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Personality type and self-directed learning

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dc.contributor.author Herbeson, Ellen Frances. en_US
dc.date.accessioned 2009-07-09T18:42:05Z
dc.date.available 2009-07-09T18:42:05Z
dc.date.issued 1990-07-09T18:42:05Z
dc.identifier.uri http://hdl.handle.net/10464/2004
dc.description.abstract This correlational study was designed to investigate the relationship between self-directed learning and personality type. A sample of 133 graduate and undergraduate education students completed the MBTI and the SDLRS. Two hypotheses were examined: (a) scores on the intuitive scale will account for a significant amount of the variance in the prediction of selfdirected learning readiness and, (b) scores on the introverted scale will account for a significant amount of the variance in self-directed learning readiness. Stepwise multiple regression analyses indicated that psychological type accounts for 28% of the variance in self-directed learning. Support for the first hypothesis was found with 15% of the variance in selfdirected learning accounted for by intuition. The second hypothesis was not supported. Introversion accounted for 13% of the variance but in a negative manner. Results of this study indicate that personality type does influence the ability of the learner to be self-directed in studies. These findings add another dimension for the adult educator to consider when attempting to develop self-directedness in learners. en_US
dc.language.iso eng en_US
dc.publisher Brock University en_US
dc.subject Adult education. en_US
dc.subject Learning. en_US
dc.subject Typology (Psychology) en_US
dc.subject Personality. en_US
dc.title Personality type and self-directed learning en_US
dc.type Electronic Thesis or Dissertation en_US
dc.degree.name Master of Education en_US
dc.degree.level Masters en_US
dc.contributor.department Department of Graduate and Undergraduate Studies in Education en_US
dc.degree.discipline Faculty of Education en_US


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