Subject personality variables were measured using the Myers-Briggs Type Indicator - MBTI (Form G). A Theoretical Orientation Form was developed to assess the psychological theory from which subjects operated. This form required subjects to 1) endorse theoretically-bound techniques in response to case vignettes, and 2) endorse one of two labels of theoretical orientation. Only those subjects who endorsed all the vignettes and the respective label were included in the experimental group.Four null hypotheses were posed for those subjects meeting criteria: 1) no statisticallysignificant (p. <.05) differences would be found between groups (beavioral versus psycholanalytic) on the MBTI measure of extraversion - introversion, 2) no statistically significant differences would be found between these groups on the MBTI measure of sensing-intuition, 3) no statistically different differences would be found between these two groups on the MBTI measure of thinking-feeling, and 4). no statistically different differences would be found between these two groups on the MBTI measure of judgement-perception.Continuous scores of those subjects meeting criteria were examined via desriptive and inferential statistical procedures. Beyond the more common descriptive findings (i.e., means and standard deviations) the use of multidimensional scaling allowed for appreciation of both the categorical and continuous properties of the MBTI data.The data was also subjected to a MANOVA which yielded both multivariate and univariate F tests. The multivariate F (2,27) = p. < .10 allowed for further analysis with univariate F tests. A significant difference was found on only the third test of group comparisons on the thinking feeling dimension where F (2,27) = p..025.The analysis desribed above allowed for rejection of only the third null hypothesis which questioned group differences on the thinking-feeling dimension. In this group of psychologists, behaviorists were much more likely to prefer the thinking mode of judgement while psychoanalytic psychologists showed definite preference for the feeling dimension. This finding is supported by previous research as well.A secondary finding of the present study was that the perceptive process of intuition did not prove do be as important to this sample of psychologists as previous writers would contend. Although the presence of the intuitive preference was found in the majority of the subjects, its level of importance was of an auxiliary nature to most of these individuals.
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15

Tuel, Beverly D. "Interests, preferences, styles, and personality : the relationship between strong personal style scales and the MBTI /." The Ohio State University, 1997. http://rave.ohiolink.edu/etdc/view?acc_num=osu1487947501136357.

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16

Landuyt, Maryjo. ""Lord, teach us to pray" using the Myers-Briggs type indicator as a spiritual tool to enrich prayer life /." Chicago, IL : Catholic Theological Union at Chicago, 2007. http://dx.doi.org/10.2986/tren.033-0848.

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17

Haskins, Mary Susan. "Procrastination, thesis writing and Jungian personality type." Thesis, University of British Columbia, 1988. http://hdl.handle.net/2429/28059.

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This study sought to examine the relationship between the procrastination involved in thesis writing and Jungian personality type. A sample of 50 graduate students enrolled in the Department of Counselling Psychology at the University of British Columbia participated in the study. These individuals were classified into one of two groups: those who procrastinated while writing their thesis and those who did not. Procrastination was measured using length of time taken to complete the thesis coupled with self-report. The 50 subjects were then administered the Myers-Briggs Type Indicator which measures Jungian personality type. These two groups were then compared to determine if significant differences in personality type existed between the procrastinating and nan-procrastinating groups. Five hypotheses were tested. A t-test (two tailed) was performed using the continuous scores of the four scales of the MBTI to test the first four hypotheses to determine if a statistical difference could be found between these two groups on these dimensions. No differences were found on the first three scales (extraversion-introversion; sensation-intuition; thinking-feeling), but a significant difference was found on the judging-perceiving index (p=.008). Procrastinators tended to score toward the perceiving end of the scale while non-procrastinators scored toward the judging end of the continuum. A chi-square analysis using tire dichotomous scores of the MBTI was performed to test the fifth hypothesis which predicted that a significantly higher number of NFP types would be procrastinators than nan-procrastinators. This hypothesis was accepted (p=.0017) indicating that specific personality variables do tend to correlate with procrastination.
Education, Faculty of
Educational and Counselling Psychology, and Special Education (ECPS), Department of
Graduate
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18

Snell, Kathrine Leigh. "Response distortion and the Myers-Briggs Type Indicator: implications for selection and organizational applications." Diss., Virginia Tech, 1994. http://hdl.handle.net/10919/38214.

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19

Fitopoulos, Lazarus. "The translation and standardization of the Myers-Briggs Type Indicator (MBTI) into the Greek language." Thesis, McGill University, 1996. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=24077.

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The project describes the development and standardization of the Myers-Briggs Type Indicator into the Greek language. Statistical properties of the Greek version were comparable to those of the original American version providing evidence of its adequacy as a psychometric tool. The comparison of the distribution of types of Greek university students (N = 946) with that of French Canadians, and Americans showed a preference for "thinking" and "perceiving". Further, gender associated preferences for thinking and feeling evident in the American and French Canadian norms were also present in the Greek data.
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20

Anderson, Linda K. 1950. "An Investigation of School Administrator Personality Type and Gender to Leader Effectiveness, Flexibility, and Years of Experience." Thesis, University of North Texas, 1995. https://digital.library.unt.edu/ark:/67531/metadc278788/.

