NCJ Number
168359
Journal
Journal of Criminal Justice Education Volume: 7 Issue: 1 Dated: (Spring 1996) Pages: 23-34
Date Published
1996
Length
12 pages
Annotation
The Myers-Briggs Type Indicator (MBTI) is discussed with respect to its implications for learning styles and findings regarding 254 university students majoring in criminal justice.
Abstract
The MBTI is based on Jung's theory that human behavior is consistent, observable, and measurable due to basic differences in people's approaches to life. The MBTI determines personality type and learning style based on Jung's personality dimensions. The four dimensions are extraversion-introversion, sensing-intuition, thinking-feeling, and judgment-perception. Learning style, college major, and occupational choice are most strongly influenced by the sensing-intuitive preference. However, little research has focused on learning styles in criminal justice. This research gathered information from 254 students with an average age of 23. Eighty-five percent were males. Results revealed that the sensing-thinking type was predominant among criminal justice students. Such students perform better in routine, concrete, practical learning experiences than in new, creative, abstract, conceptual experiences. They are also motivated more by extrinsic than intrinsic factors. They prefer to make decisions by using impersonal logic. Findings suggest the need for criminal justice instructors to use more concrete teaching aids and practical experiences both outside and inside the classroom. Tables and 47 references