A study identifying the personality types: Learning implications of international Asian students
by Chongcharoenpanich, Supranee, M.S.Ed., SOUTHERN ILLINOIS UNIVERSITY AT CARBONDALE, 2007, 83 pages; 1450058

Abstract:

This study was investigated to provide a greater understanding of international Asian students' learning styles that are relevant to their reported personality types. Predominant personality type (a four-letter code), personality type grouped by temperament type, and personality type by Preferences (each of the four dichotomies) were explored in the population of this quantitative study. The twenty-six participants that were drawn from a sample of convenience of international Japanese, Korean, and Thai students enrolled (Spring, 2007) at Southern Illinois University Carbondale at the undergraduate or graduate levels completed the Myers-Briggs Type Indicator (Form M), which is widely utilized to measure personality in individuals.

Findings revealed that ISTJ type (Introvert, Sensing, Thinking, and Judging), SJ (Guardians) and NF (Idealists) temperament types, and Preferences of Introvert (I), Sensing (S) or Intuitive (N), Feeling (F), and Judging (J) were over represented among Japanese students. Korean students showed no predominant personality type (a four-letter type), but they demonstrated the NF (Idealists) temperament type, and Preferences of Extrovert (E), Intuition (N), Feeling (F), and Judging (J) the most. Thai students most appeared as the ISFP type (Introvert, Sensing, Feeling, and Perceiving), SJ (Guardians) and SP (Artisans) temperament types, and Extrovert (E), Sensing (S), Feeling (F), and both Judging (J) and Perceiving (P) Preferences. Additionally, when comparing a predominant personality type among Japanese, Korean, and Thai students, ENFJ type (Extrovert, Intuition, Feeling, Judging), SJ (Guardians) temperament type with Preferences of Extrovert (E), Sensing (S), Feeling (F), and Judging (J) were over represented among them.

 
AdvisersCynthia Sims; Glen Blackstone
SchoolSOUTHERN ILLINOIS UNIVERSITY AT CARBONDALE
SourceMAI/ 46-04, p. , Apr 2008
Source TypeThesis
SubjectsBilingual education; Educational psychology; Personality psychology
Publication Number1450058
Adobe PDF Access the complete dissertation:
 

» Find an electronic copy at your library.
  Use the link below to access a full citation record of this graduate work:
  http://gateway.proquest.com/openurl%3furl_ver=Z39.88-2004%26res_dat=xri:pqdiss%26rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation%26rft_dat=xri:pqdiss:1450058
  If your library subscribes to the ProQuest Dissertations & Theses (PQDT) database, you may be entitled to a free electronic version of this graduate work. If not, you will have the option to purchase one, and access a 24 page preview for free (if available).

About ProQuest Dissertations & Theses
With over 2.3 million records, the ProQuest Dissertations & Theses (PQDT) database is the most comprehensive collection of dissertations and theses in the world. It is the database of record for graduate research.

The database includes citations of graduate works ranging from the first U.S. dissertation, accepted in 1861, to those accepted as recently as last semester. Of the 2.3 million graduate works included in the database, ProQuest offers more than 1.9 million in full text formats. Of those, over 860,000 are available in PDF format. More than 60,000 dissertations and theses are added to the database each year.

If you have questions, please feel free to visit the ProQuest Web site - http://www.proquest.com - or call ProQuest Hotline Customer Support at 1-800-521-3042.