Pedagogy and Professional Development

Enhancing Feedback Precision: Optimizing Critique Methods for Generation Z in Apparel Design Studios through Myers-Briggs Type Indicator (MBTI) Profiles and Social Cognitive Theory

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Abstract

This research underscores the pivotal role of entry-level apparel design studios, featuring critique sessions, in the academic trajectory of Gen Z. Examining how Gen Z's distinctive personalities influence their engagement in critique sessions, guided by social cognitive theory and MBTI profiles, is imperative for tailoring effective feedback approaches across educational contexts. Results reveal a consistent appreciation for collaborative efforts, with a preference for peer guidance. Intriguingly, introverted students increasingly value instructor input and peer reviews over time. While the overall correlation between motivation and personality types remains inconclusive, nuanced patterns emerge, emphasizing the need for personalized strategies to optimize student engagement. Creativity, notably stifled when working alone, underscores the significance of group dynamics and critiques, particularly for extroverts. This study illuminates the intricate interplay of personality types, motivation, and creativity within Gen Z's entry-level apparel design studios, offering valuable insights for enhancing learning environments.

Keywords: MBTI, Optimizing Critique, Generation Z, Design Studio

How to Cite:

Zhang, L., Chae, H. & Lee, H., (2025) “Enhancing Feedback Precision: Optimizing Critique Methods for Generation Z in Apparel Design Studios through Myers-Briggs Type Indicator (MBTI) Profiles and Social Cognitive Theory”, International Textile and Apparel Association Annual Conference Proceedings 82(1). doi: https://doi.org/10.31274/itaa.21624