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Journal articles on the topic 'Keirsey Temperament Sorter'

Author: Grafiati

Published: 4 June 2021

Last updated: 11 February 2022

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1

Fox, Jezz, and Carl Williams. "Paranormal Belief, Experience, and the Keirsey Temperament Sorter." Psychological Reports 86, no. 3_suppl (June 2000): 1104–6. http://dx.doi.org/10.2466/pr0.2000.86.3c.1104.

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121 college students completed the Anomalous Experience Inventory and the Keirsey Temperament Sorter. Multiple regression analyses provided significant models predicting both Paranormal Experience and Belief; the main predictors were the other subscales of the Anomalous Experience Inventory with the Keirsey variables playing only a minor role.

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2

Fox, Jezz, and Carl Williams. "Paranormal Belief, Experience, and the Keirsey Temperament Sorter." Psychological Reports 86, no. 3_part_2 (June 2000): 1104–6. http://dx.doi.org/10.1177/003329410008600306.2.

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121 college students completed the Anomalous Experience Inventory and the Keirsey Temperament Sorter. Multiple regression analyses provided significant models predicting both Paranormal Experience and Belief; the main predictors were the other subscales of the Anomalous Experience Inventory with the Keirsey variables playing only a minor role.

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3

FOX, JEZZ. "PARANORMAL BELIEF, EXPERIENCE, AND THE KEIRSEY TEMPERAMENT SORTER." Psychological Reports 86, no. 3 (2000): 1104. http://dx.doi.org/10.2466/pr0.86.3.1104-1106.

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4

Harrison, Christine, and David Lester. "Learning Style and Personality Type in High School Students." Psychological Reports 87, no. 3 (December 2000): 1022. http://dx.doi.org/10.2466/pr0.2000.87.3.1022.

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5

Sitton, Sarah C., and Madeleine Sophie Weber. "Diet Types: Relation of Personality to Approaches to Dieting." Psychological Reports 61, no. 3 (December 1987): 923–26. http://dx.doi.org/10.2466/pr0.1987.61.3.923.

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To determine whether personality type influences the selection of an approach to weight loss, 46 college students completed a food-habits questionnaire and the Keirsey Temperament Sorter. Analysis indicates that persons who score high on the feeling and perceiving scales of the Keirsey sorter are more likely to choose a group weight-loss program than others. There were no significant personality differences with regard to calorie counting, fasting, or use of diet foods or pills.

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Iskandar, Ahmad Fikri, Ema Utami, and Agung Budi Prasetio. "Word Analysis of Indonesian Keirsey Temperament." IJCCS (Indonesian Journal of Computing and Cybernetics Systems) 14, no. 4 (October 31, 2020): 365. http://dx.doi.org/10.22146/ijccs.58595.

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Personality uniquely relates to our feeling and pattern to the aspect of actions. This behavior will change through the experience, formal education, and the surrounding environment. This works based on the Keirsey Temperament Sorter, a personality questionnaire developed by David Keirsey. This model divides the personality into four categories as Idealists, Rationals, Guardians, and Artisans. This concept is commonly recognized for the interpretation of specialist trends, potentially contributes to the process of recruitment or selection, and potential fields for analysis of social media data. Words selected by using Chi-Square with an error of 5%. Accuracy of the lexicon approach is 34%, while the best machine learning approach is Random Forest algorithm with 69.59%

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Waskel, Shirley A., and Judith Coleman. "Correlations of Temperament Types, Intensity of Crisis at Midlife with Scores on a Death Scale." Psychological Reports 68, no. 3_suppl (June 1991): 1187–90. http://dx.doi.org/10.2466/pr0.1991.68.3c.1187.

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331 subjects completed the Keirsey-Bates Temperament Sorter and Dickstein's Death Scale and responded to an intensity of midlife crisis probe. Using a Pearson product-moment coefficient, weak but significant correlations were found for the introvert-sensor-thinker-judger temperament type on the Think and Anxiety sub-scales and the Think subscale for introvert-sensor-thinker-judger (ISTJ) temperament type.

