Relationship Between the Cognitive Style of Field Dependence-independence and Self-supporting in Primary School Students / 中国临床心理学杂志
Chinese Journal of Clinical Psychology
;
(6)2000.
Artículo
en Chino
| WPRIM
| ID: wpr-546655
ABSTRACT
Objective:
To explore the relationship between the cognitive style of field dependence-independence and self-supporting levels in primary school students.Methods:
One hundred and twenty grade 4 to 6 primary school students were examined by the Self-supporting Behavior Questionnaire for 6 to 12 Years Old Children,and then the subjects were divided into two groups,of which the high-self-supporting group includes the top 27% according to the questionnaire total score,and the low-self-supporting group includes the bottom 27%.Both the groups were tested by the Embedded Figures Test.Results:
①The high self-supporting group get significantly higher score in the Embedded Figures Test than the low self-supporting group;and the field-independence group get significantly higher scores in the scholastic self-supporting and self-determination subscales of the Self-supporting Behavior Questionnaire than the field-dependence group;②the score of Embedded Figures Test was significantly correlated with the scores of scholastic self-supporting,self-supporting in daily life,self-determination,self-action,responsibility undertaking,and the total score of the Self-supporting Behavior Questionnaire.Conclusion:
Children's self-supporting levels were related to their cognitive style,namely,the high self-supporting children were inclined to field-independence cognitive style,and vice versa.
Texto completo:
Disponible
Índice:
WPRIM (Pacífico Occidental)
Idioma:
Chino
Revista:
Chinese Journal of Clinical Psychology
Año:
2000
Tipo del documento:
Artículo
Similares
MEDLINE
...
LILACS
LIS