Revisiting thinking styles' contributions to the knowledge and use of and attitudes towards computing and information technology

The role of thinking styles in program satisfaction and perceived intellectual competence among STEM doctoral students.

“…It is conceivable that when individuals are satisfied with their environment (in this case, learning environment) and/or when they are confident in their own intellectual competence, they would be more confident in performing tasks their own way (legislative style), they may feel more optimistic about achieving success in what they do, thus experimenting with their novel approaches to tasks (liberal style), and they may develop a tendency to work on multiple tasks with a sense of priority (hierarchical style). Regardless, the present finding that thinking styles were significantly associated with their program satisfaction and intellectual competence dovetailed previous findings that Type I thinking styles were significantly related to positive perceptions of learning environments (e.g., Betoret, 2007; Fan & Zhang, 2014; Li, 2016; Zhang, 2007). Indeed, a positive relationship has been consistently found not only between Type I intellectual styles and favorable perceptions of learning environment among students but also between Type I intellectual styles and positive perceptions of work environment among teachers (e.g., Prosser & Trigwell, 1997; Zhang, 2001).…”

“…By contract, students who perceived using CIT in teaching less favorably scored significantly higher on Type II thinking styles. Zhang and He’s (2003) finding was replicated by Zhang’s (2007) study of university students in the United States.…”

Reconsidering the Net Generation: Putting the focus back on the technological landscape

“…Therefore, it is much more intellectually honest to speak in terms of trends than to attempt to generalize to entire age groups with sweeping claims. Indeed, media effects scholars have long noted the role of individual differences in media uses (e.g., Johnson 2011;Lunceford 2009;Sherry 2001;Thatcher and Perrewé 2002;Zhang 2007), so the use of new technologies would be likely to follow a similar trend. Indeed, even studies examining educational technologies are beginning to recognize the importance of individual differences in the effectiveness of these technologies on learning outcomes (see Chen and Macredle 2004;Graff 2003;Lu and Chiou 2010;Saeed et al 2009;Scott and Rockwell 1997).…”

How object, situation and personality shape human attitude in learning: An activity perspective and a multilevel modeling approach

“…Often regarded as the most important tools in modern societies, IT artifacts in form of various computer information systems (CISs) have greatly changed the ways that people work and live (Katz, 1988). In the process of employing various CISs for different tasks, people refine the skills of using them, and such learning experiences shape their attitudes toward the IT artifacts (Bagozzi, Davis, & Warshaw, 1992;Saga & Zmud, 1994;Zhang, 2007).…”