Academic Achievement of Students Who Receive Disclosure of Cognitive Style Map Information.
This study investigated the hypothesis that disclosure of cognitive style map information raises the academic achievement of community college students. Subjects were students enrolled in humanities, life science, and psychology. Experimental group subjects were administered a self-report inventory to obtain data to develop a cognitive style map, while control group subjects were administered the Study of Values inventory. Semester grades were obtained from instructors. Experimental and control group mean differences in all three areas were statistically significant at the .01 level. The size of the absolute difference in percentage points demonstrated a considerable effect on the semester grade. It was concluded that disclosure of cognitive style map information has an important beneficial effect on academic achievement.