In the study of cognitive and learning styles of the past thirty years, a large number of models and classification of different learning styles has been postulated. One of the contemporary models of learning styles, which is theoretically and empirically well established, is the MBTI model proposed by Catherine Briggs and Isabel Myers. According to this model of learning, styles are based on the dimensions of extraversion-introversion, sensation-intuition, thinking-feeling, judgement-perception. By combining these four dimensions (in fact, on the basis on which pole of each of the above dimensions is dominant in the individual learning style), 16 possible characteristic styles of learning emerge (Myers & Myers, 1980). Jung's personality typology makes the basis of this division.

Kirby et al (Kirby et al., 2007), reporting on the results of the, so far, most comprehensive research dealing with issues of MBTI dimensions model (221279 respondents included from more than 15 European countries) states that, individually, the  most common learning style is ESTJ (20.8% of respondents), immediately followed by ENTJ (14% of respondents). The least represented are ISFP (0.9%) and INFJ (1.3%). The same study confirmed the gender differences when it comes to dimensions F-T (feeling-thinking). The orientation towards thinking in decision-making is more characteristic for men, while the focus on emotions is more dominant among women. This finding was confirmed by some other researchers (Kendall, 1988; Ranđelović, 2014).

Regarding the presence of certain dimensions of MBTI model of learning styles in the population of young people in Serbia, the data show that in majority of surveyed students and high school students in Serbia (including the University of Nis and the University of Kosovska Mitrovica, as well as high schools in the two cities) more frequent poles are extraversion, feelings, sensation and reasoning. Among individual learning styles, the most frequent was ESFJ (high school students), and the least frequent learning style is was INFJ (the students) (Ranđelović et al, 2011), or INTJ (in high school) (Ranđelović, Lalić, 2013; Randjelovic, 2014).

When it comes to linking of academic achievement and dimensions of MBTI model of learning styles, Sak stated that there are differences in academic success and general cognitive abilities between different categories of learning styles: introverts-intuitives (IN) show far greater academic achievement and more noticeable cognitive abilities compared to other categories of learning styles according to the MBTI model (Sak, 2004). Ranđelović and associates report that there is a negative, low, but statistically significant correlation between the dimensions S-IN (sensation-intuition), and success in high school. It turned out that '' intuitives '' show better results (assessed in the overall success) in high school. (Ranđelović et al, 2011).

Randjelovic (2013) points out that the results of numerous studies indicates the advantage of respecting individual differences in the process of learning in the classroom in comparison to traditional, frontal forms of work in class in which one does not pay attention to individual differences among students of different abilities, personality traits and typical learning styles.

Considering the relatively small number of empirical studies dedicated to the study of learning styles of young people in Serbia or in countries in the region, this paper seeks for the dominant learning styles of students at the University of Nis, as well as students of the University of Bijeljina (SerbianRepublic, Bosnia and Herzegovina), taking into account the Myers-Briggs model of learning styles. Connection of the aforementioned learning styles with success in high school, as well as differences in the more evident presence of certain dimensions of MB model of learning styles with regard to sex and country where students attend university was also established in this paper.