[{"data":1,"prerenderedAt":-1},["ShallowReactive",2],{"detail-sidebar-cat-0-en-105":3,"doc-seo-293624-105":59,"doc-detail-293624-en":131},{"code":4,"msg":5,"data":6},0,"success",[7,13,18,23,28,33,38,43,48,51,55],{"id":8,"doc_module":4,"doc_module_name":9,"category_name":10,"show_sort_weight":11,"slug":12},1,"Document","Story & Novel",90,"story-novel",{"id":14,"doc_module":4,"doc_module_name":9,"category_name":15,"show_sort_weight":16,"slug":17},2,"Literature",80,"literature",{"id":19,"doc_module":4,"doc_module_name":9,"category_name":20,"show_sort_weight":21,"slug":22},4,"Exam",70,"exam",{"id":24,"doc_module":4,"doc_module_name":9,"category_name":25,"show_sort_weight":26,"slug":27},5,"Comic",60,"comic",{"id":29,"doc_module":4,"doc_module_name":9,"category_name":30,"show_sort_weight":31,"slug":32},6,"Technology",50,"technology",{"id":34,"doc_module":4,"doc_module_name":9,"category_name":35,"show_sort_weight":36,"slug":37},7,"Healthcare",40,"healthcare",{"id":39,"doc_module":4,"doc_module_name":9,"category_name":40,"show_sort_weight":41,"slug":42},8,"Research & Report",30,"research-report",{"id":44,"doc_module":4,"doc_module_name":9,"category_name":45,"show_sort_weight":46,"slug":47},9,"Religion & Spirituality",20,"religion-spirituality",{"id":46,"doc_module":4,"doc_module_name":9,"category_name":49,"show_sort_weight":46,"slug":50},"World Cup","world-cup",{"id":52,"doc_module":4,"doc_module_name":9,"category_name":53,"show_sort_weight":52,"slug":54},10,"Lifestyle","lifestyle",{"id":56,"doc_module":4,"doc_module_name":9,"category_name":57,"show_sort_weight":24,"slug":58},19,"General","general",{"code":4,"msg":60,"data":61},"ok",{"site_id":62,"language":63,"slug":64,"title":65,"keywords":66,"description":67,"schema_data":68,"social_meta":124,"head_meta":126,"extra_data":128,"updated_unix":130},105,"en","personality-type-preferences-of-the-adult-basic-education-and-high-school-equivalency-student-in-southwest-iowa-and-implications-for-the-selection-of-appropriate-teaching-methods-and-techniques","PERSONALITY TYPE PREFERENCES OF THE ADULT BASIC EDUCATION AND HIGH SCHOOL EQUIVALENCY STUDENT IN SOUTHWEST IOWA AND IMPLICATIONS FOR THE SELECTION OF APPROPRIATE TEACHING METHODS AND TECHNIQUES","","This study investigates differences in personality among adult basic education students and the general population, and compares adult basic education students with one another by reading ability, gender, reason for returning to school, referral source, reason for leaving formal schooling, age, and preferred method of instruction. Fifty-eight students enrolled in an adult learning center completed the MBTI and a demographic questionnaire. SPSS was used for analysis, and results indicate similar characteristics to at-risk youth, with more introverts and perceptives, especially ISPs, and no significant demographic differences.",{"@graph":69,"@context":123},[70,84,106],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/personality-type-preferences-of-the-adult-basic-education-and-high-school-equivalency-student-in-southwest-iowa-and-implications-for-the-selection-of-appropriate-teaching-methods-and-techniques/293624/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/personality-type-preferences-of-the-adult-basic-education-and-high-school-equivalency-student-in-southwest-iowa-and-implications-for-the-selection-of-appropriate-teaching-methods-and-techniques/293624.png","ImageObject",300,407,{"name":92,"@type":93},"วิน","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-11-03","2026-09-17",true,{"@type":102,"interactionType":103,"userInteractionCount":105},"InteractionCounter",{"@type":104},"ViewAction",12,{"@type":107,"mainEntity":108},"FAQPage",[109,115,119],{"name":110,"@type":111,"acceptedAnswer":112},"What personality framework does the study use to assess adult basic education students?","Question",{"text":113,"@type":114},"The study uses the MBTI (Myers-Briggs Type Indicator) to assess