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PREDICTING LICENSING EXAMINATION PERFORMANCE WITH COGNITIVE STYLE AND REACTIVE BEHAVIOR PATTERN ASSESSMENTS

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Date Issued:
2004
Abstract/Description:
Candidates for Florida real estate sales associate licensure responded to a two-part questionnaire based on William A. Long's Reactive Behavior Patterns Theory and Robert J. Sternberg's Triarchic Theory of Intelligence. Examination scores were converted to a dichotomous pass/fail variable based on the Florida Real Estate Commission-mandated cut-off score of 75 correctly answered questions out of 100. The candidates' responses to the questionnaire comprising the Long-Dziuban Inventory and the Cognitive Strengths Task List based on Sternberg's theory, were crosstabulated with pass/fail to identify differential passing proportions, if any, based on reactive behavior pattern and/or cognitive strength. An ANOVA procedure was used with the raw scores to determine whether statistically significant differences in mean exam scores existed between the four Long Types and the three Cognitive Types adapted from Sternberg's theory. The data were subjected to similar analyses to ascertain whether the ancillary traits described by Long were predictive of exam performance. A crosstabulation of Long Type by Cognitive (Sternberg) Type was performed to find out if any significant relationships existed between the several dimensions of the Long-Dziuban Inventory and the Cognitive Strengths Task List. The results revealed a moderate statistically significant relationship between exam performance and cognitive strength, with analytical types and creative types having the greatest exam success. Tenuous relationships were identified between exam performance and the Long types and traits and between the Long-based and the Sternberg-based components of the research instrument. Although the results of this study did not establish definitive relationships between the Long and Sternberg constructs, by combining them into a measure of cognitive style, it forged a framework for future research into the relationship between licensing examination performance and cognitive styles. Within this framework are theiiicomponents of a predictive model potentially useful for identifying not only real estate licensing exam performance but also for identifying persons likely to succeed in the real estate industry
Title: PREDICTING LICENSING EXAMINATION PERFORMANCE WITH COGNITIVE STYLE AND REACTIVE BEHAVIOR PATTERN ASSESSMENTS.
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Name(s): Combs, Daniel Paul, Author
Dziuban, Charles D., Committee Chair
University of Central Florida, Degree Grantor
Type of Resource: text
Date Issued: 2004
Publisher: University of Central Florida
Language(s): English
Abstract/Description: Candidates for Florida real estate sales associate licensure responded to a two-part questionnaire based on William A. Long's Reactive Behavior Patterns Theory and Robert J. Sternberg's Triarchic Theory of Intelligence. Examination scores were converted to a dichotomous pass/fail variable based on the Florida Real Estate Commission-mandated cut-off score of 75 correctly answered questions out of 100. The candidates' responses to the questionnaire comprising the Long-Dziuban Inventory and the Cognitive Strengths Task List based on Sternberg's theory, were crosstabulated with pass/fail to identify differential passing proportions, if any, based on reactive behavior pattern and/or cognitive strength. An ANOVA procedure was used with the raw scores to determine whether statistically significant differences in mean exam scores existed between the four Long Types and the three Cognitive Types adapted from Sternberg's theory. The data were subjected to similar analyses to ascertain whether the ancillary traits described by Long were predictive of exam performance. A crosstabulation of Long Type by Cognitive (Sternberg) Type was performed to find out if any significant relationships existed between the several dimensions of the Long-Dziuban Inventory and the Cognitive Strengths Task List. The results revealed a moderate statistically significant relationship between exam performance and cognitive strength, with analytical types and creative types having the greatest exam success. Tenuous relationships were identified between exam performance and the Long types and traits and between the Long-based and the Sternberg-based components of the research instrument. Although the results of this study did not establish definitive relationships between the Long and Sternberg constructs, by combining them into a measure of cognitive style, it forged a framework for future research into the relationship between licensing examination performance and cognitive styles. Within this framework are theiiicomponents of a predictive model potentially useful for identifying not only real estate licensing exam performance but also for identifying persons likely to succeed in the real estate industry
Identifier: CFE0000036 (IID), ucf:46119 (fedora)
Note(s): 2004-05-01
Ph.D.
College of Education, Department of Educational Research, Technology and Leadership
This record was generated from author submitted information.
Subject(s): Multiple Intelligence -- Cognitive Styles
Learning Styles
Persistent Link to This Record: http://purl.flvc.org/ucf/fd/CFE0000036
Restrictions on Access: public
Host Institution: UCF

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