A study examined the association between field-dependence and its related information processing characteristics, and educational cognitive style as a model of conative influence. Data were collected from 145 secondary marketing education students in nothern Georgia during spring 1991. Descriptive statistics, Pearson product moment correlations, and t-tests were used to analyze data. Students completed the Educational Style Preference Inventory, adapted from the original model. The inventory was assessed with a five-point scale. Students also completed the Group Embedded Figures Test, which is an an acceptable measure of field-dependence cognitive style. Findings indicated that the field-dependent style differed from the field-independent cognitive style with reference to four conative attributes: reading numbers, positive communications, peer input, and knowing the rules that apply to a situation. In each instance, the field-dependent group showed a higher preference for the attribute. Explanations for these differences seemed to correspond to what was known about field-dependence theory. The following conclusions were reached: (1) conation, as a volitional construct, had an influence on the purposes that cause people to strive differently toward educational goals; and (2) implications for reasoning behavior were evident. Additional studies are suggested. (27 references) (YLB)