International Journal For Multidisciplinary Research

E-ISSN: 2582-2160   •   Impact Factor: 9.24

A Widely Indexed Open Access Peer Reviewed Multidisciplinary Bi-monthly Scholarly International Journal

Call for Paper Volume 8, Issue 2 (March-April 2026) Submit your research before last 3 days of April to publish your research paper in the issue of March-April.
Submit Research Paper Join as a Reviewer

Plagiarism is checked by the leading plagiarism checker TurnItIn

Call for Paper

Volume 8 Issue 2
March-April 2026

Submit your research paper

Indexing Partners
Academia Advanced Sciences Index Bielefeld Academic Search Engine CiteSeer DRJI Google Scholar Independent Search Engine & Directory Network ISI (International Scientific Indexing) Issuu Mendeley Research Networks
RefSeek ResearcherId - Thomson Reuters ResearchGate Scirus Scribd Semantic Scholar UTeM - Universiti Teknikal Malaysia Melaka Wiki for Call for Papers WorldCat Zenodo

Cognitive Styles and their influence on Academic Performance of Class 12 Students

Author(s) Dr. ANKUSH JASROTIA
Country India
Abstract Cognitive styles, particularly field dependence–independence and analytic–holistic orientations, have long been recognized as important determinants of how students process information, solve problems, and achieve academic success. The present study aims to examine the influence of cognitive styles on the academic performance of Class 12 students, a critical stage in senior secondary education where board examinations significantly shape higher education and career opportunities. Employing a descriptive methodology, data were collected from a stratified random sample of 300 students using a standardized Cognitive Style Inventory alongside academic achievement records. Descriptive statistics, including mean scores, frequency distributions, and correlation analysis, were applied to explore the relationship between cognitive styles and academic outcomes. The findings revealed that field-independent learners generally outperformed their field-dependent counterparts, while variations also emerged across academic streams, underscoring the relevance of analytic–holistic preferences in shaping achievement. These results highlight the importance of recognizing diverse learning orientations and adapting pedagogical strategies to support students’ cognitive diversity. The study contributes to educational psychology by reinforcing the role of cognitive styles in academic performance, emphasizing field dependence–independence, and showcasing the value of a descriptive methodology in exploring these constructs among senior secondary students.
Keywords Cognitive styles, Academic performance, field Dependence–Independence, Descriptive methodology, Senior secondary students
Published In Volume 7, Issue 5, September-October 2025
Published On 2025-09-30
DOI https://doi.org/10.36948/ijfmr.2025.v07i05.57013
View / Download PDF File

Share this



E-ISSN 2582-2160
CrossRef

CrossRef DOI is assigned to each research paper published in our journal.

IJFMR DOI prefix is
10.36948/ijfmr

Downloads
Research Paper Format Copyright Permission Form and Undertaking Form Cover Page Vol 8 Isu 2Cover Page Vol 8 Isu 1Cover Page Vol 7 Isu 6

All research papers published on this website are licensed under Creative Commons Attribution-ShareAlike 4.0 International License, and all rights belong to their respective authors/researchers.

CC-BY-SA Open Access

About IJFMR
Fees & Payment
Current Issue
Publication Archive 		Submit Research Paper
Track Submission Status
Publication Guidelines
Publication Ethics
Peer Review & Plagiarism 		Join as a Reviewer
Editors & Reviewers
Reviewer Referral Program
Get Reviewer Membership Certi. 		Website/Journal Policies
Usage Policy
Content Policies
Privacy Policy
Contact Us +91-9687-828-838 editor@ijfmr.com
Powered by Sky Research Publication and Journals