Myers-Briggs Type Indicator (Mbti) Term Paper

Pages: 11 (2873 words)  ·  Bibliography Sources: ≈ 11  ·  File: .docx  ·  Level: College Senior  ·  Topic: Psychology

SAMPLE EXCERPT . . .
A. (2007). Construct validity of the social coping questionnaire.

Journal for the Education of the Gifted, 30(4): 427-449.

Fleenor, J.W. (1998). Myers-Briggs Type Indicator, Form M. The Fourteenth Mental

Measurements Yearbook.

Freeman, M.S., Hayes, B.G., Kuch, T.H., & Taub, G. (2007). Personality: a predictor of theoretical orientation of students enrolled in a counselling theories course. Counsellor Education & Supervision, 46: 255-254.

Hess, A.K. (2002). Myers-Briggs Type Indicator (r) Step II (Form Q). The Fifteenth Mental

Measurements Yearbook.

Appendix A

Chamorro-Premuzic, T., Dissou, G., Furnham, A., & Sloan, P. (2007). Personality and intelligence in business people: a study of two personality and two intelligence measures. Journal of Business and Psychology, 22: 99-109.

This study was conducted in order to determine the correlation and overlap of two personality measures and two intelligence measures. The personality measures used were the Myers-Briggs Type Indicator-Form G (MBTI), which measures personality type, and the NEO Personality Inventory Forms S (NEO-PI), which measures personality traits. The intelligence measures used were the Graduate Management Assessment (GMA-A), which measures both fluid and crystallized intelligence, and the Watson-Glaser Critical Thinking Appraisal (WGCTA), which measures crystallized intelligence. All four of these measures are among the most known and widely used measures of personality and intelligence.

Buy full Download Microsoft Word File paper
for $19.77
The participants in this study consisted of more than 3500 males and females who held managerial positions within their organization. The study was done at a middle management assessment centre during a day-long course and each participant was required to complete the four measures of personality and intelligence mentioned above.

Term Paper on Myers-Briggs Type Indicator (Mbti), a Assignment

The researchers analyzed the participants test scores and came to the conclusion that both the MBTI's measures of personality types and the NEO-PI's measures of personality traits are significant predictors of intelligence scores on the GMA -- A and WGCTA. A slightly greater correlation was found between personality types (MBTI) and intelligence scores. Furthermore, a significant overlap was found between the MBTI's measures of personality types and the NEO-PI's measures of personality traits. Similarly, a positive correlation was found between the two measures of intelligence (GMA -- A and WGCTA).

Appendix B

Cross, T.L. & Swiatek, M.A. (2007). Construct validity of the social coping questionnaire. Journal for the Education of the Gifted, 30(4): 427-449.

This study was conducted in order to provide construct validity for the Social Coping Questionnaire (SCQ). The SCQ is an instrument used on gifted adolescents to measure the strategies they utilize in order to reduce the negative effects they believe their high achievement has on their social interactions. The researchers state that although the reliability of the SCQ has already been established through numerous studies, there are currently very few studies which address its construct validity.

In order to evaluate the construct validity of the SCQ, the researchers compared its results to those of the Myers-Briggs Type Indicator (MBTI). They stated that, although some correlation between social coping strategies and personality style is to be expected, the correlation of these results should not be so large that they suggest that the MBTI and SCQ are measuring the same constructs.

The participants in this study consisted of students entering the eleventh grade at an academy for the academically gifted. A total of 339 students participated; 151 males, 182 females, and six whose gender was unknown. The participants completed the SCQ and the MBTI along with a number of other surveys prior to attending their first classes at the academy.

The researchers found that the results of the SCQ and MBTI correlated to the extent that would be expected without being too large in magnitude, thus demonstrating the SCQ's construct validity. The researchers conclude that further research efforts should compare the SCQ to other personality inventories to firmly establish these findings.

Appendix C

Fleenor, J.W. (1998). Myers-Briggs Type Indicator, Form M. The Fourteenth Mental

Measurements Yearbook.

This article consists of a review of the Myers-Briggs Type Indicator, Form M (MBTI) and discusses the following elements: its manual, administration and scoring, standardization sample, reliability, and validity.

Manual

The MBTI's 1998 manual consists of 420 pages and contains an extensive amount of information, a characteristic described as one of the MBTI's strengths.

Administration and Scoring

The test itself consists of 93 forced-answer questions and it is written at a seventh grade level. The test can be scored by hand (using unit weights) or by computer (using an item response theory).

Standardization Sample

In order to analyze and weigh the items on the MBTI, a national sample representative of U.S. adults over the age of 18 was used.

Reliability and Validity

The authors of the MBTI report split-half, coefficient alpha, and test-retest measures of reliability. Furthermore, they report an investigation of the MBTI using the Conformity Factor Analysis as a measure of its construct validity. Additionally, they report a number of studies which correlate MBTI continuous scores with other instruments.

