Descriptor
Source
| Journal of College Student… | 2 |
Author
| Bryant, Alyssa N. | 1 |
| Evans, Nancy J. | 1 |
| Forney, Deanna S. | 1 |
| Harper, Casandra E. | 1 |
| Salter, Daniel W. | 1 |
| Sax, Linda J. | 1 |
Publication Type
| Journal Articles | 2 |
| Reports - Evaluative | 2 |
Education Level
| Higher Education | 2 |
Audience
Location
Laws, Policies, & Programs
Assessments and Surveys
| Learning Style Inventory | 1 |
| Myers Briggs Type Indicator | 1 |
What Works Clearinghouse Rating
Peer reviewed
Direct linkSalter, Daniel W.; Evans, Nancy J.; Forney, Deanna S. – Journal of College Student Development, 2006
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…
Descriptors: Longitudinal Studies, Cognitive Style, Cognitive Measurement, Grouping (Instructional Purposes)
Sax, Linda J.; Bryant, Alyssa N.; Harper, Casandra E. – Journal of College Student Development, 2005
This study examined whether the impact of student-faculty interaction on a range of student outcomes--including academic achievement, goals, self-confidence, well-being, and attitudes--differed for women and men. The data were drawn from a national longitudinal sample of college students (N = 17,637) who were surveyed upon entry to college in 1994…
Descriptors: Teacher Student Relationship, Outcomes of Education, College Students, Gender Differences
