Motivational Effects of Classroom Competition as a Function of Field Dependence

Bolocofsky, David N.

doi:10.1080/00220671.1980.10885238

Cited by 8 publications

(8 citation statements)

References 12 publications

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“…In these subjects are usually given texts to read, and are then given different types of tests such as writing resumes, extracting the main topics, answering open or multiple-choice questions, etc. In these tasks no differences were seen in execution regarding cognitive style (Bolocofsky, 1980;Brooks, Dansereau, Spurlin, & Holey, 1983;Davey & Lassaso, 1984;Pennings, 1990;Tourrette, 1984Tourrette, , 1990) except in cases where the tasks propose additional demands for restructuring. We may take as an illustrative example the work of Davey (1990), who presented sixth to eighth grade students with a series of questions about texts which they had previously read in conditions which varied with regard to the demand for memory and restructuring: in the first condition, questions with alternative answers were given, and the subjects were allowed to have the text in front of them in order to be able to answer them; the second consisted of questions with alternative answers but without the text being present; the third and fourth conditions were made up of questions with open answers with and without the text being present.…”

Section: Fdi and Achievement In Official Languagesmentioning

confidence: 99%

“…Thus, differences have been detected in the cognitive style regarding the relative importance of motivational factors in the educational process (Bolocofsky, 1980;Konstadt & Forman, 1965;Nagata, 1989) and with respect to the degree to which subjects ask for external help in their academic studies (Brown, 1984;Coventry, 1989;Ruble & Nakamura, 1972). We should not lose sight of these aspects if our final aim is to deal with the difficulties which field dependent subjects appear to have at school.…”

Section: Fdi and Overall Achievementmentioning

confidence: 99%

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Field dependence-independence cognitive style and academic achievement: A review of research and theory

Tinajero

Páramo

1998

Eur J Psychol Educ

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Field dependence-independence was originally conceived as a neutral style dimension, in that field-dependent subjects were considered to be as well-adapted to their environment as field--independent subjects. Subsequent authors, however, questioned this assumption ofneutrality, on the grounds thatfield-independent subjects generally perform better in certain intellectual tasks. Such findings provoked interest in the possible repercussions offield dependenceindependencefor education. Here, we review research into the possible effects of FDI on achievement at school. In general, field-independent subjects perform better than field-dependent subjects, whether assessment is of specific disciplines or across the board. We discuss possible explanationsfor this difference in performance.The earliest research into cognitive styles was carried out by members of the "New Look" movement, a group of psychologists who were concerned that traditional models of perception placed insufficient emphasis on the individual. In the course of research into the contribution o:fvisual and postural cues to perception of the vertical, Asch (1948a, 1948b) found that some subjects consistently tended to use only one or another type of cue. Subjects who used visual cues were designated "field-dependent", while those who used postural (i.e., vestibular, tactile and kinesthetic) cues were designated "field-independent". In its earliest formulation, field dependence-independence (FDI) was conceived as a visual--postural dimension specifically relating to perception of the vertical.More general interpretations were soon to follow. The task developed by Witkin began to be viewed as a measure of the subject's ability to perceive individual elements within an organized perceptual field: according to this point of view, field-independent subjects are those with a greater capacity to break perceptual information down into its component parts and to focus attention on those parts which are relevant, without being distracted by the context. In contrast, field-dependent subjects are those with a greater difficulty to disembed parts from This review was supported by a grant from the Xunta de Galicia, XUGA 21106A91.

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Section: Fdi and Achievement In Official Languagesmentioning

confidence: 99%

Section: Fdi and Overall Achievementmentioning

confidence: 99%

Field dependence-independence cognitive style and academic achievement: A review of research and theory

Tinajero

Páramo

1998

Eur J Psychol Educ

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“…However, the findings in this research shows competition in the academic aspects had brought about a positive effect, whereby students tended to strive and compete to achieve the best and it did not cause any tension in their relationships. There are several researches that supported these findings which showed competition would increase a student's motivation to succeed or produce the best (Shui-fong et al, 2004;Kailas, 2001;Bolocofsky, 2001). …”

Section: Discussion and Summary Reviewmentioning

confidence: 62%

Social Interactions among Multi-Ethnic Students

Hashim¹,

Bakar²,

Mamat³

et al. 2016

ASS

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Positive social interaction is a vital aspect of maintaining a harmonious condition, especially in Malaysia, a country which has a multiracial society. Therefore, this study was carried out to identify the patterns of social interactions among multiethnic students in national secondary schools in Malaysia. The respondents for this study comprise two school administrators, seven teachers and 20 students of various ethnicities. They were selected through purposive sampling. Data were collected through interview sessions either individually or in focus groups, observation and document analysis. The study's findings showed that, there are five patterns of social interaction such as cooperation, exchange, competition, conflict and non-verbal communication among multiethnic students. Although there was conflict, the underlying causes of the conflict were not due to racial issues. As well as the five patterns of social interactions stated above, stereotypes were also reported among students. Despite conflicts and stereotypes, the students actively attempted to learn about other cultures and demonstrated attitudes of acceptance towards friends from other ethnic backgrounds. This indicates that the social interaction among students is still favorable and can be further improved through appropriate response. Additionally, based on these findings, a few recommendations were made regarding this issue.

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“…A study by Bolocofsky (2014) explored the relationship between field-dependent/independent and motivation. Tenth grade students were classified according to field-dependent scores and a motivational task.…”

Section: Motivated Strategies For Learning and Cognitive Styles 625mentioning

confidence: 99%

Motivated Strategies for Learning and Cognitive Styles Among a Sample of UAE High School Students

El-Mneizel¹,

Atoum²

2015

UCER-A

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The present study aimed at exploring the motivated learning strategies and cognitive styles among a sample of United Arab Emirates (UAE) high school students. To achieve the objectives of the study, a sample consisted of 800 male and female students was chosen and the Motivated Learning Strategies Scale and the Cognitive Styles Scale were validated and administered to the students. Results of the study showed that the task values motivated learning strategy ranked first followed by test anxiety, self-efficacy, and self-regulation strategies in order.Statistically significant differences in scores of test anxiety and self-regulation motivated learning strategies based on gender were found and in favor of female students. Also, statistical differences in all motivated learning strategies were found based on various academic stream and in favor of scientific stream. No statistically significant differences in motivated learning strategies were found based on various school grades. Results also showed that students have a tendency to be field-independent. Statistical differences in field-independent cognitive style were found in favor of male students, science stream, and 10th grade students. Also, statistical differences in field-dependent cognitive style were found in favor of female students, arts stream, and 11th grade students.

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Motivational Effects of Classroom Competition as a Function of Field Dependence

Cited by 8 publications

References 12 publications

Field dependence-independence cognitive style and academic achievement: A review of research and theory

Field dependence-independence cognitive style and academic achievement: A review of research and theory

Social Interactions among Multi-Ethnic Students

Motivated Strategies for Learning and Cognitive Styles Among a Sample of UAE High School Students

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