Journal articles: 'Styles of thinking'

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Tarigan, Medianta, Luluatnul Luluatnul, Tiara Maulida, and Anastasia Wulandari. "KEPRIBADIAN, GAYA BERPIKIR, GAYA PEMECAHAN MASALAH, DAN GAYA PENGAMBILAN KEPUTUSAN." Proyeksi 14, no. 2 (November 20, 2019): 126. http://dx.doi.org/10.30659/jp.14.2.126-138.

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This research was conducted to investigate the contributions between personality, thinking style, problem solving style, and decision making style. 301 productive age people (25-44 years old) participated in this study. The researchers used the Myers-Briggs Type Indicator (MBTI) short version, the Gregorc Delineator Style (GDS), VIEW: Assessment of Problem Solving Style, and General Decision Making Style (GDMS). The analysis was performed using the multinomial regression analysis method. The results showed that thinking style is influenced by personality in which several aspects of personality affect several types of thinking styles. Problem solving styles are influenced by thinking styles where several types of thinking styles affect several types of problem solving styles. Decision making style is influenced by thinking style where several types of thinking style affect several types of decision making style. And there is no influence of the problem solving style on the overall decision making style, but several types of problem solving styles affect several types of decision making styles.

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Huang, Jianyi, and Li Chao. "Japanese College Students' Thinking Styles." Psychological Reports 75, no. 1 (August 1994): 143–46. http://dx.doi.org/10.2466/pr0.1994.75.1.143.

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The Inquiry Mode Questionnaire by Harrison and Bramson was administered to 58 Japanese college students in the USA to measure their thinking styles. The analysis showed that these Japanese students scored higher on the idealist, analyst, and pragmatist styles than on the realist and synthesist styles. It was also observed that the 9 junior and 34 senior students scored as more idealistic than the 15 sophomores, and the 44 men scored higher than the 14 women on the synthesist style. A positive correlation was found between academic achievement (GPA) and scores on the analyst style. Negative correlations obtained between academic achievement and scores on the synthesist style and among scores on the thinking styles.

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Chen, Guo-Hai, and Yong Liu. "Gelotophobia and Thinking Styles in Sternberg's Theory." Psychological Reports 110, no. 1 (February 2012): 25–34. http://dx.doi.org/10.2466/04.09.20.pr0.110.1.25-34.

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A hypothesis was examined, that gelotophobia (the fear of being laughed at) was negatively related to Type I thinking styles and positively related to Type II thinking styles as defined in Sternberg's theory of mental self-government. 431 university students (250 women, 181 men; M age = 20.4 yr., SD = 1.2) completed self-report measures of gelotophobia (GELOPH < 15 >) and thinking styles (Thinking Styles Inventory-Revised). Correlation and regression analyses were conducted. The results indicated that gelotophobia was negatively and significantly related to four Type I thinking styles (legislative, judicial, liberal, and hierarchical thinking styles) and a Type III thinking style (external), while it was positively and significantly related to a Type II thinking style (conservative). Thinking styles uniquely explained 18% of the total variance in gelotophobia scores. Possible interventions from the perspective of thinking styles in the treatment of gelotophobia were discussed.

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Brothers, Barbara Jo. "Styles of Thinking." Journal of Couples Therapy 6, no. 1-2 (September 26, 1996): 9–11. http://dx.doi.org/10.1300/j036v06n01_02.

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Chen, Guo-Hai, and Li-Fang Zhang. "Mental Health and Thinking Styles in Sternberg's Theory: An Exploratory Study." Psychological Reports 107, no. 3 (December 2010): 784–94. http://dx.doi.org/10.2466/02.04.09.pr0.107.6.784-794.

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The relationship between thinking styles, as defined in Sternberg's theory of mental self-government, and mental health was investigated. 583 university students (362 women, 221 men; M age = 21.4 yr., SD = 0.9) in Guangzhou, P. R. China, were invited to fill out the Thinking Styles Inventory–Revised and the Symptom Checklist–90 on a voluntary basis. Results indicated that scores on six of Sternberg's 13 thinking styles were significantly correlated with the Mental Health Index. The hierarchical style (one Type I style) negatively predicted the General Severity Index beyond sex and age, whereas the judicial, anarchic, and internal styles did so positively. The specific ways in which the thinking styles and mental health scales were related to one another supported Zhang and Sternberg's (2006) claim that thinking styles are value-laden. Applications of thinking styles in enhancing mental health are discussed.

