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Date of Award
Dissertation - Pacific Access Restricted
Doctor of Education (Ed.D.)
Educational and Counseling Psychology
First Committee Member
Rita M. King
Second Committee Member
Mari G. Irvin
Third Committee Member
Dennis P. Brennan
Fourth Committee Member
Robert W. Blaney
The purpose of this correlational research study was to determine if Myers-Briggs Type Indicator (MBTI) personality profiles are related to academic self-esteem (ASE), and if there is a relationship, which of the personality preferences and their subtraits are related to both total ASE and its five components. The central premise of the study was that personality type is related to academic self-esteem. Data was collected from 144 students attending 11th and 12th grade classes at a high school located in the Central Valley of California. The research design incorporated a variety of correlational methods to view the scores from two assessment instruments, the Myers-Briggs Type Indicator (MBTI - Form K) and the Student Self-Esteem Inventory (SSEI). The study was designed to answer four main research questions and six supportive questions. The findings of the study indicated that generally, personality type is related to academic self-esteem. Extraversion, intuitive, and judging (ENJ) personality preferences or types have higher ASE than introversion, sensing, and perception (ISP) personality types. Further research could serve to clarify: personality variables which influence academic self-esteem development; gender influence in ASE development; resiliency factors related to ASE development; appropriate communication, instruction, programs, and climate for diverse personality types to increase academic self-esteem, and ultimately, student achievement.
Schaefer, Genevieve Lenore. (1994). Relationship of Myers-Briggs Type Indicator personality profiles to academic self-esteem. University of the Pacific, Dissertation - Pacific Access Restricted. https://scholarlycommons.pacific.edu/uop_etds/2796
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