Date of Award

1-2-2015

Document Type

Thesis

Degree Name

Master of Arts (MA)

Specialization

Communication and Leadership

School or Department

School of Leadership Studies

First Advisor

Dr. Michael Hazel

Second Advisor

Dr. David Givens

Abstract

The dichotomy between personality styles and learning styles has been studied extensively in recent decades as researchers have sought to understand the relationship between adult learners and their various modes of instruction. However, this thesis takes a deeper approach by exploring the relationship between the communication traits of a community college student’s personality style and their subsequent performance, preferred method of instruction, and level of learning enjoyment in a face-to-face classroom environment. Utilizing the DiSC behavioral assessment model and the associated communication traits of each of the four associated behaviors, 205 community college students were surveyed for this analysis. Leveraging Berger’s Uncertainty Reduction Theory and Sherif’s Social Judgment Theory as the theoretical basis for this research, the resulting findings of this study found no obvious relationships between a community college student’s personality style and their subsequent performance, preferred method of instruction, or level of learning enjoyment. However, several themes were gleaned from this exploratory research and should be considered for future study.

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