Field dependence (Psychology)

Community college students are frequently characterized as students who were previously under-represented in higher education. That characterization implies an approach to education that molds curriculum to the needs of these students. The problem addressed in this study was the lack of fit between traditional standardized testing to determine abilities in specific areas of reading comprehension and the nontraditional community college student population to whom the testing is directed. The purpose of this study was to determine if a measure of the cognitive style dimension of field dependence/independence could predict community college students' ability to: (1) make inferences in reading; and (2) solve problems. The sample consisted of 132 students from two campuses of Broward Community College in South Florida. The Group Embedded Figures Test (GEFT) was used to determine student cognitive style. Inferencing ability was determined using the Nelson-Denny Reading Test. Problem solving ability was assessed through the Problem Solving subtest of the McGraw-Hill Basic Study System Study Skills Test. Pearson Product Moment Correlations were obtained using GEFT score and corresponding problem solving and inferencing scores. The predictive equations, which were cross validated, indicated that the GEFT was a minimal predictor of both problem solving and inferencing abilities. However, further analysis was performed using Analyses of Variance after dividing the sample into high and low scoring students (field independents and field dependents, respectively). Results of the ANOVAs indicated significance (p .05) regarding inferencing ability among these same students. Demographic information revealed other findings: (1) Non-Caucasians were more highly represented in the field dependent category; (2) Males were more highly represented in the field independent category, whereas females dominated the field dependent category; and (3) females tended to be older than males, with the largest age disparity existing between female and male Caucasian students. The study gives evidence that the GEFT is an effective predictor of problem solving ability among community college students identified as highly field dependent or field independent. Implications and recommendations for instruction, counseling and curriculum design are presented.

The effects of possessing a specified level of field
dependence on job satisfaction and job performance were
examined in two occupational groups. The purposes of the
study were (a) to investigate the possibility of an "ideal"
level of field dependence for successful occupational
performance, (b) to determine whether job satisfaction
and/or performance was higher for workers whose field
dependence matched a presumed "ideal", and (c) to pave
the way for application of field dependence research
findings in occupational areas such as job design, screening
and placement, design of training programs and staff
development. Analysis using the Kolomogorov-Smirnov Test showed no
significant differences (p .05) in the satisfaction and performance levels between workers who possessed and
workers who did not possess the "ideal." Therefore, the
research hypothesis was not supported.
Interpretation of findings was confounded by (a)
possible inadequacy of the method of estimating the "ideal"
level of field dependence for successful performance in an occupation, (b) low validity of The Group Embedded Figures
Test, and (c) the questionable validity of a single job
satisfaction question.