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The purpose of this study was to determine if there was a relationship between four selected personality categories as measured by Myers-Briggs Type Indicator® (MBTI) and gender to leader effectiveness and flexibility as measured by Leader Behavior Analysis II Self-A® (LBAII Self-A) and years of experience in school administration. A review of literature traced leadership to the Situational Leadership II model utilized in this study. The model was based on selecting the appropriate leadership style for the individual situation and development level of followers. MBTI® measured sixteen combinations of four personality types which included Extravert® or Introvert, Sensing or iNtuitive®, Thinking or Feeling, and Judging or Perceiving. Four types were selected for this study (ISTJ, ESTJ, INTP, and ESFJ). The LBAII Self-A® instrument measured leader effectiveness and flexibility. The sample was 80 Texas school administrators in eleven school districts. Statistics utilized to test the hypotheses included Hotelling's T2, Multiple Analysis of Variance, Analysis of Variance, and Multiple Regression. Independent variables were gender and personality type. Dependent variables were leader effectiveness, flexibility, and years of experience in school administration. Findings reported a significant difference in leader effectiveness scores of the ESTJ personality type. Additionally, Judging/Perceiving was a significant predictor of years of experience of school administrators. In conclusion, a significant difference was found in leader effectiveness scores which showed that ESTJ personality types had higher scores. Another significant finding was Judging/ Perceiving as a predictor of years of administrative experience. As years of experience increased, Judging (preference for order) increased as a personality variable rather than Perceiving (preference for spontaneity). It was recommended that MBTI® and LBAII® be administered to school administrators as part of pre-service leadership training and for ongoing staff development. These instruments can be utilized as tools to help administrators understand personality type and effective leadership practices.
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21

Minich, Victoria. "How does the Myers-Briggs Type Indicator instrument enhance teaching and learning in the classroom?" Thesis, National Library of Canada = Bibliothèque nationale du Canada, 2000. http://www.collectionscanada.ca/obj/s4/f2/dsk1/tape3/PQDD_0020/MQ54580.pdf.

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22

Wagner, Amy K. "Using Myers-Briggs Type Indicator and level of perfectionism to predict stress in gifted adolescents." Virtual Press, 2006. http://liblink.bsu.edu/uhtbin/catkey/1347739.

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In this study, the relationship between personality type, perfectionism, and stress was examined in gifted adolescents attending the Indiana Academy for Mathematics, Sciences, and Humanities in Muncie, Indiana. A sample of 120 of these gifted individuals completed the Multidimensional Perfectionism Scale (MPS) and the Profile of Mood States (POMS). Results for participants were then matched with archival data of their Myers-Briggs Type Indicator (MBTI) personality types. Results from a path analysis indicated that perfectionism is significantly positively associated with negative mood state, or stress. Results failed to indicate a significant relationship between MBTI personality type and perfectionism, or MBTI personality type and stress in these gifted adolescents. The mediator model was found to best explain the relationship among the variables in this study, indicated by the use of Akaike's Information Criterion (AIC). Clinical implications and possibilities for future research are discussed.
Department of Counseling Psychology and Guidance Services
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23

Young, Sylvester. "Nonmusic majors who persist in selected college marching bands : demographic characteristics, and Myers-Briggs personality types /." free to MU campus, to others for purchase, 2001. http://wwwlib.umi.com/cr/mo/fullcit?p3013045.

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24

Messner, Daniel H. "Training Christian couples in conflict resolution and spiritual intimacy skills utilizing the Myers-Briggs Type Indicator." Theological Research Exchange Network (TREN), 2005. http://www.tren.com.

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25

Muse, Katherine C. "The Newsroom Personality: A Psychographic Analysis of Ohio Television Newsrooms." Ohio University / OhioLINK, 2007. http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1193078984.

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26

Hicks, Mary E. (Mary Elizabeth). "The Relationship between Personality Type and Marital Satisfaction Using the Myers Briggs Type Indicator and the Marital Satisfaction Inventory." Thesis, University of North Texas, 1989. https://digital.library.unt.edu/ark:/67531/metadc331628/.

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The relationship between personality type as measured by the Myers Briggs Type Indicator (MBTI) and marital satisfaction as measured by the Marital Satisfaction Inventory (MSI) was examined in this research. Subjects were 100 volunteer couples from a southwestern urban area who were given the MBTI and the MSI. These couples were divided into three groups: 40 were in marital therapy; 30 had satisfactory marriages and had been married seven years or less; 30 also had satisfactory marriages, but had been married more than seven years. The therapy group and the satisfactorily married groups were compared as to the number of MBTI preferences held in common, the strength of these preferences and the length of time married. The extraversion-introversion (E-I) scale and the sensing-judging (S-J) temperament of the MBTI were examined by comparing the spousal combinations in each of the groups. Chi square analysis and a Pearson correlation were used. A one-way analysis of variance was run between six of the scales of the MSI and each of the four MBTI dimensions. A MANOVA was attempted on the relationship between the spousal MBTI combinations and the six MSI scales, but the population was too small for this analysis to be conclusive. There were no significant differences between the groups as far as number of preferences held in common, length of time married, and the sensing-judging temperament. There were significantly more couples in the therapy group who had differences of 40 or more points on the four MBTI scales. The extent of the difference on the sensing-intuitive (S-N) scale was found to discriminate between satisfactory and unsatisfactory marriages. Differences on the E-I scale were found to effect couples' satisfaction in the MSI scales of Time Together and Affective Communication with the combination of introvert with introvert having the most difficulty in these areas.
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27

Shylo, Karen Ruth. "The interrelationship of demographic charactersitics, Myers-Briggs personality preferences and perceived competence of career education coordinators /." The Ohio State University, 1985. http://rave.ohiolink.edu/etdc/view?acc_num=osu1487259580264504.

