Relationships of Myers-Briggs Type Indicator Personality Characteristics and Self-Reported Academic Problems and Skill Ratings with Scholastic Aptitude Test Scores

Abstract

The relationships of students' Scholastic Aptitude Test (SAT) scores with their Myers-Briggs Type Indicator characteristics, self-reported academic problems, and self-ratings in 14 skill areas were studied for 1,902 college students. The purpose was to determine if such personality variables could explain variability in the SAT scores that was independent of gender and high school and college classroom achievement. Results of multiple regression analyses indicated that, after controlling for classroom achievement and gender, the personality variables could explain 21% of the verbal score variance and 8% of the mathematics score variance. The implication is that the existence of personality differences is one reason for not using SAT scores in isolation from actual achievement data when the purpose is to describe the achievement or achievement potential of individuals or groups.