MBTI

There is hardly a professional development seminar nowadays in which you won’t come across leadership styles in one way or another. Leadership is not something that is merely associated with politics, but permeates all areas of our lives, ranging from school and work to spiritual guidance and parenting.

In its most simplified version leadership styles are reduced to one-dimension that could simply be labelled “loose” vs “tight” (cf. Gelfand 2011) in culture studies, or liberal vs conservative in politics (cf. Tuschman 2013)

Salicylate synthase from Mycobacterium tuberculosis, MbtI, initiates the biosynthesis of siderophores by converting chorismate to salicylate. Nevertheless, three more distinct activities for wild-type MbtI have been detected in vitro: isochorismate synthase, isochorismate pyruvate lyase, and chorismate mutase. In this work, hybrid Quantum Mechanics/Molecular Mechanics methods have been used to get the first simulation of the chorismate mutase activity of MbtI.

Knowing that our MBTI test personality type results will see us through college and well beyond, we can now step into the world of the eight letters of MBTI Type and what MBTI Types and pairs correlate to what specific areas of studies, and eventually majors. An MBTI “pair” refers to taking half or two letters out of your 4-letter MBTI Type and studying them uniquely from your entire Type. This manner of study has been met with great success and validity.

Psychological reactance is a construct that has potential wide ranging counseling implications. Recently, researchers have argued that reactance is characterological in nature and have attempted to delineate its nomological network. This study extends the nomological network of psychological reactance using the Myers Briggs Type Indicator (MBTI) and the Therapeutic Reactance Scale (TRS). Personality type was found to be related to psychological reactance as measured by the TRS. The relationship between the TRS and MBTI, while significant, is complicated by a significant three-way interaction between Extraversion-Introversion, Intuition-Sensing and Thinking-Feeling. More specifically, thinkers consistently reported higher levels of psychological reactance than did Feelers, and intuitive-thinkers tended to report higher levels of psychological reactance than did sensing-thinkers.

As a college student, it is important for you to know how you best learn and in what setting you best process academic information. College student's MBTI® test personality type differ in behavior,  and each college student's Myers-Briggs Type Indicator® Type differs as much in learning style.

This conference presentation aims to provide a deeper understanding of the contribution of personality to the academic performance. This effect, however, can be divided at least into two parts: (1) personality can enhance the performance in any educational institution independently of the curriculum (i.e. the personality fits the formal educational system); additionally (2) one’s personality can fit a profession, thus this person will show a better performance in the education if the curriculum is connected to the given profession. Our study tries to identify this two effects through the comparison of the contribution of the personality-profession match to the university admission scores (representing the performance not connected to a given profession) versus to the two semester average grade means (representing the performance connected to a profession) among students of the University of Debrecen Faculty of Economics and Business Administration. Our sample contained 372 students ...

We have all heard the phrase “communication is key.” This manner-of-speaking has been around for centuries, but what is it about communication that makes it so important and vital in and out of the workplace? The answer lies in a simple truth: If you lack strong communication skills and are unaware of how communication styles differ from one person to another, you will most likely not get what you want at work or elsewhere.

The General Occupational Themes (GOT’s) were created to further clarify your high and low scores on the Strong Interest Inventory Test Occupational Scales, which provide information about how an assessment taker’s answers match with people who work in and are satisfied with particular jobs.

There are analysed the data of various researchers in Ukraine, Russia, the USA and others on the distribution of socionic types in various professional and social samples. It is shown that the occupationally-social cluster, in which data is collected, has the greatest influence on the distribution of types in the sample. This cluster forms the profession, occupation, property and social status, educational and cultural level of the typed persons. The requirements for a minimum sample for statistical analysis of socionic data are formulated. It is shown that the data obtained and interpreted in a correct way demonstrate the similarity of distributions. The generalization of available information shows that the distribution of socionic types in society tends to be uniform.

Despite its immense popularity and impressive longevity,
the Myers‐Briggs Type Indicator (MBTI) has existed in a
parallel universe to social and personality psychology. Here,
we seek to increase academic awareness of this incredibly
popular idea and provide a novel teaching reference for its
conceptual flaws. We focus on examining the validity of
the Jungian‐based theory behind MBTI that specifies
that people have a “true type” delineated across four
dichotomies. We find that the MBTI theory falters on
rigorous theoretical criteria in that it lacks agreement with
known facts and data, lacks testability, and possesses
internal contradictions. We further discuss what MBTI's
continued popularity says about how the general public
might evaluate scientific theories.

I propose that the ego functions and functional attitudes each possess different relationships to time. Each function-attitude pair has its own way of experiencing or analyzing time, depending on whether it is a perceiving or judging function. This essay explores the idea of different ways of experiencing time -- being past-oriented, present-oriented, or future-oriented -- as well as whether one is more focused towards external reality or psychic inner space.