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28

Smit, René. "An exploration of the personality preferences of post graduate psychology students utilising the Myers-Briggs Type Indicator." Thesis, Nelson Mandela Metropolitan University, 2010. http://hdl.handle.net/10948/1096.

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In order to continue their contribution to the profession of psychology in South Africa the selection committees of psychology departments of higher education institutions are faced with the difficult task of selecting the most suitable candidates to fill their Clinical, Counselling, Educational and Industrial Psychology masters coursework programmes. Selection committees have traditionally made use of several admission criteria and procedures ranging from academic performance to personality assessment to a combination of methods. Admission criteria vary greatly across Higher Education Institutions. The selection committee at the selected participating institution of higher education takes into account the prospective students' academic performance, relevant work or practical experience, research experience, active participation in the classroom, active involvement outside of the classroom (participation in and engagement with community activities), and personality. Currently the institution of higher education that provided the sample for the current study employs the NEO PI-R as well as the MMPI-2 to assess masters applicants’ personality traits. A study by Britz (1994) recommended that the MBTI® be included in the assessment battery for psychology masters students. The primary aim of the proposed study is to identify, explore and describe the personality preferences of a group of prospective psychology masters applicants and a group of successfully selected psychology masters students at a South African Higher Education Institution utilising the Myers-Briggs Type Indicator® (MBTI®). The study was exploratory descriptive in nature and was based on the quantitative research approach. Non-probability convenience sampling and the survey method was utilised to identify and approach prospective participants. Participants were requested to complete the MBTI® questionnaire. The MBTI® protocols were hand-scored and the findings analysed utilising frequency distributions and inferential statistics, that is, means and standard deviations. The MBTI® was found to be valid and reliable in a variety of populations and contexts. xi Results indicated that the ISTJ (15 percent), INTP (15 percent) and ESFJ (15 percent) personality types were the three most common personality types amongst participants from the group of prospective psychology masters applicants. The ENFP (13 percent), INTP (13 percent) and ISFJ (13 percent) personality types were the three most common personality types amongst participants from the group of successfully selected masters students. The majority (14 percent) of participants from the total sample displayed a preference for the INTP personality type. An examination of the dichotomous personality types of the participants revealed that the majority of participants preferred the Extraversion attitude, Sensing and Thinking functions, and Judgement attitude.
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Burkett, Linda S. "Assessing Decision Making Collaboration of Nurse Leaders of a Community Hospital through Myers-Briggs Type Indicator Application." Thesis, Carlow University, 2016. http://pqdtopen.proquest.com/#viewpdf?dispub=10027566.

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As ardent import is recognized for collaborative decision making (DM) generating effectual patient care, minimal investigation has been allotted to consider what health professionals inherently bring to decision forums. The purpose of this pilot study is to examine the capacity to enhance decision making collaboration of nurse leaders in a community hospital through Myers-Briggs Type Indicator (MBTI) application. Personality influence is vital for self-awareness and colleague appreciation. True collaboration transcends cooperation to embrace mutual respect and goals for ethical decisions (Barrett, Piatek, Korber, & Padula, 2009). By four educational modules, designed to explicate type influence upon recognized leadership constructs, aligned with a defined DM process, nurse leaders of a Shared Governance Council were assessed to discern collaborative DM. A convenience sample of eight nurses completed the study. The targeted sample size enabled deep investigation of skill development and teamwork through MBTI application, explored by descriptive content analysis. The assessment tool, developed from a collaborative training survey, appraised seven constructs of nurse leadership and three definers of decision evaluation, incorporating MBTI influences. Outcomes, measured by self-reported pre/post survey methodology, revealed an overall 87.5% improvement in collaboration, 62.5% improvement in team trust, decision expediency and pragmatism. A 50% improvement was reported in colleague understanding and communication skills. There remains much to be discovered about personality impacts upon nurse leadership for augmenting collaboration. Bringing empowered nurses to decision making tables is critical for accomplished investment, improved teamwork, and professional accountability for decisions, from bedside to boardroom. It is the focus of this study.

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Cavin, Clark. "Personality Type Preferences of Juvenile Delinquents." Thesis, University of North Texas, 2000. https://digital.library.unt.edu/ark:/67531/metadc2653/.

