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PubMed1995

Relationship of self-management to personality types and indices.

This study addressed the relationship between self-management (as measured by the Lifestyle Approaches Inventory, Williams, Moore, Pettibone, & Thomas, 1992) and personality types and indexes (as measured by the Myers-Briggs Type Indicator, Myers & McCaulley, 1985) in a sample of 347 university students. Correlational analyses indicated that the self-management factor most consistently linked to the Myers-Briggs indices was Organization of Physical Space. The Myers-Briggs index most consistently correlated with the self-management factors was Judgment-Perception. Overall, male and female subjects showed similar patterns of relationships between the self-management and personality indices. When the self-management scores were compared for the various Myers-Briggs types, the analysis indicated that types having a J (planful and organized) or S (precise and practical) in the typology tended to score higher than those having a P (spontaneous and flexible) or N (imaginative and insightful).

Adolescent↗
PubMedDate not supplied

[Personality types and emotional disturbances in women with a pathological course of pregnancy].

Thirty women hospitalized for pathological course of pregnancy were studied by: H.J. Eysenck Personality Inventory, Spielberger Self-assessment Questionnary, Buss-Durkee Aggression Scale, Beck Depression Inventory. The results of the studies indicate that among the studied women neurotic persons are found three times more frequently than emotionally stable, introverts are found over two times more frequently than extraverts, and a relationship exists between the neuroticism level and the level of emotional disturbances. The neurotic persons are most depressed and aggressive, they feel most intense anxiety and they have highest guilt feeling. An interrelationship exists between negative obstetric history and pathological course of pregnancy, and characteristic personality type.

Adult↗
PubMed1987

MMPI personality type and cognitive flexibility as determined by the Weigl Color-Form Sorting Test in psychiatric patients.

The relationship of cognitive flexibility with MMPI personality type, age, education, and IQ was investigated for a sample of 41 psychiatric inpatients. Cognitive flexibility was measured by the Weigl Color-Form Sorting Test. An index for measuring divergent thinking behavior was obtained from determining the similarity of their admission MMPI profiles to a MMPI prototype profile for divergent (psychotic) ideation using the formula: Divergent thinking = PA + PT + SC - L - K. Results showed that in this sample, cognitive flexibility was related significantly and inversely to the level of divergent thinking (p = .02), but was unrelated to IQ test scores. Supplemental analyses indicated that the level of divergent thinking may mask the established relationship of cognitive flexibility with age and education.

Adult↗
PubMed1992

Relationship between personality type and achievement in an undergraduate physiology course.

The Myers-Briggs type indicator (MBTI) was given to 163 students in an undergraduate Human Physiology course at a large state university. Selected MBTI personality types were compared for achievement in the course using a t test to compare total points earned. High grades were earned by students stronger in the traits of introversion (I) and judgment (J), whereas the extraverted (E) and perceptive (P) types had the lowest grades and dropped out of the course in the largest numbers. When combinations of MBTI types were compared, the highest grades were earned as follows: SJ greater than ST greater than IN greater than IJ greater than IS (S, sensing; T, thinking; N, intuitive). This ranking indicates that a sensing personality also has a strong relationship to achievement in this Human Physiology course when it is combined with judgment, thinking, or introversion. Instructors and students need to be aware of the relationship between personality and learning so they can modify their teaching style and learning behavior to enhance academic achievement.

Education, Medical, Undergraduate↗
PubMed1999

Personality type and medical specialty choice.

The July 1999 issue of the Journal of the Louisiana State Medical Society reported results of the Myers-Briggs Type Indicator administered to 1,797 students at Louisiana State University School of Medicine in New Orleans, Louisiana from 1988 through 1998. The current follow-up study has as its subjects 1,262 matriculants who entered the School from 1988 through 1995 and completed their medical undergraduate studies by May 1999. In addition to identification of the graduates' Myers-Briggs type, information on their residency choice was also available. In this study, the authors explore possible association between the graduates' personality type and their chosen career, along with possible type differences of those graduates selecting primary care and those choosing non-primary care specialties.

Career Choice↗
PubMed2004

Dimension of Typus melancholicus on Kasahara's Inventory for the Melancholic Type Personality.

