Download or read book Thinking Styles Among University Students in Shanghai written by Weiqiao Fan and published by Open Dissertation Press. This book was released on 2017-01-27 with total page pages. Available in PDF, EPUB and Kindle. Book excerpt: This dissertation, "Thinking Styles Among University Students in Shanghai: Comparing Traditional and Hypermedia Instructional Environments" by Weiqiao, Fan, 范為橋, was obtained from The University of Hong Kong (Pokfulam, Hong Kong) and is being sold pursuant to Creative Commons: Attribution 3.0 Hong Kong License. The content of this dissertation has not been altered in any way. We have altered the formatting in order to facilitate the ease of printing and reading of the dissertation. All rights not granted by the above license are retained by the author. Abstract: Abstract of thesis entitled Thinking Styles among University Students in Shanghai: Comparing Traditional and Hypermedia Instructional Environments Submitted by: FAN Wei-Qiao for the Degree of Doctor of Philosophy at The University of Hong Kong In September 2006 This research investigated changes in thinking styles and the relationships between thinking styles and academic achievement in traditional and hypermedia instructional environments. The main body of the study was a six-month instructional experiment with 2 (time) 2 (instructional environment) 2 (discipline) 2 (gender) repeated-measures mixed-design: time factor being pretest and posttest levels; instructional environment factor being traditional and hypermedia levels; and discipline factor being science and social science levels. Two hundred and eighty-one university students from Shanghai, P. R. China took the General Psychology course taught by one psychology teacher. Sixty science students and eighty-three social science students studied the course in the hypermedia environment; Sixty-three science students and seventy-five social science students studied the course in the traditional environment. Five instruments were administered to all students to examine related variables. The pretest and posttest using the Thinking Styles Inventory-Revised (Sternberg, Wagner, & Zhang, 2003) investigated the changes in thinking styles over time. The Raven's Advanced Progressive Matrices (Raven, 1998), the NEO Five-Factor Inventory (Costa & McCrae, 1992), and the Achievement Motives Scale (Ye & Hagtvet, 1992) were used to investigate the control variables: ability, personality and achievement motivation, respectively. At the end of the experiment, the End-Of-Semester Test developed by the researcher was used to test the performance of all students in the General Psychology course. Following the experiment, in order to cross-validate a number of unusual quantitative findings, the researcher interviewed twenty-nine students (chosen from the above participants on the basis of quantitative data analyses) and the teacher. The results indicate that the use of particular thinking styles significantly increased or decreased in both instructional environments. However, the results only partially supported the hypotheses that the hypermedia instructional environment would positively contribute to the increased use of the more creativity-generating and complex thinking styles (Type I) and negatively contribute to the increased use of the more norm-favoring and simplistic thinking styles (Type II), and that the traditional instructional environment would negatively contribute to the increased use of Type I styles and positively contribute to the increased use of Type II styles. The results also suggest that personality and achievement motivation were significantly correlated with changes in particular thinking styles. Moreover, significant effects of gender and discipline differences on thinking style changes were found in the traditional instructional environment. Significant relationships between thinking styles and academic achievement were only found among the social science students in both instructional environments. Furthermore, it was found that the contributions of thinking styles to achievement sometimes went beyond those of personality and achievement mot

Download or read book Thinking Styles Among University Students in Shanghai written by Weiqiao Fan and published by . This book was released on 2006 with total page 0 pages. Available in PDF, EPUB and Kindle. Book excerpt:

