Cognitive Styles and Demographic Variables: A Meta-Analysis Study

Abstract

Cognitive style, stress, and academic success should be carefully examined in order to improve educational processes and difficulties of students at higher stages. On stress levels, academic performance, and other various demographic variables, cognitive styles, however, have varying consequences. This article examines the statistics on the correlation between learners' cognitive styles and other demographic factors. The researchers focused primarily on the effects of cognitive styles on stress levels, gender, location, stream, family status, and coping and learning techniques. Most often, post-facto and experimental research designs are used. Most researchers collect samples that are greater than 100 or 300, and they use standardised tools like the Cognitive Style Inventory, the Kirton Adaptation Inventory, and the Learning Styles Inventory to gather data. The data is analyzed through mean, standard deviation, t-test, ANOVA, correlation methods and chi-square. The results indicated that the cognitive styles play an important role in the learning effect of students. Also it indicated that the students who achieved more academic achievement; they tend to be field independent in comparison to those who are less successful in their studies. Some researchers also found that the males who have systematic cognitive styles of high stress levels – they can manage stress level as compared to female. In nutshell those who have high cognitive styles are always good in achievement, stress levels, streams etc. etc. and they fall under independent field learners styles.