psychological preconditionds of life-long learning

©Project proposal 1

BULGARIAN ACADEMY OF SCIENCES

INSTITUTE OF PSYCHOLOGY

PSYCHOLOGICAL PRECONDITIONDS

OF LIFE-LONG LEARNING

Eliana Pencheva, Plamen Mateev, Emilia Chengelova, Eva Papazova, Margarita Bakracheva, Diana Bakalova, Bistra Mizova,

Diana Nacheva

Sofia

2009


C O N T E N T S

State of the scientific research in the respective research field in Bulgaria and abroad and point out the topicality of the project

theme

3

Project Objectives 4

Project Implementation Description

Research Tasks; Methodology; Types of Activities; Roles of individual participants and participant

organizations in terms of project implementation.

5

Expected results and effects from project implementation, knowledge transfer potential, practical applicability of results

9

Dissemination of Results Plan 11

Project Activities Sustainability Plan following project

completion

12

Project Management 12


State of the scientific research in the respective research field in Bulgaria and abroad and point out the topicality of the project theme

The dynamic socio-economical, political and technological changes presume

adaptation, innovation and perfection of knowledge, competencies and life skills in due

time. The postmodern world, characterized with complexity, globalization, dynamic and

pluralism, impose the need of new kind of competencies and work environment. Personal

and professional success is considered function of learning and development during the

whole life. According to the contemporary conceptions in psychology, learning is a

dynamic process of individual construction and reconstruction of knowledge, skills,

competencies, values and attitudes, in order professional and personal development to be

achieved (Pankratius & Young, 1995). The term “self-directed learning” is imposed

increasingly, and the accent is on the idea that the main objective of each modern

education, notwithstanding whether it involves children or adults, is to promote the

development of self-regulation skills and to develop attitudes to life-long learning (LLL)

(Tzvetkova, 2001; Yankulova-Tzvetkova, 2006; Puustinen & Pulkkinen, 2001). It covers

the institutionalized learning, learning with work activities and all forms of free time

learning, e.g. it involves the whole spectrum of learning – formal, informal and self-

directed. (OEDC, 2007). During the few last decades, the more and the more authors pay

attention to the influence of personal characteristics on patterns of learning (Kanuka &

Nocente, 2003; Myers et al., 1998; Pencheva, 2006; Pencheva et al., , 2008 ). Jung,

Myers and Briggs type theory ensure adequate frame for conceptualization of many

aspects of learning process, since it reflects the stylistic characteristics of the process. In

its contemporary form, the theory includes four constitutionally predetermined bipolar

dimensions, defined as attitudes and functions. The attitudes represent the readiness of

psyche to function and react in a certain way. Attitudes are related to the dyads

Extraversion (E)/ Introversion (I), which reflects the opposed directions of our attention

and Judging (J)/ Perceiving (P), which determines the polar ways of preference for


construction of our life. The functions are specific forms of psyche activity and they are

represented in two pairs Sensing (S)/Intuition (N) as opposed ways of perceiving

information, and Thinking (T)/ Feeling (F) as polar ways of decision-making.

Combinations of these preferences generate four-letter formula, indicating the 16

psychological types (Myers et al, 1998; Pencheva, 2006). Rich empirical material

supports the assumption that each of the psychological dimensions and their various

combinations have specific influence on perceiving and mastering knowledge, skills,

values and attitudes. Learning preferences often relate to the four basic dimensions –

Extraversion (E) / Introversion (I); Sensing (S) / Intuition (N); Thinking (T) / Feeling (F);

Judging (J) / Perceiving (P); psychic functions combinations (ST,SF,NF,NT), referred to

learning styles, as well as to the psychological type. Results from numerous studies

reveal that motivation to study and results depend on the degree, to which learning

environment, contents and methods of teaching correspond to personal preferences of the

trainees (Keirsy& Bates, 1984, Lawrence, 1995, Kochankovski, 2004, Fallan, 2006). The

direct relation between the psychological type and development of the skills for life-long

learning is further discussed (Kreber, 1998).

Contemporary approach to life-long learning has special focus on individual

creativeness (OEDC, 2007). Researchers widely support the position that there are some

patterns of individual characteristics, which determine the creative functioning (Houtz et

al., 2003). Studies in this line consistently support the relation between intuition and

creativity (Montgomery & Bull, 1993; Wolfradt & Pretz, 2001; Pencheva & Vasileva,

2004). Psychological type paradigm relates creativeness not solely to the psychological

type, but also to perceiving preference (Р), which suggests curiosity and receptivity

(Мyers et al., 1998).

