Abstract
Cognitive style, gender and conduct behaviour in secondary school pupils The tutor group/form teachers of a total of 341 pupils from two schools, A (Year 10, age 14-15 years) and B (Year 11, age 15-16 years), were asked to rate the classroom conduct behaviour of their pupils on a five-point scale from very poor to very good. The cognitive styles of the pupils were assessed by means of the Cognitive Styles Analysis, which indicated their positions on each of two style dimensions, Wholist-Analytic and Verbal-Imagery. There was a significant interaction between gender and the Wholist-Analytic style in their effect on behaviour, with the females behaving better than the males, and the male Wholists being the worst behaved. The findings are discussed in terms of the practical implications for schooling.
Sign-in/Register to access full text options 
Talk to us
Join us for a 30 min session where you can share your feedback and ask us any queries you have
Schedule a callDisclaimer: All third-party content on this website/platform is and will remain the property of their respective owners and is provided on "as is" basis without any warranties, express or implied. Use of third-party content does not indicate any affiliation, sponsorship with or endorsement by them. Any references to third-party content is to identify the corresponding services and shall be considered fair use under The CopyrightLaw.