Conclusion

The author concludes by stating that the MBTI is a useful tool for helping people understand differences in personality type and increase self-insight; however, it cannot be fully recommended until additional analysis is conducted for categorical data. By this he is referring to the fact that the authors of the MBTI manual stress that the MBTI is not meant to measures personality traits on a continuous scale; but rather, it is designed to sort individuals into types. Nevertheless, the authors of the MBTI manual frequently report studies that utilize continuous scores as evidence of the instrument's validity and reliability.

Appendix D

Freeman, M.S., Hayes, B.G., Kuch, T.H., & Taub, G. (2007). Personality: a predictor of theoretical orientation of students enrolled in a counselling theories course. Counsellor Education & Supervision, 46: 255-254.

This study was conducted in order to determine whether or not a relationship exists between personality variables of counsellor education students and their choices of psychotherapeutic approaches. Personality variables were determined using the Myers-Briggs Type Indicator (MBTI), which measures personality types, and the Self-Directed Search (SDS), which measures personality and career interests (e.g. investigative, artistic, conventional, etc.). Preferences of psychotherapeutic approaches were determined using the Counsellor Educators Survey (CES), which classifies 18 of the major psychotherapeutic approaches into one of three broad categories (i.e. affective, behavioural, and cognitive).

132 counsellor education students attending university in the south-eastern United States participated in this study. Six of these students were male, 126 were female, and all were enrolled in one of the following graduate programs: mental health counselling, school counselling, and school psychology.

The results of this study were calculated using the Discriminant Function Analysis, a tool that is used to predict and explain "the relationships that impact the category in which an object is located" (Freeman et al., 2007, p. 259). The results from this analysis found that neither the MBTI nor the SDS predicted choices of psychotherapeutic approaches. These findings contradict a number of other studies which found that personality traits of students do have a statistically significant impact on psychotherapeutic orientation, possibly the result of past studies classifying psychotherapeutic approaches into four categories while the current study only used three.

Appendix E

Hess, A.K. (2002). Myers-Briggs Type Indicator (r) Step II (Form Q). The Fifteenth Mental Measurements Yearbook.

This article consists of a review of the Myers-Briggs Type Indicator (Form Q). First, the MBTI and its scoring methods are described, followed by a description of the test's standardization sample, reliability measures, and validity measures. The article concludes with a discussion the MBTI's strengths and weaknesses.

Standardization Sample

A national sample of 1,380 people was used, which is praised as one of the MBTI's strengths. Nevertheless, the sample is said to consists more of individuals who are older, female, and Caucasian.

Reliability and Validity

The MBTI's reliability is demonstrated through a number of test-rest measures and Alpha coefficients (which range from .57 to .85 with a median of .77). The MBTI's concurrent validity is demonstrated by comparing its scales to a number of other personality measures, such as the California Psychological Inventory, Fundamental Interpersonal Relations Orientation-Behaviour, Eysenck Personality Questionnaire, and the Rotter Locus of Control Scale. The majority of these comparisons demonstrated correlations which were in the expected direction. The author also states that the MBTI demonstrates heuristic validity due to the fact that it has been so widely used in counselling and employment settings for… [END OF PREVIEW] . . . READ MORE

Two Ordering Options:

?
Which Option Should I Choose?
1.  Buy full paper (11 pages)Download Microsoft Word File

Download the perfectly formatted MS Word file!

- or -

2.  Write a NEW paper for me!✍🏻

We'll follow your exact instructions!
Chat with the writer 24/7.

Myers-Briggs Type Indicator MBTI Term Paper


Myers-Briggs Type Indicator Evaluation Research Paper


Testing Instruments Compare and Contrast MBTI Wrat Term Paper


Myer Briggs- INFJ Myer Briggs Type Indicator Term Paper


Myers-Briggs Personality Test the Myers-Briggs Type Instrument Term Paper


View 200+ other related papers  >>

How to Cite "Myers-Briggs Type Indicator (Mbti)" Term Paper in a Bibliography:

APA Style

Myers-Briggs Type Indicator (Mbti).  (2010, February 8).  Retrieved June 3, 2020, from https://www.essaytown.com/subjects/paper/myers-briggs-type-indicator-mbti/7463845

MLA Format

"Myers-Briggs Type Indicator (Mbti)."  8 February 2010.  Web.  3 June 2020. <https://www.essaytown.com/subjects/paper/myers-briggs-type-indicator-mbti/7463845>.

Chicago Style

"Myers-Briggs Type Indicator (Mbti)."  Essaytown.com.  February 8, 2010.  Accessed June 3, 2020.
https://www.essaytown.com/subjects/paper/myers-briggs-type-indicator-mbti/7463845.