Identification of Learning Styles Strategies Which Enable College Students with Differing Personality Temperaments to Cope with Learning Blocks

The purpose of this study was to identify the major coping strategies which college students with different personality temperament used to deal with their learning blocks. Students\u27 temperament type was obtained from the pool of the Myers-Briggs Type Indicator results available at the Agricultural College, UN-L. An instrument measuring learning blocks was designed and administered in the Fall, 1987. The Coping strategy Inventory (CSI) was developed and administered in the spring, 1988. One hundred and twenty seven agricultural college students responded to the first phase of the study, and 230 agricultural college students took the CSI. The Statistical package for the Social Science (SPSS-X) was used in the following data analysis: Spearman-Brown correlation, t-test, ANOVA with Fisher LSD Post Hoc Test, Kruskal-Wallis one way ANOVA, and descriptive statistics. Findings: One temperament type significantly differed from other type(s) with respect to 9 learning blocks. The top serious learning blocks for each type were also reported. 2. Six learning blocks showed significant correlation with GPA. 3. No significant relationships were found between students\u27 responses to the learning blocks and their completed credit hours. 4. One temperament type significantly differed from other types(s) with respect to 30 coping strategies of the CSI. 5. Students\u27 GPA had a significant relationship with 27 coping strategies. 6. There was a significant relationship between students\u27 responses toward only 4 coping strategies and their completed credit hours. 7. Male and female students showed significantly different responses in utilizing 16 coping strategies. 8. The students\u27 age was significantly correlated with only six coping strategies. 9. It was found that the CSI had items from the lowest to the highest level of contribution to students’ cognitive development. Recommendations for practical application were provided for advisers, counselors, administrators, and instructors. Recommendations were also suggested for further research study