| Jungian Personality Styles (measured with MBTI) with Other Attributes and Outcomes (see under “Construct”) | |||||
|---|---|---|---|---|---|
| Author (year) | Construct | Measure assessing the construct | Sample description | Jurisdiction | Key findings |
| PUBarrett (1991) | Congenial classroom environment | The Stern Classroom Environment Index (Stern, 1971) | 34 vocational teachers and their 622 students | the United States | P+; J− teachers S+; N+ teachers; but S teachers as more than N teachers, unexpectedly |
| Non−sig.Brown and Reilly (2009) | Transformational leadership | the Multifactor Leadership Questionnaire (Bass and Avolio, 1990) | 408 leaders and 2,411 followers | the United States | Leaders' self-ratings: N+ ; S−; Subordinates' ratings of their leaders: non-significant |
| Chambers et al. (2003) | Willingness to use educational technology | A 20-item questionnaire (Callister and Burbules, 1990) | 164 novice teachers | the United States | N+; S− |
| Chenhall and Morris (1991) | Resource allocation decision-making behaviors | A brief case study of decisions on relevance of opportunity costs | 64 middle- and senior-level managers | France | N managers were more thoughtful than S managers |
| Choong and Britton (2007) | Creativity | The Values in Action Inventory of Strengths (Peterson and Seligman, 2004) | 98 adult volunteers | the United States | N+; S− |
| Dollinger et al. (2004) | Creativity | the Creativity Behavior Inventory (Hocevar, 1979); the Creative Personality Scale (Gough, 1979); and the Test for Creative Thinking - Drawing Production (Urban and Jellen, 1996) | 94 undergraduate students | the United States | N+; S− |
| Furnham (1996) | Big 5 PTs | NEO-PI (Costa and McCrae, 1985) | 160 middle to senior managers | the United Kingdom | N+, P+; S−, J− with openness |
| Furnham et al. (2003) | Big 5 PTs | NEO-PI - Form S (Costa and McCrae, 1985) | 900 British adults | the United Kingdom | N+; S− with openness |
| Furnham et al. (2007) | Big 5 PTs | NEO-PI (Costa and McCrae, 1985) | over 3,000 managers | the United Kingdom | N+, P+; S−, J− with openness |
| Furnham et al. (2009) | Creativity | The Consequences test (Christensen et al., 1953) | 2603 middle and senior managers of multinational communication organizations | the United Kingdom | N+, P+; S−, J− |
| FUGentry et al. (2007) | Managerial derailment | The observer-form of BENCHMARKS (Lombardo and McCauley, 1994) | 6,124 managers | the United States | N+; P+ |
| PUHautala (2006) | Transformational leadership | the Leadership Practices Inventory (Posner and Kouzes, 1988) | 439 leaders and 380 subordinates | Finland | Leaders' self-ratings: N+ and P+; [Subordinates' ratings of their leaders: S+ (unexpected)] |
| Hough and Ogilvie (2005) | Leaders' behaviors in a simulated strategic decision-making environment | Decisiveness and perceived effectiveness in responding to problems in “The Looking Glass Experience” (a week-long seminar) | 749 experienced managers | the United States | N managers made most effective decisions; S managers made least effective decisions. |
| Houtz et al. (1994) | Creative thinking | The Torrance Test of Creative Thinking (Torrance, 1984) | 46 pre-service teachers | the United States | N+, P+; S−, J− |
| Kagan and Smith (1988) | Teachers' classroom behaviors | Teacher Structure Checklist (Webster, 1972), records of the frequency of six types of verbal behaviors, and a classroom map | 51 kindergarten teachers | the United States | N+, P+ positively with child-centered; S+, J+ negatively with teacher-centered |
| MacDonald et al. (1994) | Big 5 PTs | NEO-PI - Form S (Costa and McCrae, 1985) | 209 university students | Canada | N+; S− with openness |
| Mills (2003) | Teaching excellence | Award-winning versus non-award-winning | 63 exemplary teachers and 1,128 middle school teachers | the United States | Compared with the normative teachers, the exemplary teachers were more intuitive but less sensing |
| **1 Moutafi et al. (2007) | Organizational seniority | Self-reported managerial level | 900 adults | the United Kingdom | N+; S− |
| Munro et al. (2012) | Character strengths | The Values in Action Inventory of Strengths (Peterson and Seligman, 2004) | 69 pre-service teachers | South Africa | N+; S− with transcendence |
| Overbay et al. (2009) | Dispositional resistance to change | The Resistance to Change Scale (Oreg, 2003) | 237 elementary and middle school teachers | the United States | N−; S+ |
| Purcell and Wilcox (2007) | Satisfaction in using educational technology | A short reflection paper | 56 pre-service teachers | the United States | N+; S− |
| Quenk (1966) | Optimism | Daydreams recorded over 10 days | 57 adults | the United States | N+ |
| Reid (1999) | Job Satisfaction | the Maslach Burnout Inventory - Form Ed (Maslach and Jackson, 1981) | 189 female elementary school teachers | the United States | N+ |
| Ross et al. (2005) | Dogmatism | The Troldahl-Powell Dogmatism Scale (1965) | 422 female pre-service teachers | the United Kingdom | N−, P−; S+, J+ |
