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.

引用

页码：173 / 184

页数：12

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