|
thinking styles |
7 |
|
academic self-efficacy |
5 |
|
doctoral students |
5 |
|
perceived intellectual competence |
5 |
|
program satisfaction |
5 |
|
stem doctoral students |
5 |
|
teaching styles |
5 |
|
hong kong academics |
4 |
|
institutional commitment |
4 |
|
managerialism |
4 |
|
research agenda |
4 |
|
research agendas |
4 |
|
research autonomy |
4 |
|
research collaboration |
4 |
|
socialisation |
4 |
|
stem fields |
4 |
|
stress |
4 |
|
teaching style |
4 |
|
achievement |
3 |
|
mainland china |
3 |
|
teaching approaches |
3 |
|
abilities |
2 |
|
academics |
2 |
|
acculturation -- china, northwest. |
2 |
|
chinese |
2 |
|
early childhood education |
2 |
|
minority college students -- china, northwest. |
2 |
|
occupational stress |
2 |
|
organisational commitments |
2 |
|
organizational commitment |
2 |
|
preschool quality |
2 |
|
rural |
2 |
|
self-esteem |
2 |
|
socio-economic status |
2 |
|
student characteristics |
2 |
|
university academics |
2 |
|
ability |
1 |
|
academic achievement |
1 |
|
academic engagement |
1 |
|
academic major |
1 |
|
academic performance |
1 |
|
academic stress coping |
1 |
|
academics in mainland china |
1 |
|
acceptance of disability |
1 |
|
achievement goals |
1 |
|
achievement motivation |
1 |
|
achievements |
1 |
|
adolescent |
1 |
|
adolescents with visual impairments |
1 |
|
adult |
1 |
|
age |
1 |
|
age factors |
1 |
|
anxiety |
1 |
|
asian students |
1 |
|
assessment |
1 |
|
attitude |
1 |
|
attitudes toward disability |
1 |
|
attitudes toward inclusive education |
1 |
|
autonomy |
1 |
|
big five personality traits |
1 |
|
career adaptability |
1 |
|
career decision-making self-efficacy |
1 |
|
career interest types |
1 |
|
career personality styles inventory |
1 |
|
career personality types |
1 |
|
change |
1 |
|
checklist |
1 |
|
child |
1 |
|
child behavior |
1 |
|
china |
1 |
|
chinese academics |
1 |
|
chinese adolescents |
1 |
|
chinese in-service teachers |
1 |
|
chinese university student |
1 |
|
chinese university students |
1 |
|
cognition - physiology |
1 |
|
cognitive development |
1 |
|
cognitive distortions |
1 |
|
cognitive style |
1 |
|
cognitive styles |
1 |
|
cognitive styles. |
1 |
|
collective self-esteem |
1 |
|
computing and information technology |
1 |
|
conceptions of creativity |
1 |
|
conceptions of effective teachers |
1 |
|
congruence |
1 |
|
coping |
1 |
|
coping assessment |
1 |
|
creativeness |
1 |
|
creativity |
1 |
|
creativity-generating intellectual styles |
1 |
|
criterion validation |
1 |
|
critical thinking dispositions |
1 |
|
cross-cultural comparison |
1 |
|
cross-lagged panel modeling |
1 |
|
culture |
1 |
|
deaf or hard of hearing |
1 |
|
defense mechanisms |
1 |
|
demographic factors |
1 |
|
discriminant validity |
1 |
|
ecological literacy |
1 |
|
economy |
1 |
|
education |
1 |
|
education for sustainability |
1 |
|
education system |
1 |
|
educational psychology - asia |
1 |
|
effective teachers |
1 |
|
effective teaching - asia. |
1 |
|
emotions |
1 |
|
emotions in teaching |
1 |
|
environmental education |
1 |
|
eriksonian stages |
1 |
|
external forces |
1 |
|
factor analysis, statistical |
1 |
|
factor structure |
1 |
|
female |
1 |
|
field-dependence/independence |
1 |
|
gender |
1 |
|
gender- intellectual styles |
1 |
|
gifted education programs |
1 |
|
giftedness |
1 |
|
hardiness |
1 |
|
hearing impairment |
1 |
|
higher education |
1 |
|
hong kong |
1 |
|
human resource management |
1 |
|
humans |
1 |
|
hypermedia-based learning |
1 |
|
identification |
1 |
|
identity statuses |
1 |
|
inclusive gifted education |
1 |
|
incremental validity |
1 |
|
individuality |
1 |
|
instruction |
1 |
|
integrative model |
1 |
|
intellectual styles |
1 |
|
investment theory |
1 |
|
job crafting |
1 |
|
job dissatisfaction |
1 |
|
latent change score |
1 |
|
latent profile analysis |
1 |
|
learning |
1 |
|
learning - physiology |
1 |
|
learning -- cross-cultural studies. |
1 |
|
learning approaches |
1 |
|
learning environment |
1 |
|
learning styles |
1 |
|
learning. |
1 |
|
longitudinal |
1 |
|
male |
1 |
|
malleability |
1 |
|
measurement |
1 |
|
mental health |
1 |
|
metacognition |
1 |
|
middle aged |
1 |
|
modes of thinking |
1 |
|
motivation |
1 |
|
non-academic setting |
1 |
|
organisational commitment |
1 |
|
parenting style |
1 |
|
parents |
1 |
|
perceived career support |
1 |
|
perceived work environment |
1 |
|
perceptual ability |
1 |
|
personal self-esteem |
1 |
|
personality |
1 |
|
personality inventory - statistics & numerical data |
1 |
|
personality traits |
1 |
|
personality types |
1 |
|
phd students |
1 |
|
preferences for teaching styles |
1 |
|
preferred teaching approaches |
1 |
|
preferred teaching styles |
1 |
|
professional identity |
1 |
|
psychological capital |
1 |
|
psychological ownership |
1 |
|
psychological tests |
1 |
|
psychological theory |
1 |
|
psychometrics |
1 |
|
psychosocial development |
1 |
|
quality of university life |
1 |
|
questionnaires |
1 |
|
relational self-esteem |
1 |
|
reproducibility of results |
1 |
|
research productivity |
1 |
|
research styles |
1 |
|
satisfaction |
1 |
|
secondary school students |
1 |
|
self and society |
1 |
|
self-assessment |
1 |
|
self-rated abilities |
1 |
|
sex factors |
1 |
|
socialization variables |
1 |
|
special educational needs |
1 |
|
student learning and development |
1 |
|
students - psychology |
1 |
|
style match |
1 |
|
style socialization |
1 |
|
style value |
1 |
|
subjective well-being |
1 |
|
successful intellectual styles |
1 |
|
teacher characteristics |
1 |
|
teachers |
1 |
|
teaching |
1 |
|
teaching - methods |
1 |
|
teaching efficacy |
1 |
|
teaching emotions |
1 |
|
temperament |
1 |
|
test accommodations |
1 |
|
the big five |
1 |
|
thinking |
1 |
|
thinking - physiology |
1 |
|
thinking style |
1 |
|
tibetan university teachers and students |
1 |
|
time perspectives |
1 |
|
underachievement |
1 |
|
united states |
1 |
|
university student |
1 |
|
validate |
1 |
|
value |
1 |
|
vocational identity |
1 |
|
vocational interests |
1 |
|
work environments |
1 |
|
young adult |
1 |
