File Download

There are no files associated with this item.

  Links for fulltext
     (May Require Subscription)
Supplementary

Article: Does student-teacher thinking style match/mismatch matter in students' achievement?

TitleDoes student-teacher thinking style match/mismatch matter in students' achievement?
Authors
Issue Date2006
PublisherRoutledge. The Journal's web site is located at http://www.tandf.co.uk/journals/titles/01443410.asp
Citation
Educational Psychology, 2006, v. 26 n. 3, p. 395-409 How to Cite?
AbstractThis study concerns the contingent nature of the relationships of student-teacher style match (or mismatch) to students academic achievement. Participants were 135 (59 male and 76 female) students (average age of 21.5 years) from three academic disciplines (mathematics, physics, and public administration) who responded to the Thinking Styles Inventory and rated their own abilities (analytical, creative, and practical). The academic achievement scores in two subject matters for each student were also used. The students subject matter teachers responded to the Thinking Styles in Teaching Inventory. Three major findings were obtained. First, the effects of style match/mismatch upon students achievement vary as a function of academic discipline and subject matter. Second, the statistical procedures used to analyse the data play an important role in the relationships under investigation. Third, students selfrated abilities make a difference in the tested relationships. Findings have implications for both researchers and teachers.
Persistent Identifierhttp://hdl.handle.net/10722/175400
ISSN
2015 Impact Factor: 1.157
2015 SCImago Journal Rankings: 0.750
References

 

DC FieldValueLanguage
dc.contributor.authorZhang, LFen_US
dc.date.accessioned2012-11-26T08:58:39Z-
dc.date.available2012-11-26T08:58:39Z-
dc.date.issued2006en_US
dc.identifier.citationEducational Psychology, 2006, v. 26 n. 3, p. 395-409en_US
dc.identifier.issn0144-3410en_US
dc.identifier.urihttp://hdl.handle.net/10722/175400-
dc.description.abstractThis study concerns the contingent nature of the relationships of student-teacher style match (or mismatch) to students academic achievement. Participants were 135 (59 male and 76 female) students (average age of 21.5 years) from three academic disciplines (mathematics, physics, and public administration) who responded to the Thinking Styles Inventory and rated their own abilities (analytical, creative, and practical). The academic achievement scores in two subject matters for each student were also used. The students subject matter teachers responded to the Thinking Styles in Teaching Inventory. Three major findings were obtained. First, the effects of style match/mismatch upon students achievement vary as a function of academic discipline and subject matter. Second, the statistical procedures used to analyse the data play an important role in the relationships under investigation. Third, students selfrated abilities make a difference in the tested relationships. Findings have implications for both researchers and teachers.en_US
dc.languageengen_US
dc.publisherRoutledge. The Journal's web site is located at http://www.tandf.co.uk/journals/titles/01443410.aspen_US
dc.relation.ispartofEducational Psychologyen_US
dc.titleDoes student-teacher thinking style match/mismatch matter in students' achievement?en_US
dc.typeArticleen_US
dc.identifier.emailZhang, LF: lfzhang@hkucc.hku.hken_US
dc.identifier.authorityZhang, LF=rp00988en_US
dc.description.naturelink_to_subscribed_fulltexten_US
dc.identifier.doi10.1080/01443410500341262en_US
dc.identifier.scopuseid_2-s2.0-29744458774en_US
dc.identifier.hkuros120743-
dc.relation.referenceshttp://www.scopus.com/mlt/select.url?eid=2-s2.0-29744458774&selection=ref&src=s&origin=recordpageen_US
dc.identifier.volume26en_US
dc.identifier.issue3en_US
dc.identifier.spage395en_US
dc.identifier.epage409en_US
dc.publisher.placeUnited Kingdomen_US
dc.identifier.scopusauthoridZhang, LF=15039838600en_US
dc.identifier.citeulike645932-
dc.customcontrol.immutablesml 140625-

Export via OAI-PMH Interface in XML Formats


OR


Export to Other Non-XML Formats