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The purpose of this study was to identify and explore personality characteristics of juvenile delinquents, to compare those characteristics with those of the general population, and determine if there are significant differences, as measured by the Myers-Briggs Type Indicator (MBTI), between the personality characteristics of juvenile delinquents and the general population. Juvenile delinquents who were adjudicated into a Texas Youth Commission facility in North Texas were subjects for this study. Participants included 186 males who ranged in age from 14 years to 20 years. Statistical analyses were performed for each of the research questions. When comparing MBTI scores of juvenile delinquents to the general population, significant differences were found on the dichotomous scales, temperaments, function pairs, and types. All type preferences are represented within the juvenile delinquent population. The MBTI can be useful in responding to the education and rehabilitation needs of juvenile delinquents. Knowledge of personality type can help caregivers meet the needs of juvenile delinquents. Understanding personality type preference can serve to provide a deeper understanding of the behaviors that lead to adjudication of juvenile delinquents. A discovery of the types of adolescents who are adjudicated could lead to preventive measures, early detection, and early intervention for students at risk of becoming juvenile delinquents.
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Celander, Ingvar, and Anita Svantesson. "Har de som liknar chefen högre lön?" Thesis, Halmstad University, School of Social and Health Sciences (HOS), 2008. http://urn.kb.se/resolve?urn=urn:nbn:se:hh:diva-1817.

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Påverkar personligheten lönesättningen? Kan chefen vara objektiv eller belönar chefen omedvetet dem som liknar honom/henne själv? Det saknas tidigare forskning om hur personligheten påverkar lön och lönesättning. Syftet med denna uppsats är att undersöka om det föreligger ett samband mellan hög lön och en personlighet som liknar den lönesättande chefen. Studien är genomförd hos 4 chefer och 55 medarbetare inom handikapp-omsorgen i Ängelholms kommun. Undersökningen genomfördes med hjälp av Myers-Briggs standardiserade frågeformulär, intervjuer samt egna enkäter. Vi hittar inga klara bevis för att cheferna premierar medarbetare som liknar dem själva. Däremot finner vi ett samband mellan hög lön och upplevelsen av att lönen är rättvis samt att ett gott samarbete med chefen också ger en uppfattning av en rättvis lön, dock inte nödvändigtvis hög. Dessutom fann vi att utbildning och lång erfarenhet inom yrket ger högre lön. Lite förvånande fann vi att personer med introverta personlighetsdrag hade signifikant högre lön än extraverta personer, trots att cheferna uppgett att de framförallt uppskattar egenskaper som korrelerar med extraversion. Vi tror att Introverta egenskaper inte har lika positiv klang som Extraverta egenskaper. Det är intressant att chefernas egen uppfattning om personlighetens betydelse vid lönesättning inte stämde överens med våra resultat. Vi har i vår studie inte gjort några mätningar på vare sig vad eller hur arbetet utförs av den enskilde medarbetaren. Personligheten behöver inte nödvändigtvis vara kopplad till prestationen.

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Watson, Larry Watson. "An investigation into the relationships between job satisfaction, temperament type, and selected demographic variables among West Virginia vocational agriculture teachers /." This resource online, 1990. http://scholar.lib.vt.edu/theses/available/etd-07282008-135327/.

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Maré, Carina. "'n Ondersoek na die persoonlikheidstipes van 'n groep jeugleiers." Thesis, Stellenbosch : Stellenbosch University, 2000. http://hdl.handle.net/10019.1/51852.

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Thesis (MEd)--Stellenbosch University, 2000.
ENGLISH ABSTRACT: In South Africa effective leadership is an important priority in all walks of life. With the implementation of Curriculum 2005, greater emphasis is placed on the development of leadership skills to prepare learners for leadership demands in adult life. In order to do this one must firstly create leadership opportunities. Secondly it is important to convey the knowledge and skills necessary for the optimum fulfillment of their roles as leaders. Personality types and preferences as well as the strengths and weaknesses of the leader and other group members can be utilized to enhance teamwork and improve leadership. The empirical investigation comprised the determination of the personality types of the research group as well as leadership positions held by them during their school careers, and the leadership skills perceived as important by them. Fifty youth leaders, representative of head boys and head girls in former model C schools, who attended the conference for youth leaders annually hosted by Die Burger, were used as the investigation group. For the purpose of this research the Myers-Briggs Type Indicator (MBTI®), Form G, was used. The MBTI® is based on Carl Jung's theory of personality types. The most important findings of the study are that trends exist in the personality types that were reported by the youth leaders. The dominant personality type preference of the youth leaders was ESTJ. This shows a preference for extroversion (E), sensing (S), thinking (T) and judging (J). Good interpersonal relationships, listening skills and high moral values were identified as the most important characteristics for effective leadership. The implications for leadership development, emanating from the knowledge of the personality types and preferences of the youth leaders, are discussed.
AFRIKAANSE OPSOMMING: In Suid-Afrika is effektiewe leierskap op alle vlakke van die samelewing 'n belangrike prioriteit. Ook in die opvoedingsituasie word daar met die implementering van Kurrikulum 2005 groter klem geplaas op die ontwikkeling van leierskapsvaardighede om leerders voor te berei vir leierskapseise wat in hulle volwasse leeftyd gestel gaan word. Om dit te kan doen moet daar in die eerste plek geleenthede geskep word waartydens die leerders leierskap kan beoefen en tweedens is dit belangrik dat kennis en vaardighede wat die leerder kan help om sy rol as leier so suksesvol moontlik te vervul, aan hom oorgedra word. Kennis oor die leier en ander groeplede se persoonlikheidstipes en voorkeure asook elkeen se sterkpunte en leemtes kan suksesvol benut word om groepsamewerking te verbeter en sodoende suksesvolle leierskap te bevorder. Die empiriese gedeelte van die ondersoek het die vasstelling van die ondersoekgroep se persoonlikheidstipes, die leierskapsposisies wat deur hulle beklee is gedurende hulle skoolloopbaan asook die leierskapseienskappe wat deur die betrokke leerders as belangrik geag is, behels. 'n Ondersoekgroep van 50 jeugleiers, bestaande uit 'n seleksie van hoofseuns en -meisies in die vorige Model C skole wat Die Burger se jaarlikse jeugleierskonferensie bygewoon het, word by hierdie navorsing betrek. Vir die doel van hierdie ondersoek word gebruik gemaak van die Myers-Briggs Type Indicator (MBTI®), vorm G. Die MBTI® is gebaseer op Carl Jung se persoonlikheidsteorie. Die belangrikste bevindinge van die ondersoek is dat daar tendense bestaan in die persoonlikheidstipes wat meer algemeen by jeugleiers voorkom. Die oorwegende persoonlikheidstipevoorkeur wat by die jeugleiers voorgekom het, was ESTJ. Dit dui 'n voorkeur vir ekstroversie(E); sintuiglike waarneming (S); denke (T) en beoordeling (J) aan. Goeie luistervaardighede en hoë morele waardes is as die belangrikste eienskappe vir effektiewe leierskap geïdentifiseer. Die implikasies vir die leierskapsontwikkeling van leerders wat voortspruit uit die kennis van leiers se persoonlikheidstipe en -voorkeure, word bespreek.
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Lanning, Alice Main. "Personality characteristics of undergraduate music majors in selected Oklahoma universities : an investigation of relationships as measured by the Myers-Briggs Type Indicator /." Full-text version available from OU Domain via ProQuest Digital Dissertations, 1990.

