The Relationship of Cognitive Style to the Frequency of Proctor/Student Interactions and Achievement in a PSI Technology Course.

Jacobs, Ronald L.; Gedeon, David V.

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Peer reviewed

ERIC Number: EJ261009

Record Type: Journal

Publication Date: 1982

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The Relationship of Cognitive Style to the Frequency of Proctor/Student Interactions and Achievement in a PSI Technology Course.

Jacobs, Ronald L.; Gedeon, David V.

Journal of Industrial Teacher Education, v19 n2 p18-26 Win 1982

The results of this study indicate that there were significant differences in the social behaviors of field dependent and independent students in a personalized system of instruction course. Since students did not differ in achievement, this suggests that social behavior may be one way students adapt to various instructional settings. (SK)

Descriptors: Academic Achievement, Aptitude Treatment Interaction, Cognitive Style, Higher Education, Individualized Instruction, Industrial Education, Interpersonal Relationship, Tutors, Undergraduate Students

Publication Type: Journal Articles; Reports - Research

Education Level: N/A

Audience: N/A

Language: English

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Authoring Institution: N/A

Identifiers - Assessments and Surveys: Group Embedded Figures Test

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