Unique references27
PERSONIUM RESEARCH VAULT
Evidence & References
Explore the research behind the study strategies.
All recommendations presented on this website were developed through a Systematic Literature Review (SLR) of studies examining MBTI personality preferences, learning preferences, study habits, and educational strategies. The findings of the reviewed studies were synthesized and used as the basis for the educational content and evidence-informed study strategy recommendations provided on this website.
The recommendations are intended to provide evidence-informed study approaches that students may explore based on their MBTI preference dimensions. The recommendations do not imply that a particular study strategy is suitable for all individuals with the same MBTI preference. Instead, they are presented as possible approaches that students may try and adapt according to their individual learning needs and experiences.
Year span1978–2026
Research focusMBTI + learning
MethodSLR synthesis
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Reference Library
References
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Alseitova, A., Oliveira, W., Li, Z., Shi, L., & Hamari, J. (2024). The relationship between students’ Myers-Briggs Type Indicator and their behavior within educational systems. In Z. Altinay, M. Chang, R. Kuo, & A. Tlili (Eds.), Proceedings of the 2024 IEEE International Conference on Advanced Learning Technologies (ICALT 2024) (pp. 3–7). IEEE. https://doi.org/10.1109/ICALT61570.2024.00008
Ayoubi, R. M., & Ustwani, B. (2014). The relationship between students’ MBTI preferences and academic performance at a Syrian university. Education + Training, 56(1), 78–90. https://doi.org/10.1108/ET-09-2012-0090
Awang, H., Dollah, A., Yusof, Y., Hanafi, N. M., & Faiz, N. S. M. (2017). Personality and learning styles towards the practical-based approach. International Journal of Information and Education Technology, 7(7), 539–542. https://doi.org/10.18178/ijiet.2017.7.7.926
Conti, G. J., & McNeil, R. C. (2024). The association of personality characteristics with learning strategy preferences. Journal of Education and Learning, 13(2), 1–18. https://doi.org/10.5539/jel.v13n2p1
Credé, M., & Kuncel, N. R. (2008). Study habits, skills, and attitudes: The third pillar supporting collegiate academic performance. Perspectives on Psychological Science, 3(6), 425–453. https://doi.org/10.1111/j.1745-6924.2008.00089.x
Emerson, T. L. N., English, L., & McGoldrick, K. (2016). Cooperative learning and personality types. International Review of Economics Education, 21, 21–29. https://doi.org/10.1016/j.iree.2015.12.003
Jirásek, I., Janošíková, T., Sochor, F., & Češka, D. (2021). Some specifics of Czech recreation and leisure studies’ students: Personality types based on MBTI. Journal of Hospitality, Leisure, Sport & Tourism Education, 29, 100315. https://doi.org/10.1016/j.jhlste.2021.100315
Jung, Y. S. (2025). Perception of class effects, teaching methods and feedback by MBTI personality dimension among students at the University of Education. Korean Journal of Teacher Education, 41(1). https://doi.org/10.14333/KJTE.2024.41.1.08
Kim, M., Roh, S., & Ihm, J. (2018). The relationship between non-cognitive student attributes and academic achievements in a flipped learning classroom of a pre-dental science course. Korean Journal of Medical Education, 30(4), 339–346. https://doi.org/10.3946/kjme.2018.109
Krasner, H., Yim, L., & Simanton, E. (2024). The Myers-Briggs Type Indicator association with United States medical student performance, demographics, and career values. BMC Medical Education, 24, 1293. https://doi.org/10.1186/s12909-024-06297-y
Larson, K. M. (1984). The interrelation of personality type with study habits and attitudes of college students [Master’s thesis, University of Saskatchewan]. University of Saskatchewan Repository.
