Cognitive Preference Orientations in Students of Chemistry

Kempa, R. F.; Dube, Godwin

doi:10.1111/j.2044-8279.1973.tb02268.x

Cited by 50 publications

(61 citation statements)

References 2 publications

(2 reference statements)

Supporting

Mentioning

Contrasting

Order By: Relevance

“…The construct validity of cognitive preference tests has been established by numerous researchers (Heath, 1964;Marks, 1967;Atwood, 1967;Kempa and Dube, 1973). The cognitive preference test used in the present study has been validated by the procedures advocated and employed by former researchers (see below).…”

Section: Testsmentioning

confidence: 99%

“…The graded rating procedure suggested by Kempa and Dube (1973) was employed. Thus, for each cognitive preference area the highest possible score is 160 and the lowest is 40.…”

Section: Testsmentioning

confidence: 99%

“…Heath (1964) followed by Marks (1967), Atwood (1967 and1971) and MacKay (1972) require that the student select out of the four extension statements the one that to him is the most satisfying or appealing and in so doing he is assumed to display his own cognitive preference. Kempa and Dube (1973) followed by Rogel (1974) have abandoned the response procedure just described in favour of a graded rating procedure in which the students are asked to arrange the options within each item in an order of preference by allotting four votes to the most preferred option, three votes to the next preferred, two to the next and one to the least preferred response. The advantage of this procedure is that all responses appearing in an item contribute to a student's overall cognitive preference profile, unlike the normal procedure of response selection where rejected options are treated as equally unattractive (Kempa and Dube, 1973, p. 281).…”

Section: Introductionmentioning

confidence: 98%

“…Kempa and Dube have been aware of the ipsative nature of the data obtained by the graded rating procedure. However, by employing proper statistical tests it was possible to conclude that the data obtained by graded rating are amenable to the usual normative statistical analyses without imposing undue bias (Kempa and Dube, 1973;Kempa, 1974).…”

Section: Introductionmentioning

confidence: 98%

See 3 more Smart Citations

The Relationship Between Achievement in Biology and Cognitive Preference Styles in High School Students

Tamir

1976

Brit J of Edu Psychol

View full text Add to dashboard Cite

SUMMARY. Tests of cognitive preference and achievement in high school biology were given to a stratified random sample of 989 Israeli twelfth grade students. Levels of cognitive preference and.achievement were related to four independent variables namely sex, school environment, the nature of the curriculum and the attitudes of teachers toward an inquiry oriented curriculum. A strong dependence of cognitive preference orientation on achievement was found. High achieving students exhibited a strong preference for critical questioning, a weak preference for fundamental principles as well as a strong dissatisfaction with recall. The ' cognitive preference-achievement ' relationship depended on the specific subject matter content, but was not related to Bloom's taxonomy levels. The ' cognitive preferenceachievement' relationship was found to be significantly affected by sex, the school environment, the curriculum and the curricular bias of the teachers. Certain interactions among these independent variables were also revealed.INTRODUCTION COGNITIVE preference testing was introduced to curriculum evaluation as an attempt to measure not " whether the student can identify correct or incorrect information, but rather what he is likely to do with information intellectually " (Heath, 1964). As noticed by Harris, " most of the achievement testing in schools

show abstract

Section: Testsmentioning

confidence: 99%

“…The graded rating procedure suggested by Kempa and Dube (1973) was employed. Thus, for each cognitive preference area the highest possible score is 160 and the lowest is 40.…”

Section: Testsmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 98%

Section: Introductionmentioning

confidence: 98%

See 2 more Smart Citations

The Relationship Between Achievement in Biology and Cognitive Preference Styles in High School Students

Tamir

1976

Brit J of Edu Psychol

View full text Add to dashboard Cite

show abstract

“…If follows from related studies in the field of science education (Heath, 1964; Kempa and Dube, 1973;Tamir, 1976). The present findings are that preference for the symbolic mode of presenting mathematical information is a significant correlate of students' mathematical bias and achievement.…”

Section: Cognitive Preferencesmentioning

confidence: 96%

A Study of Attitudes Towards Mathematics in Relation to Selected Student Characteristics

Kempa

McGough

1977

Brit J of Edu Psychol

Self Cite

View full text Add to dashboard Cite

SUMMARY. Attitudes towards mathematics of over 300 first-year sixth-form students were studied in relation to the type of mathematics curriculum previously followed by them, to their choice of sixth-form courses and the students' intelligence, personality and mathematical achievement. The main findings are that no significant differences in liking for mathematics and in views about the difficulty of learning mathematics were found between students who had followed a 'modern' or 'traditional' mathematics curriculum, but that attitudes to mathematics were strongly correlated with students' mathematical bias as inferred from their choice of sixth-form subjects. As an additional aspect of the study, students' preferences for different modes of presenting mathematical information were examined, with three presentation modes being used: symbolic, graphical and verbal. Students' mathematical bias was found to be strongly associated with preference for the symbolic communication mode and anti-preference for the verbal mode.

show abstract

How to identify leadership potential: Development and testing of a consensus model

Dries

Pepermans

2012

Human Resource Management

114

View full text Add to dashboard Cite

Building on two studies, the current article responds to urgent calls in the literature for more empirical research on how to identify leadership potential. Based on an extensive review of the 1986–2010 literature, and applying a combination of qualitative and quantitative techniques, we developed a model of leadership potential consisting of four quadrants: Analytical skills (containing the factors Intellectual curiosity, Strategic insight, Decision making, and Problem solving); Learning agility (containing the factors Willingness to learn, Emotional intelligence, and Adaptability); Drive (containing the factors Results orientation, Perseverance, and Dedication); and Emergent leadership (containing the factors Motivation to lead, Self‐promotion, and Stakeholder sensitivity). Notably, the developed model steers clear from some of the typical issues that tend to hinder valid assessments of leadership potential (i.e., the confound between performance and potential, as well as that between leadership potential and successful, mature leadership). Furthermore, high consensus was found between top managers, line managers, and HR managers about the practical relevance of the proposed model. The article concludes with some specific future avenues for research and practice. © 2012 Wiley Periodicals, Inc.

show abstract

Cognitive Preference Orientations in Students of Chemistry

Cited by 50 publications

References 2 publications

The Relationship Between Achievement in Biology and Cognitive Preference Styles in High School Students

The Relationship Between Achievement in Biology and Cognitive Preference Styles in High School Students

A Study of Attitudes Towards Mathematics in Relation to Selected Student Characteristics

How to identify leadership potential: Development and testing of a consensus model

Contact Info

Product

Resources

About