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Noël, Stéphane. "Différences entre les types pensée et sentiment du Myers-Briggs Type Indicator selon l'humeur négative et positive et le stress." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1997. http://www.collectionscanada.ca/obj/s4/f2/dsk2/ftp04/mq23733.pdf.

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Schanz, Anne. "A Comparison of the Cognitive Style Similarity and Communication Style Adjustment Index Methods to Study Counseling Supervision Performance." Thesis, University of North Texas, 2002. https://digital.library.unt.edu/ark:/67531/metadc3211/.

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This study was designed to examine two questions. First, does increasing Myers-Briggs Type similarity correlate with improved performance by counselor supervisor/supervisee dyads? Second, is the Communication Style Adjustment Index superior to the cognitive style scale matching procedure as a method of quantifying MBTI similarity in dyads? Sixty-eight supervisor/supervisee dyads were recruited from University of North Texas Counselor Education Master's level practicum classes. Supervisee class rankings and supervisor performance ratings were correlated with the dyads' MBTI similarity as measured by the Communication Style Adjustment Index and the cognitive style matching procedure. While none of the hypotheses were supported it was noted that there was interaction approaching significance between dyadic similarity using the Communication Style Adjustment Index and supervisor performance ratings.
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Fodale, Vargas Luis Ernesto. "Adaptación del inventario "Myers Briggs Type Indicator" en un grupo de estudiantes universitarios de la ciudad de Lima." Bachelor's thesis, Pontificia Universidad Católica del Perú, 2008. http://tesis.pucp.edu.pe/repositorio/handle/123456789/402.

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En el Perú, a nivel de investigación, es necesario contar con instrumentos que permitan recoger datos e información útil para análisis, que a la postre lleve a realizar acciones concretas e intervenir sobre ciertos problemas. Por esta razón, la presente adaptación se une a la iniciativa de desarrollar estudios psicométricos en el campo de la personalidad. Este trabajo permitirá tener una medida objetiva y estandarizada que sea de utilidad a investigadores, y a la vez será generadora de más investigaciones sobre el tema.
Tesis
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Jamison, Margaret Godwin. "An exploration of extra and classroom variables for three measures of college mathematics achievement." Diss., This resource online, 1994. http://scholar.lib.vt.edu/theses/available/etd-06062008-164834/.

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Cunnyngham, Hal F. "A study of the relationships between personality as indicated by the Myers Briggs Type Indicator and leadership strengths and weaknesses as identified by Skillscope." Thesis, University of North Texas, 2001. https://digital.library.unt.edu/ark:/67531/metadc2808/.

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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.
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Gilbert, Angileen P. "A test-retest study of the Myers Briggs Type Indicator (MBTI) and the Murphy Meisgeier Type Indicator for Children (MMTIC) over a two year time period /." The Ohio State University, 1998. http://rave.ohiolink.edu/etdc/view?acc_num=osu1487949836207891.

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Smith, Charles E. "A comparative study of the Myers-Briggs type indicator and the Minnesota importance questionnaire in the prediction of job satisfaction." Virtual Press, 1988. http://liblink.bsu.edu/uhtbin/catkey/558348.

