Relationship Between Personality Types and Learning Styles In High School Adolescents At A Public Educational Institution In Cayambe, Ecuador

The study aimed to establish the relationship between personality types and learning styles in adolescent students from a public educational institution in Cayambe, Ecuador. A non-probabilistic sample of 436 students, aged be-tween 13 and 19 years, was analyzed, with 48.2% female and 51.8% male. The highest percentages of personality types were in the normal level of the Theodore Millon Inventory (Millon Adolescent Personality Inventory, MAPI) distributed as follows: introverted (55.28%), inhibited (59.17%), cooperative (71.79%), sociable (42.20%), confident-reliable (70.64%), aggressive (69.72%), respectful (64.91%), and sensitive (61.47%). Regarding learning styles, the highest percentages were found at the moderate level of the Hon-ey Alonso Learning Styles Questionnaire (CHAEA) distributed as follows: active (36.47%), reflective (45.64%), theoretical (30.50%), and pragmatic (28.44%). A chi-square statistical test was used to explore the relationship between personality types and learning styles. Relationships were found be-tween the introverted personality and the active, reflective, theoretical, and pragmatic learning styles; the inhibited personality and the active and pragmatic styles; the sociable personality and the active and reflective styles; the confident-reliable personality and active learning; the aggressive personality and the active, reflective, and theoretical styles; the respectful personality and the active, reflective, theoretical, and pragmatic styles; and the sensitive personality and reflective learning.