Students' performance in accounting: Differential effect of field dependence-independence as a learning style

Document Type

Article

Publication Title

Psychological Reports

Publication Date

1-1-2003

Abstract

This study examined the differential moderating effects associated with field dependence-independence and perceptions of stress on students' performance after controlling for SAT Mathematics and Verbal scores as well as students' actual effort on homework. The average performance of 178 third-year accounting majors over three examinations was used to evaluate their understanding of financial accounting. The students also took the Group Embedded Figures Test. While the data indicate that the most significant variables were students' effort, SAT Verbal scores, and their perceptions of stress, these variables were differentially associated with students' performance depending upon whether the student was classified as a field-independent or field-dependent learner.

Volume

93

Issue

1

First Page

135

Last Page

142

DOI

10.2466/pr0.2003.93.1.135

ISSN

00332941

E-ISSN

1558691X

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