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Francis, Leslie J., Charlotte L. Craig, and Mandy Robbins. "The Relationship Between the Keirsey Temperament Sorter and the Short-Form Revised Eysenck Personality Questionnaire." Journal of Individual Differences 29, no. 2 (January 2008): 116–20. http://dx.doi.org/10.1027/1614-0001.29.2.116.

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The two models of personality proposed by the Keirsey Temperament Sorter (KTS) and by the short-form Revised Eysenck Personality Questionnaire (EPQR-S) both propose measures of extraversion-introversion, but in other respects the two models are quite different. While the KTS proposes measures of sensing-intuition, thinking-feeling, and judging-perceiving, the EPQR-S proposes measures of neuroticism, psychoticism, and a lie scale. In order to test the comparability of the two indices of extraversion-introversion and the independence of the other constructs, a sample of 554 undergraduate students attending a university-sector college in South Wales, in the United Kingdom, completed the KTS and the EPQR-S. The data demonstrate that the Keirsey Temperament Sorter scales map in quite a complex way onto the model of personality proposed by the EPQR-S.

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9

Yilmaz, Murat, and Rory V. O'Connor. "Understanding personality differences in software organisations using Keirsey temperament sorter." IET Software 9, no. 5 (October 2015): 129–34. http://dx.doi.org/10.1049/iet-sen.2014.0071.

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10

Hozik, Jennifer, and J. W. Wright. "A CROSS-CULTURAL INVESTIGATION OF PERSONALITY TRAITS AMONG ARAB AND AMERICAN BUSINESS STUDENTS." Social Behavior and Personality: an international journal 24, no. 3 (January 1, 1996): 221–29. http://dx.doi.org/10.2224/sbp.1996.24.3.221.

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This study identifies differences in the scores of Jordanian and American business students on the Keirsey Temperament Sorter personality test. The test was administered to 137 students at the University of Jordan in Amman, Jordan, and Washington College in Chestertown, Maryland. The research results show that, although there are significant differences in personality traits in two of four categories, there are more similarities than differences between the traits identified by these groups of students. This indicates that the personalities and temperaments of business students in Jordan and the United States are not remarkably different.

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11

Tucker, Irving F., and Bonnie V. Gillespie. "Correlations among Three Measures of Personality Type." Perceptual and Motor Skills 77, no. 2 (October 1993): 650. http://dx.doi.org/10.2466/pms.1993.77.2.650.

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Correlational comparisons were made between the Myers-Briggs Type Indicator and both the Keirsey Temperament Sorter and its computer version, Please Understand Me, for 103 undergraduate students in psychology. Values from .68 to .86 suggest that these three instruments were measuring the same constructs. Specific differences are discussed.

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12

Kelly, Kevin R., and Heidi Jugovic. "Concurrent Validity of the Online Version of the Keirsey Temperament Sorter II." Journal of Career Assessment 9, no. 1 (February 2001): 49–59. http://dx.doi.org/10.1177/106907270100900104.

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13

Luiz, Gilberto Venâncio. "Características do Temperamento e suas Influências no Comportamento do Consumidor." Revista Brasileira de Marketing 10, no. 2 (December 6, 2011): 30–53. http://dx.doi.org/10.5585/remark.v10i2.2256.

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O presente artigo tem como objetivo verificar a existncia de diferenas entre agrupamentos de pessoas com temperamentos semelhantes em relao ao seu comportamento de consumo, que sejam significativas para elucidar que as caractersticas do temperamento influenciam o comportamento de consumo das pessoas. Para chegar a esse objetivo foram aplicados, a uma amostra 167 pessoas, o questionrio Keirsey Temperament Sorter II a fim de identificar as caracteristicas do temperamento dos indivduos e um questionrio contendo 30 perguntas relacionadas aos construtos racionalidade, materialismo, compulsividade, simbolismo e emoo. Aps esse levantamento foi aplicada a tcnica de anlise fatorial para reduo do nmero de variveis e confirmao dos construtos. Por meio dos fatores criados, a partir dessa anlise, foram definidos quatro agrupamentos de individuos com temperamentos semelhantes. A partir desses agrupamentos, foi calculada as mdias para cada grupo de acordo com os construtos e analisadas as diferenas entre eles em relao s caracteristicas do temperamento e o comportamento de consumo. Verificou-se que grupos com caracteristicas racionais de temperamento so menos emocionais em suas decises e menos compulsivos no processo de compra; o grupo com caractersticas mais emocionais no temperamento eram mais compulsivos no processo de compra. Dessa forma, pode-se concluir que o temperamento exerce influncia significativa no comportamento de compra dos individuos. DOI: 10.5585/remark.v10i2.2256

