Cognitive style in the FDI dimension shows no significant main effect on self-efficacy or achievement when the scaffolding condition is pooled¶

Claim · All claims
Evidence · 1 study · causal r2 · q3
Currency · newest study 2017 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q3 i? Across both conditions, cognitive style had no significant main effect on academic self-efficacy, and its effect on learning achievement was not significant, though the p-value was close to 0.05. → Valencia-Vallejo et al. 2017

Evidence¶

Valencia-Vallejo et al. 2017¶

Nilson Valencia-Vallejo, Omar López-Vargas, Luis Sanabria-Rodríguez. (2017). Effect of Motivational Scaffolding on E-Learning Environments: Self-Efficacy, Learning Achievement, and Cognitive Style. Journal of Educators Online. https://eric.ed.gov/?id=EJ1168944

q3 · i? · causal · r2

The MANOVA main effect of cognitive style (field-dependent, intermediate, field-independent) was non-significant for self-efficacy ("F (2, 59) = 0.045, p = 0.956") and for achievement (F (2, 59) = 2.981, p = 0.058).

"cognitive style does not have a significant main effect on academic self-efficacy (F (2, 59) = 0.045, p = 0.956, η2 = .002). A significant effect on learning achievement was not reported either (F (2, 59) = 2.981, p = 0.058, η2 = .09)."

Discussion¶

Learner Variables¶

• Learning-Style Preferences — predictor: learners reporting different styles differed here; not a test of matching instruction to style

Related Claims¶

• Without scaffolding, field-independent students outperform field-dependent students in learning achievement — related
• With motivational scaffolding, students of different FDI cognitive styles achieve equivalent learning — related
• Motivational scaffolding in an e-learning environment produces a large main effect on academic self-efficacy in higher education students — related