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The major purpose of this study was to test the ability of the MyersBriggs Type Indicator (MBTI) to predict job satisfaction. Sixteen hypotheses were advanced and tested. They were grouped into four categories: (a) the ability of Judges to predict a subject's job satisfaction based upon their assessment that the subject's MBTI Type was compatible with their occupation; (b) the ability of the Minnesota Importance Questionnaire (MIQ) to predict job satisfaction; (c) acomparison of the predictive ability of the MBTI with the MIQ; (d) and, an exploration of the relationship of MBTI Type with the Needs measured by the MIQ.A review of related literature showed that the ability of the MBTI to predict job satisfaction had not been demonstrated satisfactorily in previous research while the MIQ had a demonstrated ability to predict satisfaction. Therefore, the MBTI was compared with the MIQ to see which could better predict satisfaction.The subjects used in this research were 369' Masters in Business Administration students from a medium sized private college in the Midwest. Sixty-five percent of the subjects were male and 35% were female. They had an average age of 30.5 years and 93% of the subjects were employed full-time.Three test instruments were used in this study. The MBTI was used to assess Psychological Type. The MIQ was used to measure Vocational Needs. A biographical information form was used to gather demographics on each subject. A question from the Hoppock Job Satisfaction Blank was included on the information form to measure job satisfaction.This study found that MBTI Type and various components of Type could be used by judges to predict job satisfaction based on judges' assessment of congruence between Type and occupation. It was found that the MIQ could predict job satisfaction based on congruence between MIQ profile and occupation. Comparison of the MBTI and MIQ showed that the MIQ was the better predictor of satisfaction but neither instrument was able to account for more than a small part of the satisfaction variance. Last, it was found that several of the MIQ Needs were related to components of the MBTI.This study provided support for the predictive ability of both the MBTI and the MIQ. It supported the use of the MBTI in career counseling and theory and pointed to several areas where additional research is needed. It provided an initial exploration into the relationship of the MBTI to the domain of vocational Needs as measured by the MIQ.
Department of Counseling Psychology and Guidance Services
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Rice, John W. 1967. "Using Myers-Briggs Personality Type Indicators to Predict High School Student Performance in an Educational Video Game." Thesis, University of North Texas, 2014. https://digital.library.unt.edu/ark:/67531/metadc799468/.

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Educational video games have proven a useful tool for educators, offering experiential pedagogy in a variety of fields. Predicting the success of a video game in engaging students and motivating them to work with relevant material is problematic. One approach was attempted through administering the Myers-Briggs Personality Type Indicator to 42 high school students and observing subsequent voluntary performance on a popular mathematics video game throughout one semester. Game dynamics matching certain personality elements of the students generally correlated between learning preferences in the classroom and in the online gaming environment. Students who enjoyed group dynamics in classroom settings likewise indicated enthusiasm for the group dynamics in game play. Those students preferring structured learning environments may prefer less open ended virtual learning gaming environments. Since the game incorporated multiple choice questions and rewarded correct choices made quickly, those students with personality styles in which questions are carefully considered before answering suffered in points scored compared to those used to making fast intuitive choices in exam settings. Additional studies, including those with larger populations and different types of video games, are needed for more definite conclusions.
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Johnson, Sharon K. "An analysis of counselor characteristics that contribute to successful results-based school guidance programs." Diss., Virginia Polytechnic Institute and State University, 1988. http://hdl.handle.net/10919/53537.

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The field of guidance is changing from one of providing services for students needing help to results-based guidance programs which provide knowledge, attitudes, and skills for all students. This shift in focus has resulted in different expectations of counselors who are responsible for implementing guidance programs in the schools. Some counselors who were successful in providing counseling services have been less successful in guidance programs. This study looked at selected counselor characteristics that contribute to successful results-based guidance programs. The question is asked, “Are counselor characteristics related to the success of a results-based guidance program?” Data on student results were collected from high school seniors and eighth-graders at eighteen secondary schools. The counselors implementing the results-based guidance programs at these schools were assessed on selected personality characteristics using the Myers-Briggs Type Indicator. In addition, data were collected on demographic factors including sex, race, age, and length of service for each counselor. Additional qualitative data were collected from administrators, teachers, counselors, and students from a successful and less-successful school using an interview format. Quantitative and qualitative methods were used to answer the research questions. Analysis of data included ranking schools based upon student mean scores in four guidance competency areas to differentiate successful from less-successful programs, a t-test was applied to four MBTI scores to determine significant differences between counselors implementing successful programs and those implementing less-successful programs, application of Kruskal-Wallis one-way anova test was used to analyze demographic factors and a stepwise, multiple regression was applied to personality factors to account for the amount of variance ascribed to each. Qualitative data were analyzed through the use of a cross-site, two variable descriptive matrix. Findings indicated that the Thinking-Feeling preference on the MBTI differentiates at the p < .01 level between counselors implementing successful results-based programs and those implementing less-successful programs at the high school level. Using a student self-report format, it was possible to differentiate between successful and less-successful results-based guidance programs at the high school level. In an interview situation, administrators, teachers, students, and counselors articulated personality characteristics that contribute to a successful results-based guidance program in terms that related closely to the findings of the MBTI.
Ed. D.
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Smith, Richard L. "An Investigation Into the Relationship of the Myers Briggs Type Indicator To Learning In a Computer Based Training Setting." NSUWorks, 1992. http://nsuworks.nova.edu/gscis_etd/846.

