The Relationship between Cognitive Style and School Achievement.
AbstractThe purpose of this study was twofold: (1) to develop measures of cognitive style of high internal-consistency from items available on existing instruments; and (2) to investigate the relationship between cognitive style and school achievement. The sample consisted of 275 fifth-grade children. While the findings indicate that descriptive style was positively related and relational style negatively related to school achievement, the magnitude of the correlations was low. A post-hoc analysis of intact classrooms suggests that the conditions under which children of a particular style learn may be a more fruitful line of investigation than differences in what and how much children of different styles learn in school.