The Influence of Students’ Cognitive Style, their Learning Approach and Teacher-Student Relationship on Academic Achievement
Ana-Maria Ţepordei, Laura-Sonia Cuciac, Adrian-Vicenţiu Labăr, Cristian-Cătălin Cuciac
The aim of the present study was to investigate the predictive power of individual factors – cognitive style and learning approaches – and teacher-student relation on students’ academic achievement in Math. The criterion variable was measured both by the final grade for the first semester and by the result at the baccalaureate simulation. Participants in this study were 243 students in 11th and 12th grade from a technical college. Linear regression analyses showed that the predictive models for the two dependent variables were similar. All independent variables except for the deep approach proved to be significant predictors of the students’ Math performance. Moreover, in both models, teacher-student relation, followed by the rational cognitive style was the strongest predictor.
cognitive style, learning approach, teacher-student relation, academic achievement
ANA-MARIA ŢEPORDEI – Lecturer, Ph.D., “Alexandru Ioan Cuza” University, Iasi, Romania; email@example.com
LAURA-SONIA CUCIAC – Teacher at „Grigore Cobălcescu” Technical College, Moineşti, Romania; firstname.lastname@example.org
ADRIAN-VICENŢIU LABĂR – Lecturer, Ph.D., “Alexandru Ioan Cuza” University, Iasi, Romania; email@example.com
CRISTIAN-CĂTĂLIN CUCIAC – Teacher, Ph.D., at „Grigore Cobălcescu” Technical College, Moineşti, Romania; firstname.lastname@example.org