Type dynamics suggests different process of development and use of each function and

attitude, thus imposing the need of studying learning styles and creative capacity as basic

indicators of the natural, constitutionally determined approach to life-long learning.

Project Objectives The studies in the psychology of learning till now fail to focus enough on adults

and on the comparison of the learning approaches specific for children, adolescents and


adults (Bowels, 2004). Furthermore, creative capacity development trajectory as

precondition for development of skills and motivation to lifelong learning are also not

well studied. Interest of identification and development of human potential for life-long

learning among Bulgarians motivates this project. Conceptual framework of this project

is Jung’s theory of psychological type and his concept of life-long individual maturation

referred to as “individuation”. Psychological development attains two targets - perfection

and completion, a concept, directly related to the processes of “teaching” and “learning”.

Perfection relates to the individual strive to develop natural gifts and skills to maximum

but completion, on its part relates to the continuity of the development process in order to

facilitate the less preferred potential skills (Jung, 1995). Cross-cultural comparisons

made in collaboration with foreign researchers implemented by three of the authors of

this project has outlined some typical for Bulgarian population trends, related to learning

preferences (Pencheva, 2006; Pencheva, Papazova, Kochankovski, 2008; Pencheva et

al., 2008; Pencheva et al., 2007). Extension and deepening of this research tradition is

rather actual both for psychological and educational theory and practice.

The objective of the project is to identify the natural preferences of learning in

different age groups between 16 to 65 years old. The specificity of age, gender, education

and profession on them will be outlined. On these grounds an individual technology will

be implemented, aiming to improve the quality of life-long learning in two steps,

harmonized with Jung’s concept of the two developmental tasks - perfection and

completion. First step relates to the improvement of the learning skills resulting from

natural preferences of the individuals and the second one – to extension and enrichment

of their repertoire with new skills, less preferred (i.e. not constitutionally determined),

which, however are rather worthy for mastering the various innovations and in different

terms and conditions.

Project Implementation Description

Research Tasks

Conceptualization of the basic life-long learning psychological markers

Identification of the psychological type, learning style and creative potential of

the whole sample in order to outline the Bulgarian patterns of learning preferences


Cross-cultural comparison of the basic typological dimensions

Tracing out of the age dynamics of psychological type, learning style and creative

potential distribution

Study of the influence of factors “gender”, “education” and “profession” on the

studied dimensions.

Methodology Myers-Briggs Type Indicator (МBTI), form G (Bulgarian adaptation of E. Pencheva)

(Pencheva & Kazandjiev, 2001). It is construed by K. Briggs and I. Myers and represent

operationalization of the typology theory originated by C. Jung. The questionnaire

identifies four constitutionally determined preferences, organized in two dichotomous

pairs of functions. One pair of preferences (Extraversion and Introversion) determines the

general disposition of the personality and the other one (Perceiving and Judging) relates

to the lifestyle. One of the pairs of psychic functions (Sensing and Intuition) relates to the

manner of perceiving the world and the other (Thinking and Feeling) – is the way of

decision-making. In result from the interactions between psychological preferences and

functions 16 unique combinations are formed, referred to as psychological types and

indicated through letter formula, i.e. INFJ. The Indicator comprises of 126 items,

representing questions and word pairs related to the two poles of the preferred dimension.

Creativity index (MBTI – CI) is measured by formula, comprising the

continuous values of the МВТІ scales and indicates the level of the individual’s creative

potential (Мyers et al., 1998). It is based on the following equation: MBTI-CI = 3SN

(Усещане-Интуиция) + JP (Perceiving-Judging) – EI (Extraversion-Introversion) - .5TF

(Thinking-Feeling).

Types of Activities

Review of the contemporary researches on the topic.

Systematization of information and preparation of literature review.

Design of theoretical model of the research.

Design of formalized mathematical-statistical method of the research.


Assignment of data collection, concerning representative sample comprising 1000

subjects who will be administered МВТІ.

Mathematical and statistical processing of the data collected.

- SPSS;

- SRTT (Selection Ratio Type Table PC Software) – original statistical

software program of САРТ (Center for Application of Psychological

Type)

Analysis and summary of the results

Development of system for training and post-graduate qualification of teachers and adults

trainers to promote and stimulate the LLL process conformed to the age, form and kind of

training.

Development of system for training school counselors and psychologists to identify and

promote LLL skills

Roles of individual participants and participant organizations in terms of project implementation

TEAM І stage ІІ stage

Assoc. Prof. Е.

