Download or read book The Relationship of Cognitive Styles with Perceived Satisfaction and Performance of Teachers and Pupils in Hong Kong written by Lai-Ha Tammy Wong Ko 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, "The Relationship of Cognitive Styles With Perceived Satisfaction and Performance of Teachers and Pupils in Hong Kong" by Lai-ha, Tammy, Wong Ko, 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: DOI: 10.5353/th_b2978261 Subjects: Cognitive styles - China - Hong Kong Teachers - Job Satisfaction Students - China - Hong Kong

Download or read book The Nature of Intellectual Styles written by Li-fang Zhang and published by Routledge. This book was released on 2012-12-06 with total page 240 pages. Available in PDF, EPUB and Kindle. Book excerpt: This book provides an up-to-date, panoramic picture of the field of intellectual styles through describing, analyzing, and integrating the major theoretical and research works on the topic. Readers will gain a broad understanding of the field--its nature, origins, historical development, theories, research, and applications, as well as the interrelationships among major theoretical constructs proposed by different theorists in the past few decades. In particular, three major controversial issues in the field are addressed by both empirical findings and literature review: styles as better versus worse or as equal in merit; styles as traits versus styles as states; and styles as different constructs versus styles as similar constructs with different style labels. Educators will find ideas on how to improve their teaching and assessment of student performance. Student development specialists will be interested in the book because intellectual styles, as evidenced by recent studies, play a critical role in many aspects of student development including cognitive, affective, psychosocial, and career development. Psychologists will gain an understanding of an important facet of the field at the interface between cognition and personality. Managers in business will find the book relevant to such issues as effective supervision and staff training and development. The Nature of Intellectual Styles is intended for anyone--particularly researchers and students in the fields of education, psychology, and business management--who is interested in understanding intellectual styles and their effects on daily life.

Download or read book Hong Kong Primary Students Perception of Satisfaction with Their Schools written by Sze-Ching CICI Lam 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, "Hong Kong Primary Students' Perception of Satisfaction With Their Schools" by Sze-ching, Cici, Lam, 林絲靖, 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 With the recent positive psychology movement to study children's mental health, the aim of this research was to address the perceptions of Hong Kong students of their school satisfaction and their quality of life. Its relationship with their intrapersonal factors, such as perceived academic performance, self-esteem, hope and the school contextual factors, that is teacher support, peer support, peer conflict and peer victimization are explored. Self-report questionnaires were used with 760 Primary 3 to Primary 6 Hong Kong School children aged from 7-14 years old. The findings of the research indicated that a caring school climate was favourable for the promotion of children's school satisfaction. In addition, elements such as teacher support and perceived academic performance are crucial to determine children's happiness in the schools. It also demonstrated the importance of integrative models of children's school satisfaction that integrate both intrapersonal and environmental variables. This research has contributed to the missing gap in psychological research, which increasing focus has placed on studying constructive human qualities and strengths. The findings also support the significant role of school as a buffer system against psychological symptoms in the Chinese context. In view of this, there is a need for the school to develop a warm climate to improve teachers and students relationships and adopt a comprehensive guidance preventive programme for building students' sense of school belonging. i DOI: 10.5353/th_b3733830 Subjects: Elementary schools - Social aspects - China - Hong Kong Quality of life School children - China - Hong Kong - Attitudes

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 Relations Among Cognitive Styles Alternative Methods of Instruction Academic Performance and Motivational Factors written by Beth Ann Staehler and published by . This book was released on 1993 with total page 254 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 Dissertation Abstracts International written by and published by . This book was released on 2008 with total page 612 pages. Available in PDF, EPUB and Kindle. Book excerpt:

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 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 Cognitive Styles and Learning Strategies written by Richard Riding and published by David Fulton Publishers. This book was released on 1998 with total page 232 pages. Available in PDF, EPUB and Kindle. Book excerpt: This volume reviews and integrates research on style differences in learning behaviour and describes the "cognitive styles analysis" which provides a simple and effective method of assessing style in children and adults.

Download or read book Hearing Impaired Students Intellectual Styles and Their Influence written by Sanyin Cheng and published by Springer Nature. This book was released on 2023-01-23 with total page 189 pages. Available in PDF, EPUB and Kindle. Book excerpt: This book is the first on the implications of intellectual styles for higher education of students with hearing impairment. It provides a systematic delineation for intellectual styles of students with hearing impairment in comparison with students without hearing impairment. It takes an initial step to present the analysis concerning the mediating role of intellectual styles in the relationships between personal factors and student developmental outcomes.