Download or read book The Roles of Thinking Styles in Learning and Achievement Among Chinese University Students written by Yunfeng He and published by . This book was released on 2017-01-26 with total page pages. Available in PDF, EPUB and Kindle. Book excerpt: This dissertation, "The Roles of Thinking Styles in Learning and Achievement Among Chinese University Students" by Yunfeng, He, 何云峰, was obtained from The University of Hong Kong (Pokfulam, Hong Kong) and is being sold pursuant to Creative Commons: Attribution 3.0 Hong Kong License. The content of this dissertation has not been altered in any way. We have altered the formatting in order to facilitate the ease of printing and reading of the dissertation. All rights not granted by the above license are retained by the author. Abstract: Abstract of thesis entitled "The Roles of Thinking Styles in Learning and Achievement among Chinese University Students" Submitted by Yunfeng He for the degree of Doctor of Philosophy at The University of Hong Kong in February 2006 ABSTRACT The present research examines the roles of thinking styles in learning and achievement among Chinese university students. It is based on Sternberg's theory of mental self-government (Sternberg, 1988, 1997) that proposed 13 thinking styles which have been subsequently reconceptualized into three types (Types I, II, and III) by Zhang and Sternberg (2005; see also Zhang 2002a). Three studies were conducted: Study 1 and Study 2 quantitatively examined the roles of thinking styles in academic achievement; and Study 3 qualitatively cross-validated the results from the Studies 1 and 2 and explored if and how students made use of thinking styles in the course of learning. Participants were undergraduates from a university in Shanghai, mainland China. Study 1 involved 223 first-year students; Study 2 was conducted among 504 students of all four academic years and 10 teachers. Forty-five students participated in focus group discussions in Study 3. Selections of student participants in Study 3 were made based on the notion of style types. In the quantitative studies, four instruments for students were used: the Thinking Styles Inventory (Sternberg & Wagner, 1992), the NEO Five-Factor Inventory (Costa & McCrae, 1992a), the Raven's Advanced Progressive Matrices (Raven, 1998), and the Style Correlates Inventory (designed by the present researcher). Teachers responded to the Thinking Styles in Teaching Inventory (Grigorenko & Sternberg, 1993d). The Style Correlates Inventory has two II dimensions: things and people. Data analyses of Study 1 were conducted at the level of individual styles; data analyses of Study 2 were undertaken at the level of style types. Quantitative results indicated that the predicted significant relationships of student achievement with thinking styles, ability, and personality traits were not supported. To explain these results, the researcher argued that the students' academic grades might not be valid indicators of their achievement. Such an argument was also confirmed by the data from the group interviews. The four main hypotheses in the qualitative study were supported: 1) students of Type II styles (styles that convey a norm-conforming tendency) perceived the roles of thinking styles in learning more often than did students of Type I styles (styles that are creativity-generating); 2) students of Type I styles preferred to make efforts to match their teachers' teaching styles more than did students of Type II styles; 3) the things dimension tended to be correlated with students' stylistic development and changes significantly more than did the people dimension; and 4) students of Type I styles appeared to have higher levels of style awareness and higher degrees of flexibility than did students with Type II styles. The limitations and major implications of the present research are discussed. Directions for further studies are put forward. An abstract of 448 words III DOI: 10.5353/th_b3576285 Subjects: Academic achievement Thought and thinking Learning College students - China - Shanghai - Case studies

Download or read book The Roles of Thinking Styles in Learning and Achievement Among Chinese University Students written by Yunfeng He and published by . This book was released on 2006 with total page 664 pages. Available in PDF, EPUB and Kindle. Book excerpt:

