Abstract

• Understanding a person’s cognitive style preference can provide to be aware of himself and his abilities. This awareness has positive effect to feel more confident in learning and performing tasks. The purpose of this study was to investigate cognitive styles and academic behavioral confidence of student teachers. A total of 846 student teachers from ten Education Degree Colleges participated in this study. Cognitive Style Inventory (Martin, 1982) and Academic Behavioral Confidence Scale (Sander & Sanders, 2003) were used in this study. Chi-square analysis indicated that there was a significant association of cognitive styles in gender and Education Degree Colleges. The independent samples t-test results indicated that female student teachers were significantly higher than male student teachers in academic behavioral confidence. ANOVA results showed that academic behavioral confidence was significantly different by Education Degree Colleges. The result indicated that there were significant differences of academic behavioral confidence by cognitive styles. Student teachers with integrated style and systematic style were higher in academic behavioral confidence than those with split style, undifferentiated style and intuitive style.