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Interaction between cognitive style and school environment: consequences on self-evaluated anxiety and depression
P Russo1, C Persegani, C Carucci
1Brain Health Centre, Centre for Clinical Neuropsychophysiological Research, Via Antonio Bertoloni, 29, 00197 Rome, Italy. pierluigi.russo@uniroma1.it
The International Journal of Neuroscience
|November 8, 2001
Summary
Students with a cognitive style (CS) aligned with their school environment reported less depression. Mismatched cognitive styles and school environments were linked to increased depressive tendencies, highlighting the importance of environmental fit.
Area of Science:
- Psychology
- Educational Psychology
Background:
- Cognitive style (CS) and school environment are potential factors influencing student mental well-being.
- Understanding the interplay between individual cognitive traits and educational settings is crucial for student support.
Purpose of the Study:
- To investigate the interaction between cognitive style and school environment on self-perceived anxiety and depression.
- To determine if cognitive style alignment with school demands affects mental health outcomes.
Main Methods:
- Evaluated 560 students (280 Fine Arts, 280 Humanities) using the Preference Test for cognitive style.
- Assessed anxiety and depression levels via a visual-analogue scale.
Main Results:
- Right-hemisphere dominant cognitive styles (Right-CS) showed higher depressive tendencies compared to left-hemisphere dominant styles (Left-CS).
- A significant interaction revealed that cognitive style-environment consonance reduced depressive tendencies, while dissonance increased them.
Conclusions:
- The alignment between an individual's cognitive style and their school's cognitive demands significantly impacts depressive tendencies.
- Educational environments should consider cognitive style diversity to mitigate potential negative mental health effects.