personality type preferences. It is administered along with a demographic questionnaire.","Answer",{"name":116,"@type":111,"acceptedAnswer":117},"Which variables are compared across students and against the general population?",{"text":118,"@type":114},"Comparisons include reading ability, gender, reason for returning to school, referral source, reason for leaving formal schooling, age, and preferred method of instruction.",{"name":120,"@type":111,"acceptedAnswer":121},"What are the main findings about the students’ personality distribution?",{"text":122,"@type":114},"The findings show the students have characteristics similar to studies of at-risk youth, with a larger percentage of introverts and perceptives, and the greatest number being ISPs.","https://schema.org",{"og:url":83,"og:type":125,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":127,"canonical":83},"index,follow",{"doc_id":129,"site_id":62},293624,1789666569,{"code":4,"msg":5,"data":132},{"doc_id":129,"user_id":133,"nickname":92,"user_avatar":134,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":135,"file_id":136,"file_url":137,"file_type":138,"file_size":139,"view_count":105,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":140,"language":141,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":142,"faqs":143,"seo_title":144,"seo_description":67,"update_tm":130,"read_time":145,"preview_page_count":4},2336475104736,"https://ap-avatar.wpscdn.com/avatar/22000c4c5e0e5b17e70?x-image-process=image/resize,m_fixed,w_180,h_180&k=1786591360781797222","PERSONALITY TYPE PREFERENCES OFTHE ADULT BASIC EDUCATION AND HIGHSCHOOL EQUIVALENCY STUDENT IN SOUTHWESTIOWA AND IMPLICATIONS FOR THE SELECTIONOF APPROPRIATE TEACHING METHODS AND TECHNIQUES  \nA ThesisPresented toThe School of EducationDrake University  \nIn Partial Fulfillmentof the Requirements for the DegreeSpecialist in Education  \nby  \nMarie E.Elkin  \nAugust 1991  \nPERSONALITY TYPE PREFERENCES OF//  \nTHE ADULT BASIC EDUCATION AND HIGHSCHOOL EQUIVALENCY STUDENT IN SOUTHWESTIOWA AND IMPLICATIONS FOR THE SELECTIONOF APPROPRIATE TEACHING METHODS AND TECHNIQUES  \nby  \nMarie E.Elkin  \nApproved by Committee:  \nCharles  \nDF.Charles Greenwood,Chair  \nJames L.RomigDean of the School of Education  \nLOCKERI99.E522.2  \nACA 49104  \nPERSONALITY TYPE PREFERENCES OFTHE ADULT BASIC EDUCATION AND HIGHSCHOOL EQUIVALENCY STUDENT IN SOUTHWESTIOWA AND IMPLICATIONS FOR THE SELECTIONOF APPROPRIATE TEACHING METHODS AND TECHNIQUES  \nAn abstract of a Thesis byMarie E.ElkinAugust 1991Drake UniversityAdvisor:  Dr.Charles Greenwood  \nThis study investigates the differences in personality ofadult basic education students and the general popula-tion.  It also compares these students to each other inrelation to reading ability,gender,reason for returningto school,referral source,reason for leaving formal  \nschooling,age,and preferred method of instruction.  Fifty-eight adult basic education students enrolled in an adultlearning center were given the MBTI and a demographic ques-tionnaire.  The Statistical Package for Social Sciences(SPSSX)was utilized.  The findings indicated that thesestudents have similar characteristics to those in studiesconducted with at risk youth.  There are a larger percentageof introverts and perceptives than found in the generalpopulation with the greatest number being ISPs.There were,however,no significant differences found in the demographiccomparison.  This information concludes that a variety ofinstructional methods are needed in order to create suc-cessful outcomes。  \n3论  \nTABLE OF CONTENTS  \nLIST OF TABLES .····...............   6Page  \nChapter  \nI.  INTRODUCTION ..................   9Background of the Problem ............   9Statement of Problem ··............   12Statement of Purpose and Objectives .......   13Significance of the Study............   14Limitations of Study ..............   15Definition of Terms ...............   16II.  