Year of Publication
College of Education and Human Services
Master of Education (MEd)
Dr. Marianne Barnes
Dr. Bernadine Bolden
Dr. G. Pritchy Smith
This study examined the relationships of cognitive style and motivation to the biology achievement of Filipino students in a North Florida high school. The effects of gender and grade level on test scores, grades, and academic motive responses were considered during data analysis. This sample was found to be more analytical and field-independent when compared with normative groups. Significant correlations were established between achievement and field-independence, persistence, sequential abilities, mobility, and gender. Different academic motives were evident with different achievement measures. When achievement was measured by biology final grades, high achievers felt less pressure, tried harder, and were not motivated by peers. High achievers also cited college attendance as a reason for school attendance. When utilizing a course comprehensive biology test, high achievers reported feeling less pressure in school and enrolled in biology because it was required. Most all subjects, regardless of achievement, reported strong career and economic motives for school attendance.
Torres, Linda C., "The Relationships of Cognitive Style and Motivation to Biology Achievement for Filipino Students" (1994). UNF Theses and Dissertations. 111.