Abstract

The stability of learning style preferences, as measured by the Myers-Briggs Type Indicator (MBTI) and Learning Style Inventory (LSI), was examined using a configural frequency analysis of differences. Thirteen cohorts (222 graduate students) completed the instruments 3 times during their programs. Implications for use of learning style measures are discussed.

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Additional Information

ISSN
1543-3382
Print ISSN
0897-5264
Pages
pp. 173-184
Launched on MUSE
2006-03-08
Open Access
No
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