Salter, D. W., & Junco, R. (in press). Measuring small group environments: A validity study of scores from the Salter Environmental Type Assessment and the Group Environment Scale. Educational and Psychological Measurement.

This concurrent validity study of Salter Environmental Type Assessment scores was conducted with the Group Environment Scale. A principal components factor analysis with varimax rotation of 191 college students’ responses suggested two factors that accounted for 51% of the variance. These results are consistent with previous research with both assessments and theoretical assumptions behind the two approaches to measuring group climate. Implications to assessment of groups are discussed.

Salter, D. W., Junco, R., & Irvin, S. D. (2004). Campus social climate correlates of environmental type dimensions. NASPA Journal, 41(4), Article 9. Retrieved August 17, 2004 from: http://publications.naspa.org/naspajournal/vol41/iss4/art9

To address the ability of the Salter Environment Type Assessment (SETA) to measure different kinds of campus environments, data from three studies of the SETA with the Work Environment Scale, Group Environment Scale, and University Residence Environment Scale were reexamined (n = 534). Relationship dimension scales were very consistent with extraversion and feeling from environmental type theory. System maintenance and systems change scales were associated with judging and perception on the SETA, respectively. Results from the SETA and personal growth dimension scales were mixed. Based on this analysis, the SETA may serve as a general purpose environmental assessment for use with the Myers-Briggs Type Indicator.

Salter, D. W., & Kinney, T. B. (in press). Perceived classroom "fit" of counselors-in-training: A study of psychological and environmental type congruence. Journal of Psychological Type.

The perceived "fit" of 360 counselors-in-training (CITs) with their regular classroom experiences was examined as interactions between their learning style and classroom climate, as measured by the Myers-Briggs Type Indicator and the Salter Environmental Type Assessment. This study focused specifically on the sensing-intuition (S-N) and thinking-feeling (T-F) dimensions in type theory, which are critical to both the pedagogy and career choice of counselors. An asymmetrical log-linear analysis found that feeling-oriented students (both SF and NF) reported poorer fit when incongruent with ST classrooms. NF classes were best fitting for NF students. Thinking-oriented students showed little preference for particular classroom types. Implications to counselor education are offered.

Allread G. W., & Marras, W. S (in press). Does personality affect the risk of developing musculoskeletal discomfort? Theoretical Issues in Ergonomics Science

Personality theory suggests that individuals can react differently to the same situation. The primary objective of this research was to study employees' personality preferences as they related to manual materials handing jobs. The hypothesis tested was that those whose work preferences were less matched with the nature of their job requirements would exhibit signs of increased risk for musculoskeletal disorders compared with those whose personality preferences better matched their jobs. A total of 133 employees from two distribution centers completed the Myers-Briggs Type Indicator and other inventories pertaining to their work environments. The results showed that, when employees' personalities were better matched with the nature of their work environment, they generally reported less anxiety and physical discomfort, and more job satisfaction and social support, than those having a mismatch. This relationship was more prominent in the less physically demanding jobs, suggesting an interaction between physical workload factors and psychosocial influences. This research suggests that integrating knowledge of one's personality preferences with the physical and psychosocial demands of a job may increase our understanding of the causes of musculoskeletal disorders in industrial workplaces and aid ergonomists in designing jobs to better match individuals' capabilities, limitations, and work preferences.

Salter, D. W. (2004). Revisiting the taxonomy of environmental types and introducing the Salter Environmental Type Assessment. Journal of Psychological Type, 62, 55-66.

Efforts to advance an interactional view of Jung's work are summarized. The descriptive taxonomy has been expanded and now includes eight environmental type profiles. Ongoing environmetric studies of the related assessment instrument, the Salter Environmental Type Assessment, reveal that it is a stronger assessment than the previous version. Predictive validity studies of type congruence are highlighted.

Salter, D. W., & Irvin, S. D. (2003). A validity study of the Salter Environmental Type Assessment and the University Residence Environment Scale. Journal of College and University Student Housing, 32(2), 20-27

The Salter Environmental Type Assessment (SETA) was designed to be a commensurate measure for the Myers-Briggs Type Indicator instrument. To test its utility in residential environments, this validity study of SETA scores was conducted with the University Residence Environment Scale. A principal components factor analysis with varimax rotation of 141 resident assistants' responses suggested two factors that accounted for 62% of the variance.

Salter, D. W., & Persaud, A. (2003). Women's views of the factors that encourage and discourage classroom participation. Journal of College Student Development, 44, 831-844.

Using Jungian constructs as a lens, we examined the "chilly" classroom dynamic. One hundred forty two upperclass women, majoring in either education or engineering, responded to two open-ended questions about classroom characteristics that encouraged or discouraged participation. To "take the temperatures" of these classroom climates, the Salter Environmental Type Assessment was used to group their responses as either feeling or thinking. A content analysis of those comments suggested that instructors play a pivotal role in creating a positive climate for women. Suggestions for improving educational environments are offered.