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14

Intan Fathimah Ahmadah and Rooselyna Ekawati. "STUDENTS’ METACOGNITION PROCESS IN SOLVING MATHEMATICAL PROBLEMS IN TERMS OF KEIRSEY’S PERSONALITY TYPE." EduTeach : Jurnal Edukasi dan Teknologi Pembelajaran 2, no. 1 (February 1, 2021): 42–55. http://dx.doi.org/10.37859/eduteach.v2i1.2368.

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Metacognition plays an important role in problem-solving activities. It will help students to find what the problem is and understand how to get the solution. This study aimed at describing the student's metacognition process based on Keirsey's personality types. This research used qualitative method with descriptive approach and it was conducted involving eight students who have equal mathematical abilities and the same gender. The selected students represented Keirsey’s personality types. They were carried out through two types of tests, namely the Keirsey Temperament Sorter and the Mathematics Ability Test. The result showed that each personality type could through indicators of the metacognition process. However, there are some indicator components missed. Rational and idealist student have not been able to carry out the metacognition process in the regulation stage properly. Guardian and artisan student have been able to carry out the metacognition process well. This study suggests the teacher can facilitate students in each personality type by determining the appropriate learning model, learning activities, and assessments to obtain better results.

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15

Bloom, Amid J., and Roberta M. Snow. "Ethical decision making styles in the workplace: Relations to the keirsey temperament sorter." Systems Research 11, no. 2 (1994): 59–63. http://dx.doi.org/10.1002/sres.3850110205.

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16

Tuli, Sanjeev Y., Lindsay A. Thompson, Heidi Saliba, Erik W. Black, Kathleen A. Ryan, Maria N. Kelly, Maureen Novak, Jane Mellott, and Sonal S. Tuli. "Pediatric Residents' Learning Styles and Temperaments and Their Relationships to Standardized Test Scores." Journal of Graduate Medical Education 3, no. 4 (December 1, 2011): 566–70. http://dx.doi.org/10.4300/jgme-d-10-00147.1.

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Abstract Background Board certification is an important professional qualification and a prerequisite for credentialing, and the Accreditation Council for Graduate Medical Education (ACGME) assesses board certification rates as a component of residency program effectiveness. To date, research has shown that preresidency measures, including National Board of Medical Examiners scores, Alpha Omega Alpha Honor Medical Society membership, or medical school grades poorly predict postresidency board examination scores. However, learning styles and temperament have been identified as factors that may affect test-taking performance. The purpose of this study is to characterize the learning styles and temperaments of pediatric residents and to evaluate their relationships to yearly in-service and postresidency board examination scores. Methods This cross-sectional study analyzed the learning styles and temperaments of current and past pediatric residents by administration of 3 validated tools: the Kolb Learning Style Inventory, the Keirsey Temperament Sorter, and the Felder-Silverman Learning Style test. These results were compared with known, normative, general and medical population data and evaluated for correlation to in-service examination and postresidency board examination scores. Results The predominant learning style for pediatric residents was converging 44% (33 of 75 residents) and the predominant temperament was guardian 61% (34 of 56 residents). The learning style and temperament distribution of the residents was significantly different from published population data (P = .002 and .04, respectively). Learning styles, with one exception, were found to be unrelated to standardized test scores. Conclusions The predominant learning style and temperament of pediatric residents is significantly different than that of the populations of general and medical trainees. However, learning styles and temperament do not predict outcomes on standardized in-service and board examinations in pediatric residents.

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17

Correia, Kevin M. "Utility of the Keirsey Temperament Sorter for Problem Identification and Treatment Planning in Correctional Institutions." Journal of Offender Rehabilitation 33, no. 2 (July 2001): 67–86. http://dx.doi.org/10.1300/j076v33n02_05.

