Aktywność strategiczna i wybrane wymiary stylu poznawczego uczniów gimnazjum i liceum a ich osiągnięcia szkolne

• Authors: Ewa Czerniawska
• Languages of publication: PL

Abstracts

PL

Secondary school student’s strategic activity and chosen dimensions of their cognitive style In relation to school achievementsThe relations between chosen dimensions of the cognitive style (field dependence/independence and reflection/impulsivity) and strategic activity (strategic control of learning and depth of processing) on the one hand, and school achievements of junior and senior high school pupils, on the other, were investigated in two researches. One hundred eighty subjects took part in the first study. The research was conducted in groups. The subjects filled in Witkin’s “Embedded figures test”, R. Cantwell’s “Strategic Flexibility Questionnaire” in the Polish adaptation of E. Czerniawska and the questionnaire “Learning from textbook texts”. Data concerning school achievements were also gathered. It appeared that older pupils used more often deep processing strategies, no developmental differences were found as strategic control of learning was concerned. Deep processing strategies were a positive predictor of school achievements, irresolute control – a negative one. Older subjects were more field independent. In junior high school field independence was correlated with the strategic activity and school achievements. One hundred ninety nine subjects took part in the second study. The research was also conducted in groups. The subjects filled in A. Matczak’s questionnaire “R-I”, R. Cantwell’s “Strategic Flexibility Questionnaire” in the Polish adaptation of E. Czerniawska and the questionnaire “Learning from textbook texts”. Data concerning school achievements were also gathered. The obtained results showed that strategic flexibility was correlated with deep processing and higher school achievements, whereas strategic flexibility with surface processing strategies. Reflection was linked with higher school achievements and strategic inflexibility. The discussion is focused on the role of cognitive style in the formation of the characteristics of the strategic activity in secondary school pupils and on the influence of the cognitive style and strategic activity on school achievements.

Keywords

PL

• Publisher: Uniwersytet Jagielloński
• Journal: Psychologia Rozwojowa
• Year: 2006
• Volume: 11
• Issue: 2

Dates

published

2006

online

2006-07-09

Contributors

author

Ewa Czerniawska