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

©Project proposal 1
 CONTENTS

State of the scientific research in the respective research field in

Bulgaria and abroad and point out the topicality of the project 3
theme
Project Objectives 4

Project Implementation Description

5
 Research Tasks;
 Methodology;
 Types of Activities;
 Roles of individual participants and participant
organizations in terms of project implementation.

Expected results and effects from project implementation, 9

knowledge transfer potential, practical applicability of results
Dissemination of Results Plan 11
Project Activities Sustainability Plan following project 12
completion
Project Management 12

©Project proposal 2
 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

©Project proposal 3
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

©Project proposal 4
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

©Project proposal 5
  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.

©Project proposal 6
 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. 1. Literary review on the 1. Integration of the
Pencheva, PhD - topic of “Creative potential individual data sets in
Institute of and LLL” general construction
Psychology-BAS, 2. Theoretical model of the 2. Cross-cultural
project leader empirical research 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

©Project proposal 7
 Assoc. Prof. Plamen 1. Design of formalized
Mateev, PhD – Faculty mathematical and statistical
of Mathematics and model of the research
Informatics, Sofia
University St. Kliment
Ohridski, member
Assoc. Prof. Emilia 1. Methodical guide for
Chengelova, PhD – preparation of the research
Institute of Sociology- and control on its field
BAS, member 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
Research assoc. Eva 1. Literary review on the
Papazova, PhD, topic of “Different
Institute of dimensions of the
Psychology-BAS, psychological type and
member LLL“ and “Psychological
type and LLL ”
Research assoc. M. 1. Literary review on the
Bakracheva, PhD, topic of “Jung’s conception
Institute of on individuation in the
Psychology-BAS, context of the modern
member theories of development”
©Project proposal
1. Consulting on application
of linear models and
regression dependencies of
mathematical and statistical
data processing
1. Methodical guide to the
mathematical and statistical
analysis of the overall
database
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
1. Processing of the data of
the age group 30 – 39 with
SRTT
2. Outlining the
psychological profile of the
8
 age group
Research assoc. D. 1. Literary review on the 1. Processing of the data of
Bakalova, PhD, topic of the the age group 40 – 49 with
Institute of LLL theories SRTT
Psychology-BAS, 2. Outlining the
member psychological profile of the
age group
Bistra Mizova, PhD – 1. Study of the foreign 1. Processing of the data of
part-time lecturer, experience of development the age group 50 – 59 with
NBU, member of LLL skills in formal and SRTT
informal training 2. Outlining the
psychological profile of the
age group
Diana Nacheva – PhD 1. Literary review on the 1. Processing of the data of
student at the Institute topic of learning styles the age group 20 – 29 with
of Psychology-BAS, SRTT
member 2. Outlining the
psychological profile of 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;

©Project proposal 9
  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

©Project proposal 10
  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.

©Project proposal 11
  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

©Project proposal 12
 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)

©Project proposal 13
 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.
Pankratius, W.&Young, M. (1995). Perspectives on education: A constructivist
approach to an introductory course. Education, 115, 3, 363 -371.
Pencheva, E. & Kazandjiev, R. (2001). Bulgarian translation of MBTI materials:
problems and solutions. In: Psychological type and culture – East &West: a multicultural
research conference. Program and Proceedings, Gainesville, Center for Applications of
Psychological type, 73 – 79.
Pencheva, E. & S. Vassileva. Interrelation between level and creativity style.
Psychological Research, 3, 47 – 62 (2004) (in Bulgarian)
Pencheva, E. (2003). Psychological Typology and Educational Practice. Sofia,
“Prof. Marin Drinov” Acad.Publ. House (in Bulgarian)
Pencheva, E., E. Papazova & S. Kochankovski. (2008) Cross-cultural
differences in the profiles of pupils and students from Bulgaria and Macedonia. Journal
of BAS, (in Bulgarian)
Pencheva, E., Papazova, E., Kochankovski, S. (2007). Cross-cultural differences
in the personal profiles of pupils and students from Bulgaria and Macedonia, Prilozi
(Contributions) IV,07-08, p.13-31.
Pencheva, E., Papazova, E., Moody, R., Kochankovsky, S., Nacheva, D. Cross-
cultural differences in the learning styles. Bulgarian Journal of psychology. Collection of

©Project proposal 14
scientific papers, 5th National congress of Psychology, Sofia, 31.10-02.11, 300-307,
(2008) (in Bulgarian).
Puustinen, M. & Pulkkinen, L. (2001) Models of self-regulated learning: a
review. – Scandinavian Journal of Educational Research, 45, 3, 269 – 286.
Tzvetkova, Y. (2001). Motivation and cognitive regulation of learning. Sofia, Lik.
(in Bulgarian)
Wolfradt, U., Pretz, J. (2001). Individual differences in creativity: personality,
story writing, and hobbies. European Journal of Personality, 15(4), 297-310.
Yankulova-Tzvetkova, Y. (2006). Modern aspects of educational psychology.
Sofia, Propeller (in Bulgarian)

©Project proposal 15