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Zhang, Li-fang, and Yau-ho Wong. "Hardiness and Thinking Styles: Implications for Higher Education." Journal of Cognitive Education and Psychology 10, no. 3 (2011): 294–307. http://dx.doi.org/10.1891/1945-8959.10.3.294.

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The principal objective of this study was to investigate the predictive power of thinking styles for hardiness—a healthy personality disposition. Four hundred (146 males and 254 females) students from a large, comprehensive university in Shanghai, the People’s Republic of China, responded to the Thinking Styles Inventory-Revised II (Sternberg, Wagner, & Zhang, 2007) and the hardiness scale (Bartone, Ursano, Wright, & Ingraham, 1989). Results showed that after students’ age and gender were controlled for, creativity-generating styles (also known as Type I styles) and a style that allows students to work in collaboration with others (i.e., external style) positively contributed to hardiness, whereas norm-favoring styles (also known as Type II styles) and a style that denotes a lack of discipline and planning (i.e., anarchic style) negatively contributed to hardiness. Implications of these findings are discussed in relation to university students, faculty members, and for university senior managers.

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SALCEANU, Claudia. "Thinking Styles and Moral Values in Adulthood." Postmodern Openings 5, no. 4 (December 31, 2014): 91–99. http://dx.doi.org/10.18662/po/2014.0504.07.

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Apaydin, Beyza Balamir, and Selin Cenberci. "Correlation Between Thinking Styles and Teaching Styles of Prospective Mathematics Teachers." World Journal of Education 8, no. 4 (July 25, 2018): 36. http://dx.doi.org/10.5430/wje.v8n4p36.

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Increasing the quality of education is based on changes thinking and teaching styles. Considering variance ofthinking styles and teaching styles person to person, identifying thinking styles and teaching styles of prospectivemathematics teachers is very important. So, the aim of this study is to determine the correlation between thinking andteaching styles of prospective mathematics teachers and to examine thinking styles and teaching styles of theprospective mathematics teachers by considering some demographic characteristics. The sample of the researchconsisted of 80 prospective mathematics teachers who studied at the Mathematics Education Department of AhmetKeleşoğlu Education Faculty at Necmettin Erbakan University. Relational screening model was used in analysis ofthe data. “Thinking Styles Scale” which was developed by Sternberg and Wagner (1992) and adapted to Turkish byBuluş (2006) and “Teaching Style Inventory” developed by Grasha (1994) and adapted to Turkish by Uredi (2006)were used as data collection tool in the research. According to the conclusion of the research, a positive moderatecorrelation was found between thinking styles and teaching styles of prospective mathematics teachers.

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Ciorciari, Joseph, John Gountas, Patrick Johnston, David Crewther, and Matthew Hughes. "A Neuroimaging Study of Personality Traits and Self-Reflection." Behavioral Sciences 9, no. 11 (November 5, 2019): 112. http://dx.doi.org/10.3390/bs9110112.

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This study examines the blood-oxygen level dependent (BOLD) activation of the brain associated with the four distinctive thinking styles associated with the four personality orientations of the Gountas Personality Orientations (GPO) survey: Emotion/Feeling-Action, Material/Pragmatic, Intuitive/Imaginative, and Thinking/Logical. The theoretical postulation is that each of the four personality orientations has a dominant (primary) thinking style and a shadow (secondary) thinking style/trait. The participants (N = 40) were initially surveyed to determine their dominant (primary) and secondary thinking styles. Based on participant responses, equal numbers of each dominant thinking style were selected for neuroimaging using a unique fMRI cognitive activation paradigm. The neuroimaging data support the general theoretical hypothesis of the existence of four different BOLD activation patterns, associated with each of the four thinking styles. The fMRI data analysis suggests that each thinking style may have its own cognitive activation system, involving the frontal ventromedial, posterior medial, parietal, motor, and orbitofrontal cortex. The data also suggest that there is a left hemisphere relationship for the Material/Pragmatic and Thinking/Logical styles and a right activation relationship for Emotional/Feeling and Intuitive/Imaginative styles. Additionally, the unique self-reflection paradigm demonstrated that perception of self or self-image, may be influenced by personality type; a finding of potentially far-reaching implications.

