Many studies have shown the validity of the MBTI assessment when used for a variety of purposes:
- Career search (Tinsley, Tinsley, & Rushing, 2002)
- Dealing with conflict (Kilmann & Thomas, 1975; Insko et al., 2001; Mills, Robey, & Smith, 1985)
- Decision making (Gallen, 2006; Haley & Stumpf, 1989; Hough & Ogilvie, 2005)
- Interplay of occupational and organizational membership (Bradley-Geist & Landis, 2012)
- Health, well-being, coping, and stress (Allread & Marras, 2006; Buckworth, Granello, & Belmore, 2002; Du Toit, Coetzee, & Visser, 2005; Horacek & Betts, 1998; Short & Grasha, 1995)
- Relationship with occupational interests (Briggs, Copeland, & Haynes, 2007; Fleenor, 1997; Garden, 1997)
- Ratings of transformational leadership (Brown & Reilly, 2009; Hautala, 2005, 2006; Sundstrom & Busby, 1997)
- Use of technology, email, and social media (Bishop-Clark, Dietz-Uhler, & Fisher, 2006-2007; Bowen, Ferguson, Lehmann, & Rohde, 2003; Hackston & Dost, 2016; Weber, Schaubhut, & Thompson, 2011)
- Working in teams (Amato & Amato, 2005; Choi, Deek, & Im, 2008; Glaman, Jones, & Rozelle, 1996; Hammer & Huszczo, 1996; Schullery & Schullery, 2006)
References
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Amato, C. H., & Amato, L. H. (2005). Enhancing student team effectiveness: Application of Myers-Briggs personality assessment in business courses. Journal of Marketing Education, 27, 41-51. doi: 10.1177/0273475304273350
Bishop-Clark, C., Dietz-Uhler, B., & Fisher, A. (2006-2007). The effects of personality type on web-based distance learning. Journal of Educational Technology Systems, 35(4), 491-506. doi: 10.2190/DG67-4287-PR11-37K6
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