REVIEW OF THE LITERATURE ............   21Type Theory and Individual Differences .....21Characteristics of Type/Temperament .......23Type in Education ......·.........28Learning Styles .................30Adult Basic Education Overview .........36The GED Program .·...............38Adult Basic Education Student Profile.  .....40Student Participation .·...···.··.·.42Current Adult Basic Education Assessment ..  .  .43Assumptions ..............·..·.   45III.  DESIGN OF THE STUDY.....·.......·.    47Introduction   ·················  47Research Hypothesis .··············   47Subjects   ···················  49Instrumentation .················    49Preparation of the Demographic Instrument ····   51Collection of Data .··············   52Analysis of Data ················   53IV.ANALYSIS OF THE DATA .........··.·.  54Introduction and Organizational Statements.··  54Survey Demographics ...············   54  \nFindings Related to the Question …………………………………………58  \n58  \nQuestion 1……………………………………………………………………………………58  \nQuestion 2 .· ······ ·· ………………………………………62  \nQuestion 3 . ·.· ·... .. ……………………………………64  \nQuestion 4 ………………………………………………………………………………………………67  \nQuestion 5 .... …………………………………………………………………………70  \nQuestion 6 . ....... ………………………………………………73  \nQuestion 7 . …………………………………………………………………………………………76  \nQuestion 8 . …………………………………………………………………………………………79  \nSummary of Tables ……………………………………………………………………………………82  \nV. SUMMARY, CONCLUSIONS,DISCUSSION,AND  \nRECOMMENDATIONS ... ..... .. …………………………………83  \nIntroduction………………………………………………………………………………………83  \nSummary of Findings ……………………………………………………………………………………83  \nRecommendations……","cbCaiaKdlK22d91i","https://ap.wps.com/l/cbCaiaKdlK22d91i","pdf",11926604,107,"English","# Table of Contents\n## List of Tables\n## Chapter I. Introduction\n## Background of the Problem\n## Statement of Problem\n## Statement of Purpose and Objectives\n## Significance of the Study\n## Limitations of Study\n## Definition of Terms\n## Chapter II. Review of the Literature\n## Type Theory and Individual Differences\n## Characteristics of Type/Temperament\n## Type in Education\n## Learning Styles\n## Adult Basic Education Overview\n## The GED Program\n## Adult Basic Education Student Profile\n## Student Participation\n## Current Adult Basic Education Assessment\n## Assumptions\n## Chapter III. Design of the Study\n## Introduction\n## Research Hypothesis\n## Subjects\n## Instrumentation\n## Preparation of the Demographic Instrument\n## Collection of Data\n## Analysis of Data\n## Chapter IV. Analysis of the Data\n## Introduction and Organizational Statements\n## Survey Demographics\n## Findings Related to the Question\n## Summary of Tables\n## Chapter V. Summary, Conclusions, Discussion, and Recommendations\n## Introduction\n## Summary of Findings\n## Recommendations\n## Suggestions for Future Studies\n## Conclusions\n## References\n## Appendix","[{\"question\":\"What personality framework does the study use to assess adult basic education students?\",\"answer\":\"The study uses the MBTI (Myers-Briggs Type Indicator) to assess personality type preferences. It is administered along with a demographic questionnaire.\"},{\"question\":\"Which variables are compared across students and against the general population?\",\"answer\":\"Comparisons include reading ability, gender, reason for returning to school, referral source, reason for leaving formal schooling, age, and preferred method of instruction.\"},{\"question\":\"What are the main findings about the students’ personality distribution?\",\"answer\":\"The findings show the students have characteristics similar to studies of at-risk youth, with a larger percentage of introverts and perceptives, and the greatest number being ISPs.\"}]","PERSONALITY TYPE PREFERENCES OF THE ADULT BASIC EDUCATION AND HIGH SCHOOL EQUIVALENCY STUDENT IN SOUTHWEST IOWA AND IMPLICATIONS FOR THE SELECTION OF APPROPRIATE TEACHING METHODS AND TECHNIQUES | PDF",270]