The Relationship Between Cognitive Style and Classroom Adjustment Among Secondary School Pupils

Abstract

The study was to investigate the relationship between of cognitive style and classroom adjustment of secondary school pupils. The sample selected was 600 pupils of Ernakulam district and normative survey was the method of investigation. The tools used were Group Embedded Figures Test (GEFT) of Oltman,et.al,1971 for assessing cognitive style and Classroom Adjustment Inventory for school students prepared and standardized by the investigator. The result of the study was that significant relationship between cognitive style and classroom adjustment was found for the total sample and for the sub sample English medium students. However, no significant relationship was found for the subsample of Boys, Girls, Malayalam medium, Government and Private. More over the correlation found for the total sample and English medium students are negative which means that when cognitive style increases classroom adjustment decreases.