Exploring the "Chilly Classroom" Phenomenon as Interactions Between Psychological and Environmental Types

Abstract

Perceived classroom fit was examined as interactions between learning style and educational climate, as measured by the Myers-Briggs Type Indicator and Salter Environmental Type Assessment. An asymmetrical log-linear analysis of 421 students revealed different patterns of fit. Thinking students of either gender did not indicate a preference for classroom climate. Both feeling men and women reported poorer fit with thinking classrooms. Only feeling women reported better fit in feeling classrooms. Implications for practice are offered.

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