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ERIC Number: ED402749
Record Type: Non-Journal
Publication Date: 1992
Pages: 142
Abstractor: N/A
Reference Count: N/A
ISBN: N/A
ISSN: N/A
A Study of Field-Independent/Field-Dependent Cognitive Styles of Japanese Students and Correlations with their Academic Achievement in Two American High Schools.
Buckley, Setsuko
A study identified cognitive styles (as measured by field independence/dependence, FI/D) of 21 Japanese students in two American high schools, in comparison with 63 white-American students. It examined how cognitive styles may relate to academic achievement (as measured by grade point average (GPA) and test scores), gender, and number of years in American schools. It was hypothesized that Japanese students are field independent with no significant differences from white Americans, and that FI has a significant, positive correlation with math achievement but not with verbal achievement or years in American schools. The Group Embedded Figures Test (GEFT) was administered as a measure of FI/D, and hypotheses tested statistically. Results show the Japanese students were highly FI and that their GEFT scores were significantly higher than those of white American students. No significant gender differences in GEFT were found within each group. No significant correlations were found between GEFT and academic achievement or number of years in American schools among Japanese students. However, significant gender and culture differences were found in the two groups' achievement patterns. (Author/MSE)
Publication Type: Dissertations/Theses - Doctoral Dissertations
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Assessments and Surveys: Group Embedded Figures Test