Skip to main content
SpringerLink
Log in

The effects of the teachers’ cognitive styles on their students academic achievement

  • Section-1
  • Published:
International Journal of Early Childhood Aims and scope Submit manuscript

Résumé

Cet article examine différents types de styles cognitifs des professeurs et des élèves. Il examine les différences entre les individus sur le plan dépendance (Field Dependent, FD) et sur le plan indépendance (Field Independent, FI), et les conséquences de la personnalité, l’intelligence et le comportement social. Les résultats des tests utilisant le C.E.F.T. et des professeurs utilisant le G.E.F.T., sont examinés et comparés avec d’autres données de recherches débouchant sur les implications théoriques à la fois pour les enfants et les professeurs dans le cadre scolaire.

Resumen

Este artículo examina la diferencia de los estilos cognitivos de maestros y alumnos. Examina las diferencias individuales entre el campo de dependencia (Field Dependence, FD) y el campo independencia (Field Independent, FI) y los efectos de la personalidad, inteligencia y comportamiento social. Los resultados en el examen de niños usando el examen (CEFT) y educadores usando el examen (GEFT) son examinadas y comparadas con otros información de investigación, mostrando las implicaciones teoricas de ambos niños y maestros en ambientes escolares.

This is a preview of subscription content, log in via an institution to check access.

Access this article

Log in via an institution

Price excludes VAT (USA)
Tax calculation will be finalised during checkout.

Instant access to the full article PDF.

Institutional subscriptions

References

  • Ahmann, J. S. (1972). Review of the Comprehensive Tests of Basic Skills. In O. K. Buros (Ed.)The seventh mental measurement yearbook. Highland Park, New Jersey: Gryphon Press.

    Google Scholar 

  • Anastasi, A. (1988)Psychological Testing. New York: Macmillan Publisjing Co., Inc.

    Google Scholar 

  • Brodzinsky, D. M. (1982) Relatinship between cognitive style and cognitive development: A 2-year longitudinal study.Development Psychology 18. 617–626.

    Article  Google Scholar 

  • CTB/McGraw-Hill (1973)Comprehensive Tests of Basic Skills. Del Monte Research Park, Monerey, California: CTB/McGraw-Hill.

    Google Scholar 

  • Karp, S. A., & Konstadt, N. (1971)Children’s Embedded Figures Test. Palo Alto, California: Consulting Psychologists Press.

    Google Scholar 

  • Lawson, A. E., & Wollman, W. T. (1977). Cognitive level, cognitive style and value judgement.Science Education, 61 (3), 397–407.

    Article  Google Scholar 

  • Oltman, P. K., Raskin, E., & Witkin, H. A. (1971)The Group Embedded Figure Test. Palo Alto, California: Consulting Psychologits Press.

    Google Scholar 

  • Saracho, O. N. (1991) Teacher expectations and cognitive style: Implications for student’s academic achievement.Early Child Development and Care.77 97–108.

    Article  Google Scholar 

  • — (1988a) Cognitive styles in early childhood.Journal of Research in Childhood Education 3, 24–35.

    Article  Google Scholar 

  • Saracho, O.N. (1988b) Cognitive style and early childhood practice. In B. Spodek, O.N. Saracho & D.L. Peters (Eds.)Professionalism and the early childhood practitioner pp 173–188. New York: Teachers College Press.

    Google Scholar 

  • Saracho, O.N., & Dayton, C.M. (1980) Relationship of teacher’s cognitive styles to pupils’ ascademic achievement gains.Journal of Educational Psychology, 72, 4 544–549

    Article  Google Scholar 

  • Saracho, O. N. & Spodek, B. (1981) The teachers’ cognitive styles and their educational implications.Educational Forum, 45 153–159.

    Article  Google Scholar 

  • Saracho, O.N, & Spodek, B. (1986). Cognitive style and children’s learning: Individual variation in cognitive processes. In L.G. Katz (Ed.)Current topics in early childhood education, vol. x1 pp 177–194. Norwood, New Jersey: Abex Pub. Co.

    Google Scholar 

  • Shipman, S., & Shipman, V. C. (1985). Cognitive styles: Some conceptual, methodological and applles issues.Review of Research in Education 12 229–291

    Google Scholar 

  • Witkin, H. A. (1976) Cognitive style in academic performance and in teacher-student relations. In S. Messick & Associates (Eds.)Individuality in learning. San Francisco: Jossey-Bass.

    Google Scholar 

  • Witkin, H. A. (1949) The nature and Importance of Individual differences in perception.Journal of Personality 18, 145–170.

    Article  Google Scholar 

  • Witkin, H. A., DYK, R. B., Faterson, H. F., Goodenough, D. E. & Karp S. A. (1974)Psychological differentiation: Studies of Development. New York: John Wiley & Sons.

    Google Scholar 

  • Witkin, H. A. Lewis, H. B., Herzman, M., Machover, K., Meissner, P. B., & Wapner, S. (1972)Personality through perception: An experimental and clinical study. Westport Connecticut: Greenwood Press.

    Google Scholar 

  • Witkin, H. A., Moore, C. A., Goodenough, D. R. & Cox, P. W. (1977) Field-dependent and field independent cognitive styles and their educational implications.Review of Educational Research 47 (1), 1–64.

    Google Scholar 

  • Witkin, H. A., Oltman, P. K., Raskin, E., & Karp, S. A. (1971).A manual for the embedded figure tests. Palo Alto, CA: Consulting Psychologists Press.

    Google Scholar 

Download references

Author information

Authors and Affiliations

  1. Department of Curriculum & Instruction, University of Maryland, 20742, College Park, MD, USA

    Olivia N. Saracho

Authors
  1. Olivia N. Saracho
    View author publications

    You can also search for this author in PubMed Google Scholar

Rights and permissions

Reprints and permissions

About this article

Cite this article

Saracho, O.N. The effects of the teachers’ cognitive styles on their students academic achievement. IJEC 25, 37–40 (1993). https://doi.org/10.1007/BF03185614

Download citation

  • Issue Date:

  • DOI: https://doi.org/10.1007/BF03185614

Keywords

Search

Navigation