A longitudinal study of learning style preferences on the Myers-Briggs type indicator and learning style inventory

被引：24
|
作者：
Salter, DW [1 ]
Evans, NJ
Forney, DS
机构：
[1] Walden Univ, Higher Educ Program, Minneapolis, MN 55401 USA
[2] Iowa State Univ, Educ Leadership & Policy Studies Program, Ames, IA 50011 USA
[3] Western Illinois Univ, Coll Student Dev, Macomb, IL 61455 USA
来源：
JOURNAL OF COLLEGE STUDENT DEVELOPMENT | 2006年 / 47卷 / 02期
关键词：
D O I：
10.1353/csd.2006.0022
中图分类号：
G40 [教育学];
学科分类号：
040101 ; 120403 ;
摘要：
The stability of learning style preferences, as measured by the Myers-Briggs Type Indicator (MBTI) and Learning Style Inventory (LSI), was examined using a configural frequency analysis of differences. Thirteen cohorts (222 graduate students) completed the instruments 3 times during their programs. Implications for use of learning style measures are discussed.
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页码：173 / 184
页数：12
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