Field dependence-independence and academic achievement: A re-examination of their relationship

Background. It has long been recognised that field dependence-independence is likely to have important educational implications. Aims. In the work presented here, the relationship between academic achievement and field dependence-independence cognitive style was examined. We tried to avoid some of the deficiencies of research carried out to date. Sample. We analysed various subjects of the school curriculum in a single sample of 408 students (215 boys and 193 girls) aged between 13 and 16. Method. We considered the bidimensional character of field dependence-independence by using a test of perception of the upright (the Rod and Frame Test) and a restructuring ability test (the Embedded Figures Test). In addition, we examined possible mediation by the variable 'sex' in the above-mentioned relationship. Multivariate analysis of covariance, with the score in Cattell's Culture-Fair Intelligence Test as covariate, was used to investigate differences in academic achievement between field-dependent and field-independent students, once effect of intelligence had been removed. Results. Results indicate that field-independent boys and girls performed better than field-dependent ones in all of the subjects considered, although this superiority was only manifested in the cognitive dimension of field dependence-independence, evaluated by the embedded figures test. Conclusions. Field dependence-independence is related to overall academic achievement.