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Problem-solving effectiveness: The relationship of divergent and convergent thinking
Abstract
This dissertation analyzes the utilization of two distinct modes of thinking, divergent and convergent, in the problem solving process. The concept for this study was developed from seminal work done by J. P. Guilford, Alex Osborn, and Sidney Parnes. Based on the assumption that problem solving requires these two distinct modes of thinking, it was hypothesized that a relationship exists between the modes and certain personality types. Two instruments, the Kolb Learning Style Inventory (LSI) and the Myers-Briggs Type Indicator (MBTI), were used to gather quantitative data from 177 volunteer subjects. The LSI determined Converger/Diverger styles and the MBTI indicated personality type preferences of Sensing/Intuition (S/N) and Judging/Perceiving (J/P). The responses were analyzed by means of the Pearson chi-square test for significance. As predicted, a significant relationship between LSI Converger/Diverger styles and MBTI personality type preferences for Judging/Perceiving (J/P) was demonstrated. No significant relationship was demonstrated between the Converger/Diverger styles and the personality preferences of Sensing/Intuition (S/N). However, a relationship was shown to exist between Converger/Diverger styles and the combinations of Intuition-Perceiving (NP) and Sensing-Judging (SJ).
Subject Area
Business education|Management|Educational psychology
Recommended Citation
Donoghue, Mary L, "Problem-solving effectiveness: The relationship of divergent and convergent thinking" (1994). Doctoral Dissertations Available from Proquest. AAI9434474.
https://scholarworks.umass.edu/dissertations/AAI9434474