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ERIC Number: ED277276
Record Type: RIE
Publication Date: 1986-Nov-25
Pages: 12
Abstractor: N/A
Reference Count: 0
Cognitive Style and Impressions of Student Achievement in College French Classes.
Garrott, Carl L.
A study investigated the possible relationship between college French teachers' cognitive style and their predictions of student performance. Four American-born French instructors and their 84 students at two state-supported universities formed the sample. The results suggest that the field-independent teachers may display more competence in predicting academic ability in both field-dependent and field-independent students, supporting previous research findings. It is proposed that these teachers may perceive the field-dependent students as needing inordinate help in developing strategies and hypotheses and cause the teachers to have higher expectations for the field-dependent student. This suggests that the mismatch of teacher and student cognitive style may have serious consequences in the college classroom, since teacher attributions play a vital role in determining student achievement level. It may be that a field-independent instructor has a more positive effect on student performance. Further research into the use of teacher cognitive style in the classroom is warranted. (MSE)
Publication Type: Reports - Research
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A