{"id":{"repo_id":"vt","oai_identifier":"oai:vtechworks.lib.vt.edu:10919/54500"},"canonical_url":"https://search.dev.ndltd.org/etd/vt/oai:vtechworks.lib.vt.edu:10919/54500","repository":{"repo_id":"vt","name":"Virginia Tech","base_url":"https://vtechworks.lib.vt.edu/oai/request"},"display":{"title":"An investigation of the relationships between the four typological dimensions of the Myers-Briggs Type Indicator and problem-solving skill level in mathematics at the community college","abstract":"This exploratory study investigated the relationships between community college students' Myers-Briggs typology preferences and their problem-solving skills. The literature provides reason to believe that students' MBTI preferences are related to problem-solving style and ability. The educator's ability to teach problem-solving will be enhanced through an identification of motivational patterns affecting learning. A sample of 577 community college students participated in the study. Achievement Level for each student was identified using the New Jersey College Basic Skills Placement Test. In addition, problem-solving ability was measured using the New Jersey Test of Reasoning Skills. The Myers-Briggs Type Indicator, Form F, provided the MBTI profile scores. Chi Square analyses, correlations, and stepwise regression techniques were employed to identify and test relationships. The best identified predictor was the student's preference on the Sensing/Intuition index. Preference on the Judgment/Perception index also proved to be significant. Students who have the least skills in mathematics problem-solving have stronger preferences in the direction of the sensing dimension and the judgment dimension. Implications and recommendations for classroom instruction were presented and recommendations for related research were suggested.","abstract_html":"This exploratory study investigated the relationships between community college students' Myers-Briggs typology preferences and their problem-solving skills. The literature provides reason to believe that students' MBTI preferences are related to problem-solving style and ability. The educator's ability to teach problem-solving will be enhanced through an identification of motivational patterns affecting learning. A sample of 577 community college students participated in the study. Achievement Level for each student was identified using the New Jersey College Basic Skills Placement Test. In addition, problem-solving ability was measured using the New Jersey Test of Reasoning Skills. The Myers-Briggs Type Indicator, Form F, provided the MBTI profile scores. Chi Square analyses, correlations, and stepwise regression techniques were employed to identify and test relationships. The best identified predictor was the student's preference on the Sensing/Intuition index. Preference on the Judgment/Perception index also proved to be significant. Students who have the least skills in mathematics problem-solving have stronger preferences in the direction of the sensing dimension and the judgment dimension. Implications and recommendations for classroom instruction were presented and recommendations for related research were suggested.","abstract_has_math":false,"creators":["Brown, Julia Ann"],"institution":"Virginia Polytechnic Institute and State University","degree_name":"Ed. D.","degree_level":"doctoral","degree_discipline":"Community College Education","degree_department":"Community College Education","school":null,"contributors":[],"advisors":[],"committee_chairs":["McKeen, Ronald L.","Fortune, Jimmie C."],"committee_members":["Chaloux, Bruce N.","Smith, Richard R.","Wiswell, Albert K."],"year":1989,"date_issued":"1989","date_published":"1989","updated_at":"2026-07-22T22:19:45Z","subjects":[],"languages":["en_US"],"rights":["In Copyright"],"rights_urls":["http://rightsstatements.org/vocab/InC/1.0/"],"identifier_entries":[]},"links":{"outbound_url":"http://hdl.handle.net/10919/54500","outbound_label":"Handle","outbound_source":"dc:identifier.uri"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:contributor.committeechair","label":"Committee Chair","values":["McKeen, Ronald L.","Fortune, Jimmie C."]},{"key":"dc:contributor.committeemember","label":"Committee Member","values":["Chaloux, Bruce N.","Smith, Richard R.","Wiswell, Albert K."]},{"key":"dc:contributor.department","label":"Department","values":["Community College Education"]},{"key":"dc:creator","label":"Author","values":["Brown, Julia Ann"]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"dc:date.accessioned","label":"Dc Date Accessioned","values":["2015-07-10T20:00:16Z"]},{"key":"dc:date.available","label":"Dc Date Available","values":["2015-07-10T20:00:16Z"]},{"key":"dc:date.issued","label":"Date","values":["1989"]},{"key":"dc:publisher","label":"Institution","values":["Virginia Polytechnic Institute and State University"]},{"key":"dc:type","label":"Dc Type","values":["Dissertation"]},{"key":"dc:type.dcmitype","label":"Dc Type Dcmitype","values":["Text"]},{"key":"thesis:degree_discipline","label":"Discipline","values":["Community College Education"]},{"key":"thesis:degree_level","label":"Degree Level","values":["doctoral"]},{"key":"thesis:degree_name","label":"Degree Name","values":["Ed. D."]