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The Relationship Between Student-Teacher Compatibility of Cognitive Structure and Student Performance

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Abstract

Four studies were carried out to test Runkel’s hypothesis that compatibility of cognitive structure between teacher and students would facilitate student learning and performance. The obtained results using Runkel’s collinearity method failed to support the hypothesis. For the authors, the results produced a greater reduction of confidence in the method than in the hypothesis.

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Author information

Authors and Affiliations

  1. Dept. of Psychology, Univ. of Michigan, K109 West Quad., Ann Arbor, Mich, USA

    Yi-Guang Lin, Wilbert J. McKeachie, Marilyn Wernander & James Hedegard

Authors
  1. Yi-Guang Lin
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  2. Wilbert J. McKeachie
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  3. Marilyn Wernander
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  4. James Hedegard
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Additional information

This research was supported in part by the Office of Education Research Contract Grant No. OE 4-10-001 to W. J. McKeachie, J. E. Milholland, and R. L. Isaacson. Phillip Runkel gave helpful suggestions on an earlier draft.

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Lin, YG., McKeachie, W.J., Wernander, M. et al. The Relationship Between Student-Teacher Compatibility of Cognitive Structure and Student Performance. Psychol Rec 20, 513–522 (1970). https://doi.org/10.1007/BF03393974

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  • DOI: https://doi.org/10.1007/BF03393974

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