title: A study of field independence versus field dependence of school teachers and university students in mathematics.
abstract: The Group Embedded Figures Test was administered to 72 secondary school teachers and 54 university students in mathematics to measure their cognitive styles of field independence-dependence. A mean difference was found between the teachers and students as teachers scored more field-independent than the students. There was also a group-by-sex interaction, which indicated that the female teachers scored more field-independent than the male teachers, whereas the male students scored as more field-independent than the female students. Implications of the findings are reflected in the discussion.
authors.affiliation: University of Houston at Victoria, USA.
authors.forename: Li
authors.initials: L
authors.lastname: Chao
authors.forename: Jianyi
authors.initials: J
authors.lastname: Huang
authors.forename: Angie
authors.initials: A
authors.lastname: Li
mesh_terms: D000328:Adult; D005178:Faculty; D005364:Field Dependence-Independence; D006801:Humans; D008297:Male; D008433:Mathematics; D008875:Middle Aged; D009483:Neuropsychological Tests; D015203:Reproducibility of Results; D013334:Students; D014495:Universities