Relationship between Cognitive Style and Teachers’ Perceptions of Young Children’s Academic Competence

1983/06/01 by Olivia N. Saracho
Psychology · Social Sciences · #Learning Styles and Cognitive Differences #Education Methods and Practices #Emotional Intelligence and Performance

paper · doi:10.1080/00220973.1983.11011860

Abstract

The study investigated the significance of matching cognitive style of first- and third-grade students to their teachers. The Articulation of the Body-Concept Scale was administered as a measure of cognitive style to 20 first- and 20 third-grade female teachers and a sample (480) of six boys and six girls for each teacher. Teachers ranked their students according to their judgment of the students’ academic competence. Discrepancy scores were obtained based on the degree to which teachers differed in ranking their students in comparison to rankings on the Comprehensive Tests of Basic Skills. A repeated measures analysis of variance indicated statistically significant main effects for grade level and a statistically significant interaction among the cognitive styles of teachers in ranking their matched and mismatched students according to sex in relation to the students’ academic achievement scores.

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