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18

Village, Andrew, Leslie J. Francis, and Charlotte Craig. "Church Tradition and Psychological Type Preferences among Anglicans in England." Journal of Anglican Studies 7, no. 1 (May 2009): 93–109. http://dx.doi.org/10.1017/s1740355309000187.

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AbstractA sample of 290 individuals attending Evangelical Anglican churches and Anglo-Catholic churches in central England completed the Keirsey Temperament Sorter, a measure of psychological type preferences. Overall, there were clear preferences for sensing over intuition, for feeling over thinking, and for judging over perceiving, which is consistent with the findings of two earlier studies profiling the psychological type of Anglican churchgoers. However, there was also a significantly higher proportion of intuitives among Anglo-Catholics than among Evangelical Anglicans, which is consistent with the greater emphasis in Anglo-Catholic churches on mystery, awe, and the centrality of sacraments in worship which may resonate with the intuitive predisposition. The implications of these findings are discussed for the benefits of breadth and diversity within Anglicanism.

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19

Bealing, William E., A. Blair Staley, and Richard L. Baker. "An Exploratory Examination of the Relationship between a Short Form of the Keirsey Temperament Sorter and Success in an Introductory Accounting Course: A Research Note." Accounting Education 18, no. 3 (June 2009): 331–39. http://dx.doi.org/10.1080/09639280802532257.

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20

Hossain, Shawqi Mohammed, Mahmudul Hasan, and Mohammed Golam Murtuza. "A Team Formation Framework for Managing Diversity in Multidisciplinary Engineering Project." International Journal of Engineering Pedagogy (iJEP) 7, no. 1 (February 28, 2017): 84. http://dx.doi.org/10.3991/ijep.v7i1.6461.

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Team formation is one of the essential elements in constructing effective teamwork of any team size that requires different skill sets. Diversity in team encourages students to challenge and compete with one another while searching for new ideas, which in turn can lead to a better team performance. In a well-functioning diverse teams, the students who performed poorly may gain benefit by observing how excellent students approach the assignments. They may also benefit by getting advice and assistance from the excellent students. Studies have shown that Malaysian university graduates lack of team skills. The purpose of this paper is to propose a framework for forming a diverse multidisciplinary team among engineering undergraduates based on selected criteria such as individual personality type, gender, and other relevant demographic information. The proposed framework can also be used to design an automated team-formation system based on the identified metrics. The purpose of the framework is to consolidate the existing team formation literature, and to develop and test interventions for maximizing individual member and team performance as a whole that makes an effective team. For this study, a multidisciplinary approach was used where first year engineering students from three different faculties, namely Faculty of Electrical Engineering (FKE), Faculty of Mechanical Engineering (FKM), and Faculty of Biosciences and Medical Engineering (FBME) at Universiti Teknologi Malaysia (UTM) worked on an innovation project using the Conceive, Design, Implement, and Operate (CDIO) framework. Keirsey Temperament Sorter was used as an instrument to identify an individual's personality type.

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Weber, Mel. "An Exploratory Study: Relationships Between Bloom's Taxonomy and Keirsey's Temperament Sorter." Journal of Hospitality & Tourism Education 19, no. 4 (October 2007): 21–27. http://dx.doi.org/10.1080/10963758.2007.10696901.

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22

Sabo, Robin, Rene Singles, John Toner, Jean Toner, Susan Naeve-Velguth, and Suzanne Woods. "Using Online Instruments to Assess Learning Styles of Health Professions Students: A Pilot Study." Internet Journal of Allied Health Sciences and Practice, 2012. http://dx.doi.org/10.46743/1540-580x/2012.1397.