The Strong Interest Inventory® test includes a detailed section scored to assess how people learn, work, play, and live named The Personal Style Scales. Comparatively speaking, less than the other parts of the Strong Interest Inventory Sections that assess educational and work settings, at times, the Personal Style Scale, or PSS, can assess how people prefer to work and learn in general (CPP, 2005).

The MBTI Test and College Majors
MBTI® Types vary in many ways and this holds true for their college major selection process. Whether it is which college majors they choose, or the decision-making process they go through to choose such college majors, college students vary in both processes.

This study investigates the relationship between the personality type and cognitive-metacognitive strategies utilized by test-takers in reading comprehension tests. One hundred undergraduate Iranian English Foreign Learning (EFL) students participated in a reading comprehension test followed by a questionnaire and the Myers & Briggs Type Inventory. The questionnaire consisted of 30 cognitive-metacognitive items (Phakiti, 2003). These questions inquired about the thought process that occurred while completing the test. The 93-item Myers-Brigs Type Indicator (MBTI) questionnaire is a tool that provides individuals with a personality type. The study employed a quantitative data analysis where the input data was analyzed in two ways. First, descriptive statistics were used to describe the sample characteristics, and then a two-way ANOVA was calculated to obtain a general view of the relationship between the variables. The data analysis resulted in the identification of 14 personality ty...

The following materials provide a comprehensive understanding of learning style within the school and home context. They can be used as stand alone resources or with the Paragon Learning Style Inventory (PLSI) or the Myers-Briggs Type Inventory (MBTI) or any of the many other 4 dimension Jungian type assessments (4MAT, VARK, Kolb, Keirsey-Bates, etc).

Understanding one's own type and the possible and actual types or learning styles of those one works with, teaches, parents or coaches is essential to truly appreciating the gifts that each member brings to the class, home, committee or school. And encourages more effective practice, less needless conflict, and an environment that encourages a focus on strengths and growth. Research has shown that teachers and parents who make the effort to intentionally understand their own learning style and that of those with whom they care for and teach are more successful. More materials can be found at:

One of the most helpful and thorough career reports available is The Strong Interest Inventory® and MBTI® Combined Career Report with Strong Profile. This Strong and MBTI assessment can help you determine your best-fit career by combining the powerful interest inventory named The Strong Interest Inventory and an unsurpassed personality assessment named The Myers-Briggs Type Indicator®, resulting in a 14 page report geared directly toward your needs.

There are situations in which our less preferred functions come to the forefront, our inferior function, which is the opposite of the strongest part of our personality; our Dominant function. Your inferior function depends upon your personality type, and it varies, as does a person’s MBTI Type.

The Myers-Briggs Type Indicator (MBTI) is a personality instrument most commonly used. It is based on Jungian-type theory in which people are seen as being oriented to one of two types of psychic energy and they also prefer to receive data in one of two different ways: sensing or intuition. Based on he received data they make rational judgments and take decisions using more often one of two judging functions: thinking and feeling. Different researches show that MBTI can be used in different areas of life, not just as a personality test. MBTI is a very powerful instrument that can be used, for example, in schools by educators working with gifted adolescents in order to find out in which way they differ from normal population and which teaching method will provide an optimal fit for them. Also, it can be used in organizations by HR practitioners or in order to make an organizational change. It can be used as a base for other questionnaire in order to discover children’s learning style...

Personality types have a considerable impact on our understanding of the outer world, perception and energy. Personality influence on language learning and proficiency, however, is controversial. This study demonstrates the relationship between the Myers-Briggs Type Indicator (MBTI) profiles and L2 reading proficiency of L1 Arab undergraduates. First, learners' reading proficiency levels were associated with their Introversion/Extraversion preferences. Then, function pairs of both introverts and extraverts that contributes to the highest score of L2 reading proficiency were determined. As most reading tests are based on choice, it is very logical to consider the MBTI function pairs as they represent the mental functions used for decision-making and information gathering. Fifty (50) Arab male students from the College of Business Administration (Saudi Arabia) were randomly selected. Two instruments were used to collect data; MBTI as a personality instrument, and TOEIC Bridge as a reading test. Findings showed a lack of statistically significant relationship between Introversion/Extraversion and L2 reading proficiency. Yet, Intuitive personalities (NT/NF) preferences achieved higher scores in the TOEIC Bridge compared to their counterparts of the Sensing personalities (ST/SF). Personality types have undoubted influence on our lifestyle and attitudes. Yet, considering personality as a weighty factor in language learning and proficiency is still debatable.