Salter, D. W. (2003). A generalizability study of Salter Environmental Type Assessment profiles by environmental domain. Measurement and Evaluation in Counseling and Development, 36, 130-139.

The Salter Environmental Type Assessment (SETA) was designed to be a commensurate environmental assessment for the Myers-Briggs Type Indicator. This study addressed the generalizability of the SETA scores provided by 800 college students across four environmental domains. Although the results were mostly positive, potential problems were found with scores on the J-P scale.

Persaud, A., & Salter, D. W. (2003). Understanding women's perceptions of classroom "fit" and participation as interactions between psychological and environmental types, Journal of Classroom Interaction, 38(2), 1-10

Women's perceptions of classroom "fit" and self-reported level of participation were examined the result of congruence between learning style and educational climate, as measured by the Myers-Briggs Type Indicator and Salter Environmental Type Assessment. The participants included 142 upperclass women majoring in either education or engineering. Asymmetrical log-linear analyses were conducted to understand classroom fit and level of participation. Feeling women reported that feeling classrooms were a better fit for them as learners and that thinking classrooms were not. Thinking women did not show a preference for either thinking or feeling classrooms. A second analysis also revealed that feeling women were less likely to participate in thinking classrooms. Suggestions for "warming-up" classroom climate are offered.

Salter, D. W. (2003). Exploring the "chilly" classroom phenomenon as interactions between psychological and environmental types. Journal of College Student Development ,44, 110-121.

Perceived classroom "fit" was examined as interactions between learning style and educational climate, as measured by the Myers-Briggs Type Indicator and Salter Environmental Type Assessment. An asymmetrical log-linear analysis of 421 students revealed different patterns of fit. Thinking students of either gender did not indicate a preference for classroom climate. Both feeling men and women reported poorer fit with thinking classrooms. Only feeling women reported better fit in feeling classrooms. Implications for practice are offered.

Salter, D. W., & Vandiver, B. J. (2002). Overview of the taxonomy of environmental types and the factor structure of the Salter Environmental Type Assessment. Journal of College Student Development, 43, 892-905.

The Salter Environmental Type Assessment (SETA) was created to be a commensurate measure for the Myers-Briggs Type Indicator and to improve the efficacy of the person-environment interaction paradigm to student affairs. A confirmatory factor analysis of SETA profiles from 1,000 college students supported the four dimensions in environmental type theory. The utility of this approach in student affairs is also discussed.

Salter, D. W. (2002). Validity study of the Salter Environmental Type Assessment. Journal of Career Assessment, 10, 428-440

The Salter Environmental Type Assessment or SETA was designed to be a commensurate measure for the Myers-Briggs Type Indicator instrument. To test its utility in the workplace, this study of the SETA was conducted with the Work Environment Scale and a sample of 202 college students. The results appeared consistent with previous research with both assessments and theoretical assumptions behind the two approaches to workplace measurement. The preliminary correlational analysis revealed multiple correlations that supported concurrent validity. To examine the convergence between the assessments further, a principal components factor analysis of the correlational results revealed three factors that accounted for 70% of the variance. Factor I appeared related to positive work settings (Extraversion, Intuition, and Feeling with Autonomy, Involvement, Innovation, Peer Cohesion, Supervisor Support, and inversely with Control). The second factor concerned structure in work settings (Judgment with Clarity, Task Orientation, and Physical Comfort). A third factor included Work Pressure and Task Orientation.

Salter, D. W. (1995). Design and testing of the Environmental Personality Type Assessment. Journal of Psychological Type, 34, 29-35.

The Environmental Personality Type Assessment or EPTA operationalizes the taxonomy of behavioral environments (Salter, 1991, 1994a) and provides a four letter profile that can be used in conjunction with the MBTI. This article is an overview of the instrumentation process and environmetric studies of the EPTA. Item analysis suggested that 62 of the 80 items functioned adequately. The E-I, S-N, and T-F scales on the EPTA were found to be moderately reliable and valid. Discussion of the findings, including the poor performance of the J-P scale, are offered.

Salter, D. W. (1995). A Jungian view of the dimensions of behavioral environments. Journal of Psychological Type, 34, 24-28.

By reframing Jung's theory of psychological types within an interactional framework, four dimensions of behavioral environments are identified. The extraversion/introversion dimension relates to an environment's level of obtrusiveness to personal functioning. The environmental perceptive functions, sensing and intuition, concern how common elements of a setting are identified. The judging functions, thinking and feeling, describe two ways in which a collective reality is maintained. Examples of how the environmental taxonomy and the interactional model can be used to improve an understanding of type theory are offered.