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The relationship between learning st...

Davis, Gregory A.

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The relationship between learning style and personality type of Extension Community Development Program professionals at The Ohio State University.

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	The relationship between learning style and personality type of Extension Community Development Program professionals at The Ohio State University./
作者:	Davis, Gregory A.
面頁冊數:	186 p.
附註:	Source: Dissertation Abstracts International, Volume: 65-07, Section: A, page: 2460.
Contained By:	Dissertation Abstracts International65-07A.
標題:	Education, Agricultural. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3141701
ISBN:	0496887815

The relationship between learning style and personality type of Extension Community Development Program professionals at The Ohio State University.
Davis, Gregory A.

The relationship between learning style and personality type of Extension Community Development Program professionals at The Ohio State University. - 186 p.

Source: Dissertation Abstracts International, Volume: 65-07, Section: A, page: 2460.

Thesis (Ph.D.)--The Ohio State University, 2004.

Little research has been conducted that examines the learning style and personality type preferences of Extension Community Development Educators. This descriptive correlational study examines the relationship between learning style and personality type preferences of Extension Community Development program professionals in Ohio. In addition, the study explores the presence of relationships of learning style and personality type preferences to primary work assignment, length of tenure, academic major, educational attainment, age, and gender.

ISBN: 0496887815Subjects--Topical Terms:

1022852
Education, Agricultural.

The relationship between learning style and personality type of Extension Community Development Program professionals at The Ohio State University.
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245 1 4 $a The relationship between learning style and personality type of Extension Community Development Program professionals at The Ohio State University.
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500 $a Source: Dissertation Abstracts International, Volume: 65-07, Section: A, page: 2460.
500 $a Adviser: Jamie Cano.
502 $a Thesis (Ph.D.)--The Ohio State University, 2004.
520 $a Little research has been conducted that examines the learning style and personality type preferences of Extension Community Development Educators. This descriptive correlational study examines the relationship between learning style and personality type preferences of Extension Community Development program professionals in Ohio. In addition, the study explores the presence of relationships of learning style and personality type preferences to primary work assignment, length of tenure, academic major, educational attainment, age, and gender.
520 $a More than 56 percent of the 67 Extension Community Development program professionals involved in this study favored a field dependent learning style, as measured by the Group Embedded Figures Test (GEFT). The mean GEFT score for the sample was 10.40, below the national mean of 11.4. Females were more field dependent. Subjects with academic backgrounds in the physical sciences were more field independent. Subjects with longer tenure in Extension were more field dependent. Nearly 24 percent of study participants indicated a preference for the ISTJ personality type as measured by the Personal Style Inventory (PSI). Males were more than three times more likely to prefer gathering information using their senses (sensing). Twice the number of female subjects (18) preferred gathering information through use of their unconscious (intuition) over males (9). Males preferred reacting to information with logic (thinking). Females preferred reacting to information with personal reflection and consideration for others (feeling). There was a negligible level of association between learning style and personality type subscales.
520 $a The GEFT and PSI were used to gather data from Ohio State University Extension Community Development program professionals that attended district-level program meetings, completed the instruments, and provided usable data. While study results were generalized only to those providing usable data, a sampling of non-respondents revealed that non-respondent characteristics did not vary significantly from the accessible population.
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