Download or read book Thinking Styles Socialization and Their Roles in Student Development written by Jieqiong Fan and published by Open Dissertation Press. This book was released on 2017-01-26 with total page pages. Available in PDF, EPUB and Kindle. Book excerpt: This dissertation, "Thinking Styles' Socialization and Their Roles in Student Development" by Jieqiong, Fan, 范洁琼, was obtained from The University of Hong Kong (Pokfulam, Hong Kong) and is being sold pursuant to Creative Commons: Attribution 3.0 Hong Kong License. The content of this dissertation has not been altered in any way. We have altered the formatting in order to facilitate the ease of printing and reading of the dissertation. All rights not granted by the above license are retained by the author. Abstract: Three of the major controversial issues in the field of intellectual styles are: 1) whether or not styles can be changed; 2) whether or not styles are value-laden; 3) whether styles are distinct from or they are part of personality traits. The main purpose of this research was to address these three issues by 1) exploring the socialization process of students' thinking styles through tracing the change of thinking styles over one year and examining the competing influence of students' perceived parenting styles, perceived learning environment, and personality traits on their thinking styles; and 2) exploring the role of thinking styles in students developmental outcomes with regard to career decision self-efficacy and subjective well-being. The research adopted a quantitatively-driven mixed method design and it involved three phases: the pilot study (a quantitative study), the main study (a longitudinal, quantitative study), and the follow-up study (a qualitative study). The pilot study validated a series of inventories that were subsequently utilized in the main study and preliminarily explored the relevant relationships among three hundred and forty-one Chinese university students from Shanghai, mainland China. In the main study, nine hundred and twenty-six students from the same university responded to a questionnaire consisting of the modified inventories and some demographic information at the beginning of an academic year. One year later, they responded to the same questionnaire again. After that, based on the results of the main study, 29 students were selected to participate in a follow up study that involved individual face-to-face interviews. Results of the main study generally supported the research hypotheses. With regard to the malleability of thinking styles, the research found that students' thinking styles changed over one year and the change of thinking styles can be at least partially attributed to the two environmental factors (i.e., parenting styles and learning environments). These findings suggest that, albeit relatively stable, thinking styles can be socialized/changed. With regard to the role of thinking styles in student development, results indicated that mainly Type I thinking styles (characterized by creativity, nonconformity, and autonomy) positively contributed to students' career decision self-efficacy and subjective well-being. Furthermore, Type I thinking styles were also major mediators in the relationships of parenting styles and learning environments to career decision self-efficacy and subjective well-being. These findings suggest that thinking styles are value-laden, with Type I thinking styles being more adaptive than other styles. With regard to the relationship between personality and thinking styles, results indicated that thinking styles and personality traits overlapped with each other to limited extents and both of them made unique contributions to student development. Moreover, thinking styles were more malleable than personality traits. These findings suggest that styles are distinct from rather than subordinate to personality traits. Results from the follow-up interview study further confirmed the results of the main study and provided explanatory information on how the identified relationships happened. Generally speaking, the present research has both theoretical and practical implications. It significantly contributes to the

Download or read book Style Differences in Cognition Learning and Management written by Stephen Rayner and published by Routledge. This book was released on 2012-12-06 with total page 344 pages. Available in PDF, EPUB and Kindle. Book excerpt: This book aims to mark fifteen years of contributions to the field of style research in cognition and learning presented at the annual conference of the European Learning Styles Information Network. The style field is a multidisciplinary, global community made up of researchers in several domains of knowledge including education, psychology, business, computer science, information systems, management, human resources and other related fields. The book will be relevant for readers who are interested in differences in thinking and learning, covering a wide range of style-related themes with appeal to readers seeking an international and interdisciplinary perspective. Interested practitioners will include professionals working in the areas of HR Management, Organizational Learning, Business Management and all phases of Education. The application of style differences, for example, impacts widely upon work and human performance in areas of policy-making, team-management and project development (sports, social agency, and medicine). New or alternative research paradigms facilitating revision and consensus in the field of style differences are presented. The aim of integrating research and practice is developed to achieve consensual theory for style differences in human performance. Style Differences in Performance is a timely and field-defining volume that will change the way academics and practitioners across international and disciplinary boundaries think and talk about the field of learning style and its implications for human achievement.

Download or read book The Role of Thinking Styles in Academic Achievement Among Hong Kong School Students written by Shuk-Wai Suzanne Yeung and published by Open Dissertation Press. This book was released on 2017-01-26 with total page pages. Available in PDF, EPUB and Kindle. Book excerpt: This dissertation, "The Role of Thinking Styles in Academic Achievement Among Hong Kong School Students" by Shuk-wai, Suzanne, Yeung, 楊淑惠, was obtained from The University of Hong Kong (Pokfulam, Hong Kong) and is being sold pursuant to Creative Commons: Attribution 3.0 Hong Kong License. The content of this dissertation has not been altered in any way. We have altered the formatting in order to facilitate the ease of printing and reading of the dissertation. All rights not granted by the above license are retained by the author. DOI: 10.5353/th_b3196359 Subjects: Cognitive styles - China - Hong Kong Academic achievement - China - Hong Kong High school students - China - Hong Kong - Psychology

