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Field independence, academic orientation, and achievement

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Abstract

The Group Embedded Figures Test (GEFT) of field independence was administered to 203 Jamaican sixth form (pre-university) students pursuing advanced-level (A-level) courses with either an arts or a science emphasis. The science-emphasis group obtained significantly higher scores on the GEFT than the arts-emphasis group. In addition, field independence was found to be important for the A-level success of students, regardless of whether they pursued arts- or science-emphasis courses. The implication of this finding to education at advanced level is discussed.

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Authors and Affiliations

  1. School of Education, University of the West Indies, Mona, Kingston 7, Jamaica

    Elsa Leo-Rhynie

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  1. Elsa Leo-Rhynie
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Leo-Rhynie, E. Field independence, academic orientation, and achievement. Current Psychology 4, 22–27 (1985). https://doi.org/10.1007/BF02686563

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