Myers-Briggs Personality Types? How do they matter to our learning advisor role?
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Other Title
Authors
Dai, Hua
Author ORCID Profiles (clickable)
Degree
Grantor
Date
2025-10-23
Supervisors
Type
Journal Article
Ngā Upoko Tukutuku (Māori subject headings)
Keyword
Aotearoa
New Zealand
tertiary students
tertiary learning advisors (TLA)
Myers-Briggs Type Indicator
mindfulness in education
cultural responsiveness
student engagement
New Zealand
tertiary students
tertiary learning advisors (TLA)
Myers-Briggs Type Indicator
mindfulness in education
cultural responsiveness
student engagement
ANZSRC Field of Research Code (2020)
Citation
Dai, H. (2025). Myers-Briggs Personality Types? How do they matter to our learning advisor role? ATLAANZ Journal, 8(1), Article 3. https://doi.org/10.26473/ATLAANZ.2025.1/003
Abstract
This article came about from a conference presentation following a personal experience of the difficulty in communication posed by different Myers-Briggs personality types and the author’s further exploration of their implications in the Tertiary Learning Advisor (TLA) role. Personality types are innately of who learners and TLAs are, thus requiring mindful education as another aspect of the whole person in our TLA work. The article is an exploration of the effect of personality types, further, the cultural factors of both learners and TLAs, as well as learners’ personal life circumstances that may pose difficulties in TLA work and students’ learning. The article further provides insights and solutions to support TLAs to be mindful and accommodating to the different types in themselves and their students to make their work more effective and less stressful for both students and TLAs.
Publisher
Association of Tertiary Learning Advisors of Aotearoa New Zealand (ATLAANZ)
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Link to ePress publication
DOI
https://doi.org/10.26473/ATLAANZ.2025.1/003
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