Download or read book Intellectual Styles Learning Agility and Personality Among University Students written by Siqi Fang and published by Open Dissertation Press. This book was released on 2017-01-26 with total page pages. Available in PDF, EPUB and Kindle. Book excerpt: This dissertation, "Intellectual Styles, Learning Agility, and Personality Among University Students" by Siqi, Fang, 方思琪, was obtained from The University of Hong Kong (Pokfulam, Hong Kong) and is being sold pursuant to Creative Commons: Attribution 3.0 Hong Kong License. The content of this dissertation has not been altered in any way. We have altered the formatting in order to facilitate the ease of printing and reading of the dissertation. All rights not granted by the above license are retained by the author. Abstract: The present research serves three purposes. First, the primary aim is to investigate the identity of intellectual styles, which comes to the relationships between intellectual styles and learning agility, as well as intellectual styles and personality traits. Second, it examines the reliability and validity of learning agility among university students. Third, it explores the effects of students' background factors on the intellectual styles, learning agility, and personality. Three hundred and forty-three students from three universities in Guangdong, Shanghai, and Shanxi from Mainland China, responded to the Thinking Styles Inventory RevisedⅡ, the Learning Agility Inventory, and the NEO Five-Factor Inventory. Results indicated that significant relationships were obtained among intellectual styles, learning agility, and personality. First, TypeⅠintellectual styles, which are more adaptive and creative, significantly and positively predicted higher scores in learning agility. Second, openness and extraversion were positively related to the more creativity-generating and more complex thinking styles. The more norm-favoring and simplistic thinking styles were positively related to neuroticism. Moreover, conscientiousness was related to all types of the thinking styles. Third, openness, conscientiousness, and extraversion personality traits predicted better outcome in learning agility while agreeableness was negatively related to learning agility. Findings also suggested that the Learning Agility Inventory was valid and reliable among university participants, which means that it is applicable to academic settings. Finally, travel experiences were significant associated with TypeⅠintellectual styles as well as higher scores in learning agility. Implications of these findings were discussed for students, teachers, and researchers. Subjects: Learning, Psychology of Cognitive styles

Download or read book Handbook of Intellectual Styles written by Li-fang Zhang and published by Springer Publishing Company. This book was released on 2012 with total page 435 pages. Available in PDF, EPUB and Kindle. Book excerpt: [B]ecause of the thoroughness of the literature reviews and the comprehensive coverage of the chapter topics, [this book] should be required reading for any scholar working in related areas of personality or intelligence."--PsycCRITIQUES "This book is a masterly attempt to bring order and cohesion to a field that for many years has been riven with claims and counterclaims. The editors and authors are to be congratulated for addressing a very complex task so helpfully." John Biggs, PhD Honorary Professor of Psychology University of Hong Kong "If you are interested in intellectual stylesópeople's preferred ways of processing informationóthen this book belongs on your bookshelf." Richard E. Mayer, PhD Professor of Psychology University of California, Santa Barbara "For more than half a century, the construct of styleówhether designated as cognitive, thinking or learningóhas been in or out of fashion in the history of psychology and education. The editors of the present Handbook have invigorated the style construct in the form of intellectual styles, and have brought together a distinguished international panel of chapter authors who offer up-to-date surveys of the assessment, development, correlates, and educational and organizational applications of intellectual styles. For those seeking to familiarize themselves with current theory and research in an intellectually exciting field, the present Handbook is essential." Nathan Kogan, PhD Professor Emeritus, Department of Psychology New School for Social Research, New York, NY The concept of intellectual styles has had a controversial history based on diverse philosophical and theoretical foundations. Most recently, the idea of intellectual stylesóan umbrella term that covers such closely related constructs as "cognitive styles," "learning styles," "teaching styles," and "thinking styles"óhas gained momentum as an explanation for why different people succeed in different professional and organizational settings. Previously, it was thought that high-achievers simply had more innate abilities than their less successful peers, but research has shown that individuals have different intellectual styles that are better suited for varying types of contexts and problems. Based on the most current and expansive research, this handbook is the first to provide a comprehensive review of research on the construct of intellectual style, from its foundations and development, to its relations to allied constructs, its roles in school and job performance, its applications in various populations, and its future.. This understanding of intellectual styles as a valid concept for both individuals and groups has far-reaching implications for researchers in cross-cultural psychology, multicultural education, organizational behavior and work performance, and many other academic disciplines, as well as practitioners in education and beyond. Key Features: Provides a comprehensive review of intellectual styles from multiple perspectives Written for students and scholars in diverse academic arenas, as well as practitioners in education and other fields Includes contributions from researchers from diverse disciplines, such as psychology, business, education, and health sciences

