The Role of Learning Environments in Thinking Styles

Autor/inn/en	Fan, Jieqiong; Zhang, Li-fang
Titel	The Role of Learning Environments in Thinking Styles
Quelle	In: Educational Psychology, 34 (2014) 2, S.252-268 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0144-3410
DOI	10.1080/01443410.2013.817538
Schlagwörter	Educational Environment; Cognitive Style; Role Perception; Socioeconomic Status; Gender Differences; Educational Attainment; Majors (Students); Undergraduate Students; Campuses; Interest Inventories; Predictor Variables; Cognitive Structures; Student Attitudes; Foreign Countries; Multivariate Analysis; Factor Analysis; China (Shanghai) + Suchen Sie Ihr Suchwort? Lernumgebung; Pädagogische Umwelt; Schulumwelt; Cognitive styles; Kognitiver Stil; Role conception; Rollenverständnis; Socio-economic status; Sozioökonomischer Status; Geschlechterkonflikt; Bildungsabschluss; Bildungsgut; Interest profile; Interessenprofil; Prädiktor; Cognitive structure; Kognitive Struktur; Schülerverhalten; Ausland; Multivariate Analyse; Faktorenanalyse
Abstract	The present study examined the association between students' perceived general learning environment and their thinking styles (a specific term for "intellectual styles"). Seven hundred and fifty-two undergraduates in Shanghai responded to the Thinking Style Inventory-Revised II and the Inventory of Students' Perceived Learning Environment. Results indicated that students' perceived learning environment statistically predicted their thinking styles beyond gender, grade, major, and socio-economic status. Specifically, constructivist-oriented teaching, as well as peer morale and identities, were mainly associated with thinking styles that are characterised by cognitive complexity, nonconformity, autonomy and low degrees of structure (known as Type I styles), while clear goals and coherence of curricula mainly statistically predicted thinking styles that are characterised by cognitive simplicity, conformity, authority, and high degrees of structure (known as Type II styles). Student-student cooperation, the nature of assessment and assignments and learning facilities also statistically contributed to thinking styles to varying extents. The implications and limitations of the present findings are discussed. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10