Cognitive Style and Educational Performance. The Case of Public Schools in Bogotá, Colombia

Autor/inn/en	Hederich-Martínez, Christian; Camargo-Uribe, Angela
Titel	Cognitive Style and Educational Performance. The Case of Public Schools in Bogotá, Colombia
Quelle	In: Educational Psychology, 36 (2016) 4, S.719-737 (19 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0144-3410
DOI	10.1080/01443410.2015.1091916
Schlagwörter	Cognitive Style; Academic Achievement; Public Schools; Path Analysis; Grade 8; Grade 9; Grade 10; Standardized Tests; Grades (Scholastic); Predictor Variables; Correlation; Case Studies; Achievement Need; Foreign Countries; Colombia + Suchen Sie Ihr Suchwort? Cognitive styles; Kognitiver Stil; Schulleistung; Public school; Öffentliche Schule; Pfadanalyse; School year 08; 8. Schuljahr; Schuljahr 08; School year 09; 9. Schuljahr; Schuljahr 09; Standadised tests; Standardisierter Test; Notenspiegel; Prädiktor; Korrelation; Case study; Fallstudie; Case Study; Ausland; Kolumbien
Abstract	This study analyses the relationships among educational performance, field dependence-independence cognitive style and factors traditionally associated with performance and style, to build a comprehensive model of factors associated with the levels of education performance of students in Bogotá. A total of 3003 students, of grades 8 and 10, from 62 public schools of the city of Bogotá, Colombia participated in the study. An analysis of multiple correspondences and a path analysis were carried out. A relationship between cognitive style and educational performance was found: field-independent students are more likely to obtain high-performance levels both in standardised tests and in teachers' evaluations. The path analysis shows that there are two directions in the association: a direct path leads to a positive association: higher levels of field independence produce better performances; an indirect path leads to a negative association: higher levels of field independence produce indiscipline and, consequently, lower performances. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01