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Understanding their own learning styles can assist students as they relate to one another and ultimately to their future clients. Purpose: The purpose of this study was to describe the preferred learning and personality styles of a convenience sample of Central Michigan University students enrolled in the following health-related professions: Athletic Training, Communication Disorders, Social Work, and Physician Assistant. Method: Students completed two self-administered online instruments used to measure learning styles, the VARK and the online version of the Keirsey Temperament Sorter II (KTS-II). Associations between VARK learning style scores and the online Keirsey Temperament Sorter II results were also examined. Results: Seventy-four percent of the students scored as Guardians (Sensing-Judging) based on the online KTS-II report and 62% were multimodal learners on the online version of the VARK. Conclusion: This study confirmed previous findings that Guardian is the preferred temperament type on the MBTI/KTS-II for health professions students. Average scores on the VARK and the Keirsey did not differ between the various health-related disciplines; however, students scoring as Idealists (Intuition/Feeling) on the Keirsey had significantly higher Aural scores on the VARK when compared to those with Guardian temperaments. There was no significant difference found between Keirsey groups and how they scored on Vark-V (Visual), R/W (Read/Write), or K (Kinesthetic) learning style dimensions.

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23

Baggs, Terry. "Has Speech-Language Pathology Changed? Personality Types of Contemporary Students." Internet Journal of Allied Health Sciences and Practice, 2013. http://dx.doi.org/10.46743/1540-580x/2013.1427.

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The influence of personality on therapy outcomes is largely unknown. However, clinical success in a broad sense may be influenced appreciably by personality, as persons with differing personalities comprise a therapy team. Purpose: This study assessed the personality traits of a large number of graduate students in speech-language pathology and compared the results to those of a generation ago. This information is valuable in preparing students for both educational and workplace success. Method: A total of 320 graduate students in speech-language pathology at six universities completed the Keirsey Temperament Sorter-II. Frequency and proportional data of personality type and temperament and means for the bipolar constructs were analyzed. Results: A majority of the students preferred a Sensing-Judging (SJ) temperament at a rate that is double that of the US population. (Persons with a SJ temperament tend to be realists who prefer organization and service.) With the exception of one, universities were statistically comparable in their students’ bipolar constructs. Conclusion: This study confirms recent findings of a preference for the SJ temperament in graduate speech-language pathology students. Although these findings indicate a clear shift in the personality of students from a generation ago, clinical educators and workplace managers must be knowledgeable of and diligent in the utilization of all team members’ personalities to facilitate educational and clinical success.

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Kuri, Nídia Pavan, and Antônio Nélson Rodrigues Da Silva. "Uma estratégia de ensino em transportes apoiada nos perfis de personalidade dos estudantes." TRANSPORTES 18, no. 3 (July 2, 2010). http://dx.doi.org/10.14295/transportes.v18i3.453.

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<p><strong>Resumo: </strong>O objetivo deste trabalho é avaliar se uma estratégia pedagógica, que visa aprimorar o processo de ensino-aprendizagem na área de Engenharia de Transportes, atingiu efetivamente todos os alunos ou se produziu resultados diferenciados em distintos perfis de personalidade. Os dados analisados resultam de três aplicações da estratégia (em 2006, 2007 e 2008) que combina Aprendizagem Baseada em Problemas com o uso de uma plataforma de ensino a distância. Na análise são consideradas: i) preferências de personalidade declaradas pelos alunos em questionário específico (<em>Keirsey Temperament Sorter </em>- KTS); ii) notas alcançadas nas diversas atividades desenvolvidas na plataforma on-line CoL. O desempenho dos alunos e sua comparação com os respectivos tipos de personalidade sugerem que os intuitivos, os emocionais e os perceptivos parecem ser os tipos de personalidade cujo desempenho foi mais afetado pela metodologia utilizada. O estudo sugere ainda ações corretivas que podem ser desenhadas para atender a cada um dos tipos penalizados.</p><strong>Abstract: </strong>The objective of this study is to evaluate if a pedagogical approach aiming at the improvement of the teaching-learning process in the field of Transportation Engineering was equally effective for all students, in spite of their personality types. The data analyzed resulted from three applications (in 2006, 2007 and 2008) of the proposed approach, which involves the combination of PBL (Problem Based Learning) with a LMS (Learning Management System). The following data were considered: i) the personality types shown by the Keirsey Temperament Sorter (KTS); ii) the grades obtained by the students in the PBL activities developed in the on-line platform CoL. We found evidences that the performance of intuitive, emotional and perceptive students may have been affected by the pedagogic approach used. The study also suggests corrective actions that can be designed to respond to the needs of each one of the penalized personality types.

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