Download or read book The Routledge International Handbook of Research on Teaching Thinking written by Rupert Wegerif and published by Routledge. This book was released on 2015-05-22 with total page 513 pages. Available in PDF, EPUB and Kindle. Book excerpt: The Routledge International Handbook of Research on Teaching Thinking is a comprehensive guide to research on teaching thinking. Teaching thinking is key to growing a more successful economy, is needed for increased democratic engagement and is vital for the well-being of individuals faced with the complexity of a globalised world. However, there are questions about what we mean by ‘thinking’, how best to teach it and how best to assess it, and it is these questions that this handbook explores and addresses. Containing surveys and summaries of international, cutting-edge research on every aspect of teaching thinking in a range of contexts, the handbook is thorough in its delivery, examining many different approaches and methods to help readers understand what teaching thinking is and how we can best take this movement forward. Key topics include: • Theoretical perspectives on teaching thinking • Approaches for teaching thinking • Developing creative thinking • Developing critical thinking and metacognition • The assessment of thinking • Teaching thinking in the context of STEM • Collaborative thinking and new technology • Neuro-educational research on teaching thinking This book is an essential guide for policy-makers, teachers and researchers who are interested in teaching thinking

Download or read book The Malleability of Intellectual Styles written by Li-fang Zhang and published by Cambridge University Press. This book was released on 2013-09-09 with total page 381 pages. Available in PDF, EPUB and Kindle. Book excerpt: Intellectual styles are an individual's preferred ways of using the cognitive abilities that they possess. This book presents the first comprehensive and systematic review of existing research on style malleability. Analyzing research findings derived from both cross-sectional and longitudinal investigations, Professor Li-fang Zhang demonstrates that intellectual styles can be modified, through both socialization and purposeful training.

Download or read book Perspectives on the Nature of Intellectual Styles written by Robert J. Sternberg, PhD and published by Springer Publishing Company. This book was released on 2009-05-22 with total page 329 pages. Available in PDF, EPUB and Kindle. Book excerpt: "...provide[s] and in-depth review of intellectual styles...All the contributors provide important information...Each chapter includes extensive references...Summing up: Recommended. Choice Teachers too often assume that student performance levels are based solely on the student's intelligence, effort, and motivation. This book takes a unique perspective, arguing that the difference in students' performance may be nothing more than differences in intellectual styles of learning or thinking. Intellectual styles simply refer to individualized ways of processing information. This stimulating and provocative text integrates the most recent theories and research on intellectual styles. The internationally acclaimed contributors address cutting-edge, controversial issues in the field that have yet to be resolved, including whether certain intellectual styles are better than others, how creativity affects intellectual style, and whether styles are traits or states. Key Features: Distinguishes intellectual styles from other constructs, such as intellectual capacity or effort levels Situates the field of styles within the larger context of the psychological, educational, and business literatures Provides concrete guidelines for researchers, teachers, and employers to apply the concept of intellectual styles to educational and business settings Researchers, teachers, employers, psychologists, and students will find this book to be a fascinating, engaging read, offering a breadth and depth of insight into the nature of intellectual styles.

Download or read book Self Concept Learning Styles Study Habits and Academic Achievement of Adolescents in Kashmir A Study on Psychological Variables and Academic Achievement of Adolescents in Kashmir written by Siraj Shazia and published by Anchor Academic Publishing (aap_verlag). This book was released on 2014-02 with total page 185 pages. Available in PDF, EPUB and Kindle. Book excerpt: There have been a countless new developments in the field of education. It is a fact that in recent years Education has emerged as a professional subject knowledge of which is essential for an effective instruction.The utility of the book is further enhanced by the provision of summary and references and appendices. Not only this the logistic and lucid presentation of the book will foster critical thinking and creative imagination in dealing with the students.It is hoped that this book will enable the teachers to perceive classroom situations with a deeper insight and also increase his/her professional competence. They can focus on the shortcomings of the students so that they can be tackled well in time and can groom and excel in all fields of life.

Download or read book The Value of Intellectual Styles written by Li-fang Zhang and published by Cambridge University Press. This book was released on 2017-09-21 with total page 411 pages. Available in PDF, EPUB and Kindle. Book excerpt: This book presents the first comprehensive and systematic review of international research on the value of intellectual styles.

