The effect of field dependent/field independent cognitive styles on self-efficacy outcomes and math performance.
Item
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Title
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The effect of field dependent/field independent cognitive styles on self-efficacy outcomes and math performance.
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Identifier
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AAI9020793
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identifier
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9020793
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Creator
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Nickel, Leslee Ann.
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Contributor
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Adviser: Marian Fish
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Date
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1990
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Language
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English
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Publisher
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City University of New York.
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Subject
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Education, Educational Psychology
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Abstract
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This study draws from two bodies of literature in an effort to examine how instruction can best support the child's cognitive style in order to enhance feelings of efficacy and math performance; so that all children, regardless of cognitive style, can function at their optimal level. In addition, this study extends the research of Schunk and his associates, and Witkin and his associates, regarding self efficacy training and teaching to a child's cognitive style respectively.;Subjects consisted of 80 fourth and fifth grade students. This study was run in four separate stages: assessment of cognitive style, self efficacy judgment and division performance pretest, strategy training, and self efficacy judgment and division performance posttest. All subjects were administered the Group Embedded Figures Test (GEFT) and were randomly assigned to field dependent/field independent conditions based on established norms. All subjects were of at least average intelligence as measured by The Student's Ability Index of the California Achievement Test. All subjects were also administered self efficacy judgment and division performance pretests. During the training phase subjects received, on separate days, three 55 minute training sessions. The training took the form of either cognitive modeling strategy training or didactic strategy training. During the self mastery stage of training subjects received performance feedback by having the number of pages of problems completed correctly recorded by an adult proctor, or no feedback at all. The posttest phase consisted of self efficacy judgment and division performance reassessment.;Contrary to expectations, there were no significant interactions between cognitive style and strategy training condition nor cognitive style and performance feedback, for either self efficacy judgments or division performance. However, self efficacy judgments were significantly positively effected by performance feedback. The benefit from performance feedback on division performance was significantly effected positively when subjects moved away from a strategy training condition which was matched for their cognitive style. Educational implications and suggestions for future research are discussed.
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Type
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dissertation
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Source
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PQT Legacy CUNY.xlsx
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degree
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Ph.D.