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This research addresses the potential relationship between the Myers-Briggs Type Indicator (MBTI) and learning through Computer Based Training (CBT). Two factors are present in any instructional environment: individuals have unique personalities and they learn differently. To optimize learning efficiency, we must recognize and deal with the different responses students have to instructional methods, curriculum content, and learning environments. This is especially true with Computer Based Training where the rapid integration of computers into the work place and the education environment affects the teaching situation. Students have varying responses to Computer Based Training which affect their aptitude and expectations about learning. This study addresses personality preferences and their influence on perceptions of student aptitude and expectations about learning in a computer training environment. The dissertation uses the Myers-Briggs Type Indicator (MBTI) as a measure of personality preferences. These personality preferences influence their expectations and aptitude toward learning. The relationship between preferences and how people learn in the computer training environment is the primary research focus. If a relationship exists, then dealing effectively with these preferences could be useful to subsequent designers of instruction.
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Jahn, Linda. "Women Who Survived Childhood Sexual Abuse: Do Their Coping Strategies Vary by Personality Type as Measured by the Myers-Briggs Type Indicator?" Thesis, University of North Texas, 1996. https://digital.library.unt.edu/ark:/67531/metadc278897/.

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Through a phenomenological qualitative approach, this study examined possible differences of introverted versus extraverted adult female survivors of childhood sexual abuse with regard to the coping mechanisms they chose. Preference modalities of introversion and extraversion were measured by the Myers-Briggs Type Indicator and data was collected through a semi-structured interview designed by the researcher. The interview contained questions about the 21 subjects' perceptions of their abuse and the ways in which they coped. Specific coping mechanisms included but were not limited to eating disorders, alcohol and/or drug abuse, high risk behavior, depression, anxiety, and somatic complaints. Results indicated that for both groups, the degree to which each of the individual coping mechanisms was used congregated at the level of "a driven pattern of behavior lasting for at least 7 days" or "on-going use resulting in severe problems". Extraverts showed higher percentages of severe use of the six coping mechanisms than did introverts. Depression was the most frequently used coping mechanism of both the introverts and the extraverts. Introverts showed higher percentages of stopping the use of eating disorders, alcohol/drug abuse, high risk behavior, and depression. Extraverts had higher percentages of discontinued use of anxiety and somatic problems. Introverts reported more somatic complaints, while extraverts reported more severe somatic problems. The most often reported somatic complaints of both groups were arthritis, migraines, sleep difficulty, nightmares, and gastrointestinal problems. The majority of each group used most of the coping mechanisms at some time, suggesting a need for therapeutic intervention that considers the possibility of difficulties stemming from combined use of many of these coping mechanisms in addition to focusing on the trauma of the sexual abuse itself.
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Muessle, Leith Wood. "A correlational study of cognitive style measured by the Myers-Briggs Type Indicator and the Witkin group embedded figures test." PDXScholar, 1989. https://pdxscholar.library.pdx.edu/open_access_etds/3900.

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A review of the literature suggests a coincidence of personality characteristics among the cognitive styles defined by Field Dependence-Independence and the Myers-Briggs type preferences. This thesis proposed these independent measures of cognitive style tap common cognitive processes and hypothesized the Myers-Briggs dimensions of Extraversion-Introversion (EI), Sensing-Intuition (SN), and Judgement-Perception (JP) would correlate positively and Thinking-Feeling (TF) would correlate negatively with the dimension Field Dependence-Independence (FD-FI) as measured by the Group Embedded Figures Test (GEFT). The relationships of gender, age, and intelligence to the prediction of field-dependence-independence were also tested.
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Lindsey, William H. "The Relationship Between Personality Type and Software Usability Using the Myers-Briggs Type Indicator (MBTI®) and the Software Usability Measurement Inventory (SUMI)." NSUWorks, 2011. http://nsuworks.nova.edu/gscis_etd/216.

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This study attempted to determine if there is a relationship between user's psychological personality types, measured by the Myers Briggs Type Indicator® (MBTI®) and distinct measures of usability measured by the Software Usability Measurement Inventory (SUMI). The study was expected to provide an answer to the following basic research question: When interacting with a typical user interface, do different users perceive usability differently? Specific hypotheses were formulated to answer this research question. Hypotheses were tested to determine if there was any statistically significant relationship between specific MBTI® personality types and individual measure of usability as measured by the SUMI. Each hypothesis was tested using ANOVA analysis in two ways. The 16 MBTI® types were condensed together using two letters of the full MBTI® type. First, the data was grouped by MBTI® function pair: STs, SFs, NFs and NTs, then by Keirsey temperament: SJs, SPs, NFs and NTs. By grouping data, the effects of small numbers of certain individual types from the sample should be minimized. When grouping by MBTI® function pair statistical analysis indicated all six hypotheses were supported, indicating no significant relationship between personality type as measured by the MBTI®, and usability as measured by the SUMI in this sample. When grouping by Keirsey temperament, statistical analysis indicated five hypotheses were supported, indicating no significant relationship between personality type as measured by the MBTI®, and usability as measured by the SUMI in this sample. Data analysis showed a significant relation between MBTI® personality type and the SUMI sub-scale of Helpfulness in this sample. Since only a limited relationship was found between MBTI® types and SUMI usability scales, developers may need to rethink the process of including individual differences as a component of interface design, at least based on personality. However, this study used only one measure of personality- the MBTI®. Different personality measures could offer different results. Finally, this research provided another analysis of how the typical computer user envisions usability and provides a basic summary of usability scales by personality MBTI® types.
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Steyn, Cornelius Stephanus. "'n Prakties-teologiese ondersoek na die invloed van die liturg se MBTI®-persoonlikheidstyl op die voorbereiding, inkleding en aanbieding van 'n erediens." Pretoria : [S.n.], 2004. http://upetd.up.ac.za/thesis/available/etd-06132005-143157/.

