scholarly journals Estilo cognitivo y autoconcepto en una muestra de estudiantes universitarios de la ciudad de Manizales

2021 ◽  
Vol 4 (2) ◽  
pp. 48-67
Author(s):  
Diana Marcela Montoya Londoño ◽  
Javier Taborda Chaurra ◽  
Carmen Dussán Lubert ◽  
Luz Stella Nieto Osorio
Keyword(s):  
Embedded Figures Test ◽  
Palabras Clave ◽  
Embedded Figures ◽  
Para Determinar ◽  
Estudiantes Universitarios

Objetivo: Establecer la asociación entre el estilo cognitivo y el autoconcepto en estudiantes universitarios, como variables que pueden influir potencialmente en el aprendizaje.Método: Investigación descriptiva correlacional de carácter transversal. Se trabajó con una muestra no probabilística de 547 estudiantes que de manera voluntaria participaron de la investigación. Se utilizaron como instrumentos el Test de Figuras Enmascaradas –Embedded Figures Test– (EFT) para determinar el estilo cognitivo en su dimensión de independencia-dependencia de campo, y el Test de Autoconcepto Forma 5 (AF5) para establecer el autoconcepto académico-laboral, social, emocional, familiar y el físico. Los análisis se realizaron utilizando un nivel de significancia del 5% y el software SPSS versión 23. Resultados:  el estilo cognitivo no se asocia con ninguna de las dimensiones del autoconcepto. Para el caso de los estudiantes hombres, el estilo cognitivo se asoció directamente con las dimensiones del autoconcepto académico-laboral y físico, o sea que cuando se incrementa el estilo cognitivo ‘independiente de campo’ (IC) también lo hacen las dimensiones del autoconcepto señaladas. Conclusiones: Dado que la asociación entre el estilo cognitivo y el autoconcepto, solo se evidenció para el caso de los estudiantes hombres, y solo para dos dimensiones, académico- laboral y física, sería pertinente continuar revisando en próximos estudios la asociación del estilo de procesamiento con estas dos dimensiones del autoconcepto, en otras muestras poblaciones, y con otros instrumentos.  Palabras clave: Estilo cognitivo, autoconcepto, dependencia de campo, independencia de campo, desempeño académico.

scholarly journals Perfiles de inteligencia emocional y síntomas externalizantes e internalizantes en la adultez emergente

2019 ◽  
Vol 17 (48) ◽  
Author(s):  
María de la Villa Carpio Fernández
Keyword(s):  
Palabras Clave ◽  
Salud Mental ◽  
Para Determinar ◽  
Estudiantes Universitarios

Introducción.  En las últimas décadas se ha analizado la relación entre la Inteligencia Emocional y la salud mental. Una de las formas en las que se concibe la inteligencia emocional es como un rasgo que se compone de tres dimensiones: atención, claridad y reparación. Por otra parte, una de las principales medidas de salud mental incluye la presencia/ausencia de síntomas tanto internalizantes como externalizantes. Objetivo: En este estudio se utiliza el enfoque de análisis clúster para determinar la existencia de distintos perfiles al combinar las tres dimensiones que componen el constructo de inteligencia emocional y analizar las posibles diferencias en la sintomatología que informan las personas con los diferentes perfiles de inteligencia emocional.Método: La muestra estaba compuesta por  328 estudiantes universitarios con edades comprendidas entre los 17 y 31 años (M=20,86; DT= 2,22) y que por tanto si sitúan en la etapa de la adultez emergente. Resultados: Se obtienen tres perfiles diferenciales en inteligencia emocional que suponen distintas combinaciones de atención, claridad y reparación emocional y que presentan diferencias significativas en sintomatología internalizante/externalizante. Conclusiones: Se comprueba la utilidad del análisis clúster para  determinar la existencia de distintos perfiles en inteligencia emocional. El perfil que se caracteriza por niveles mas bajos de atención y mas altos en claridad y reparación emocional presenta las menores puntuaciones en síntomas internalizantes y externalizantes, por el contrario, el perfil que presenta un mayor nivel de atención y menores niveles en claridad y reparación se  asocia con las mayores puntuaciones en síntomas internalizantes y externalizantes. Una posición intermedia en cuanto a los síntomas manifestados la ocupa el perfil que se caracteriza por altas puntuaciones en las tres dimensiones de la inteligencia emocional. Palabras clave: inteligencia emocional, síntomas externalizantes/internalizantes,  salud mental,  adultez emergente

Validity of a Measure of Critical Thinking Skills

1987 ◽  
Vol 60 (3_part_2) ◽  
pp. 1223-1230
Author(s):  
Bruce Thompson ◽  
Janet G. Melancon
Keyword(s):  
Critical Thinking ◽  
Construct Validity ◽  
Item Difficulty ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
Myers Briggs Type Indicator ◽  
Embedded Figures Test ◽  
Type Indicator ◽  
Embedded Figures ◽  
Myers Briggs

Based on data from 343 subjects, results suggest that Thompson's Test of Critical Thinking Skills has reasonable item difficulty and discrimination coefficients and appears to be valid. Construct validity was investigated by administering the Myers-Briggs Type Indicator and the Group Embedded Figures Test. Although conclusions must be considered tentative pending additional study, the results warrant continued inquiry regarding the measure's value.

