File Download
There are no files associated with this item.
Links for fulltext
(May Require Subscription)
- Publisher Website: 10.1037/edu0000304
- Scopus: eid_2-s2.0-85054041020
- WOS: WOS:000465626700002
- Find via
Supplementary
- Citations:
- Appears in Collections:
Article: The role of thinking styles in program satisfaction and perceived intellectual competence among STEM doctoral students
Title | The role of thinking styles in program satisfaction and perceived intellectual competence among STEM doctoral students |
---|---|
Authors | |
Keywords | Perceived intellectual competence Program satisfaction STEM doctoral students Thinking styles |
Issue Date | 2019 |
Publisher | American Psychological Association. The Journal's web site is located at http://www.apa.org/journals/edu.html |
Citation | Journal of Educational Psychology, 2019, v. 111 n. 4, p. 573-589 How to Cite? |
Abstract | This research pioneered the investigation of the role of doctoral students' thinking styles in their program satisfaction and perceived intellectual competence. Participants were 285 STEM (science, technology, engineering, mathematics) students in Hong Kong. Results showed that students' thinking styles as measured by the Thinking Styles Inventory-Revised II (Sternberg, Wagner, & Zhang, 2007) statistically significantly predicted their program satisfaction and perceived intellectual competence as assessed by two of the scales in the newly constructed Graduate Student Survey (Shin et al., 2015)-beyond their gender, program year, and academic discipline. Findings have brought new insights into the assessment of doctoral students' program satisfaction and perceived intellectual competence. At the same time, findings have contributed to the literature on intellectual styles and that on doctoral education in STEM fields. Practical implications of the findings are proposed for STEM doctoral students in understanding their own ways of thinking and program experiences and outcomes, as well as for academics and senior managers in their efforts to enhance students' access to positive program experiences and outcomes. |
Persistent Identifier | http://hdl.handle.net/10722/261902 |
ISSN | 2023 Impact Factor: 5.6 2023 SCImago Journal Rankings: 2.774 |
ISI Accession Number ID |
DC Field | Value | Language |
---|---|---|
dc.contributor.author | Zhang, LF | - |
dc.contributor.author | Alves Horta, HD | - |
dc.contributor.author | Jung, J | - |
dc.contributor.author | Chen, G | - |
dc.contributor.author | Postiglione, GA | - |
dc.date.accessioned | 2018-09-28T04:50:03Z | - |
dc.date.available | 2018-09-28T04:50:03Z | - |
dc.date.issued | 2019 | - |
dc.identifier.citation | Journal of Educational Psychology, 2019, v. 111 n. 4, p. 573-589 | - |
dc.identifier.issn | 0022-0663 | - |
dc.identifier.uri | http://hdl.handle.net/10722/261902 | - |
dc.description.abstract | This research pioneered the investigation of the role of doctoral students' thinking styles in their program satisfaction and perceived intellectual competence. Participants were 285 STEM (science, technology, engineering, mathematics) students in Hong Kong. Results showed that students' thinking styles as measured by the Thinking Styles Inventory-Revised II (Sternberg, Wagner, & Zhang, 2007) statistically significantly predicted their program satisfaction and perceived intellectual competence as assessed by two of the scales in the newly constructed Graduate Student Survey (Shin et al., 2015)-beyond their gender, program year, and academic discipline. Findings have brought new insights into the assessment of doctoral students' program satisfaction and perceived intellectual competence. At the same time, findings have contributed to the literature on intellectual styles and that on doctoral education in STEM fields. Practical implications of the findings are proposed for STEM doctoral students in understanding their own ways of thinking and program experiences and outcomes, as well as for academics and senior managers in their efforts to enhance students' access to positive program experiences and outcomes. | - |
dc.language | eng | - |
dc.publisher | American Psychological Association. The Journal's web site is located at http://www.apa.org/journals/edu.html | - |
dc.relation.ispartof | Journal of Educational Psychology | - |
dc.subject | Perceived intellectual competence | - |
dc.subject | Program satisfaction | - |
dc.subject | STEM doctoral students | - |
dc.subject | Thinking styles | - |
dc.title | The role of thinking styles in program satisfaction and perceived intellectual competence among STEM doctoral students | - |
dc.type | Article | - |
dc.identifier.email | Zhang, LF: lfzhang@hkucc.hku.hk | - |
dc.identifier.email | Alves Horta, HD: horta@hku.hk | - |
dc.identifier.email | Jung, J: jisun@hku.hk | - |
dc.identifier.email | Chen, G: gwchen@hku.hk | - |
dc.identifier.email | Postiglione, GA: gerry@hkucc.hku.hk | - |
dc.identifier.authority | Zhang, LF=rp00988 | - |
dc.identifier.authority | Alves Horta, HD=rp01959 | - |
dc.identifier.authority | Jung, J=rp02095 | - |
dc.identifier.authority | Chen, G=rp01874 | - |
dc.identifier.authority | Postiglione, GA=rp00951 | - |
dc.description.nature | link_to_subscribed_fulltext | - |
dc.identifier.doi | 10.1037/edu0000304 | - |
dc.identifier.scopus | eid_2-s2.0-85054041020 | - |
dc.identifier.hkuros | 293313 | - |
dc.identifier.volume | 111 | - |
dc.identifier.issue | 4 | - |
dc.identifier.spage | 573 | - |
dc.identifier.epage | 589 | - |
dc.identifier.isi | WOS:000465626700002 | - |
dc.publisher.place | United States | - |
dc.identifier.issnl | 0022-0663 | - |