Abstract
A cross‐cultural study of psychological differentiation of Canadian and Pakistani high school students was undertaken to examine the nature of psychological differentiation in relation to differences in age/grade, gender, and academic programs. The study involved 707 Canadian students from grades 6, 8, 10, and 12; and 349 Pakistani students from grades 8, 9, 10, and 12. The Group Embedded Figures Test was employed as a measure of the field‐dependence‐independence cognitive style. Analyses of data included two‐way and three‐way analyses of variance to determine the effects of grade, gender, and academic program upon GEFT scores. Differences in psychological differentiation between high school students in the two cultures were discussed in terms of Berry's eco‐cultural model.
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