Cognitive Styles and Performance on Schema-based Cloze Multiple Choice Item Tests: A Fairness Issue

Khodadady, Ebrahim; Fatemi, Azar Hosseini; Etminan, Saba

doi:10.4304/jltr.3.4.806-813

Cited by 7 publications

(9 citation statements)

References 10 publications

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“…The word type peers represent a significant concept or schema in the minds of sapiens in general and scholars in divine religion, economics, education, psychiatry, psychology and sociology in particular (Khodadady, 1997). Few scholars in these fields have, however, approached it scientifically.…”

Section: Introductionmentioning

confidence: 99%

“…The personality and environment "should each account for variation in problem behavior and, taken together, should provide a stronger account than either alone" (p. 243). What Taylor (2015) failed to mention is that having a hierarchical organization is one of the main features of sapiens' cognition, as explained by Khodadady's (1997) Microstructural Approach of Schema Theory (MICAST). (It will be elaborated on shortly).…”

Section: Introductionmentioning

confidence: 99%

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Does the Schema of Top Peer Pressure and Its Relationship with Achievement Change from Junior High School to University?

Khodadady

Moghaddam²

2023

Innovare J Edu

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This study aimed to find out what cognitive taxa constitute the schema of Top Peer Pressure (TPP) among Junior High School Students (JHSSs), which taxa associated with the JHSSs’ English and school achievement and whether JHSSs’ taxa differ from those of Undergraduate University Students (UUSs). To this end the TPPS was administered to 304 HSSs and their responses were subjected to Principal Axis Factoring and Varimax with Kaiser Normalization. The results showed that six factors representing JHSSs’ cognitive taxa of kingdom, phylum, class, order, family and genus underlie the TPPS. Among them, the taxon of the kingdom was associated significantly with both English language and school achievement, while only the taxon of the family was associated significantly with English language achievement. Contrastive analysis of JHSSs’ cognitive taxa with those of UUSs showed that the UUSs pathologically manipulate the items comprising the schema of TPP not only at its kingdom taxon but also at the taxa of phylum, class and order to justify their low university achievement. The results are discussed and suggestions are made for future research.

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Section: Introductionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Does the Schema of Top Peer Pressure and Its Relationship with Achievement Change from Junior High School to University?

Khodadady

Moghaddam²

2023

Innovare J Edu

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“…Although middle achievers of EFL do not use their Intrinsic, Extrinsic, and Communicative motivations to learn English, they do use their cognitive styles to gain proficiency. Khodadady, Fatemi, and Etminan (2012), for example, administered Group Embedded Figures Test (GEFT) and S tests as measures of cognitive styles and language proficiency, respectively, to 253 undergraduate and graduate students of English and established a significant relationship between the two for middle proficiency learners. Future research must show whether middle language proficiency relates significantly to any type of motivation.…”

Section: Discussionmentioning

confidence: 99%

Motivations Underlying English Language Learning and Achievement

Khodadady

Ashrafborji

2013

Sage Open

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The study explored whether the 25-item Motivations Underlying English Language Learning (MUELL) Scale designed in this study is a reliable and valid psychological measure and relates significantly to achievement. To achieve the objectives, the MUELL was administered to 493 female learners who studied English as a foreign language (EFL) in three branches of a semiprivate language institute in Mashhad, Iran. When the data were subjected to principal axis factoring (PAF) and the extracted latent variables (LVs) were rotated via Varimax with Kaiser Normalization, three factors appeared, that is, Intrinsic, Extrinsic, and Communicative. Reliability and correlational analyses showed that the MUELL and its underlying factors are highly reliable and show significant relationships with each other. Although Intrinsic and Extrinsic LVs correlate highly with the Communicative than with each other, none of them show any significant relationship with the total English achievement for three groups of achievers. However, the written achievement scores of high and low achievers correlate significantly not only with the MUELL but also with Extrinsic and Intrinsic LVs, respectively, in opposite directions. The results are discussed and suggestions are made for future research.

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“…The word type peers represents a significant concept or schema in the minds of sapiens in general and scholars in divine religion, economics, education, psychiatry, psychology and sociology in particular [1]. Few scholars in these fields have, however, approached it scientifically.…”

Section: Introductionmentioning

confidence: 99%

Does the Schema of top Peer Pressure and its Relationship with Achievement Change from Junior High School to University?

Khodadady

2023

JCRR

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Background: The schema of top peer pressure (TPP) consists of nine hierarchical cognitive taxa measured by the Top Peer Pressure Scale (TPPS): domain, kingdom, phylum, class, order, family, genus, species and word. The TPPS taken by undergraduate university students’ (UUSs) has shown that their TPP consists of eight taxa among which four, i.e., domain, kingdom, class, and family associate negatively with their university achievement. Objective: To find out what taxa constitute the TPP of junior high school students (JHSSs) and which taxa associate with the JHSSs’ English and school achievement. Methodology: The TPPS was administered to 304 male HSSs. Following the designers of the TPPS, JHSSs’ responses were subjected to Principal Axis Factoring and Varimax with Kaiser Normalization to extract and rotate the factors underlying the TPPS. The factors represented cognitive taxa other than the domain, species and word empirically. Results: Six rotated factors were extracted from JHSSs’ responses on the TPPS representing their cognitive taxa of kingdom, phylum, class, order, family and genus. Among these taxa the kingdom associated significantly with both English language and school achievement. The taxon of family associated significantly only with the English language achievement. Conclusion: The schema of TPP helps JHSSs achieve not only in English language but also in other courses offered in school at its kingdom taxon. UUSs pathologically manipulate the items comprising the schema not only at its kingdom taxon but also at the taxa of phylum, class and order to justify their low university achievement.

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Cognitive Styles and Performance on Schema-based Cloze Multiple Choice Item Tests: A Fairness Issue

Cited by 7 publications

References 10 publications

Does the Schema of Top Peer Pressure and Its Relationship with Achievement Change from Junior High School to University?

Does the Schema of Top Peer Pressure and Its Relationship with Achievement Change from Junior High School to University?

Motivations Underlying English Language Learning and Achievement

Does the Schema of top Peer Pressure and its Relationship with Achievement Change from Junior High School to University?

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