},{"key":"thesis:institution_name","label":"Thesis Institution Name","values":["Virginia Polytechnic Institute and State University"]}]},{"id":"language_rights","label":"Language and Rights","entries":[{"key":"dc:language.iso","label":"Language (ISO)","values":["en_US"]},{"key":"dc:rights","label":"Dc Rights","values":["In Copyright"]},{"key":"dc:rights.uri","label":"Rights URI","values":["http://rightsstatements.org/vocab/InC/1.0/"]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier.uri","label":"Identifier URI","values":["http://hdl.handle.net/10919/54500"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description.abstract","label":"Abstract","values":["This exploratory study investigated the relationships between community college students' Myers-Briggs typology preferences and their problem-solving skills. The literature provides reason to believe that students' MBTI preferences are related to problem-solving style and ability. The educator's ability to teach problem-solving will be enhanced through an identification of motivational patterns affecting learning. A sample of 577 community college students participated in the study. Achievement Level for each student was identified using the New Jersey College Basic Skills Placement Test. In addition, problem-solving ability was measured using the New Jersey Test of Reasoning Skills. The Myers-Briggs Type Indicator, Form F, provided the MBTI profile scores. Chi Square analyses, correlations, and stepwise regression techniques were employed to identify and test relationships. The best identified predictor was the student's preference on the Sensing/Intuition index. Preference on the Judgment/Perception index also proved to be significant. Students who have the least skills in mathematics problem-solving have stronger preferences in the direction of the sensing dimension and the judgment dimension. Implications and recommendations for classroom instruction were presented and recommendations for related research were suggested."]},{"key":"dc:description.degree","label":"Dc Description Degree","values":["Ed. D."]},{"key":"dc:format.mimetype","label":"Dc Format Mimetype","values":["application/pdf"]},{"key":"dc:title","label":"Title","values":["An investigation of the relationships between the four typological dimensions of the Myers-Briggs Type Indicator and problem-solving skill level in mathematics at the community college"]}]}],"canonical_facts":{"dc:contributor.committeechair":["McKeen, Ronald L.","Fortune, Jimmie C."],"dc:contributor.committeemember":["Chaloux, Bruce N.","Smith, Richard R.","Wiswell, Albert K."],"dc:contributor.department":["Community College Education"],"dc:creator":["Brown, Julia Ann"],"dc:date.accessioned":["2015-07-10T20:00:16Z"],"dc:date.available":["2015-07-10T20:00:16Z"],"dc:date.issued":["1989"],"dc:description.abstract":["This exploratory study investigated the relationships between community college students' Myers-Briggs typology preferences and their problem-solving skills. The literature provides reason to believe that students' MBTI preferences are related to problem-solving style and ability. The educator's ability to teach problem-solving will be enhanced through an identification of motivational patterns affecting learning. A sample of 577 community college students participated in the study. Achievement Level for each student was identified using the New Jersey College Basic Skills Placement Test. In addition, problem-solving ability was measured using the New Jersey Test of Reasoning Skills. The Myers-Briggs Type Indicator, Form F, provided the MBTI profile scores. Chi Square analyses, correlations, and stepwise regression techniques were employed to identify and test relationships. The best identified predictor was the student's preference on the Sensing/Intuition index. Preference on the Judgment/Perception index also proved to be significant. Students who have the least skills in mathematics problem-solving have stronger preferences in the direction of the sensing dimension and the judgment dimension. Implications and recommendations for classroom instruction were presented and recommendations for related research were suggested."],"dc:description.degree":["Ed. D."],"dc:format.mimetype":["application/pdf"],"dc:identifier.uri":["http://hdl.handle.net/10919/54500"],"dc:language.iso":["en_US"],"dc:publisher":["Virginia Polytechnic Institute and State University"],"dc:rights":["In Copyright"],"dc:rights.uri":["http://rightsstatements.org/vocab/InC/1.0/"],"dc:title":["An investigation of the relationships between the four typological dimensions of the Myers-Briggs Type Indicator and problem-solving skill level in mathematics at the community college"],"dc:type":["Dissertation"],"dc:type.dcmitype":["Text"],"thesis:degree_discipline":["Community College Education"],"thesis:degree_level":["doctoral"],"thesis:degree_name":["Ed. D."],"thesis:institution_name":["Virginia Polytechnic Institute and State University"]},"updated_at":"2026-07-22T22:19:45Z"}