Pencheva, PhD -

Institute of

Psychology-BAS,

project leader

1. Literary review on the

topic of “Creative potential

and LLL”

2. Theoretical model of the

empirical research

1. Integration of the

individual data sets in

general construction

2. Cross-cultural

comparison of the basic

type dimensions

3. Model of the whole text

4. Design of system for

implementation of the

psychological type model

for LLL skills promotion in

Bulgaria


Assoc. Prof. Plamen

Mateev, PhD – Faculty

of Mathematics and

Informatics, Sofia

University St. Kliment

Ohridski, member

1. Design of formalized

mathematical and statistical

model of the research

1. Consulting on application

of linear models and

regression dependencies of


data processing

Assoc. Prof. Emilia

Chengelova, PhD –

Institute of Sociology-

BAS, member

1. Methodical guide for

preparation of the research

and control on its field

implementation

2.Selection and

appointment of external

contractor for collection of

the initial data from 1000

subjects

3.Organization and

supervision of data output

and preparation of the

system file

1. Methodical guide to the


analysis of the overall

database

Research assoc. Eva

Papazova, PhD,

Institute of

Psychology-BAS,

member


topic of “Different

dimensions of the

psychological type and

LLL“ and “Psychological

type and LLL ”

1. Processing of the data in

two age groups 16 – 20 and

60 – 65 with SRTT

2. Outlining psychological

profiles of each of the two

age groups

Research assoc. M.

Bakracheva, PhD,

Institute of

Psychology-BAS,

member


topic of “Jung’s conception

on individuation in the

context of the modern

theories of development”

1. Processing of the data of

the age group 30 – 39 with

SRTT

2. Outlining the

psychological profile of the


age group

Research assoc. D.

Bakalova, PhD,

Institute of

Psychology-BAS,

member


topic of the

LLL theories



SRTT

2. Outlining the


age group

Bistra Mizova, PhD –

part-time lecturer,

NBU, member

1. Study of the foreign

experience of development

of LLL skills in formal and

informal training



SRTT

2. Outlining the


age group

Diana Nacheva – PhD

student at the Institute

of Psychology-BAS,

member


topic of learning styles



SRTT

2. Outlining the


age group

Expected results and effects from project implementation, knowledge transfer potential, practical applicability of results

In line with project objectives, scientific team expects the following

results and effects from project implementation:

Outlining the psychological profile and learning capacity of all subjects (aged 16

- 65), revealing the cross-cultural differences and Bulgarians specificities in this

respect;

Identification and promotion of the natural preferences for LLL of the different

age groups;


Improving the quality of LLL through widening its repertoire with new and more

efficient skills.

Implementation of conceptual framework for organization of the LLL process,

which will underlie the design and regulation of qualification systems based on

the wide range of learning forms – organized, at work, individual and informal;

Standardization for Bulgaria of the Myers-Briggs Type Indicator (МBTI), form G.

Project implementations shall have positive effect on:

different age groups of trainees – by the means of identification of their

learning preferences and abilities provided for improvement of the existing and

forming new LLL skills;

teachers and lecturers – by the means of training and postgraduate qualification

for employment of methods aiming at development and improvement of the LLL

capacity;

school counselors and psychologists - by the means of their training to identify,

provide professional consulting and develop this capacity in the work with

people of different ages;

contents, structure and organization of the educational system – by the means

of outlining useful guidelines for their improvement and update;

national and European labor market – by the means of proposed adequate

approaches to efficient mastering innovative competences, conforming to the

market demand

Knowledge transfer will run in different levels:

between the younger and the more experienced investigators

In the course of trainees at different age 16-65 years old

In the course of school counselors and psychologists

In the course of teachers and lecturers

In the course of students and Ph.D. students


In the course of the educational institutions (Ministry of Education,

education inspectorates, high schools, universities, training and

prequalification centers).

The project results will be implemented in:

Outlined useful guidelines for improvement and actualization of

content, structure and organization of the educational system, in

accordance with necessities and capacity for LLL in each age group.

Elaborated social and educational programs for adults, e.g. subjects aged 16-65

years, according to the classification of OEDC (2007), aiming at enhancement of

motivation for continuing learning of the basic and of higher organized

competencies for LLL.

Elaborated system for training and postgraduate qualification of teachers and

lecturers in the sphere of formal and informal education for using methods,

aiming to form and perfect the LLL skills.