Over 4000 British adults completed the Hogan Development Survey (HDS) (Hogan & Hogan, 1997) which measures eleven potential derailment behaviours (“dark side” traits) based on the personality disorders and the Myers-Briggs Type Indicator (Briggs & Myers, 1987) a famous measure of “normal” personality functioning. In all, five of the eleven “dark side” traits were correlated with the Extraversion-Introversion dimensions, none with Sensing-Intuition, seven with Thinking-Feeling and four with the Judging-Perceiving scale. Correlations were modest. Regressions with the four MBTI scales as criterion variables showed nine of the HDS factors were related to the T-F scale and accounted for 12% of the variance. Thinking types tended to be Sceptical, Reserved and Diligent. Overall correlations were low suggesting the MBTI assesses some aspects of dark side traits.

There are various factors that determine the academic performance of the students. Although there are only a few studies of the impact of personality on academic performance done, this research study focuses on finding out the relationship between academic performance and the personality type of the students. This study uses Myers Brigg Personality Type indicator and Kersey’s Temperament Scale to determine the academic performance of the students. Moreover, this research study includes reviewed theories namely Eysenck’s Theory of personality, Social-Cognitive theory, Walberg’s Theory of Education Productivity, Locus of control by Julian Rotter. This study studies two-variable personality types and academic performance to determine the relationship between personality and student’s academic performance. The data collection is done through an online questionnaire among which 150 were sample respondents. This study uses a causal comparative research design. Mean, median, mode, standard deviation, correlation, etc. The findings unveiled that there is a significant relationship between academic performance and the personality type of the students.

With industrial revolution, the structure of today's organization
has changed and it calls for dynamic changes in processes. Highly
specialized workforce and skilled nature of work has put increased
demands on finding appropriate talent. Finding suitable candidates
have always been one of the challenges for employers and many
different approaches have been taken to attract, screen, train and
retain skillful employees. One of the recent developments in
recruitment of qualified candidates is psychometrics.
Psychological testing systems identify desired qualities and try to screen candidates through
psychometric tests. Such testing systems have existed for centuries in various forms and have been
used with various degrees of success.
Literature on the use of psychometrics for recruitment has been scarce at its best and fails to
address major developments in the field. Current study is aimed to add to the body of literature
focusing on the applications of psychometrics in recruitment. A particular emphasis is put on the
construction of psychometrics and its correlation with job performance predictability. Through an
extensive literature review it is found that study of such a nature has not done previously. Study is
executed by adopting qualitative research method, using a semi-structured, open-ended
questionnaire interviewing three highly specialized psychometric professionals in two companies
across two continents. The findings are subsequently examined using grounded theory.
Categories were earmarked with relevant coding, helpful in the analysis of interview records. It
has been concluded that psychometrics as a field has huge potential and its performance in
recruitment spheres is promising. Its mainstream adoption however is a gradual process and its
theoretical assumptions and practical demonstrations are areas that need much research before it
can be relied on as independent recruitment tool. Moreover in its present form it can be used as a
recruitment aid at its best and using it as an autonomous and decisive instrument is discouraged.

By examining teenage heritage and convert Buddhist communities in the West through the lens of Psychological Type, this book presents hard evidence from hundreds of self-identifying Buddhists in the UK, that the diversity of Buddhists, previously described in terms of ethnic dichotomy, is better explained in terms of Psychological Type preferences. By moving past biologically determined features such as ethnicity, the book represents a long overdue yardstick for the full spectrum of diversity within the Buddhist community – since Psychological Type preferences, such as the sliding scale of Intuition, give more predictive nuance and avoid orientalist prejudice. The book puts Buddhism on the map of Psychology of Religion by showing the statistical links between personality and more than twenty individual differences, including tendency to meditate or visit the temple. The hermeneutic of intra-Buddhist diversity described in this book, apart from providing a mirror of self-understanding for individual Buddhist practitioners, can be applied by anthropologists of Buddhism, Religious Education stakeholders and chaplains to ensure equality and objectivity in their work. Meanwhile, the book’s relatable ‘Type Compass’ style of graphic presentation represents a common ‘language’ for religious study that invites comparison between Buddhism and other faith traditions.

The Myers-Briggs Type Indicator® test  (MBTI® test) is useful in many different ways. It is used for career counseling, couples counseling, self help, business building, employee retention, conflict management, assessing leadership characteristics as well as many other areas. The area we will be discussing today is how your MBTI test personality type corresponds with how you act and respond to other personality types including but not limited to individuals, co-workers, groups and team members. In addition, we will discuss how you behave in your work surroundings.