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Jonasson, Torbjörn. "General Causality Orientation och Myers-Briggs Type Indicator: En studie av sambandet mellan två modeller för att mäta motivationsorientering och personlighetstyp." Thesis, Malmö högskola, Fakulteten för kultur och samhälle (KS), 2013. http://urn.kb.se/resolve?urn=urn:nbn:se:mau:diva-23006.

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Varje år genomförs ungefär 3,5 miljoner personlighetsprofileringar med Myers-Briggs Type Indicator®, MBTI ®. Det gör instrumentet till ett av de mest använda psykologiska testen i världen och det innebär att lika många människor får en etikett på sin personlighetstyp som kan användas på olika sätt. Det finns studier, till exempel av Carlyn, som talar för att MBTI är ett pålitligt instrument, men det finns också studier, till exempel av Pittenger, som hävdar motsatsen. James Michael menar att enbart MBTI ger en alltför inkomplett bild av en ledares beteende. Kanske är det klokt att komplettera MBTI med andra testinstrument för att få en komplettare bild av en individ.En modell som skulle kunna komplettera MBTI är motivationsteorin Self-Determination Theory, SDT, och tillhörande delteori General Causality Orientation, GCO. I denna studie jämförs MBTI med GCO och resultatet indikerar att autonomi orientation i GCO saknar kausala samband med MBTI medan controlled orientation och impersonal orientation har viss överlappning. Slutsatsen blir att de två modellerna mäter olika aspekter av personlighet och att de därför kan komplettera varandra.
Every year about 3.5 million personality profiles are made with the Myers-Briggs Type Indicator ®, MBTI ®. This should make the instrument one of the most widely used psychological tests in the world and it means that a lot of people get a description of their personality type that can be used in different ways. Some studies, for example by Carlyn, suggest that the MBTI is a reliable instrument, but there are also studies, for example by Pittenger, that claim otherwise. James Michael says that MBTI alone give an incomplete assessment of a leader's behavior. Perhaps it is wise to complete the MBTI with other test instruments to get a more complete profile of an individual.A model that could complement MBTI is Self-Determination Theory, SDT, and the related sub theory General Causality Orientation, GCO. This study compares MBTI with GCO and the results indicate that autonomy orientation in GCO has no causality with MBTI whereas controlled orientation and impersonal orientation has some overlapping. The conclusion is that the two models measure different aspects of personality and therefore they can complement each other.
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Lydén, Elina, and Tove Svensson. "Revisorn – Grå, tråkig och osocial? : En studie om personlighetstyper för studenter inom redovisning/revision och utmärkande egenskaper för yrkesrollen som revisor." Thesis, Linköpings universitet, Företagsekonomi, 2020. http://urn.kb.se/resolve?urn=urn:nbn:se:liu:diva-168077.

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Bakgrund: Den traditionella stereotypen av revisorsyrket, som beskrivs som grå och tråkig, kan tänkas påverka studenters syn på revisionsbranschen. Personligheten anses betydande för valet av utbildning och individer med vissa egenskaper tenderar att välja en inriktning inom redovisning/revision. Brist på forskning gällande hur utmärkande dessa personlighetsdrag är och huruvida de matchar revisionsbyråernas efterfrågade egenskaper, har motiverat studien. Syfte: Syftet med studien är att utforska sambandet mellan personlighetstyp och val av inriktning för universitetsstudier inom företagsekonomi, samt huruvida personlighetstypen för studenter inom redovisning/revision matchar den som revisionsbyråerna efterfrågar. Metod: Den kvantitativa studien grundas i ett positivistiskt synsätt och en deduktiv ansats. En förstudie i två delar undersöker egenskaper porträtterade i jobbannonser samt karaktärsdrag värderade av arbetande revisorer. Huvudstudien består av ett personlighetstest baserat på MBTI där personlighetstyper för studenter inom företagsekonomi studeras. Slutsats: Studien visar att det finns ett samband mellan studenter inom redovisning/revision och preferens för funktionen Sinnesförnimmelse (S) inom MBTI. Den mest förekommande personlighetstypen för studenter är ESTJ, vilket indikerar att de besitter egenskaper såsom utåtriktad, praktisk, analytisk och strukturerad. Karaktärsdragen stämmer till stor del överens med vilka egenskaper som anses högst värderade av revisorer. Däremot motsätter de sig den traditionella stereotypen, vilket antyder att den förutfattade bilden av revisorsyrket bör ifrågasättas. Vidare visar studien skillnader mellan efterfrågade egenskaper i jobbannonser och vad revisorer själva anser vara väsentligt inom yrket. En slutsats dras således att det fortfarande förekommer en missvisande bild av revisorsprofessionen, som kan komma att skapa problematik i branschen.
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