Exploring the "Chilly Classroom" Phenomenon as Interactions Between Psychological and Environmental Types

Perceived classroom fit was examined as interactions between learning style and educational climate, as measured by the Myers-Briggs Type Indicator and Salter Environmental Type Assessment. An asymmetrical log-linear analysis of 421 students revealed different patterns of fit. Thinking students of either gender did not indicate a preference for classroom climate. Both feeling men and women reported poorer fit with thinking classrooms. Only feeling women reported better fit in feeling classrooms. Implications for practice are offered.