Abstract
Using educational set as a measure reflecting a learner’s cognitive style, the E expected to find evidence for a relationship of style and the broader dimensions of personality as measured by the California Personality Inventory (CPI). Data were collected at two levels-college and high school. Subjects were dichotomized into conceptually set and factually set learners on the basis of the Educational Set Scale (ESS) and then compared on scales of the CPI. High school Ss, while not taking the entire CPI, were also compared on the Mehrabian Achievement Scale. Conceptually set Ss (college level) exceeded their factually set counterparts on sixteen of the eighteen CPI scales (p .01). Conceptually set high school Ss scored significantly higher (p .05) than factually set Ss on all three motivation scales. It was concluded that the educational set variable does appear to extend beyond subject matter acquisition to a fairly broad spectrum of behaviors and interests.
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