Dynamism of Cognitive Style of Preprofessional Educators.
Saved in:
| Title: | Dynamism of Cognitive Style of Preprofessional Educators. |
|---|---|
| Language: | English |
| Authors: | Simpson, F. Morgan |
| Peer Reviewed: | N |
| Page Count: | 32 |
| Publication Date: | 1993 |
| Document Type: | Reports - Research Speeches/Meeting Papers |
| Descriptors: | Academic Achievement, Cognitive Style, College Students, Correlation, Education Majors, Elementary Secondary Education, Females, Field Dependence Independence, Grades (Scholastic), Higher Education, Internship Programs, Males, Personality Measures, Prediction, Pretests Posttests, Scores, Sex Differences, Teacher Education, Teacher Interns |
| Assessment and Survey Identifiers: | Embedded Figures Test |
| Abstract: | The purpose of this investigation was to examine the cognitive styles of 144 education majors over a 2-to-3-year period culminating in the internship experience. The hypothesis was that scores on the Group Embedded Figures Test (GEFT) following the internship would be more field-independent, and the intent was to document the influence of university coursework and internship experience on cognitive style. The 131 female and 13 male students were tested in their freshman years and after their internships. Initial and post-field-dependent and field-independent scores, course grades from six courses, and gender were determined for all subjects. Results indicate that subjects who were field-dependent, as identified through scores on the GEFT during their first education course, tend to become more field-independent by the end of their internship experiences. Initial scores appear to be good predictors of posttest scores. Males tend to be more field-independent than females, although females perform better academically across curricula. Grades in all courses indicate that students scoring in the middle category on the GEFT are more likely to make "C" and above than students falling in the high and low GEFT categories. Twelve tables and one figure present study findings. (Contains 17 references.) (SLD) |
| Entry Date: | 1994 |
| Accession Number: | ED366641 |
| Database: | ERIC |
| Abstract: | The purpose of this investigation was to examine the cognitive styles of 144 education majors over a 2-to-3-year period culminating in the internship experience. The hypothesis was that scores on the Group Embedded Figures Test (GEFT) following the internship would be more field-independent, and the intent was to document the influence of university coursework and internship experience on cognitive style. The 131 female and 13 male students were tested in their freshman years and after their internships. Initial and post-field-dependent and field-independent scores, course grades from six courses, and gender were determined for all subjects. Results indicate that subjects who were field-dependent, as identified through scores on the GEFT during their first education course, tend to become more field-independent by the end of their internship experiences. Initial scores appear to be good predictors of posttest scores. Males tend to be more field-independent than females, although females perform better academically across curricula. Grades in all courses indicate that students scoring in the middle category on the GEFT are more likely to make "C" and above than students falling in the high and low GEFT categories. Twelve tables and one figure present study findings. (Contains 17 references.) (SLD) |
|---|
