USE OF COGNITIVE STYLES AND PERSONALITY PREFERENCES AS PREDICTORS OF ACADEMIC CONTINUATION IN TWO COMMUNITY COLLEGE PROGRAMS (MYERS-BRIGGS, DATA-PROCESSING STUDENTS, GROUP EMBEDDED FIGURES TEST, SUCCESS, NURSING STUDENTS).
Contributors: University of Mississippi.
Published: 1985
Number of pages: 94
Subjects: Education, Educational Psychology.
Description: The study examined 145 community college freshmen to determine differences in cognitive styles, personality preferences, and ACT scores as they related to chosen major (nursing or data processing), persistence within each of these two programs, and the interaction of program and persistence. Students were recruited from two community colleges in the Southeast. The sample for this study included 74 nursing students and 71 data processing students. The Group Embedded Figures Test (GEFT), Myers-Briggs Type Indicator (MBTI), and American College Test (ACT) scores were used to assess differences between students in these two programs and persistence of these students within these two programs.

Data were analyzed by means of the General Linear Models (GLM) procedure. This procedure allows for an unbalanced analysis of variance in order to handle unequal n's. Analysis of data revealed statistically significant differences on cognitive style scores between persisters and non-persisters in the two programs. All other statistical analyses were not significant.

The researcher recommended replication of this study to determine whether these results are specific only to the community colleges from which the sample was drawn or whether the results are representative of all community college students and to perhaps all college students.
Notes: Source: Dissertation Abstracts International, Volume: 46-12, Section: A, page: 3652.

Thesis (PH.D.)--THE UNIVERSITY OF MISSISSIPPI, 1985.

School code: 0131.