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Volume :15 Issue : 3 1987      Add To Cart                                                                    Download

Relationship Between Reflectivity-Impassivity and Achievement in Elementary School Children

Auther : Qassem AL-Sarraf

The Purpose of this study is to investigate the relationship between the cognitive dimension of reflectivity-impassivity and school achievement in elementary school boys and girls. One hundred and four children from six different schools were chosen as the sample. They were administered Kagan’s Matching Familiar Figures Test (MFFT) for classification into two groups: reflective and impulsive. School grades were also examined for each subject throughout the elementary stage.

The following results were obtained:

1. Reflective children of both sexes took considerably more time when dealing with MFFT stimuli.

2. Reflective children of both sexes committed less errors than impulsive children.

3. No significant differences were shown between reflexives and implosives concerning Arabic achievement, but there were significant differences for the sex variable, indicating that boys did better in Arabic than girls.

4. Significant differences were shown between reflexives and implosives on arithmetic achievement, showing that reflexives were superior to implosives.

Some implications were drawn for considering the reflectivity-impassivity dimension among elementary school children in class instruction and curriculum construction.

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