Are Achievement Motivation and Thinking Styles Related? A Visit among Chinese University Students

Autor/inn/en	Fan, Weiqiao; Zhang, Li-Fang
Titel	Are Achievement Motivation and Thinking Styles Related? A Visit among Chinese University Students
Quelle	In: Learning and Individual Differences, 19 (2009) 2, S.299-303 (5 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1041-6080
DOI	10.1016/j.lindif.2008.10.005
Schlagwörter	Academic Achievement; Achievement Need; Motivation; Educational Practices; Foreign Countries; Higher Education; College Students; China + Suchen Sie Ihr Suchwort? Schulleistung; psychologische; Motivation (psychologisch); Bildungspraxis; Ausland; Hochschulbildung; Hochschulsystem; Hochschulwesen; Collegestudent
Abstract	The present study examined the relationships between thinking styles and achievement motivation among Chinese university students. The Thinking Styles Inventory--Revised (TSI-R; Sternberg, Wagner, & Zhang, 2003) and the Achievement Motives Scale (AMS; Gjesme & Nygard, 1970; Ye & Hagtvet, 1988) were administered to 238 Chinese university students from Shanghai, the People's Republic of China. Results largely supported the hypothesis that the more creativity-generating and complex thinking styles (Type I styles) were positively correlated with achievement motivation to approach success (MS), and negatively correlated with achievement motivation to avoid failure (MF). Results partially supported the hypothesis that the more norm-favoring and simplistic thinking styles (Type II styles) had negative correlation with MS, and positive correlation with MF. The study also found that the situation-/task-dependent thinking styles (Type III styles) were positively correlated with MS, and negatively correlated with MF. Implications for educational practice were discussed. (Contains 5 tables.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10