Download or read book The Routledge International Handbook of Learning written by Peter Jarvis and published by Routledge. This book was released on 2012 with total page 592 pages. Available in PDF, EPUB and Kindle. Book excerpt: The aim of this handbook is to present an overview of the work on learning, written by leading scholars from all these different perspectives and disciplines.

Download or read book Thinking Styles Emotion Regulation and Their Roles in Tibetan College Students Acculturation Into Han Cultural Environment written by Lin Yong and published by Open Dissertation Press. This book was released on 2017-01-26 with total page pages. Available in PDF, EPUB and Kindle. Book excerpt: This dissertation, "Thinking Styles, Emotion Regulation, and Their Roles in Tibetan College Students' Acculturation Into Han Cultural Environment" by Lin, Yong, 雍琳, was obtained from The University of Hong Kong (Pokfulam, Hong Kong) and is being sold pursuant to Creative Commons: Attribution 3.0 Hong Kong License. The content of this dissertation has not been altered in any way. We have altered the formatting in order to facilitate the ease of printing and reading of the dissertation. All rights not granted by the above license are retained by the author. Abstract: The increasing inter-cultural communication in China has led to a growing interest in how the ethnic minorities cope with the encountered main stream (Han)culture of China. The present research compared Tibetan and Han college students studying in a Northwest China province, examining how Tibetan college students acculturated into Han cultural environment concerning their thinking styles, emotion regulation, acculturation strategy, academic performance, and psychological well-being. The present research was composed of a pilot study and a main study. The pilot study was conducted among 105 Tibetan and 147 Han college students studying in a teacher-training university in Northwest China. It aimed at validating the measures that were to be used in the main study, exploring the possible effects that culture might have on thinking styles and emotion regulation, as well as tentatively investigating the relationships among the variables of interest. The main study involved 483 Tibetan students from two nationality universities and 265 Han students from a teacher-training university who responded to the same set of questionnaires validated in the pilot study twice, with an interval of seven months. The quantitative procedure was followed by a qualitative one in which five teachers (one Han and four Tibetans) and eight students (Tibetans who participated in the questionnaire surveys) in the three sampled universities were interviewed. Both the quantitative and qualitative data were analyzed to answer three research questions:1) How and why do the Tibetan students' thinking styles and emotion regulation change as they study in Han cultural environment? 2) What are the relationships among Tibetan college students' thinking styles, emotion regulation, and their acculturation strategy? And 3) What roles do thinking style, emotion regulation, and acculturation strategy play in Tibetan college students' academic performance and psychological well-being? The results suggested that the Tibetan and Han college students did differ from each other in their thinking styles and emotion regulation. Longitudinal data supported that the Tibetan students' thinking styles, emotion regulation, and acculturation strategy, as well as the relationships among these variables changed across time. Thinking styles, emotion regulation, and acculturation strategy were all found to have direct effects on their psychological well-being and academic performance. The effects of some of the thinking style and emotion regulation variables on psychological well-being and academic performance were also found to be mediated by either or both of the two dimensions of the Tibetan students' acculturation strategy (i.e., ethnic and dominant society immersions). Meanwhile, the four acculturation strategies (i.e., integration, assimilation, separation, and marginalization) were also found to moderate the effects of the thinking styles and emotion regulation on the psychological well-being and academic performance. With the support from the literature and interviews, the quantitative findings were discussed. The findings of the present research would not only provide valuable information on assisting in understanding the development of people's thinking styles, emotion regulation, and acculturation, but also provide helpful information for the higher education institutions

Download or read book Thinking Styles Learning Approaches and Academic Achievement written by Sze-Wai David Kwan and published by . This book was released on 2017-01-26 with total page pages. Available in PDF, EPUB and Kindle. Book excerpt: This dissertation, "Thinking Styles, Learning Approaches, and Academic Achievement" by Sze-wai, David, Kwan, 關思偉, was obtained from The University of Hong Kong (Pokfulam, Hong Kong) and is being sold pursuant to Creative Commons: Attribution 3.0 Hong Kong License. The content of this dissertation has not been altered in any way. We have altered the formatting in order to facilitate the ease of printing and reading of the dissertation. All rights not granted by the above license are retained by the author. DOI: 10.5353/th_b3196166 Subjects: Thought and thinking Learning Academic achievement - China - Hong Kong High school students - China - Hong Kong - Psychology