Deanna S. Forney

A Longitudinal Study of Learning Style Preferences on the Myers-Briggs Type Indicator and Learning Style Inventory

The stability of learning style preferences, as measured by the Myers-Briggs Type Indicator (MBTI) and Learning Style Inventory (LSI), was examined using a configural frequency analysis of differences. Thirteen cohorts (222 graduate students) completed the instruments 3 times during their programs. Implications for use of learning style measures are discussed.

Two Approaches to Examining the Stability of Myers-Briggs Type Indicator Scores.

Abstract Two approaches are used lo assess the stability of Mvers-Briggs Type Indicator scores across 3 administrations (N = 231): longitudinal configural frequency analysis with categorical scores and generalizability theory with the Preference Clarity Indices and continuous scores. The results are generally positive. Evaluation of techniques is offered.

Test-Retest of the Myers-Briggs Type Indicator: An Examination of Dominant Functioning.

A test-retest study of the Myers-Briggs Type Indicator over 20 months yielded findings similar to those in previous studies of the instrument. However, an additional examination of type dynamics using loglinear analyses indicated that dominant thinking and dominant sensing did not retest as well as did dominant intuition and feeling for this group of 99 masters students. Although the psychometric properties of the instrument could have been a factor, environmental presses appeared to have been the primary influence on these results.