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

TitleRevisiting thinking styles' contributions to the knowledge and use of and attitudes towards computing and information technology
Authors
KeywordsComputing and information technology
Gender
Thinking styles
Issue Date2007
PublisherPergamon. The Journal's web site is located at http://www.elsevier.com/locate/lindif
Citation
Learning And Individual Differences, 2007, v. 17 n. 1, p. 17-24 How to Cite?
AbstractThis study examines the role of students' thinking styles in their knowledge and use of as well as in their attitudes towards the use of computing and information technology (CIT) in education. One hundred and five students from a large university in Texas responded to the Thinking Styles Inventory and to a brief measure of their attitudes towards the use of CIT in education. Between the present study and a previous study of Hong Kong students, the following common findings have been obtained. First, the more creativity-generating thinking styles positively predicted knowledge and use of CIT as well as a favorable attitude towards the use of CIT in education, whereas the more norm-conforming thinking styles negatively did so. Second, female students reported less knowledge and use of CIT. Minor differences were also identified between the U.S. and Hong Kong groups. These findings have implications for teachers, staff development personnel, and for CIT program designers. © 2007 Elsevier Inc. All rights reserved.
Persistent Identifierhttp://hdl.handle.net/10722/85322
ISSN
2015 Impact Factor: 1.631
2015 SCImago Journal Rankings: 1.057
ISI Accession Number ID
References

 

DC FieldValueLanguage
dc.contributor.authorZhang, Lfen_HK
dc.date.accessioned2010-09-06T09:03:23Z-
dc.date.available2010-09-06T09:03:23Z-
dc.date.issued2007en_HK
dc.identifier.citationLearning And Individual Differences, 2007, v. 17 n. 1, p. 17-24en_HK
dc.identifier.issn1041-6080en_HK
dc.identifier.urihttp://hdl.handle.net/10722/85322-
dc.description.abstractThis study examines the role of students' thinking styles in their knowledge and use of as well as in their attitudes towards the use of computing and information technology (CIT) in education. One hundred and five students from a large university in Texas responded to the Thinking Styles Inventory and to a brief measure of their attitudes towards the use of CIT in education. Between the present study and a previous study of Hong Kong students, the following common findings have been obtained. First, the more creativity-generating thinking styles positively predicted knowledge and use of CIT as well as a favorable attitude towards the use of CIT in education, whereas the more norm-conforming thinking styles negatively did so. Second, female students reported less knowledge and use of CIT. Minor differences were also identified between the U.S. and Hong Kong groups. These findings have implications for teachers, staff development personnel, and for CIT program designers. © 2007 Elsevier Inc. All rights reserved.en_HK
dc.languageengen_HK
dc.publisherPergamon. The Journal's web site is located at http://www.elsevier.com/locate/lindifen_HK
dc.relation.ispartofLearning and Individual Differencesen_HK
dc.subjectComputing and information technologyen_HK
dc.subjectGenderen_HK
dc.subjectThinking stylesen_HK
dc.titleRevisiting thinking styles' contributions to the knowledge and use of and attitudes towards computing and information technologyen_HK
dc.typeArticleen_HK
dc.identifier.openurlhttp://library.hku.hk:4550/resserv?sid=HKU:IR&issn=1041-6080&volume=17&spage=17&epage=24&date=2007&atitle=Revisiting+thinking+styles’+contributions+to+the+knowledge+and+use+of+and+attitudes+towards+computing+and+information+technologyen_HK
dc.identifier.emailZhang, Lf: lfzhang@hkucc.hku.hken_HK
dc.identifier.authorityZhang, Lf=rp00988en_HK
dc.description.naturelink_to_subscribed_fulltext-
dc.identifier.doi10.1016/j.lindif.2006.12.004en_HK
dc.identifier.scopuseid_2-s2.0-34249899702en_HK
dc.identifier.hkuros128890en_HK
dc.relation.referenceshttp://www.scopus.com/mlt/select.url?eid=2-s2.0-34249899702&selection=ref&src=s&origin=recordpageen_HK
dc.identifier.volume17en_HK
dc.identifier.issue1en_HK
dc.identifier.spage17en_HK
dc.identifier.epage24en_HK
dc.identifier.isiWOS:000248156500003-
dc.publisher.placeUnited Kingdomen_HK
dc.identifier.scopusauthoridZhang, Lf=15039838600en_HK

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