Individual Differences in an Educational Context Research (Essay Sample)

Individual Differences in an Educational Context
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Individual Differences in an Educational Context
Critically evaluate how research and theory on individual differences has been applied in an educational context
Individual differences between people define a wide array of characteristics people have. According to Teovanovic (2004), it becomes necessary for psychologist to identify the existing differences between individuals, in the process identifying their uniqueness. Similarly, Aarnio and Lindeman (2005) opine that the existence of these differences on a daily occurrence define the nature of people and their ability to stand out as distinct characters from others. For example, one might ask why people differ in physical appearance or why different people tend to show different behaviours during their growth from childhood to adulthood and in different environmental settings. Apart from the seen physical differences, psychological characteristics of among people also differ (Teovanovic, 2014). For instance, some people are seen as being too talkative while others shun away from the public glare. These differences have been coined in psychology as individual differences. This paper critically evaluates how research and theory on individual differences have been applied in educational settings or contexts.
Stankov (2009) defines individual differences as psychological traits that show a sense of consistency, personal distinctiveness, and internal causality. Stankov notes that mind situation is one of the factors that determine individual differences and plays an elemental role on how people would behave in different circumstances. Nonetheless, Aarnio and Linderman (2005) record that individual differences may be induced by situational factors such as stress.
Aarnio and Linderman (2005) identified three commonly described classes of individual differences: the cognition class, the affective class, and the social class. Firstly, the cognitive class is composed of cognitive style variables which include personal fear of invalidity, personal need for structure, the need for cognition, openness to experience, and conscientiousness (Aarnio, & Linderman, 2005). On the other hand, the effective class is composed of neuroticism while the social class is composed of extraversion and agreeableness. Teovanovic (2014) notes that the interaction of these classes help define most traits people possess. For instance, Stankov (2009) postulates that while cognitive abilities have an effect on the social variables, affective or motivational factors have an effect on both cognitive and social factors. In addition, cognitive ability positively predicts job performance on an individual basis, especially for jobs that involve long-term memory and mental representation (Teovanovic, 2014). Moreover, according to Stankov (2009) cognitive ability been shown to have an effect on novel and complex jobs. Higher cognitive ability has also been shown to have an effect on the decision-making process especially after an unexpected change in a given setting (Stankov, 2009).
Cognitive ability has been used in numerous contextual educational settings by psychologists to measure student’s ability in various examinations. Ganzach and Gotlibovski (2014) noted that cognitive ability has been used to measure the students’ abilities in tests such as ACT, SAT, and GRE. Similarly, cognitive ability is used to measure the performance of students after a period especially during students’ transition from high school to senior school. Psychologists used this analysis to come up with the various conclusions on how students with low scores behave in senior school showing a difference between them and those who obtained high scores (Ganzach & Gotlibovski, 2014). Nonetheless, these tests are not definitive and may change over a period. In addition, Other students can also use the tests, not necessarily those who are transitioning from high school to university
Secondly, Teovanovik (2014) also notes that cognitive ability has been utilized by teachers in educational settings in assisting students in coping with learning problems. Cognitive ability has been used as procedural prompts, essential in assisting students in learning slowly. Moreover, cognitive structures structures are essential in providing a structure for assisting students to learn in procedural subjects such as Mathematics (Teovanovik, 2014). A good example is the calculation of algorithms which require a step to step process. In addition, cognitive strategies increase the efficiency of most learners in fulfilling a particular learning task. Ganzach and Gotlibovski explain that students who show high cognitive ability show very high levels of the intelligent quotient (2014). Secondly, these students also show great leadership skills among their peers in the same school. Furthermore, students who show high cognitive ability have been recorded to show good decision-making skills while those who show a high need for structure in the society shows high levels of simplicity in their life (Teonovik, 2014).
Personal need for structure is one of the classes that fall under cognitive ability. This class has been designed to tap on the preferences of clarity and structure. According to Meiser and Machinsky (2008), a person who has a high personal need for structure exhibits high levels of precision and simplicity. Such people show the structure in most situations with ambiguity proving to be quite discomforting and troubling (Rietzschel, De Dreu & Nijstad, 2007). Moreover, individuals who show high levels of personal need for the structure are more likely to classify information in a simpler form (Kobbeltvedt, Brun & Laberg, 2005). They are also more likely to target individuals with their stereotype ideas, especially those who share a different idea or opinion from them. Meiser and Machunsky (2008) also point out that individuals with a personal need for structure have been shown to have high confidence levels in their assessments of different groups and tend to fulfil commitments. However, one major disadvantage of such persons is their judgment which is sometimes influenced by none –diagnostic information (Rietzschel, De Dreu & Nijstad, 2007).
Clarkson, Valente, Leone, and Tormala (2013) identified another class of cognitive ability, personal fear invalidity. Personal fear of invalidity measures the chronic concerns associated with errors. Some people react differently to the decision-making process putting more focus on the errors made in their judgments (Clarkson, Valente, Leone & Tormala, 2013). A heightened concern for error increases the period required in making a decision. Additionally, it reduces the confidence of the said party in dealing with various conditions that may arise in different working settings (Clarkson, Valente, Leone & Tormala, 2013). Personal fear of invalidity has also been associated with high levels of consultations before making a final decision. Thus, it has managed to involve more stakeholders in the decision-making process at the expense of fast decision making.
Moreover, Summer and Svinicki (2007) record that personal need for invalidity affects the performance of both teachers and students. People who show personal need for invalidity are very poor decision makers, low on confidence, and have a heightened rate of making mistakes in their life. Their invalidity makes it quite difficult for them to meet societal needs (Summers & Svinicki, 2007). The problem becomes harder or tougher if teachers or other leaders in the educational settings show high levels of personal need for invalidity. Such teachers cannot be able to make decisions without consulting with other members of staff. Teaching management requires leaders who can immediately make rational decisions without necessarily waiting for other members of staff to make the decision for them (Summers & Svinicki, 2007).
Similarly, need for cognition differentiates how people view a particular task. According to Dollinger (2003), those with a high need for cognition view tasks as challenges rather than stressful encounters. High need for cognition inspires people to bring out the best in every situation in their life. Second, a high need for cognition has been associated with quality decision-making processes and better performance on various tasks, efficient information processing, as well as shorter response times (Dollinger, 2003). Dolliger (2003) also records that people associated with the high need for cognition regard themselves as problem solvers, have high curiosity levels, and complex views regarding their behaviours. Nonetheless, they have also been noted to most likely not utilize procrastination and hyper-vigilance as decision coping styles.
According to Kobbeltvedt, Brun, and Laberg, (2005), the need for cognition would also differentiate and help explain why teachers differ significantly in their behaviour. Although they undergo the same training, teachers show different characteristics. Those with high cognition show need for inspiring students to achieve and bring out the best on them. Indeed, cognitive ability has been shown to have a major impact on the educational levels of different teachers and students (Kobbeltvedt, Brun, & Laberg, 2005).
Conscientiousness is a cognitive style that has been associated with a variety of traits. The traits include thoroughness, predictability, persistence and dependability (Samuel & Gore, 2012). Samuel and Gore argue that if such traits are compared to forgetfulness, erectness, carelessness and absent-mindedness, they definitely have an upper hand. Moreover, conscientiousness has also been associated with self-discipline, achievement striving, commitment, deliberation, dutifulness, and orderliness. In addition, Hor...