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.