The association between cognitive style and accounting students' preference for cooperative learning: an empirical investigation |
| |
| Affiliation: | 1. University of New England, Dept. of Exercise Physiology, Armidale, Australia;2. University of Queensland, Dept. Cardiac Imaging, Princess Alexandra Hospital, Brisbane, Australia;3. Department of Translational Medical Sciences — Division of Internal Medicine and Cardiac Rehabilitation, Federico II University of Naples, Italy;4. Division of Cardiovascular Medicine, Henry Ford Hospital, Detroit, MI USA;1. Department of Women''s and Children''s Health, Uppsala University, Biomedical Center, SE-751 23 Uppsala, Sweden;2. Department of Public Health and Caring Sciences, Uppsala University, Biomedical Center, SE-751 22 Uppsala, Sweden;3. Department of Neurobiology, Care Sciences and Society, Karolinska Institute, SE-171 77 Stockholm, Sweden;4. Department of Psychology, Umeå University, SE-901 87 Umeå, Sweden;1. Augustana College, 639 38th Street, Rock Island, IL 61201, USA;2. Department of Accounting and Finance, Western Illinois University, 3300 River Drive, Moline, IL 61265, USA;3. Wicklander-Zulawski and Associates, 4932 Main Street, Downers Grove, IL 60515, USA |
| |
| Abstract: | This paper investigates the use of cooperative learning in accounting education, in particular, the issue of whether an individual's cognitive style impacts upon their preference for cooperative learning techniques. The study extends the existing literature by using the Myers-Briggs Type Indicator to examine the association between all four dimensions of cognitive style and accounting students' preference for cooperative learning. Results show that preference for cooperative learning is significantly associated with the extroversion/introversion dimension [a result which extends the findings of Hutchinson, M., & Gul, F. (1997). The interactive effects of extroversion/introversion traits and collectivism/individualism cultural beliefs on student group learning preferences, Journal of Accounting Education, 15, 95–107.], and with the thinking/feeling dimension, which is a new result in the literature. |
| |
| Keywords: | |
| 本文献已被 ScienceDirect 等数据库收录！ |
|
