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THE EFFECTS OF CONCEPTUAL STYLE PREFERENCE, RELATED COGNITIVE VARIABLES AND SEX ON ACHIEVEMENT IN MATHEMATICS
Author(s) -
ROACH D. A.
Publication year - 1979
Publication title -
british journal of educational psychology
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 1.557
H-Index - 95
eISSN - 2044-8279
pISSN - 0007-0998
DOI - 10.1111/j.2044-8279.1979.tb02399.x
Subject(s) - psychology , style (visual arts) , cognitive style , achievement test , preference , test (biology) , academic achievement , intelligence quotient , relation (database) , cognition , mathematics education , developmental psychology , standardized test , mathematics , statistics , paleontology , archaeology , database , neuroscience , biology , computer science , history
S ummary . The Conceptual Style Test, a mathematics achievement test and an intelligence test were administered to grade 6 children, 206 boys and 212 girls, in five urban Jamaican elementary schools. Mathematics achievement had significant positive correlations to analytic conceptual style and intelligence; girls had higher mathematics achievement than boys. Analytic conceptual style had a significant positive correlation with intelligence, but had no relation to sex. When intelligence was partialled out, the relation between conceptual style preference and mathematics achievement became non‐significant.