Talarczyk G
Nursing Program, Michigan State University College of Nursing, East Lansing.
J Nurs Educ. 1989 Jun;28(6):265-70. doi: 10.3928/0148-4834-19890601-07.
The questions studied were whether a) cognitive style might predict differential success in nursing courses having a different specialty content focus and b) whether after the inclusion of aptitude measures and previous achievement measures FDI cognitive style would significantly increase the prediction of academic achievement in nursing courses of differing specialty content. Senior baccalaureate nursing students completed the Group Embedded Figures Test as a measure of field-dependence-independence (FDI) cognitive style. Aptitude and achievement scores were obtained from students' files and instructors' grade sheets. The findings were that FDI cognitive style is not a predictor of differential academic success. The junior nursing grade point average was the best predictor of achievement in senior level nursing courses. The prediction of academic achievement of nursing students has received researchers' attention over the years in an attempt to identify data that might aid in the establishment of selection criteria, in program and curriculum planning, and in the establishment of remediation or supportive programs for enrolled students who have been identified as high risk. In most studies, affective factors alone, such as personality characteristics and vocational interests, have not been found to be predictors of academic achievement. Most researchers have found that previous achievement or aptitude measures are the best predictors of nursing course achievement (Schwirian, 1976; Grant, 1986). While previous achievement and aptitude measures may be used in the selection process, they are not helpful in giving direction for planning teaching-learning experiences. Cognitive style might serve this purpose if it was found to be predictive of academic achievement.(ABSTRACT TRUNCATED AT 250 WORDS)
a) 认知风格是否能预测在具有不同专业内容重点的护理课程中取得不同程度的成功；b) 在纳入能力测试和以往成绩测试后，场依存-场独立（FDI）认知风格是否会显著提高对不同专业内容护理课程学业成绩的预测能力。本科高年级护理专业学生完成了镶嵌图形测验，以此作为场依存-场独立（FDI）认知风格的衡量指标。能力和成绩分数从学生档案和教师成绩表中获取。研究结果表明，FDI认知风格并不能预测学业上的不同成功程度。低年级护理课程的平均绩点是高年级护理课程成绩的最佳预测指标。多年来，护理专业学生学业成绩的预测一直受到研究人员的关注，他们试图找出有助于确立选拔标准、课程规划以及为被认定为高风险的在校学生建立补救或支持项目的数据。在大多数研究中，单独的情感因素，如个性特征和职业兴趣，并未被发现是学业成绩的预测指标。大多数研究人员发现，以往的成绩或能力测试是护理课程成绩的最佳预测指标（施维里安，1976；格兰特，1986）。虽然以往的成绩和能力测试可用于选拔过程，但它们无助于指导教学学习体验的规划。如果发现认知风格能预测学业成绩，那么它可能会起到这一作用。（摘要截选至250词）
