COGNITIVE STYLE AS A MEDIATOR IN THE QUALITY OF INTERACTION BETWEEN SUPERVISORS AND COUNSELOR TRAINEES IN A PRACTICUM SETTING
Abstract
This investigation measured the effects of cognitive style, field-dependence-independence, on the quality of interaction between supervisors and counselor trainees in a supervision interview. Frequencies of different interactive styles were examined as well as supervisors' and trainees' perceptions of communication effectiveness. Audiotapes of one 25-minute interview from 36 supervisor-trainee dyads, matched or mismatched according to field-dependence and field-independence, were analyzed. Supervisors consisted of 15 faculty members and 18 graduate students; trainees consisted of 35 graduate students. A two-way analysis of variance was computed for each of eight different supervisor and trainee responses. The results indicated that cognitive style affected the frequencies of some of these responses. It was found that all supervisors taught in a more analytical style with their field-independent trainees and in a more probing style with their field-dependent trainees. Moreover, field-dependent supervisors probed more often with field-dependent trainees than with field-independent trainees. Also, field-dependent trainees accepted feedback from field-dependent supervisors more often than trainees accepted feedback in unmatched dyads. The results of a forward multiple regression analysis indicated that cognitive style matching of dyads influenced supervisors' perceptions of their rapport with trainees. Supervisors matched with their trainees rated the effectiveness of their communication higher than unmatched supervisors. Furthermore, although faculty supervisors gave higher ratings than student supervisors, student supervisors in unmatched dyads gave ever lower ratings than student supervisors in matched dyads. Also, in matching conditions, when trainees rated their communication higher, they rejected the supervisor's feedback less frequently. It was suggested that the personal qualities of supervisors, or styles of supervising, in interaction with the personal qualities of trainees may be important variables in supervision. Particular combinations of field-dependence and field-independence influenced both the manner in which the supervisor related to the trainee and the trainee's acceptance and rejection of feedback. It was recommended that cognitive style differences between supervisors and trainees be considered in a counseling practicum. Also recommended were more studies to clarify the optimal match between trainee and supervisory style.
Subject Area
Educational psychology
Recommended Citation
ROSENBERG, BARBARA LEE, "COGNITIVE STYLE AS A MEDIATOR IN THE QUALITY OF INTERACTION BETWEEN SUPERVISORS AND COUNSELOR TRAINEES IN A PRACTICUM SETTING" (1985). ETD Collection for Fordham University. AAI8508128.
https://research.library.fordham.edu/dissertations/AAI8508128
