Not much research has been done on personality attributes and dispositions that facilitate the learning and mastery of quantitative subjects such as mathematics and statistics, feared by many students. The present study investigated the role of personality preferences (PPs) and personality types (PTs) in quantitative reasoning (QR) subjects and tests. A field survey design (N = 138 randomly selected Brunei preservice student teachers, 30 males, aged 21 to 50) was used to probe the issue. Data were collected by the Myers-Briggs Type Indicator (MBTI). Adjusted odds ratios revealed that extroversion and introversion personality preferences were involved in quantitative reasoning but the relationships were statistically insignificant. Relative risk ratios showed that males were more vulnerable and at-risk of failing a QR test compared to females. Low scorers on thinking and extroversion had the lowest risk ratios for underachievement. Logistic regression further indicated that the ISTPs, ESFJs, and ENTJs had the highest likelihood for achievement on a QR test compared to the INFPs (reference PT group). On the contrary, the ENTPs and ISFPs were far less likely to succeed on the QR test. Although all the findings were statistically non-significant, a trend was established which showed that some PPs and PTs had potential to contribute to QR. Appropriate interventions were needed for students with high support needs. Largescale mixed-methods research was desired to confirm and expand the pattern of findings in the current study

Personality preferences; Personality types; Quantitative reasoning; Student teachers; Brunei