Relationship between Myers-Briggs Type Indicator and Gregorc Style Delineator

Abstract

The relationship between the Myers-briggs Type Indicator and Gregorc Style Delineator, and achievement was examined by administering these instruments to 259 first-year nursing students enrolled in an introductory human anatomy and physiology course. A principal component factor analysis using a varimax rotation of the scores from the two psychometric instruments, achievement examinations and an over-all grade point average indicated that each learning style from the Gregorc Style Delineator corresponds to certain traits on the Myers-Briggs Type Indicator. An individual who had a preference for the learning style of Concrete Sequential tended to have the traits of sensing and judging on the Myers-Briggs Type Indicator, while an individual who used the learning style of Concrete Random tended to have the traits of intuition and perceiving on the Myers-Briggs Type Indicator. One who had a preference for the learning style of Abstract Sequential tended to use the trait of thinking while another who used the learning style of Abstract Random tended to have the trait of feeling. The factor analysis also indicates no relationship of any scores of the traits on the Myers-Briggs Type Indicator or learning styles of the Gregorc Style Delineator with the examination scores achieved in the human anatomy and physiology course or to the students' over-all grade point average. However, factor analysis indicates that the Myers-Briggs Type Indicator traits of Judging vs Perceiving collapsed into the Sensing vs Intuition scale, and that the Gregorc Style Delineator consists of two bipolar scales that are different from those proposed by Gregorc.

A Threefold Model of Intellectual Styles

“…As noted earlier, individuals who prefer the concrete sequential learning style tend to be sensing and judging types of people, whereas individuals who prefer the concrete random learning style tend to be intuitive and perceiving types of people (Bokoros et al, 1992;Drummond and Stoddard, 1992;Harasym et al, 1996;Stuber, 1997). Further, Joniak and Isaken (1988) concluded that Gregorc's sequential types tend to be adaptors and that the random types tend to be innovators.…”

“…In general, students with a concrete-sequential style outperform students with other styles (e.g., Drysdale et al, 2001;Elsberry, 1995;O'Brien, 1991O'Brien, , 1994. However, students' academic achievement does not vary as a function of their learning styles (e.g., Harasym et al, 1996;O'Brien and Wilkinson, 1992). Similarly, although some studies suggest that students' learning styles make a difference in their instructional preferences (e.g., Ross, 2000;Seidel and England, 1999), others do not reveal a relationship between students' learning styles and their instructional preferences (e.g., Elsberry, 1995;Perchaluk-Kemppainen, 1997).…”

“…There also is a significant relationship between the MBTI and the Gregorc Style Delineator (GSD, Gregorc, 1982). In general, people who are high on the Concrete Sequential scale in the GSD tend to be of the sensing and judging types in the MBTI, whereas people who score high on the Concrete Random scale in the GSD tend to be of the intuitive and perceiving types (e.g., Bokoros et al, 1992;Drummond and Stoddard, 1992;Harasym et al, 1996;Stuber, 1997). Finally, field-independent people are likely to be the intuitive and perceiving types; field-dependent people are likely to be the sensing and judging types (e.g., Carey et al, 1989;Holsworth, 1985).…”

Examining Engineering Technology Students: How They Perceive and Order Their Thoughts

“…Others have validated this method through its use in construct validation 10 , and comparison to Myers Brigg's results 11 . In particular, both perception and ordering are examined 12 , providing the researchers with a better understanding of where these students are and how they look at the problems that they encounter every day and in their studies.…”

Modelos de estilos de aprendizaje: una actualización para su revisión y análisis

“…Un ejemplo de esto es el estudio realizado por Harasym, Juschka, Leong, Lorscheider y Lucier (1996), donde se encontró que para cada estilo de aprendizaje de Gregorc (1979) corresponde un rasgo del modelo de personalidad de Myers y Briggs (1950).…”