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Article: Thinking styles and preferred teacher interpersonal behavior among Hong Kong students

TitleThinking styles and preferred teacher interpersonal behavior among Hong Kong students
Authors
KeywordsHong kong students
Qti
Teacher interpersonal behavior
Teacher-student interaction
Thinking styles
Issue Date2012
PublisherPergamon. The Journal's web site is located at http://www.elsevier.com/locate/lindif
Citation
Learning and Individual Differences, 2012, v. 22 n. 4, p. 554-559 How to Cite?
AbstractThis study investigated the relationship between thinking styles and preferred teacher interpersonal behavior based on the Model for Interpersonal Teacher Behavior (MITB, Wubbels, Créton, & Hooymayers, 1985) among 247 Hong Kong secondary school female students. The Thinking Style Inventory Revised (TSI-R, Sternberg, Wagner, & Zhang, 2003) and the Questionnaire for Teacher Interaction (QTI, Wubbels et al., 1985) were used to measure students' thinking styles and their preferred teacher interpersonal behavior. Research results showed that Type I global and liberal styles positively and negatively predicted student-centered teacher interpersonal behavior respectively, while Type I legislative and judicial styles negatively and positively predicted teacher-centered interpersonal behavior respectively. Type II conservative and executive styles positively predicted teacher-centered interpersonal behavior, while Type II executive and conservative styles positively and negatively predicted student-centered interpersonal behavior respectively. Implications of the research findings are discussed. © 2012 Elsevier Inc.
Persistent Identifierhttp://hdl.handle.net/10722/164703
ISSN
2015 Impact Factor: 1.631
2015 SCImago Journal Rankings: 1.057
ISI Accession Number ID

 

DC FieldValueLanguage
dc.contributor.authorYu, TMen_US
dc.contributor.authorChen, Cen_US
dc.date.accessioned2012-09-20T08:08:05Z-
dc.date.available2012-09-20T08:08:05Z-
dc.date.issued2012en_US
dc.identifier.citationLearning and Individual Differences, 2012, v. 22 n. 4, p. 554-559en_US
dc.identifier.issn1041-6080en_US
dc.identifier.urihttp://hdl.handle.net/10722/164703-
dc.description.abstractThis study investigated the relationship between thinking styles and preferred teacher interpersonal behavior based on the Model for Interpersonal Teacher Behavior (MITB, Wubbels, Créton, & Hooymayers, 1985) among 247 Hong Kong secondary school female students. The Thinking Style Inventory Revised (TSI-R, Sternberg, Wagner, & Zhang, 2003) and the Questionnaire for Teacher Interaction (QTI, Wubbels et al., 1985) were used to measure students' thinking styles and their preferred teacher interpersonal behavior. Research results showed that Type I global and liberal styles positively and negatively predicted student-centered teacher interpersonal behavior respectively, while Type I legislative and judicial styles negatively and positively predicted teacher-centered interpersonal behavior respectively. Type II conservative and executive styles positively predicted teacher-centered interpersonal behavior, while Type II executive and conservative styles positively and negatively predicted student-centered interpersonal behavior respectively. Implications of the research findings are discussed. © 2012 Elsevier Inc.-
dc.languageengen_US
dc.publisherPergamon. The Journal's web site is located at http://www.elsevier.com/locate/lindifen_US
dc.relation.ispartofLearning and Individual Differencesen_US
dc.subjectHong kong students-
dc.subjectQti-
dc.subjectTeacher interpersonal behavior-
dc.subjectTeacher-student interaction-
dc.subjectThinking styles-
dc.titleThinking styles and preferred teacher interpersonal behavior among Hong Kong studentsen_US
dc.typeArticleen_US
dc.identifier.openurlhttp://library.hku.hk:4550/resserv?sid=HKU:IR&issn=1041-6080&volume=22&spage=554&epage=559&date=2012&atitle=Thinking+Styles+and+preferred+teacher+interpersonal+behavior+among+Hong+Kong+studentsen_US
dc.identifier.emailChen, C: chenchen@njnu.edu.cn-
dc.description.naturelink_to_subscribed_fulltext-
dc.identifier.doi10.1016/j.lindif.2012.02.002-
dc.identifier.scopuseid_2-s2.0-84862830075-
dc.identifier.hkuros210996en_US
dc.identifier.hkuros224069-
dc.identifier.volume22en_US
dc.identifier.issue4-
dc.identifier.spage554en_US
dc.identifier.epage559en_US
dc.identifier.isiWOS:000305869700018-
dc.publisher.placeUnited Kingdom-
dc.identifier.citeulike10423238-

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