BACKGROUND: Traditionally, Typus melancholicus (TM) was considered, a priori, to represent unidimensionality. Recent studies have suggested that TM is not a personality trait, but rather a constellation of personality traits. The purpose of this study was to examine whether TM on Kasahara's Inventory for the Melancholic Type Personality (KIMTP), considered to represent one of the valid TM questionnaires, is comprised of personality dimensions, and if so, which dimension is essential for distinguishing depressive subjects from control subjects. SUBJECTS AND METHODS: To clarify the dimensionality of TM scores on KIMTP, factor analysis of the TM scores was conducted using principal factor analysis followed by varimax rotation. Comparisons were then made between endogenous depressive patients (n = 38), nonendogenous depressive patients (n = 20), and healthy volunteers (n = 81) for total KIMTP score and factor scores using analysis of covariance, adjusting for sex and age. RESULTS: Factor analysis of KIMTP revealed 2 distinct clusters of items, i.e. 'harmony in personal relationships' (factor 1) and 'social norms' (factor 2). Endogenous and nonendogenous depressive patients showed significantly higher KIMTP total and factor 1 scores than did control subjects. However, no significant differences were observed for KIMTP total score and scores of individual factors between endogenous and nonendogenous depressive patients. CONCLUSIONS: The present results indicate that TM on KIMTP represents a constellation of personality traits, and that the factor 'harmony in personal relationship' possesses the essential meaning for assessing TM.

Adult↗
PubMed1995

How learning style and personality type can affect performance.

Many factors can influence the performance of allied health professionals in the academic arena and working environment. This study looked at how learning style and personality type influenced the performance of medical transcription students in both routine and creative tasks. Since the sample was small, there were no statistically significant findings, but an interesting pattern did emerge. Further study is warranted to determine how to fit health care professionals to the jobs for which they are best suited.

Allied Health Personnel↗
PubMed2001

Personality type and success among female naval academy midshipmen.

There are relatively few studies regarding factors that predict success among female midshipmen at the U.S. Naval Academy (USNA). This study examined the personality characteristics of 1,568 women admitted to USNA between 1988 and 1996 to evaluate whether personality type was predictive of success vs. attrition. Participants completed the Myers-Briggs Type Indicator as well as a demographic questionnaire upon admission. Indicators of performance were gathered at graduation. Results indicated that most women at USNA are extroverts. Extroverted-Sensing-Thinking-Judging types were more likely to graduate, whereas Feeling and Perceiving themes were associated with dropping out. Previous military service and higher Scholastic Aptitude Test Math scores were also predictive of success at USNA. In general, the Myers-Briggs Type Indicator was not a good predictor of academic or military success at USNA. Among women who graduate, Scholastic Aptitude Test (Verbal and Math) scores appear to be the best predictors of both academic and military ratings.

Achievement↗
PubMed1978

EMG biofeedback applicability for differing personality types.

Divided thirty-two male alcoholics into two groups on the basis of their MMPI profile. Group 1 consisted of Ss determined to be tense and anxious, while Group 2 included a more heterogeneous sample of personality types. Eight Ss from each group received 14 days of progressive relaxation training and EMG biofeedback; the remainder received control sessions of taped music and EMG monitoring. Group 1 experimental S achieved greater levels of relaxation than either their matched controls or Group 2 Ss. POMS scores revealed a significant difference over time for all Ss in the direction of improved mood states. No significant between-groups difference was found. Generally, these results suggest the following: (1) patients may be selected credibly for relaxation-biofeedback treatment by use of the MMPI; (2) patients who exhibit significant anxiety and tension may achieve lower levels of tension during training than patients with lower levels of pretreatment anxiety.

Adult↗
PubMed1992

Learning style and personality type.

To investigate the relations between the Myers-Briggs Type Indicator and the Gregorc Style Delineator and to examine the construct validity of the Style Delineator, 41 undergraduate students preparing to be teachers were given both tests. Observed differences in learning styles by personality type partially support the construct validity of the Style Delineator. Judging individuals (n = 25) tended to perceive themselves as concrete sequential thinkers as opposed to perceptive individuals (n = 16) who thought of themselves as concrete random thinkers. Feeling types (n = 29) tended to prefer random modes of thinking.

Adult↗
PubMed2005

Using personality type to improve clinical education effectiveness.

Many nuclear medicine technologists become clinical educators by chance, with little introduction to teaching methodologies and student learning styles. This means that most technologists teach students in the clinic by modeling the way in which they were taught in nuclear medicine school, a method that may not be effective for every student encountered. The purpose of this article is to examine how personality type can be used to improve clinical education effectiveness.

Biomedical Technology↗
PubMed1977

The WISC as a measure of personality types.

This present analysis attempted to provide evidence for the utility of the WISCto identify a specific group of individuals. Incarcerated juvenile offenders in the 70/79 IQ range were separated according to race and sex and their differential WISC patterns studied. Results focused on the efficiency of each of Wechsler's hypotheses for the adolescent sociopath. Post-hoc analysis provided tentative additional signs by which to identify juvenile offenders in the 70/79 IQ range. Consistencies between results of the present analysis and previous studies were noted. The clear pattern that emerged strongly supports the potential of the WISC as a measure of personality types.

Adolescent↗