Download or read book written by Frank Joseph Shulman and published by Hong Kong University Press. This book was released on 2001-01-01 with total page 878 pages. Available in PDF, EPUB and Kindle. Book excerpt: A descriptively annotated, multidisciplinary, cross-referenced and extensively indexed guide to 2,395 dissertations that are concerned either in whole or in part with Hong Kong and with Hong Kong Chinese students and emigres throughout the world.

Download or read book Thinking Styles and Performance in Different Assessment Formats Among Hong Kong Secondary School Students written by Yee-Ling Au and published by . This book was released on 2017-01-27 with total page pages. Available in PDF, EPUB and Kindle. Book excerpt:

Download or read book HONG KONG TEACHER IDENTITY written by Ka-Hing Alexander Chan and published by Open Dissertation Press. This book was released on 2017-01-26 with total page 138 pages. Available in PDF, EPUB and Kindle. Book excerpt: This dissertation, "Hong Kong Teacher Identity: Perceived and Intended" by Ka-hing, Alexander, Chan, 陳家鑫, 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 Hong Kong teacher Identity: Perceived and Intended submitted by Chan Ka Hing Alexander For the degree of Master of Education at the University of Hong Kong August, 2005 This exploratory study examines the intended and perceived identity of Hong Kong Teacher. This is addressed from a largely psychological perspective in the context of Hong Kong secondary schools engaged in educational reform. The research objectives were to: (1) identify the perceived identities in terms of commitment to education beliefs and teaching career; (2) look at the degree of convergence between the proposed teacher identities proposed by ACTEQ (2003) and the perceived identity of teachers; (3) examine the degree of convergence between perceived identity and professional identity in terms of definitions defined by Deijaard et al.{ 2000). And (4) consider the extent of the teacher's perceived efficacy in student learning. This study looked at three important components of the identity of the Hong Kong teacher, commitment, teaching focus and efficacy. The methodology was interpretive and emphasizing phenomena studied in their natural settings and in terms of the meanings people bring to them. The findings are based on 21 questionnaires and 7 in-depth semi-structured interviews. Findings exposed there are dilemmas and tensions among commitment, teaching focus and efficacy. Most of the teachers exhibited low job satisfactions but were committed to their job. The decline was due to changing working environment and declining learning attitude and academic understanding of students. Other teachers uphold their commitment by taking up reforms and work to their best and maintain commitment despite decline in interest. However, commitment of some teachers increased over time because they recognized commitment is a critical success factor in teaching career. In general teachers were well aware of their noble responsibility and were committed to their job despite low job satisfaction. While majority of the teachers agreed to most values embraced by the ACTEQ identity proposal, they were skeptical about the measures and evaluation designed to facilitate the acquisition of such values. They contested the degree of commitment implied. Moreover, teaching foci have been constrained by emphasis on academic excellence, heavy workload and education reforms, under which it was difficult to take care of individual student differences. Efficacy was a key element to bridge beliefs and practice. Most teachers had a feeling of low efficacy in influencing student's academic results but were more confident in helping students in moral development. Low confidence in influencing students' academic results because (i) students learning are influenced by many factors which are considered to be more powerful than teachers, (ii) The standard curriculum, which cannot take care of individual difference. A dilemma between teachers' beliefs and actual practice has steadily taken its toll on the confidence of teachers. Teachers in Hong Kong have a contrived professional identity. On the one hand, they fully embrace the proposed ideal values but with reservation of the commitment expected. On the other hand, their perceived beliefs and actual practice are not in harmony because they see an unsupportive education environment. DOI: 10.5353/th_b3530554 Subjects: Self-perception High school teachers - China - Hong Kong - Psychology

Download or read book An Investigation Into Cognitive Style as a Facet of Teachers Systems of Student Appraisal written by Laurence Wasser and published by . This book was released on 1974 with total page 520 pages. Available in PDF, EPUB and Kindle. Book excerpt:

Download or read book An Analysis of the Relationship Between Cognitive Style and the Subject Area Specialization of Secondary Teachers in Connecticut written by Tony Charles Daloisio and published by . This book was released on 1980 with total page 334 pages. Available in PDF, EPUB and Kindle. Book excerpt:

Download or read book Resources in Education written by and published by . This book was released on 2001 with total page 756 pages. Available in PDF, EPUB and Kindle. Book excerpt: