JOURNAL OF PUBLIC AFFAIRS EDUCATION - National ...

Cognitive Styles Matching: Expanding the Efficacy of Group Work in MPA Courses
Figure 3.
Assignment of students into groups
according to cognitive style
MBTI E I S N T F P J Group #
E S F P/J 7 2 4 3 0 7 4 4 1
I N T/F J 0 7 2 3 2 2 3 4 2
E S T J 5 4 5 1 6 2 4 5 3
I S/N F J 0 8 3 3 3 4 3 6 4
E N F J 6 1 1 6 3 6 3 4 4
E/I S T J 4 4 6 0 7 3 2 6 1
E N F P 6 1 1 6 4 6 7 0 2
E S/N T J 5 3 4 4 8 3 3 5 2
E N F P 7 0 1 6 1 7 6 1 5
E S T J 6 1 8 0 5 2 2 6 5
I S F J 4 5 7 0 1 6 1 7 2
E N T P 5
E S T J 6 1 8 1 8 0 4 5 5
E/I N F P/J 4 4 1 4 3 4 4 4 1
E/I N F P 6 6 0 6 2 9 7 5 3
E S F P 4
I N F J 0 8 0 6 3 6 2 5 3
E/I S T J 4 4 6 0 6 2 1 7 1
E S T J 6 1 6 1 8 1 3 5 2
E/I S T J 4 4 4 3 10 0 2 5 3
I S F J 4 5 3 2 1 6 1 7 5
I S/N F P 1 6 4 4 2 5 7 1 1
I N T P 2 5 1 6 5 4 6 2 3
I S T J 3 6 7 1 6 2 3 5 4
E N F P 6 1 2 5 3 6 4 3 4
Note. The two students missing scores were not present during the
in-class exercise and completed the assessment independently at a
later time. These students reported only their dominant cognitive
styles, without the scores that comprised them, and were assigned
to groups on that basis.
Journal of Public Affairs Education 499