Le, T. T., Nguyen, A. T., Thieu, T. H. Y., Phuong, H. Y., Huynh, T. A. T., Nguyen, H. T., & Pham, T. T. (2023). Unlocking the secrets of introverted students: A mix of methods to comprehend their English language learning strategies. Multicultural Education, 9(6), 1–12. https://doi.org/10.5281/zenodo.8003449
Le, T. T., Nguyen, A. T., Thieu, T. H. Y., Phuong, H. Y., Pham, T. T., Huynh, T. A. T., & Nguyen, H. T. (2023). Unveiling the linguistic landscape: The gendered impacts on language learning strategies for introverted learners. International Journal of Educational Methodology, 9(4), 711–723. https://doi.org/10.12973/ijem.9.4.711
Lee, & Byun. (2020). An exploratory study on learning methods according to MBTI personality types and academic achievement of high school students. The Korean Journal of Educational Methodology Studies, 32(1), 69–?. https://doi.org/10.17927/tkjems.2020.32.1.69
Moody, R. (1993). Motivation, learning strategies, and personality. Journal of the Freshman Year Experience, 5(1), 37–75. https://sc.edu/about/offices_and_divisions/national_resource_center/publications/search/details.php?id=2204
Murphy, L., Eduljee, N. B., Croteau, K., & Parkman, S. (2020). Relationship between personality type and preferred teaching methods for undergraduate college students. International Journal of Research in Education and Science, 6(1), 100–109. https://files.eric.ed.gov/fulltext/EJ1229010.pdf
Myers, I. B., McCaulley, M. H., Quenk, N. L., & Hammer, A. L. (1998). MBTI manual: A guide to the development and use of the Myers-Briggs Type Indicator instrument (3rd ed.). Consulting Psychologists Press. https://www.themyersbriggs.com/en-us/support/mbti-facts
Omar, E. (2017). Perceptions of teaching methods for preclinical oral surgery: A comparison with learning styles. The Open Dentistry Journal, 11, 109–119. https://doi.org/10.2174/1874210601711010109
Rinjeni, T. P., Rakhmawati, N. A., & Nadlifatin, R. (2024). Design of academic gamification model based on Myers-Briggs Type Indicator (MBTI) through pre-experimental design. Journal of Information Technology Education: Research, 23, Article 18. https://doi.org/10.28945/5314
Robyak, J. E., & Downey, R. G. (1978). Effectiveness of a study skills course for students of different academic achievement levels and personality types. Journal of Counseling Psychology, 25(6), 544–550. https://doi.org/10.1037/0022-0167.25.6.544
Serli, S. (2026). The analysis of EFL students’ learning strategy based on their Myers–Briggs Type Indicator (MBTI) of 5th semester at the English Education Study Program in UIN Raden Intan Lampung, academic year 2025/2026 [Undergraduate thesis, UIN Raden Intan Lampung]. UIN Raden Intan Lampung Repository. https://repository.radenintan.ac.id/44167/1/PUSAT%201%202%20SERLI.pdf
Smail, L. (2017). Using Bayesian networks to understand relationships among math anxiety, genders, personality types, and study habits at a university in Jordan. International Journal of Research in Education and Science. https://eric.ed.gov/?id=EJ1173638
Susilawati, C. D. K., & Debbianita, D. (2024). The effect of MBTI learning style preferences on accounting student academic achievement. Journal of Accounting for Sustainable Society, 16(2). https://doi.org/10.17509/jaset.v16i2.81653
Talib, N. A., Samsudin, N. F. A., & Zin, N. M. (2021). Personality types and undergraduates’ learning styles. Selangor Humaniora Review, 5(2), 217–225. https://share.journals.unisel.edu.my/index.php/share/article/view/204
Vakilifard, A., & Heydari Khosro, P. (2022). Investigating the relationship between personality type, learning styles and strategies in Chinese learners of the Persian language. Language Related Research. https://lrr.modares.ac.ir/article_7083.html?lang=en
Yin, W., Suryanti, S., & Kotirum, C. (2025). Exploring individualized teaching strategies in vocational college students’ employment courses based on MBTI personality. African Educational Research Journal, 13(3), 362–370. https://files.eric.ed.gov/fulltext/EJ1484751.pdf
Zhou, X. (2025). Empirical study on how MBTI personality types influence English listening learning strategies of English majors. International Journal of Education and Humanities, 20(2), 6–11. https://doi.org/10.54097/7pm64b17
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