| Rushton et al. (2006) | Teaching excellence Award-winning versus non-award-winning | 39 school district-level Teacher of the Year (ToY) recipients; | 993 school teachers | the United States | ToY recipients: N+, P+; Normative teachers: S+, J+ |
| Rushton et al. (2007) | Teaching excellence | Award-winning versus non-award-winning | 58 exemplary teachers; 993 school teachers | the United States | The exemplary teachers were more intuitive and perceiving than the two “normative” groups |
| PUSchmidt (1989) | Teaching behaviors | the researcher's live observation of a one-hour lesson of each participant | 43 graduate associate instructors | the United States | N+; S− with reinforcement, approval, and teacher modeling; J+; P- with reinforcement (unexpected) |
| Smith et al. (1995) | Willingness to use educational technology | A 20-item questionnaire (Callister and Burbules, 1990) | 138 teachers | the United States | N+; S− |
| Srivastava et al. (2010) | Creativity | the Barron-Welsh Art Scale (Barron, 1963), the Adjective Checklist Creative Personality Scale (Gough, 1979), and the Torrance Tests of Creative Thinking - Figural and Verbal versions (Torrance, 1990) | 32 bipolar disorder patients, 21 unipolar major depressive disorder patients, 22 creative controls, and 42 healthy controls | the United States | N+; S− |
| Non−sig.Vaughan and Knapp (1963) | Pessimism | 25 items describing an optimistic and a pessimistic outlook | 75 male undergraduates | the United States | Not statistically significant |
| Walla (1988) | Congenial classroom environment | Classroom Environment Index (long form, CEI-971) - students' evaluation of teachers | 34 vocational teachers and 638 vocational students | the United States | N+, P+; S−, J− teachers |
| PUWatson and Hillison's (1991) | Job Satisfaction | The Minnesota Satisfaction Questionnaire (Weiss et al., 1967) | 63 teachers | the United States | S−-P− (P− unexpected) |
| Yang and Lin (2004) | Creativity | the Chopsticks Creativity Test (Wu, 1998) | 1119 male students of a senior high school | Taiwan | N+; S− |
| Carless (1999) | Big 5 PTs | The NEO-PI-R (Costa and McCrae, 1992) | 139 working adults and students | Australia | A+ with openness (for both genders); A+ with openness (for males) |
| Costa et al. (1984) | Big 3 Personality traits | The Neuroticism-Extraversion-Openness Inventory (Costa and McCrae, 1980) | 394 adults | the United States | A+; C− with openness (for both gemders) I+ with openness (for females) |
| De Fruyt and Mervielde (1997) | Big 5 PTs | The NEO-PI-R (Costa and McCrae, 1992) | 934 university students | Belgium | A+; I+ with openness |
| Fu (2017) | Achievement motivation | The Achievement Motivations Measure - Revised (Elliot and Murayama, 2008) | 282 university students | mainland China | I+ with performance approach; C+ with mastery avoidance and performance avoidance |
| Gade et al. (1988) | Educational satisfaction | Survey of Study Habits and Attitudes (Brown and Holtzman, 1967) | 596 Native American school students | Canada | I+; R− |
| Gottfredson et al. (1993) | Big 5 PTs | The NEO-PI (Costa and McCrae, 1985) | 725 Navy trainees | the United States | A+ with openness (for both males and females) I+ with openness (for females). |
| Holland et al. (1994) | Big 5 PTs | The NEO-PI (Costa and McCrae, 1989) | 298 adults | the United States | A+; I+ with openness (both genders); I− with neuroticism (males) |
| Kelly and Kneipp (2009) | Creativity | Scale of Creative Attributes and Behaviors (Kelly, 2004) | 115 undergraduate students | the United States | A+ with all five creativity components. R+ with spontaneity |
| Larson and Borgen (2002) | Big 5 PTs | The NEO-PI-R (Costa and McCrae, 1992) | 323 adolescents | the United States | A+; I+ with openness |
| Schinka et al. (1997) | Big 5 PTs | The NEO-PI-R (Costa and McCrae, 1992) | 1,034 working adults | the United States | A+; I+; C− with openness |
| Tokar and Swanson (1995) | Big 5 PTs | The NEO Five-Factor Inventory (Costa and McCrae, 1992) | 679 employed adults | the United States | A+; I+; C− with openness |
| Tokar et al. (1995) | Big 5 PTs | The NEO-PI (Costa and McCrae, 1985) | 193 university students | the United States | A+; I+ with openness |
| Wiggins (1976) | Job satisfaction | The Job Satisfaction Blank (Hoppock, 1935) | 110 teachers of the educable mentally disabled | the United States | I+; R−, C− |
| Wiggins et al. (1983) | Job satisfaction | the Job Satisfaction Blank (Hoppock, 1935) | 247 teachers | the United States | I+; R− |
| Zhang (2008) | Big 5 PTs | the NEO-FFI (Costa and McCrae, 1992) | 79 second-year university students | Hong Kong | A+ with openness; C+ with conscientiousness |
FU, Fully unexpected; PU, Partially unexpected; MBTI, Myers-Briggs Type Indicator; N, Intuitive; S, Sensing; P, Perceiving; J, Judging; SDS, Self-Directed Search; SVSDS, Short-version Self-Directed Search; VPI, Vocational Preference Inventory; A, Artistic, I, Investigative, C, Conventional, R, Realistic; Big 5 PTs, Big Five personality traits; NEO-PI, NEO Personality Inventory; NEO-PI-R, NEO Personality Inventory-Revised; +Positively associated with the attribute/outcome variable concerned; and −Negatively associated with the attribute/outcome variable concerned.