Relating Cognitive Preferences to Study Approaches of Hospitality and Tourism Students

Abstract

The objective of this study was to develop an understanding of the relatedness of personality constructs and study approaches with a view to enhancing the student learning experience and, in consequence, improving academic performance. For this, the Myers-Briggs Type Indicator (MBTI) was applied for measure of cognitive preferences and the Approaches to Study Skills Inventory for Students (ASSIST) for measure of approaches to study. The profile of psychological types in the sample was found to replicate previous studies, suggesting a distinctness of hospitality and tourism students in terms of their cognitive preferences. Correlations were found between the SJ temperament and a preference for the "Strategic Approach" to studying, which, in addition, led to better academic performance. The results suggest that the learning outcome for a subject needs to be clearly defined and that the acknowledgment of distinct temperaments and study approaches can help foster efficacious teaching modes that discourage surface learning and yield qualitatively better learning experiences.