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Zhang, Li-Fang. "Thinking Styles and Emotions." Journal of Psychology 142, no. 5 (September 2008): 497–516. http://dx.doi.org/10.3200/jrlp.142.5.497-516.

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Zhang, Li-fang. "Anxiety and thinking styles." Personality and Individual Differences 47, no. 4 (September 2009): 347–51. http://dx.doi.org/10.1016/j.paid.2009.04.001.

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Hodgson, Peter. "Styles of Scientific Thinking." New Blackfriars 76, no. 890 (February 1995): 80–87. http://dx.doi.org/10.1111/j.1741-2005.1995.tb07080.x.

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Buchdahl, G. "Styles of scientific thinking." Science and Education 2, no. 2 (1993): 149–67. http://dx.doi.org/10.1007/bf00592204.

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Minbashian, Amirali, Damian P. Birney, and David B. Bowman. "The thinking styles of managers: Dimensionality, profiles and motivational antecedents." Australian Journal of Management 44, no. 1 (July 16, 2018): 70–90. http://dx.doi.org/10.1177/0312896218775150.

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Despite its widespread application in the educational field, little research has applied thinking style constructs from Sternberg’s (1988) theory of mental self-government to management. The present study examines the dimensionality, profile scores and motivational antecedents of thinking styles among a sample of 256 managers from large organisations. The findings confirm the four-factor structure of thinking styles that has been observed in the education field, albeit with slightly altered meanings. With respect to their profiles, managers displayed a preference for Type I styles (generative processes that are cognitively complex) over Type II styles (cognitively simple processes that involve adhering to norms), an external style over an internal style, and a global style over a local style. As predicted, learning orientation was positively related to Type I styles, and performance-prove orientation was positively related to Type II styles. A performance-avoid orientation was not related to either style type.

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Lu, Peng, Scott Burris, Matt Baker, Courtney Meyers, and Glenn Cummins. "Cultural Differences in Critical Thinking Style: A Comparison of U. S. and Chinese Undergraduate Agricultural Students." Journal of International Agricultural and Extension Education 28, no. 4 (August 21, 2021): 49–62. http://dx.doi.org/10.5191/jiaee.2021.28449.

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This study aimed to compare critical thinking styles between students studying agriculture in the U.S. and China. A survey of critical thinking styles was administered to two groups of students in U.S. (n = 104) and China (n = 103). Multivariate analysis of variance (MANOVA) was applied to determine if there were significant differences in critical thinking styles between the two groups. Results indicate that U.S. students tended to prefer an engaging critical thinking style, whereas Chinese students tended to prefer an information seeking critical thinking style. These differences between critical thinking style preferences may be explained by students’ cultural backgrounds. This study can help agricultural educators understand the differences in critical thinking style preferences among culturally-diverse students. Further, it provides empirical evidence to guide agricultural educators seeking to adopt effective pedagogical approaches to cultivate critical thinking among students from diverse cultural backgrounds. This study provides fresh insight into the individualism and collectivism theory by explaining the cross-cultural differences in critical thinking style between U.S. and Chinese agricultural students. Keywords: agricultural education, critical thinking style, international agricultural student, cross- cultural

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Aldossari, Ali Tared, and Mahmoud Moh'd Ali Abu Jadou. "The Common Thinking Styles Based on the Mental Self-Government Theory Among Saudi University Students According to Gender, Academic Achievement and Extracurricular Activities." International Journal of Learning, Teaching and Educational Research 20, no. 6 (June 30, 2021): 258–76. http://dx.doi.org/10.26803/ijlter.20.6.14.