Factor Structure of Shortened Children's Embedded Figures Test for Different Age Groups

1986 ◽  
Vol 63 (2) ◽  
pp. 479-486 ◽  
Author(s):  
Robert C. Hardy ◽  
John Eliot ◽  
Kenneth Burlingame
Keyword(s):  
Factor Analysis ◽  
Factor Structure ◽  
Total Population ◽  
Age Groups ◽  
Total Sample ◽  
Factor Loadings ◽  
Embedded Figures Test ◽  
Embedded Figures

240 children, 24 of each sex in Grades K to 4, were administered the entire Children's Embedded Figures Test, regardless of the failure rule. Factor loadings for items from a shortened version of the test were examined for a randomly divided sample, a sample divided by sex, a sample divided in two grade groupings, and an undivided total population. Stable factors were found for the total sample and when the sample was divided by sex. Analysis indicated that the factor analysis of the shortened form was consistent with previous analyses using the total scale.

Relation of Field Dependence to the “Philosophies of Human Nature”

1969 ◽  
Vol 24 (1) ◽  
pp. 197-198
Author(s):  
Robert B. Duke
Keyword(s):  
Human Nature ◽  
Field Dependence ◽  
The Other ◽  
Field Independence ◽  
Personality Variables ◽  
Positive View ◽  
Embedded Figures Test ◽  
Embedded Figures ◽  
Positive Correlations ◽  
The One

To study the function of personality variables in the perception of other people, 52 undergraduate males were administered the Philosophies of Human Nature Scale and the Embedded-figures Test. Relatively low but significant positive correlations were found between field independence and trustworthiness, altruism, and the positive view of human nature. There was no significant correlation between field independence and strength of will, independence, complexity, and variability. Apparently, the personality of the one perceiving is relevant to what is perceived in the other person.

Authoritarian Attitudes and Field Dependence

1968 ◽  
Vol 22 (1) ◽  
pp. 309-310 ◽  
Author(s):  
Stephen L. Clark
Keyword(s):  
Field Dependence ◽  
Short Form ◽  
Cognitive Styles ◽  
Embedded Figures Test ◽  
Field Dependent ◽  
Embedded Figures

This study sought to investigate further the dependency of authoritarian attitudes on field dependence by using a factor analytically derived measure of authoritarian attitudes, the F + D scale. 523 college Ss completed the F + D scale, and the high and low scorers were selected from the extreme ends of the male distribution of 264 Ss. 20 Ss in each extreme group were individually administered Jackson's Short Form of the Embedded Figures Test (EFT), a measure of field dependence. High F + D scorers required significantly more time to complete the EFT than did low F + D scorers. They also obtained significantly lower SCAT verbal and total scores than did low F + D scorers. These two sets of findings were interpreted as resulting from the contrasting cognitive styles of the two F + D groups. It was concluded that, as measured by the tests in this study, high F + D scorers were more field dependent and less intelligent than low F + D scorers.

Spanish Children's Scores on Children's Embedded Figures and Rod and Frame Tests

1993 ◽  
Vol 76 (3_suppl) ◽  
pp. 1259-1263 ◽  
Author(s):  
Juan Antonio Amador-Campos ◽  
Teresa Kirchner-Nebot
Keyword(s):  
Field Dependence ◽  
Test Scores ◽  
Embedded Figures Test ◽  
Embedded Figures ◽  
Measure Field ◽  
Rod And Frame Test ◽  
Rod And Frame

The Children's Embedded Figures Test and the Rod and Frame Test were administered to 179 boys and 110 girls of an average age of 9.03 years to measure field dependence-independence. No significant gender-related differences were found on either test. Scores on these tests were moderately and significantly correlated.

Relations of Scores on Children's Embedded Figures Test with Age, Item Difficulty and Internal Consistency

1997 ◽  
Vol 85 (2) ◽  
pp. 675-682 ◽  
Author(s):  
Juan Antonio Amador-Campos ◽  
Teresa Kirchner-Nebot
Keyword(s):  
Primary School ◽  
Internal Consistency ◽  
Item Difficulty ◽  
Consistency Test ◽  
Retest Reliability ◽  
Embedded Figures Test ◽  
Embedded Figures ◽  
One Year ◽  
Test Retest Reliability

This study analyzes the Children's Embedded Figures Test by examining its internal consistency, test-retest reliability, the order of difficulty of the items, and the change of scores with age. Among the sample 337 boys and 287 girls who were between the ages of 6 and 11 years and in the first five grades of primary school scores increased significantly. The test presented moderate internal consistency (.86), and the test-retest reliability after one year was .63. The order of difficulty of the items did not coincide with the order proposed by the test's authors and varied from grade to grade, i.e., in the Tent series Item 4 and in the House series Item 5 were among the most difficult.

Note concerning Stability of Cognitive Style Measures in Young Children

1969 ◽  
Vol 28 (3) ◽  
pp. 933-934 ◽  
Author(s):  
Albert S. Dreyer ◽  
Edwin Nebelkopf ◽  
Cecily A. Dreyer
Keyword(s):  
Young Children ◽  
Cognitive Style ◽  
Embedded Figures Test ◽  
Embedded Figures

Test-retest data for the Children's Embedded-figures Test are presented for 46 children tested in kindergarten and again in Grade 1. Scores on both administrations correlated .87, indicating stability of this cognitive-style measure for these young children over a 6-mo. period.

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