LOGIN TO YOUR ACCOUNT

Username
Password
Remember Me
Or use your Academic/Social account:

CREATE AN ACCOUNT

Or use your Academic/Social account:

Congratulations!

You have just completed your registration at OpenAire.

Before you can login to the site, you will need to activate your account. An e-mail will be sent to you with the proper instructions.

Important!

Please note that this site is currently undergoing Beta testing.
Any new content you create is not guaranteed to be present to the final version of the site upon release.

Thank you for your patience,
OpenAire Dev Team.

Close This Message

CREATE AN ACCOUNT

Name:
Username:
Password:
Verify Password:
E-mail:
Verify E-mail:
*All Fields Are Required.
Please Verify You Are Human:
fbtwitterlinkedinvimeoflicker grey 14rssslideshare1
Francis, Leslie J.; Craig, Charlotte L. (2010)
Publisher: Center for Applications of Psychological Type
Languages: English
Types: Article
Subjects: BF
The aim of this study was to complete the psychological type profiles of bilingual (fluent Welsh speakers) and monolingual (nonWelsh-speakers) students in Wales. The Myers-Briggs Type Indicator® instrument was completed by 425 female undergraduate students attending a university-sector college in Wales that exercises a bilingual policy (English and Welsh). From the total sample, 102 subjects identified themselves as fluent Welsh-speakers (bilinguals) and 101 as nonWelsh-speakers (monolinguals). The remaining 222 were Welsh learners and were excluded from the analyses of the present study. SRTT analyses revealed that in the study sample, the bilingual students demonstrated significantly more frequent preferences for Extraversion and for Sensing compared with the monolingual students.
  • The results below are discovered through our pilot algorithms. Let us know how we are doing!

    • Andreou, G., & Karapetsas, A. (2004). Verbal abilities in low and highly proficient bilinguals. Journal of Psycholinguist Research, 33(5), 357-364.
    • Baker, C. (2001). Foundations of bilingual education and bilingualism. Clevedon, UK: Multilingual Matters.
    • Benet-Martinez, V., & John, O. P. (1998). Los Cinco Grandes across cultures and ethnic groups: Multitrait multimethod analyses of the Big Five in Spanish and English. Journal of Personality and Social Psychology, 75(3), 729-750.
    • Bialystok, E., Craik, F. I. M., Klein, R., & Viswanathan, M. (2004). Bilingualism, aging, and cognitive control: Evidence from the Simon task. Psychology and Aging, 19(2), 290-303.
    • Butcher, J., Derksen, J., Sloore, H., & Sirigatti, S. (2003). Objective personality assessment of people in diverse cultures: European adaptations of the MMPI-2. Behavior Research and Therapy, 41(7), 819-840.
    • Carrell, P. L., Prince, M. S., & Astika, G. G. (1996). Personality types and language learning in an EFL context. Language Learning, 46(1), 75-99.
    • Dewaele, J. M., & Furnham, A. (2000). Personality and speech production: A pilot study of second language learners. Personality and Individual Differences, 28(2), 355-365.
    • Francis, L. J., & Jones, S. H. (1999). The scale properties of the MBTI Form G (Anglicised) among adult churchgoers. Pastoral Sciences Journal, 18, 107-126.
    • Kendall, E. (1998). Myers-Briggs Type Indicator Step 1 manual supplement: European English edition. Oxford, England: OPP, Ltd.
    • Liu, M. & Reed, W. M. (1994). The relationship between the learning strategies and learning styles in a hypermedia environment. Computers in Human Behavior, 10, 419-534.
    • Luj├ín-Ortega, V., & Clark-Carter, D. (2000).Individual differences, strategic performance and achievement in second language learners of Spanish. Studia Linguistica, 54(2), 280-287.
    • McCrae, R. R., Yik, M. S. M., Trapnell, P. D., Bond, M. H., & Paulhus, D. L. (1998). Interpreting personality profiles across cultures: Bilingual, acculturation, and peer rating studies of Chinese undergraduates. Journal of Personality and Social Psychology, 74(4), 1041-1055.
    • Moody, R. A. (1988). Personality preferences and foreign language learning. Modern Languages Journal, 72(4), 389-401.
    • Myers, I. B., & McCaulley, M. H. (1985). Manual: A guide to the development and use of the Myers-Briggs Type Indicator (2nd ed.). Palo Alto, CA: Consulting Psychologists Press.
    • Myers, I. B., McCaulley, M. H., Quenk, N. L., & Hammer, A. L. (1998). MBTI manual: A guide to the development and use of the Myers-Briggs Type Indicator (3rd ed.). Palo Alto, CA: Consulting Psychologists Press.
    • Piedmont, R. L., & Chae, J. H. (1997). Cross-cultural generalizability of the five-factor model of personality: Development and validation of the NEO PI-R for Koreans. Journal of CrossCultural Psychology, 28(2), 131-155.
    • Sadler-Smith, E., & Riding, R. (1999). Cognitive style and instructional preferences. Instructional Science, 27, 355-371.
    • Thumboo, J., Cheung, Y. B., Machin, D., Feng, P. H., Boey, M. L., Thio, S. T., & Fong, K. Y. (2005). Does being bilingual in English and Chinese influence changes in quality of life scale scores? Evidence from a prospective, population based study. Quality of Life Research, 14(2), 529-538.
    • Verhoeven, L., & Vermeer, A. (2002). Communicative competence and personality dimensions in first and second language learners. Applied Psycholinguistics, 23(3), 361-374.
    • Zhang, L. (2004a). Do university students' thinking styles matter in their preferred teaching approaches? Personality and Individual Differences, 37, 1551-1564.
    • Zhang, L. (2004b). Thinking styles: University students' preferred teaching styles and their conceptions of effective teachers. Journal of Psychology, 138, 233-252.
    • Zhang, L. F., & Sternberg, R. J., (1998). Thinking styles, abilities, and academic achievement among Hong Kong university students. Educational Research Journal, 13, 41-62.
    • Zhang, L. F., & Sternberg, R. J. (2000). Are learning approaches and thinking styles related? A study in two Chinese populations. Journal of Psychology, 134, 469-489.
  • No related research data.
  • No similar publications.

Share - Bookmark

Cite this article