“…The standardized parameter estimates are presented in Table 4. These findings are comparable with those identified by Fan and Zhang (2009).…”
Section: Reliabilities and Validities Of The Thinking Styles Inventorsupporting
confidence: 90%
“…Empirical evidence from both exploratory factor analysis (EFA) and confirmatory factor analysis (CFA) confirmed the three-factor structure of thinking styles across various hearing populations in both Western and Eastern contexts (e.g., Fan & Zhang, 2009;Zhang, 2008). Furthermore, the structure has been largely supported (using EFA) among DHH students (Cheng & Zhang, 2014).…”
Section: The Theoretical Framework Of Thinking Styles and Their Researchmentioning
“…The standardized parameter estimates are presented in Table 4. These findings are comparable with those identified by Fan and Zhang (2009).…”
Section: Reliabilities and Validities Of The Thinking Styles Inventorsupporting
confidence: 90%
“…Empirical evidence from both exploratory factor analysis (EFA) and confirmatory factor analysis (CFA) confirmed the three-factor structure of thinking styles across various hearing populations in both Western and Eastern contexts (e.g., Fan & Zhang, 2009;Zhang, 2008). Furthermore, the structure has been largely supported (using EFA) among DHH students (Cheng & Zhang, 2014).…”
Section: The Theoretical Framework Of Thinking Styles and Their Researchmentioning
“…These results, compared to earlier findings, are partially consistent with those reported by Fan and Zhang (2009 positive contributions of hierarchic and liberal Type I styles to mastery goal orientation indicate that participants who tended to use more creativity and higher levels of cognitive complexity generating thinking styles also tended to be more confident and inclined to acquire knowledge to learn and increase their competence for self development. This result is consistent with the theoretical conceptualization done by Sternberg and Lubart (1992).…”
Section: Discussionsupporting
confidence: 90%
“…In the literature, each of these constructs and their relationships with academic achievement have been examined extensively. However, the relationships between the two constructs and the predictive power of them on academic achievement have not been investigated yet, except the study of Fan and Zhang (2009). On the other hand, researchers and educators need to understand and explain the quality of the students' performances by the nature of the relations of various theories addressing the learning behavior.…”
S Student teachers' developmental characteristics and tendencies are important sources of personal differences in self-regulation processes and well being which affect behavioral reactions of students in and out of school settings. Thinking styles and goal orientations can be seen as two of those individual-differences. In the literature, each of these constructs and their relationships with academic achievement have been examined extensively. However, the relationships between the two constructs and the predictive power of them on academic achievement have not been investigated yet, except the study of Fan and Zhang (2009). On the other hand, researchers and educators need to understand and explain the quality of the students' performances by the nature of the relations of various theories addressing the learning behavior. It is also important for teacher educators to understand how their students learn and perform in order to find efficient ways for Bu araflt›rman›n amac›, ö¤retmen adaylar›nda düflünme stillerinin amaç yö-nelimleri ve her iki de¤iflkenin birlikte akademik baflar› üzerindeki yorday›-c› etkilerini incelemektir. Araflt›rmaya Pamukkale Üniversitesi E¤itim Fakültesi'nde farkl› bölümlerde ö¤renim gören 270 ö¤renci kat›lm›flt›r. Veri toplama araçlar› olarak Düflünme Stilleri ve Amaç Yönelimleri Ölçekleri ile Kiflisel Bilgi Formu kullan›lm›flt›r. Korelasyon analizi sonuçlar› düflün-me stilleri, amaç yönelimleri ve akademik baflar› aras›nda anlaml› iliflkiler oldu¤unu göstermifltir. Yap›lan regresyon analizinde düflünme stillerinin amaç yönelimlerini ve her iki de¤iflkenin birlikte akademik baflar›y› anlaml› olarak yordad›¤› görülmüfltür. Bu ba¤lamda I. Tip düflünme stillerinden hiyerarflik ve liberal stiller ö¤renme amaç yöneliminin, yarg›sal stil ise performans amaç yöneliminin; II. Tip düflünme stillerinden muhafazakar dü-flünme stili kaç›nma amaç yöneliminin anlaml› yorday›c›lar› olmufltur. Ayr›ca, akademik baflar›n›n en güçlü yorday›c›lar›n›n ö¤renme ve kaç›nma amaç yönelimleri oldu¤u bulgulanm›flt›r. Araflt›rmada, elde edilen sonuçlar e¤itimciler aç›s›ndan tart›fl›lm›fl ve önerilerde bulunulmufltur.Anahtar sözcükler: Akademik baflar›, amaç yönelimleri, düflünme stilleri.The aim of this study was to investigate the predictive power of the student teachers' thinking styles on their goal orientations and the predictive power of both thinking styles and goal orientations on their academic achievement. The participants were 270 undergraduate students studying in different departments of the Faculty of Education at Pamukkale University. Thinking Styles, Goal Orientations Inventories and Demographic Information Sheet were used to gather the data. The results of the correlational analysis show significant relationships among thinking styles, goal orientations and academic achievement. Regression analysis indicates that thinking styles predict goal orientations and goal orientations together with thinking styles predict academic achievement. In that sense, hierarchical and liberal Type I thinking styles a...
“… Hypothesis 1 : People with Type I styles may be inclined to actively act on their environments and perform creative behaviors. Therefore, individuals with Type I styles will positively explore self and environmental career features, and their CDMD in the LR and LI domains may be decreased. Hypothesis 2 : People with Type II styles may prefer conservative thinking and avoid risk‐taking behaviors (Fan & Zhang, ); thus, they may not like to explore self and environmental career features and may have more CDMD in the LR and LI domains. Hypothesis 3 : Both self‐ and environment career exploration will significantly mediate the influences of thinking styles on the LR and LI domains.…”
Thinking styles define individuals' marked preferences in how they learn about or process information. This study considered the function of collecting and processing information in career exploration and decision making, and examined thinking styles as a predictor of career decision‐making difficulties (CDMD) and career exploration as a mediator of this relationship. Chinese college students (N = 463) responded to measures of thinking styles, career exploration, and CDMD. Results partially supported the contribution of thinking styles to career exploration and CDMD. Type I styles, characterized as more creativity‐generating, positively predicted career exploration and negatively predicted CDMD. Type II styles, characterized as more norm‐favoring, positively predicted CDMD. Partial mediation was supported in the link between Type I styles and lack of information through career environment exploration. The benefits of type styles should be highlighted for career guidance and counseling among Chinese college students and should be validated in different cultural contexts.
scite is a Brooklyn-based organization that helps researchers better discover and understand research articles through Smart Citations–citations that display the context of the citation and describe whether the article provides supporting or contrasting evidence. scite is used by students and researchers from around the world and is funded in part by the National Science Foundation and the National Institute on Drug Abuse of the National Institutes of Health.
