Self-regulated learning in female students with different cognitive styles: an exploratory study.
In the present study, the relationship between the cognitive style called field-dependence/independence and learning strategies was explored. Acquisition, encoding, retrieval, support, and meta-cognitive strategies of first-year psychology and social education students (all women; M age = 19.2 yr., SD=1.7) with upper and lower quartile scores on field-dependence/independence were assessed on two self-report questionnaires and compared. Field-dependent students reported greater use of some learning strategies, specifically Self-instructions, Counter-distractions, Self-questioning, Self-monitoring, and Self-evaluation. The possible mediation of cognitive style on the influence of social desirability and a failure to activate appropriate strategies on accuracy of self-reports of learning strategies are discussed. Arguments and data are presented in favour of a distinction among the association of cognitive style with a tendency and capacity to use specific strategies and the benefits and manner of their application.
Universidad de Santiago de Compostela, Facultad de Psicología, Departamento de Psicología Evolutiva y de la Educación, Spain. carolina.tinajero@usc.es
Carolina
C
Tinajero
Alba M
AM
Castelo
M
M
Adelina Guisande
M
M
Fernanda Páramo
D000293:Adolescent; D001288:Attention; D005260:Female; D005364:Field Dependence-Independence; D006801:Humans; D007206:Individuality; D007389:Internal-External Control; D007858:Learning; D011939:Mental Recall; D009042:Motivation; D009483:Neuropsychological Tests / Q000706:statistics & numerical data; D011594:Psychometrics; D013334:Students / Q000523:psychology*; D055815:Young Adult