ERIC Number: ED277276
Record Type: RIE
Publication Date: 1986-Nov-25
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)
Descriptors: Academic Achievement, Cognitive Structures, Cognitive Style, College Students, Educational Assessment, Expectation, Field Dependence Independence, French, Grading, Higher Education, Language Teachers, Prediction, Second Language Instruction, Student Characteristics, Teacher Characteristics, Teacher Student Relationship
Publication Type: Reports - Research
Education Level: N/A
Authoring Institution: N/A