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The Relationship of Stated Learning Preferences, Personality Type, and Career Background to Academic and Leadership Performance at the United States Air Command and Staff College

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This study examined the relationship of academic and leadership performance to three independent variables stated learning preferences, Myers-Briggs personality type MBTI, and career orientation. It also examined learning preferences by MBTI and investigated changes in learning preferences over a 7 month period in relation to MBTI, academic performance, and leadership performance. Statistical significance was examined at the .05 level for all studies. Subjects were active duty United States Air Force officers at the United States Air Command and Staff College ACSC. After experiencing the ACSC curriculum for 7 months, 301 subjects were administered an ACSC learning preferences survey to determine preferences for the schools methods. Data for the first two indicators of the MBTI EI and NS and career orientation aircrew or nonaircrew were gathered. Regarding academic performance, a multiple regression combining all three independent variables was significant and showed that students not preferring ACSCs methods who have an IN MBTI and an aircrew status performed better. Individual variable analysis showed that only those with an aircrew background performed statistically significantly better in academics. Effect sizes for all GPA analyses weakly supported significant findings. For leadership, a multiple regression showed that performance for aircrew students not possessing the IS MBTI was significantly better. Individual variable analysis revealed that leadership performance for both the aircrew and MBTI independent variables was significant. For MBTI, the IS group performed significantly poorer than the ES and EN groups. Effect sizes for significant leadership performance finding were moderate to weak. MBTI was shown to be significantly related to learning preferences. The investigations effect size moderately supported this conclusion. Follow up analysis indicated that N type students tended to prefer ACSCs methods while S types did not.

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  • Psychology
  • Personnel Management and Labor Relations

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