Personality typology profiling and the limits of self-tests: Why MBTI, Ennegram, Big Five etc. usually fail but can be appended validated by acknowledging multiple identities, using the substitute Identity model ( SIM).. Testing, and especially self-testing with questionnaires is very popular, but often unreliable, not reproducible, and fails to acknowledge the multiple substitute identities many people have developed as a way to deal with trauma by dissociation. The article list objections to the widespread HR practives of such typing, gives an overview of existing typologies like Big Five, Eysenk, MBTI, Enneagram and many others and indicates how recognition of substitute personalities may increase the validity of such tests and offer better insight in how to deal with negative effects of (substitute)-identity conflicts in for instance PTSD treatment. The ennegram is used to explain how such an approach works and expanded with a chakra development model. part of a new book on identity with Stanley Krippner.
ISBN: 9789492079480

The economic literature shows many evidences on the relationship between labor market success and personality. Our study examines the connection between Myers–Briggs personality types and academic performance among students of University of Debrecen, Hungary. Our sample consists of 2nd and 3rd year Business Administration and Management and Business Informatics students (N = 408). We examine the significance of the difference between the grade means of the Myers–Briggs personality types and the group means by year and major with one sample t-test on 10% significance level. We also analyze the effect of personality types on the academic performance with linear regression models containing additional independent variables (gender, local inhabitance, work experience, university year, major, age) on 10% significance level. Our results show that on Business Administration and Management major INTJ, ESTJ, and ESFJ students outperform the others (adjusted R2 contribution of personality typ...

This study investigates the relationship between the personality type and cognitive-metacognitive strategies utilized by test-takers in reading comprehension tests. One hundred undergraduate Iranian English Foreign Learning (EFL) students participated in a reading comprehension test followed by a questionnaire and the Myers & Briggs Type Inventory. The questionnaire consisted of 30 cognitive-metacognitive items (Phakiti, 2003). These questions inquired about the thought process that occurred while completing the test. The 93-item Myers-Brigs Type Indicator (MBTI) questionnaire is a tool that provides individuals with a personality type. The study employed a quantitative data analysis where the input data was analyzed in two ways. First, descriptive statistics were used to describe the sample characteristics, and then a two-way ANOVA was calculated to obtain a general view of the relationship between the variables. The data analysis resulted in the identification of 14 personality ty...

This series of blogs is based on The Booklet, “Introduction To Type And Teams” by Elizabeth, Katherine, and Sandra Hirsh (CPP, 2003). In this series, we will discuss each of the sixteen Myers Briggs® Personality Types and how each type relates to business and leadership teams.

The Myers-Briggs Type Indicator (MBTI) is a personality instrument most commonly used. It is based on Jungian-type theory in which people are seen as being oriented to one of two types of psychic energy and they also prefer to receive data in one of two different ways: sensing or intuition. Based on he received data they make rational judgments and

If the inferior function is our "troublemaker," (Spoto, 1995, p. 96) with its necessity, according to C.G. Jung, to find expression for the development of character, how much more troublesome does life become when the anima/animus position is occupied by extraverted sensation, the function most closely associated with sexual activity? Yet sex may be a path to individuation for individuals with extraverted sensing in the inferior position and a dominant introverted intuitive mode of consciousness (INFJ and INTJ). Examples from self-experience, biography, and cinema show the turmoil generated by what is essentially a typological problem, while mythology reveals sexuality as an initiation into Dionysiac madness and ecstasy. The process of individuation, involving recognition and relation to the inferior function, calls the introverted intuitive (Ni) individual in the manner of an inner moral imperative towards the work of healing the psychological and cultural split between the sexual and the spiritual. The Ni types are tasked with finding a way to unify the spiritual and the sexual and can therefore model the journey for other types. This particular conjunction of function and archetype for Ni dominants can show us the power of the Dionysian to unify the psyche for all types.

This book was written in 2001. It interprets the four MBTI divisions as splits that naturally occur within the mind which need to be integrated in a certain order in order to reach personal and societal wholeness. One can explain a lot using this approach. However, one is still taking the negative approach of viewing mental integration as the opposite of mental splits. My current approach takes the positive viewpoint of interpreting mental integration as the development of mental circuits and brain regions.

This book is written for the average reader and the writing style is not academic. However, it does accurately describe many forms of thought that have become dominant in today’s society. This is significant considering that it was written almost twenty years ago. I have made only minor edits to the text itself, but have added a number of explanatory footnotes (which are preceded by the phrase ‘Note from 2020:’). Hopefully, these footnotes add some 2020 hindsight.

This book was never published, but it was divided into four parts and placed on the mentalsymmetry.com website in 2010. Volume 1 of A Programmer’s Guide to the Mind was recently uploaded onto academia.edu by someone else, so I thought that it would be useful to upload official copies of both Volume 1 and 2.