Elaborated system for training of school counselors and psychologists for

identification, professional consulting and development of these skills.

Formulation of guidelines for implementation of special social and

psychological measures for worth living and higher life activity of adults (60-

65 years old), in accordance with their personal preferences.

Dissemination of Results Plan

Round table for popularization of the results from the research,

conclusions and proposals for modernization of lifelong learning, with

participation of pedagogues, psychologists, representatives of the

educational institutions, branch and non-government organizations.

Articles on type preferences concerning the process of learning and

behavior and related approaches promoting its quality in reputable

Bulgarian and foreign scientific journals.


Presentation of the research results at national and international

scientific forums in view to establish future contacts and collaboration

with experts in this field

Publications in popular editions.

Popularizing project results in the media – press, electronic and Internet

media, including by the means of the project web page, presenting

information about the activities, project results and proposed measures for

promotion of LLL process and improvement of educational practice in this

line;

Publishing and dissemination of advertising materials (posters, leaflets,

brochures), describing the activities, project results and guidelines to update

the educational system among the educational institutions (including Ministry

of Education and Science, educational inspectorates, schools, universities,

colleges, training and qualification centers) and all interested parties;

Trainings, courses, seminars, individual consultations on learning related

problems.

Project Activities Sustainability Plan following project completion

The standardized questionnaire МВТІ will be available for scientific

researches in various psychology areas, thus on the one hand enriching the

psychology instruments in Bulgaria, and on the other hand facilitating the cross-

cultural comparisons of the data collected so far.

Seminars in the form of “experiential learning” for trainers – teachers and

lecturers for implementation of innovations in teaching, based on the needs of the

trainees. These seminars will ensure identification of the individual style of

teaching and its effects on the various categories of trainees. They will be

instructed to accomplish adequate methods for assessment of the trainees needs.

Based on this knowledge, trainers will be competent to promote them and perform

them in their best in their every day behavior in the study rooms. Further, they


will be able to propose different learning approaches from their natural

preferences, but revealing perspectives for efficient and personalized training.

Experiential learning training for school psychologists and

psychologists to identify, provide psychological consulting and develop the LLL

skills

Training of adults aiming development of individually tailored

coping strategies related to aging crises

Implementation of the results from the research into the training

practice with psychology students, teachers, college and university lecturers and

trainers of adults.

Proposal of system of measures for actualization and

modernization of the educational practice in Bulgaria

REFERENCES

Bowels, T. (2004) Adult approaches to learning and associated talents. Australian

Journal of Educational & Developmental Psychology, vol., 4, 1-12.

Fallan, L. (2006). Quality reform: Personality type, preferred learning style and

majors in a business school. Quality in Higher Education, Vol. 12, No 2, 193 – 206.

Houtz, J. et al. (2003). Creative styles and personal type. Creative Research

Journal, 15, 4, 321 – 330.

Jung. C. (1995). Psychological types. Sofia, St. Kliment Ohridski University Press

(in Bulgarian)

Kanuka, H.& N.Nocente (2003). Exploring the effects of personality type on

perceived satisfaction with web-based learning in continuing professional development.

Distance Education., vol.24, 2, 227 - 245.

Keirsy, D. & Bates, M. (1984). Please understand me. (5 th ed.).Del Mar: CA:

Prometheus Nemesis.

Kochankovski, S. (2004) Learning styles, psychological types and school results.

Bitolya, AD “Kiro Dandaro”.(in Macedonian)


Kreber, C. (1998). The relationships between self-directed learning, critical

thinking, and psychological type, and some implications for teaching in higher education.

Studies in Higher Education, vol.23, 1, 1-14.

Lawrence, G. (1995). People types and tiger stripes. Gainesville, Center for

Application of Psychological Type.

Montgomery, D., Bull, K.(1993). Characteristics of the creative person. American

Behavioral Scientist, Vol. 37, Issue 1, p68 –79.

Myers, I., McCaulley M., Quenk, N., Hammer, A. (1998). MBTI manual . A

guide to the development and use of the Myers-Briggs type indicator, third edition, Palo

Alto, Consulting Psychologists Press, Inc.

OEDC (2007). Education and training policy. Qualification systems. Bridges to

life-long learning. Organization for economic co-operation and development. Paris,

OEDC.

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differences in the profiles of pupils and students from Bulgaria and Macedonia. Journal

of BAS, (in Bulgarian)

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in the personal profiles of pupils and students from Bulgaria and Macedonia, Prilozi

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psychological preconditionds of life-long learning

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