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The relationship between psychological type and the learning style preferences of graduate psychology students: Implications for training

机译：心理类型与研究生心理学习者学习风格偏好的关系：对训练的启示

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摘要

Recent studies have utilized learning style instruments with adults to improve educational and training practices in a variety of fields and settings. Knowledge of learning styles provides educators with an opportunity to individualize education by identifying students' styles and systematically prescribing programs which are complementary to their learning needs. For many years, psychologists have advocated for more individualized approaches to the training of graduate psychology students, however, few studies pertaining to learning style have been done with this population. This study utilized three instruments, the Myers-Briggs Type Indicator (MBTI), the Learning Preference Inventory (LPI), and an Instructional Preference Survey (IPS), to explore the learning style characteristics of graduate psychology students and to determine whether psychological type could predict students' preferences for instructional methods and social interaction conditions in the educational setting.;Subjects for the study were 51 doctoral students from a graduate school of professional psychology located in a major metropolitan area of the Northeast United States. Pearson product-moment correlations were conducted to determine the strength of the relationships between the MBTI and the two learning style measures. The results indicated that MBTI psychological type could partially predict students' preferences for instructional methods and social interaction conditions in the learning environment. Sensing types of students significantly preferred Teacher-structured conditions, while Intuitive types preferred Student-structured conditions. There was a trend indicating that Extraverted students may prefer Interpersonal learning conditions, while Introverted students may prefer Individual learning conditions. Several other differences in learning style were observed between Extraverts and Introverts, Sensing and Intuitive types, and Judging and Perceiving types of students. Implications for graduate psychology education are discussed and recommendations for future research are suggested.
机译：最近的研究已经利用成年人的学习风格工具来改善各种领域和环境中的教育和培训实践。学习风格的知识为教育工作者提供了机会，通过识别学生的风格并系统地制定与他们的学习需求互补的课程来个性化教育。多年来，心理学家一直提倡采用更多个性化的方法来训练研究生心理学学生，但是，针对这一人群的学习风格研究很少。这项研究使用了Myers-Briggs类型指标（MBTI），学习偏好量表（LPI）和教学偏好调查（IPS）这三种工具，以研究研究生心理学学生的学习风格特征，并确定心理类型是否可以预测学生在教育环境中对教学方法和社交互动条件的偏爱。研究对象是51名来自美国东北大都市地区专业心理学研究生院的博士研究生。进行Pearson乘积矩相关性确定MBTI与两种学习方式测度之间关系的强度。结果表明，MBTI心理类型可以部分预测学生在学习环境中对教学方法和社交互动条件的偏好。感觉类型的学生非常喜欢教师结构的条件，而直觉类型的学生则更喜欢学生结构的条件。有一种趋势表明外向型学生可能更喜欢人际学习条件，而内向型学生可能更喜欢个人学习条件。在外向型和性格内向型，感性和直觉型以及判断型和感知型的学生之间，在学习风格上还观察到其他一些差异。讨论了对研究生心理教育的影响，并提出了对未来研究的建议。

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  • 作者

    Orifici, Kimberly Ann.;

  • 作者单位

    Massachusetts School of Professional Psychology.;

  • 授予单位 Massachusetts School of Professional Psychology.;
  • 学科 Educational psychology.;Clinical psychology.;Adult education.;Cognitive psychology.
  • 学位 Psy.D.
  • 年度 1997
  • 页码 106 p.
  • 总页数 106
  • 原文格式 PDF
  • 正文语种 eng
  • 中图分类
  • 关键词

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