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Article: Thinking styles and identity development among Chinese university students

TitleThinking styles and identity development among Chinese university students
Authors
Zhang, LF
Issue Date2008
PublisherUniversity of Illinois Press. The Journal's web site is located at http://www.press.uillinois.edu/journals/ajp.html
Citation
American Journal Of Psychology, 2008, v. 121 n. 2, p. 255-271 How to Cite?
DOI: http://dx.doi.org/10.2307/20445460
AbstractThis study investigates the relationship between thinking styles and identity development among Chinese students. Students from Shanghai responded to the Thinking Styles Inventory-Revised, based on Sternberg's theory of mental self-government, and to the Erwin Identity Scale-III, grounded in Chickering's theory of psychosocial development. Not only were thinking styles strongly associated with identity development, but also the former had predictive power for the latter. Along with findings in the existing literature, results of this study call for a collaborative effort between teaching faculty and student development educators in fostering holistic student development. © 2008 by the Board of Trustees of the University of Illinois.
Persistent Identifierhttp://hdl.handle.net/10722/85362
ISSN
0002-9556
2021 Impact Factor: 1.059
2020 SCImago Journal Rankings: 0.360
ISI Accession Number ID
WOS:000255672700006

 

DC FieldValueLanguage
dc.contributor.authorZhang, LFen_HK
dc.date.accessioned2010-09-06T09:03:50Z-
dc.date.available2010-09-06T09:03:50Z-
dc.date.issued2008en_HK
dc.identifier.citationAmerican Journal Of Psychology, 2008, v. 121 n. 2, p. 255-271en_HK
dc.identifier.issn0002-9556en_HK
dc.identifier.urihttp://hdl.handle.net/10722/85362-
dc.description.abstractThis study investigates the relationship between thinking styles and identity development among Chinese students. Students from Shanghai responded to the Thinking Styles Inventory-Revised, based on Sternberg's theory of mental self-government, and to the Erwin Identity Scale-III, grounded in Chickering's theory of psychosocial development. Not only were thinking styles strongly associated with identity development, but also the former had predictive power for the latter. Along with findings in the existing literature, results of this study call for a collaborative effort between teaching faculty and student development educators in fostering holistic student development. © 2008 by the Board of Trustees of the University of Illinois.en_HK
dc.languageengen_HK
dc.publisherUniversity of Illinois Press. The Journal's web site is located at http://www.press.uillinois.edu/journals/ajp.htmlen_HK
dc.relation.ispartofAmerican Journal of Psychologyen_HK
dc.titleThinking styles and identity development among Chinese university studentsen_HK
dc.typeArticleen_HK
dc.identifier.openurlhttp://library.hku.hk:4550/resserv?sid=HKU:IR&issn=0002-9556&volume=121&issue=2&spage=255&epage=271&date=2008&atitle=Thinking+styles+and+identity+development+among+Chinese+university+studentsen_HK
dc.identifier.emailZhang, LF: lfzhang@hkucc.hku.hken_HK
dc.identifier.authorityZhang, LF=rp00988en_HK
dc.description.naturelink_to_subscribed_fulltext-
dc.identifier.doi10.2307/20445460-
dc.identifier.pmid18510136-
dc.identifier.scopuseid_2-s2.0-43949083401en_HK
dc.identifier.hkuros143260en_HK
dc.identifier.volume121en_HK
dc.identifier.issue2en_HK
dc.identifier.spage255en_HK
dc.identifier.epage271en_HK
dc.identifier.isiWOS:000255672700006-
dc.publisher.placeUnited Statesen_HK
dc.identifier.scopusauthoridZhang, LF=15039838600en_HK
dc.identifier.issnl0002-9556-

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