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Learning Styles, Teaching Styles and Personality Styles of Preservice Teachers of Agricultural Education.
Peer reviewed Peer reviewed
Cano, Jamie; And Others – Journal of Agricultural Education, 1992
Sample of 25 preservice agriculture teachers completed Group Embedded Figures Test and Myers Briggs Type Indicator (MBTI), revealing that 11 were field dependent, 14 field independent; females tended to be more field independent; they preferred learner-centered approach to teaching; and on MBTI, 60 percent were Extroverted, 76 percent Sensing, 56…
Descriptors: Agricultural Education, Cognitive Style, Higher Education, Personality Traits
Cognitive Style and Its Effect on the Stages of Programming.
Peer reviewed Peer reviewed
Bishop-Clark, Cathy – Journal of Research on Computing in Education, 1995
Presents a model that suggests the cognitive style and personality traits that are likely to affect programming stages and empirically investigates 1 portion of that model with 192 college students. Correlations between results from the Group Embedded Figures Test and design and coding tasks are discussed. (LRW)
Descriptors: Cognitive Style, College Students, Comparative Analysis, Computer Science Education
Cognitive Style and Diagnostic Skills of Student Programmers.
Peer reviewed Peer reviewed
Cavaiani, Thomas P. – Journal of Research on Computing in Education, 1989
Discussion of the relationship of personality variables to programing ability highlights a study of undergraduates that investigated the influence of cognitive style on the programing skill of debugging. Use of the Group Embedded Figures Test (GEFT) is described, scoring schemes for diagnostic tasks are explained, and suggestions for further…
Descriptors: Academic Ability, Cognitive Style, Computer Science Education, Correlation
The Relationship of Student and Faculty Field Dependence/Independence Congruence To Student Academic Achievement.
Peer reviewed Peer reviewed
McDonald, Edward Ray – Educational and Psychological Measurement, 1984
This study investigated: (1) the relationship between academic achievement and student-faculty personality congruence in terms of field dependence; and (2) field dependence predictability by age, sex, and cumulative grade point average. The Group Embedded Figures Test identified the field dependence levels of 386 community college student and…
Descriptors: Academic Achievement, College Faculty, Field Dependence Independence, Higher Education