Predicting the Horn-Cattell cognitive factors from personality type
Melodie Krahula (2006)
The relationship between personality and academic achievement has been an area of interest for researchers for many decades. Few studies, however, have examined the basic relationship between personality type and cognitive abilities. The present study investigated personality type as a predictor of cognitive ability using the Myers-Briggs Type Indicator and The Woodcock-Johnson Psycho-Educational Battery-Revised. The feasibility of utilizing the Myers-Briggs Type Indicator in psychoeducational assessment was also explored. Data was obtained from an existing database consisting of 82 adolescents, all of whom were referred for a psychoeducational assessment as a result of academic difficulties. Seven separate regression equations were conducted along with correlational analysis. Correlational data showed the Myers-Briggs' Extraversion-Introversion dimension positively related to the WJR Visual Processing cognitive factor. The Sensing-Intuition scale negatively correlated with Comprehension Knowledge while Judging-Perception scores correlated negatively with Visual Processing. The Thinking-Feeling dimension of the Myers-Briggs was not correlated with any of the seven broad cognitive factors. Results of Regression analysis showed only one of the seven regression models achieved significance at the .05 level. The Myers-Briggs personality dimensions collectively accounted for 16.4% of the variability in the Visual Processing cognitive factor of the WJR. This was a modest but significant non-cognitive contribution in the prediction of this one cognitive factor. The results of the study add to the knowledge base in the area of personality and cognitive ability/achievement. However, based on its limited ability to predict the seven broad cognitive factors of the Woodcock-Johnson-Revised, the study offered limited support for the use of The Myers-Briggs Type Indicator as an early intervention measure in psychoeducational assessment. The best use of the Myers-Briggs in psychoeducational assessment maybe in helping students understand their preferred type with both its strengths and weaknesses. Myers-Briggs Type results can help students become aware of how they process information and make decisions, allowing them to adapt new learning strategies in the classroom to aid in achieving academic success.