Psychological Types and Learning Styles

Authors

  • Salvatore Settineri Department of Biomedical and Dental Sciences and Morphofunctional Imaging, University of Messina
  • Fabio Frisone Department of Cognitive Sciences, Psychology, Educational and Cultural Studies (COSPECS), University of Messina - 2 CRISCAT (International Research Center for Theoretical and Applied Cognitive Sciences) University of Messina and Universitary Consortium of Eastern Mediterranean, Noto (CUMO)
  • Angela Alibrandi Department of Economics, Unit of Statistical and Mathematical Sciences, University of Messina
  • Gaetana Pino Department of Biomedical and Dental Sciences and Morphofunctional Imaging, University of Messina
  • Nicholas Joseph Lupo Wayne State University, Michigan, USA
  • Emanuele Maria Merlo Department of Cognitive Sciences, Psychology, Educational and Cultural Studies (COSPECS), University of Messina - 2 CRISCAT (International Research Center for Theoretical and Applied Cognitive Sciences) University of Messina and Universitary Consortium of Eastern Mediterranean, Noto (CUMO)

DOI:

https://doi.org/10.6092/2282-1619/2018.6.2005

Keywords:

Learning Styles, Psychological Types, Medical Education, Psychology, MBTI, Kolb's LSI-II

Abstract

The aim of the research is to measure the relations and the directions of two modalities to study the approach to objects and learning. An observation group of 213 subjects, 93 males (43,7%) and 120 females (56,3%), (average of 24,73 years old; SD 2,28) all students from the V year Medicine and Surgery from the University of Messina, were involved. The evaluation was carried out with The Kolb's LSI II (Italian Adaptation) and the Mayers-Bryggs Type Indicator. Descriptive and correlational analysis were carried out. 

Significant correlations emerged respectful to the Jung's introversion and extraversion (Hp 1), so that we assist to a positive correlation among every style. Referring to Learning Styles and the Jung's functions (Hp 2), significant positive and negative correlations emerged, but for AE. Significant and negative correlations emerged for judging functions, AC and RO (Hp 3). Negative correlations were highlighted by the relation among the two Leaning Styles groups and judging functions (Hp 4).

The study could provide an integrative way to consider the teaching activity and  the curricula . The relations suggest that the awareness of the students about their learning and adaptation process can provide a viable mode to satisfy their desires.

Author Biographies

  • Salvatore Settineri, Department of Biomedical and Dental Sciences and Morphofunctional Imaging, University of Messina

  • Fabio Frisone, Department of Cognitive Sciences, Psychology, Educational and Cultural Studies (COSPECS), University of Messina - 2 CRISCAT (International Research Center for Theoretical and Applied Cognitive Sciences) University of Messina and Universitary Consortium of Eastern Mediterranean, Noto (CUMO)


  • Angela Alibrandi, Department of Economics, Unit of Statistical and Mathematical Sciences, University of Messina

  • Gaetana Pino, Department of Biomedical and Dental Sciences and Morphofunctional Imaging, University of Messina

  • Emanuele Maria Merlo, Department of Cognitive Sciences, Psychology, Educational and Cultural Studies (COSPECS), University of Messina - 2 CRISCAT (International Research Center for Theoretical and Applied Cognitive Sciences) University of Messina and Universitary Consortium of Eastern Mediterranean, Noto (CUMO)


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Published

20-12-2018

Issue

Vol. 6 No. 3 (2018)

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Articles

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