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Article: Thinking styles: University students' preferred teaching styles and their conceptions of effective teachers

TitleThinking styles: University students' preferred teaching styles and their conceptions of effective teachers
Authors
KeywordsEffective teachers
Preferred teaching styles
Thinking styles
Issue Date2004
PublisherHeldref Publications. The Journal's web site is located at http://www.heldref.org/jp.php
Citation
Journal Of Psychology: Interdisciplinary And Applied, 2004, v. 138 n. 3, p. 233-252 How to Cite?
AbstractIn the present study, the author investigated the role of thinking styles in university students' preferences for teaching styles and their conceptions of effective teachers. Students (121 men and 134 women) from the University of Hong Kong responded to 3 self-report tests: the Thinking Styles Inventory-Revised (R. J. Sternberg, R. K. Wagner, & L-F. Zhang, 2003), the Preferred Thinking Styles in Teaching Inventory (L-F. Zhang, 2003c), and the Effective Teacher Inventory (L-F. Zhang, 2003b), Results indicated that even after age, gender, and academic discipline were controlled, particular thinking styles predisposed students to particular teaching styles. Moreover, as expected, students were open to more than just teaching styles that precisely matched their own thinking styles. Results also indicated that students' thinking styles made a difference in their conceptions of effective teachers. Discussions are focused on the study's contributions to both the style literature and the growing body of knowledge on characteristics of effective teachers.
Persistent Identifierhttp://hdl.handle.net/10722/53504
ISSN
2015 Impact Factor: 1.25
2015 SCImago Journal Rankings: 0.482
ISI Accession Number ID
References

 

DC FieldValueLanguage
dc.contributor.authorZhang, LFen_HK
dc.date.accessioned2009-04-03T07:21:42Z-
dc.date.available2009-04-03T07:21:42Z-
dc.date.issued2004en_HK
dc.identifier.citationJournal Of Psychology: Interdisciplinary And Applied, 2004, v. 138 n. 3, p. 233-252en_HK
dc.identifier.issn0022-3980en_HK
dc.identifier.urihttp://hdl.handle.net/10722/53504-
dc.description.abstractIn the present study, the author investigated the role of thinking styles in university students' preferences for teaching styles and their conceptions of effective teachers. Students (121 men and 134 women) from the University of Hong Kong responded to 3 self-report tests: the Thinking Styles Inventory-Revised (R. J. Sternberg, R. K. Wagner, & L-F. Zhang, 2003), the Preferred Thinking Styles in Teaching Inventory (L-F. Zhang, 2003c), and the Effective Teacher Inventory (L-F. Zhang, 2003b), Results indicated that even after age, gender, and academic discipline were controlled, particular thinking styles predisposed students to particular teaching styles. Moreover, as expected, students were open to more than just teaching styles that precisely matched their own thinking styles. Results also indicated that students' thinking styles made a difference in their conceptions of effective teachers. Discussions are focused on the study's contributions to both the style literature and the growing body of knowledge on characteristics of effective teachers.en_HK
dc.languageengen_HK
dc.publisherHeldref Publications. The Journal's web site is located at http://www.heldref.org/jp.phpen_HK
dc.relation.ispartofJournal of Psychology: Interdisciplinary and Applieden_HK
dc.rightsThe Journal of Psychology: interdisciplinary and applied. Copyright © Heldref Publications.en_HK
dc.rightsCreative Commons: Attribution 3.0 Hong Kong License-
dc.subjectEffective teachersen_HK
dc.subjectPreferred teaching stylesen_HK
dc.subjectThinking stylesen_HK
dc.titleThinking styles: University students' preferred teaching styles and their conceptions of effective teachersen_HK
dc.typeArticleen_HK
dc.identifier.openurlhttp://library.hku.hk:4550/resserv?sid=HKU:IR&issn=0022-3980&volume=138&issue=3&spage=233&epage=252&date=2004&atitle=Thinking+styles:+university+students%27+preferred+teaching+styles+and+their+conceptions+of+effective+teachersen_HK
dc.identifier.emailZhang, LF: lfzhang@hkucc.hku.hken_HK
dc.identifier.authorityZhang, LF=rp00988en_HK
dc.description.naturepublished_or_final_versionen_HK
dc.identifier.pmid15264441-
dc.identifier.scopuseid_2-s2.0-3042856283en_HK
dc.identifier.hkuros102134-
dc.relation.referenceshttp://www.scopus.com/mlt/select.url?eid=2-s2.0-3042856283&selection=ref&src=s&origin=recordpageen_HK
dc.identifier.volume138en_HK
dc.identifier.issue3en_HK
dc.identifier.spage233en_HK
dc.identifier.epage252en_HK
dc.identifier.isiWOS:000222315000003-
dc.publisher.placeUnited Statesen_HK
dc.identifier.scopusauthoridZhang, LF=15039838600en_HK

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