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The Development and Validation of a Personality Instrument to Increase Collaboration
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Richardson, Rita Coombs; DeVaney, Thomas A. – Educational Research and Reviews, 2008
Understanding personality profiles can be helpful in working relationships. Situations such as co-teaching frequently pair individuals in teamwork. Turf and personality conflicts between professionals can be destructive and impede goal attainment. The Myers-Briggs Type Indicator (MBTI) is a personality measure that is based on Jung's theory of…
Descriptors: College Students, Construct Validity, Communication Disorders, Personality
A Comparison of Competing Models Underlying Responses to the Myers-Briggs Type Indicator.
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Jackson, Stacy L.; And Others – Journal of Career Assessment, 1996
Factor analysis of 1,030 adults' responses on the Myers Briggs Type Indicator (MBTI) were used to test 4 alternative models. Results support a four-factor structure similar to the original Jungian structure. Elimination of 12 MBTI items was recommended. (SK)
Descriptors: Construct Validity, Factor Analysis, Models, Personality Measures
The Multifactorial Nature of Extraversion-Introversion in the Myers-Briggs Type Indicator and Eysenck Personality Inventory.
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Sipps, Gary J.; Alexander, Ralph A. – Educational and Psychological Measurement, 1987
The construct validity of extraversion-introversion was explored, as measured by the Myers Briggs Type Indicator (MBTI) and the Eysenck Personality Inventory. Findings supported the complexity of extraversion-introversion. Two MBTI scales, Extraversion Introversion and Judging Perceiving, were factorially valid measures of impulsivity…
Descriptors: Construct Validity, Factor Structure, Higher Education, Personality Measures
Confirmatory Factor Analysis of the Myers-Briggs Type Indicator--Expanded Analysis Report.
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Johnson, Donald A.; Saunders, David R. – Educational and Psychological Measurement, 1990
Confirmatory factor analysis using the LISREL computer program was performed on test scores from 500 workshop participants (adults) taking the Myers-Briggs Type Indicator--Expanded Analysis. Results, cross-validated with 500 other scores, support 4 factors as well-defined constructs. Improvements are suggested for subscale reliability. (SLD)
Descriptors: Adults, Construct Validity, Goodness of Fit, Models
Construct Validity of the Social Coping Questionnaire
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Swiatek, Mary Ann; Cross, Tracy L. – Journal for the Education of the Gifted, 2007
The Social coping Questionnaire (SCQ) measures strategies used by gifted adolescents to minimize the negative effect they believe their high ability has on their social interactions. Previous studies have supported the factor structure, internal consistency, and test-retest reliability of the SCQ. The current study provides construct validity…
Descriptors: Measures (Individuals), Interpersonal Relationship, Interaction, Adolescents
Assessment of Individual Differences in Preferences for Holistic-Analytic Strategies: Evaluation of Some Commonly Available Instruments.
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Beyler, Jane; Schmeck, Ronald Ray – Educational and Psychological Measurement, 1992
The construct validity of the holistic-analytic continuum in information processing strategies was generally supported by an evaluation of the following instruments: (1) the Inventory of Learning Processes; (2) the Human Information Processing Survey; (3) the Myers-Briggs Type Indicator; and (4) the Eysenck Personality Questionnaire. Subjects were…
Descriptors: Cognitive Processes, Comparative Testing, Construct Validity, Higher Education
Comparison between Continuous Bipolar and Unipolar Ratings of the Myers-Briggs Type Indicator.
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Tzeng, Oliver C. S.; And Others – Educational and Psychological Measurement, 1991
Measurement properties of two response formats (bipolar and unipolar ratings) in personality assessment were compared using data from 135 college students taking the Myers-Briggs Type Indicator (MBTI). Factorial validity and construct validity of the MBTI were supported. Reasons why the bipolar method is preferable are discussed. (SLD)
Descriptors: College Students, Comparative Testing, Construct Validity, Factor Analysis