| Título: | The importance of the cognitive style and temperament in the school context : Importancia del estilo cognitivo y el temperamento en el ámbito escolar |
| Autores: | Cruz, Soledad ; Torres, M. ; Maganto Mateo, Carmen |
| Tipo de documento: | texto impreso |
| Editorial: | Universidad Nacional de Educacion a Distancia, 2012-07-08 |
| Dimensiones: | application/pdf |
| Nota general: |
Acción Psicológica; Vol 2, No 1 (2003); 29-39 Acción Psicológica; Vol 2, No 1 (2003); 29-39 2255-1271 1578-908X 10.5944/ap.2.1 Copyright (c) 2015 Facultad de Psicología. Servicio de Psicología Aplicada. http://creativecommons.org/licenses/by-nc-nd/4.0 |
| Idiomas: | Español |
| Palabras clave: | accionpsicologica:TeI , driver |
| Resumen: |
The cognitive style Field Dependence/Independence (FDI) has been considered an explanatory factor in the individual differences of subjects. Even when the FDI factor is given a neutral value, questions arise on its neutrality when a relationship is established between the cognitive and personality variables. As a result many studies have been carried out to test the influence and importance of FDI in the school environment. Child temperament is another of the variables which has been shown to have important implications on school achievement. The present paper aims to find out whether the FDI cognitive style and temperament are related, and whether these two variables in their turn are related to cognitive, achievement and emotional variables. The sample is 108 boys and 106 girls between the ages of 6 and 7. The instruments used were: the Battery of Differential and General Aptitudes (BADyG. Yuste, 1984), the Children Embedded Figures Test (CEFT. Karp & Konstadt, 1971/1982), the Reactivity Rating Scale (RRS. Friedensberg & Strelau, 1982) and the Human Figure Drawing (HFD. Koppitz 1974/1991). The results confirm an association which is statistically significant between the FDI and temperament, and at the same time these variables are shown to be related to intelligence, school achievement and the emotional indicators in HFD. Furthermore it has been observed that the group with better results on an intellectual level and with better academic achievement in reading, writing and Maths are the subjects who are Field Independent and have low reactivity. ResumenEl estilo cognitivo Dependencia/Independencia de Campo (DIC) ha sido considerado como un factor explicativo de las diferencias individuales de los sujetos. Aunque a la DIC se le otorga un valor neutral, las relaciones confirmadas con variables cognitivas y de personalidad han dado lugar al cuestionamiento de dicha neutralidad. Como consecuencia se han realizado abundantes estudios para comprobar la influencia e importancia de la DIC en el ámbito educativo. El temperamento infantil es otra de las variables que se ha demostrado tiene importantes implicaciones en el rendimiento escolar. El presente trabajo tiene por objetivo investigar si el estilo cognitivo DIC y el temperamento están relacionados, y si ambas variables guardan, a su vez, relación con variables cognitivas, de rendimiento y emocionales. La muestra consta de 108 niños y 106 niñas de 6 y 7 años. Los instrumentos utilizados han sido: La Batería de Aptitudes Diferenciales y Generales (BADyG. Yuste, 1984), el Test de Figuras Enmascaradas para niños (CEFT. Karp y Konstadt, 1971/1982), la Escala de Reactividad Infantil (RRS. Friedensberg y Strelau, 1982) y el Dibujo de la Figura Humana (DFH. Koppitz, 1974, 1991). Los resultados confirman relaciones de asociación estadísticamente significativas entre la DIC y el temperamento, así como relaciones de estas variables con inteligencia, rendimiento académico y los indicadores emociones en el DFH. En concreto, se observa que los sujetos Independientes de Campo y con baja reactividad constituyen el grupo con mejores resultados a nivel intelectual y con mejor rendimiento escolar en lectura, escritura y matemáticas.AbstractThe cognitive style Field Dependence/Independence (FDI) has been considered an explanatory factor in the individual differences of subjects. Even when the FDI factor is given a neutral value, questions arise on its neutrality when a relationship is established between the cognitive and personality variables. As a result many studies have been carried out to test the influence and importance of FDI in the school environment. Child temperament is another of the variables which has been shown to have important implications on school achievement. The present paper aims to find out whether the FDI cognitive style and temperament are related, and whether these two variables in their turn are related to cognitive, achievement and emotional variables. The sample is 108 boys and 106 girls between the ages of 6 and 7. The instruments used were: the Battery of Differential and General Aptitudes (BADyG. Yuste, 1984), the Children Embedded Figures Test (CEFT. Karp & Konstadt, 1971/1982), the Reactivity Rating Scale (RRS. Friedensberg & Strelau, 1982) and the Human Figure Drawing (HFD. Koppitz 1974/1991). The results confirm an association which is statistically significant between the FDI and temperament, and at the same time these variables are shown to be related to intelligence, school achievement and the emotional indicators in HFD. Furthermore it has been observed that the group with better results on an intellectual level and with better academic achievement in reading, writing and Maths are the subjects who are Field Independent and have low reactivity. |
| En línea: | http://revistas.uned.es/index.php/accionpsicologica/article/view/519 |
Ejemplares
| Estado |
|---|
| ningún ejemplar |
