Cognitive Styles of Physical Education Majors

Petrakis, Elizabeth

doi:10.2466/pms.1981.53.2.574

Cited by 6 publications

(5 citation statements)

References 1 publication

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“…By the same token, according to the styles literature, those who are in social sciences, both teachers and students, have been consistently found to score higher on Type II intellectual styles than those in natural sciences (Zhang, in press). Such a general difference in styles is largely expected due to the nature of the two broadly categorized academic disciplines (see e.g., Albaili, ; Lavach, ; Petrakis, ; Zhang, in press). As one might recall, Type I styles are strongly associated with creative thinking, whereas Type II styles are strongly related to norm‐conformity.…”

Section: Discussionsupporting

confidence: 79%

Revisiting the concept of ‘style match’

Zhang

Sternberg

Fan

2013

Brit J of Edu Psychol

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Section: Discussionsupporting

confidence: 79%

Revisiting the concept of ‘style match’

Zhang

Sternberg

Fan

2013

Brit J of Edu Psychol

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“…The studies (from after 1980) obtained through the search using the GEFT, however, showed women to be only slightly more field dependent than men. None of the studies reported a statistically significant difference (Chatterjea and Paul 1982, Myer and Higgins 1984, Petrakis 1981. Lotwick et al (1981) used the rod-and-frame test of field (in)dependence.…”

Section: Conceptualising Gender Differencesmentioning

confidence: 99%

Gender differences in learning styles: A narrative review and quantitative meta-analysis

1994

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Gender differences in learning styles: a narrative review and a quantitative metaanalysis Severiens, S.E.; ten Dam, G.T.M. Disclaimer/Complaints regulationsIf you believe that digital publication of certain material infringes any of your rights or (privacy) interests, please let the Library know, stating your reasons. In case of a legitimate complaint, the Library will make the material inaccessible and/or remove it from the website. Please Ask the Library: http://uba.uva.nl/en/contact, or a letter to: Library of the University of Amsterdam, Secretariat, Singel 425, 1012 WP Amsterdam, The Netherlands. You will be contacted as soon as possible. Abstract. This article reviews research on gender and learning styles of students, 18 and older, conducted after 1980. Curry's onion model (1983) is used to classify definitions of learning styles and to reconstruct the theoretical frameworks used. The extent to which learning style is considered stable or variable in different learning contexts determines its position in the model. Most studies used theoretical frameworks that belonged in the middle or outer layers of the model. This location indicates the strong influence of learning context on women's and men's learning styles. While there were differences between learning styles, research designs rarely included learning contexts.In addition to the narrative review, we performed a quantitative meta-analysis on two instruments (Kolb's Learning Style Inventory and Entwistle's Approaches to Studying Inventory) to determine the direction and magnitude of gender differences in various samples. A search for these two instruments resulted in 26 studies for which the necessary statistics were available. On Kolb's instrument, the results showed that men were more likely than women to prefer the abstract conceptualisation mode of learning. On Entwistle's ASIa difference was found on the affective components of approaches to studying.

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“…Also, the research also highlights the relationship of sex to the differences found in interests and vocational choices across the cognitive styles (Petrakis, 1981;Young, et al, 1989;Murphy, et al, 1997). While men tend to have interest in areas which require analytic abilities, women usually choose activities which require interpersonal skills.…”

Section: Field-dependence-independence and Career Counselingmentioning

confidence: 91%

“…Students who chose science classes and courses were significantly more field-independent than their colleagues in other academic fields (e.g., De Russy & Futch, 1971;Lotwick, Simon, & Ward, 1980;Lusk & Wright, 1981;Petrakis, 1981;Pincus, 1985;Young, Kelleher, & McRae, 1989;McRae & Young, 1990;Hansen, 1995;Kelleher, 1997). Students who chose science classes and courses were significantly more field-independent than their colleagues in other academic fields (e.g., De Russy & Futch, 1971;Lotwick, Simon, & Ward, 1980;Lusk & Wright, 1981;Petrakis, 1981;Pincus, 1985;Young, Kelleher, & McRae, 1989;McRae & Young, 1990;Hansen, 1995;Kelleher, 1997).…”

Section: Field-dependence-independence and Career Counselingmentioning

confidence: 99%

“…These results are congruent with other data from cross-sectional studies in which differences in the academic and career choices were related to cognitive style. Students who chose science classes and courses were significantly more field-independent than their colleagues in other academic fields (e.g., De Russy & Futch, 1971;Lotwick, Simon, & Ward, 1980;Lusk & Wright, 1981;Petrakis, 1981;Pincus, 1985 Young, 1990;Hansen, 1995;Kelleher, 1997).…”

Section: Field-dependence-independence and Career Counselingmentioning

confidence: 99%

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Field-Dependence-Independence and Career Counseling: Directions for Research

et al. 2007

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This paper reviews relevant research concerning the utilization of Field-dependence-independence cognitive style in vocational decision-making as well as in implementation and adjustment of career choices. Need for further investigation is highlighted and how career interventions can be enriched by including cognitive style indicated. A test of cognitive styles offers complementary information to traditional career counseling but needs to be explicitly integrated into personal history, academic experiences, achievements, motivations, and vocational goals. New directions for research are offered.

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Cognitive Styles of Physical Education Majors

Cited by 6 publications

References 1 publication

Revisiting the concept of ‘style match’

Revisiting the concept of ‘style match’

Gender differences in learning styles: A narrative review and quantitative meta-analysis

Field-Dependence-Independence and Career Counseling: Directions for Research

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