RELATIONSHIP BETWEEN MYERS-BRIGGS TYPE INDICATOR AND GREGORC STYLE DELINEATOR

The relationship between the Myers-Briggs Type Indicator and Gregorc S tyle Delineator, and achievement was examined by administering these i nstruments to 259 first-year nursing students enrolled in an introduct ory human anatomy and physiology course. A principal component factor analysis using a varimax rotation of the scores from the two psychomet ric instruments, achievement examinations, and an over-all grade point average indicated that each learning style from the Gregorc Style Del ineator corresponds to certain traits on the Myers-Briggs Type Indicat or. An individual who had a preference for the learning style of Concr ete Sequential tended to have the traits of sensing and judging on the Myers-Briggs Type Indicator, while an individual who used the learnin g style of Concrete Random tended to have the traits of intuition and perceiving on the Myers-Briggs Type Indicator. One who had a preferenc e for the learning style of Abstract Sequential tended to use the trai t of thinking while another who used the learning style of Abstract Ra ndom tended to have the trail of feeling. The factor analysis also ind icates no relationship of any scores of the traits on the Myers-Briggs Type Indicator or learning styles of the Gregorc Style Delineator wit h the examination scores achieved in the human anatomy and physiology course or to the students' over-all grade point average. However, fact or analysis indicates that the Myers-Briggs Type Indicator traits of J udging vs Perceiving collapsed into the Sensing vs Intuition scale, an d that the Gregorc Style Delineator consists of two bipolar scales tha t are different from those proposed by Gregorc.