Person-Environment Interaction: A Challenge Found Wanting Before it was Tried

Hunt, David E.

doi:10.3102/00346543045002209

Cited by 248 publications

(121 citation statements)

References 28 publications

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“…A possible exception has to do with the cognitive~eve~of the match, wherein the complexity of instructional demands is tuned to the student's zone of proximal development (Vygotsky, 1978). Significant interactions showing improved learning for contrasted groups have been obtained when students were matched to instructional environments in terms of cognitive complexity (Hunt, 1975;Miller, 1981). More typically, on those occasions when matches were attempted, they were between types of student characteristics and aspects of instructional methods or materials or teachers or environments, but rarely matches with all of these in concert.…”

Section: Style and The Problem Of The Matchmentioning

confidence: 99%

“…-25 -This strategy would, of course, require some special educational groundwork to facilitate the development of self-management skills, self-directed learning, and informed student choice, especially as the latter bears on the distinction between what students need and what they want (Glaser, 1973(Glaser, , 1977Hunt, 1975;Messick, 197Gb). Self-matching works best, of course, if students know what is good for them, which on available evidence is not often the case.…”

Section: Style and The Problem Of The Matchmentioning

confidence: 99%

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Bridging Cognition and Personality in Education: The Role of Style in Performance and Development

Messick

1996

ETS Research Report Series

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In an attempt to illuminate the interrelatedness of noncognitive and cognitive domains -or, more pointedly, of affection, conation, and cognition -emphasis was placed on variables that not only operate across these domains but are also potentially integrative. Prominent among such variables are personal styles, particUlarly cognitive styles. The properties and problems of cognitive styles are examined, with special emphasis on field independence versus field sensitivity and on two stylistic dimensions of attentional scanning. The role of cognitive styles as both competence variables and performance variables is addressed, along with the difficulty of disentangling style from ability because of reciprocal determinism in their development. The educational implications of cognitive styles are explored, especially as they bear on the problem of the match between student characteristics and educational experiences and on the value-laden nature of style-based pedagogical decisions. Bridging Cognition and Personality in Education:The Role of Style in Performance and Development Samuel Messick 1 Educational Testing ServiceAlthough education has been mainly concerned over the years with developing the perceptive and cognitive functions of the human mind, it has also been sporadically responsive to nagging concerns about emotional and motivational bases of learning and behavior (Messick, 1988). Thus, in principle if not in practice, the purview of education encompasses the development of personality as well as of intellect. However, it has proven exceedingly difficult to articulate educationally relevant processes fostering both personality and intellect, primarily because these two overarching concepts are extremely complex as well as vague and amorphous.As an instance of this complexity, for different individuals (or for the same person at different times), different motives may underlie the same behavior and the same motive may be expressed in different behaviors. As another instance, personality attributes may function as outcome variables, as controlling variables, as organizing variables, and as moderator variables in educational settings (Messick, 1987). Outcome variables serving as legitimate objectives of education include positive feelings toward continuing learning, toward the self as a learner, and toward particular subject matters such as science, mathematics, or literature (Krathwohl, Bloom, & Masia, 1964). As controlling variables, personality factors may determine a person's characteristic regulation and control of attention, impulse, thought, and behavior. That is, they may help to establish and regulate the direction, lThis paper is an invited contribution to a special issue on Personality and Education of the European Journal of Personality. For their helpful comments on the manuscript, acknowledgements are gratefully extended to Ann Jungeblut, Richard Snow, and Lawrence Stricker.-2 -duration, intensity, range, and speed of cognitive functioning as well as its initiation, maintenance, disruption...

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Section: Style and The Problem Of The Matchmentioning

confidence: 99%

Section: Style and The Problem Of The Matchmentioning

confidence: 99%

Bridging Cognition and Personality in Education: The Role of Style in Performance and Development

Messick

1996

ETS Research Report Series

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show abstract

“…Para Hunt (1975) o professor deveria, em primeiro lugar, preocupar-se em definir as características individuais dos seus educandos, onde, dentre elas, ele chama a atenção para a que ele considera como a mais importante, denominada como "conceptual level", aqui traduzido por nível conceitual. Segundo Hunt et.…”

Section: As Relações Dos Sujeitos Da Aprendizagem Com As Metologias Dunclassified

Aprendizado dos conceitos de flor e fruto e sua utilização pelos alunos de ciências biológicas do I. B. - USP

Pucinelli¹

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“…A key idea of person-environment fit theory is that the interplay between environmental characteristics and personal traits produces behaviors (Hunt, 1975). An individual's success within an environment depends on the goodness of fit between the individual and the environment: when environmental characteristics and personal traits match well, then the individual's outcomes will be optimal .…”

Section: Person-environment Fit Theorymentioning

confidence: 99%

“…Angela Duckworth, the foremost researcher on grit, has disavowed the practice of grading grit in schools (2016), as doing so focuses only on students' character while ignoring the context in which these evaluations are made. As posited in our theoretical framework, successful learning results from a well-matched interplay between student and classroom characteristics (Hunt 1975;Lau & Nie, 2008). Given the importance of this interplay, it is necessary to examine grit within the framework of person-environment fit for two reasons.…”

Section: Gritmentioning

confidence: 99%

Supportive Classroom Contexts for Upper Elementary English Language Learners

Banse¹

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Person-Environment Interaction: A Challenge Found Wanting Before it was Tried

Cited by 248 publications

References 28 publications

Bridging Cognition and Personality in Education: The Role of Style in Performance and Development

Bridging Cognition and Personality in Education: The Role of Style in Performance and Development

Aprendizado dos conceitos de flor e fruto e sua utilização pelos alunos de ciências biológicas do I. B. - USP

Supportive Classroom Contexts for Upper Elementary English Language Learners

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