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This study aimed to investigate the common thinking styles based on Sternberg’s mental self-government theory among students of the Imam Abdulrahman Bin Faisal University, Saudi Arabia, according to gender, academic achievement, and extracurricular activities. The descriptive approach was suitable for achieving the study’s objectives. The study sample consisted of 515 students (257 males, 258 females). The researchers developed an Arabic version of the Thinking Styles Inventory. The results showed that the most common thinking style among students is legislative, followed by the hierarchic, judicial, and external styles to high degrees, while the oligarchic, internal, conservative, and anarchic styles were less common at moderate degrees. The legislative style was more prevalent among female students than male students. Students with acceptable academic achievements most used legislative and executive thinking styles, while students with excellent achievements most used the judicial style. The results indicate that students with strong participation in extracurricular activities most commonly use legislative and judicial thinking styles. The study recommends paying more attention to the thinking styles of a new generation of individuals (males and females), who have creative potential, and increasing consideration of extracurricular activities due to their importance in shaping the students’ personalities and meeting their interests and needs.

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Kamaleeva, Alsu R., Elena G. Khrisanova, Natalya A. Nozdrina, Venera M. Nigmetzyanova, and Elena B. Pokaninova. "Designing subject-subject relations on the basis of analysis of individual features of students’ thinking." SHS Web of Conferences 103 (2021): 01020. http://dx.doi.org/10.1051/shsconf/202110301020.

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This article discusses determination of prevailing thinking style of students with possible typology of the thinking styles. Determination of prevailing thinking style is required to determine strategy and tactics of teaching and maximum use of student-centered results of the performed diagnostics during designing further successful subject–subject interaction. The relevance of the considered problem is related with the necessity to resolve the issue of optimum use of individual features of students’ thinking, future lawyers, regarding development of analytical thinking style. It is proposed that the research method should be based on the diagnostics by A. Alekseev and L. Gromova, Individual Thinking Styles, its aim is analysis of individual thinking styles. It has been established that the proposed method provides analysis of basic thinking styles of the students: synthetic, idealistic, pragmatic, analytical, realistic. The obtained data would allow each teacher to design respective arrangement of subjectsubject interactions and to rearrange methods of teaching the involved discipline with orientation at personal features of cognitive tools of each student individually and in overall group.

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Ozan, Ceyhun. "The Relationship between Prospective Teachers’ Thinking Styles and Attitudes towards Teaching Profession." Journal of Curriculum and Teaching 8, no. 3 (August 5, 2019): 50. http://dx.doi.org/10.5430/jct.v8n3p50.

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The aim of this study is to determine the prospective teachers' thinking styles, attitudes towards teaching professionand the relationship between thinking styles and attitudes towards teaching profession. Relational survey model wasused in the study. The universe of the study consists of the prospective teachers studying in the Faculty of Theology,Faculty of Theology and Pedagogical Formation Program of a state university in the fall semester of 2017-2018academic years. The sample of the study consisted of 1215 prospective teachers who were selected throughconvenience sampling method. According to the results of the study, prospective teachers preferred the mostlegislative, monarchic, executive, judicial, liberal thinking styles e.g. the hierarchic, conservative, oligarchic andanarchic thinking styles. Prospective teachers' attitudes towards teaching profession are positive. A significantpositive relationship was found between liberal, external, monarchic, executive, hierarchic, legislative, judicial andconservative thinking styles and attitudes towards teaching profession. On the other hand, a significant negativecorrelation was found between the oligarchic thinking style and the attitude towards teaching profession. Therelationship is moderate in liberal and external thinking styles and low in other thinking styles.

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Men, Fulgensius Efrem, Bedilius Gunur, Ricardus Jundu, and Polykarpus Raga. "Critical Thinking Profiles of Junior High School Students in Solving Plane Geometry Problems Based on Cognitive Style and Gender." Indonesian Journal of Science and Mathematics Education 3, no. 2 (July 31, 2020): 237–44. http://dx.doi.org/10.24042/ijsme.v3i2.5955.

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This study aimed to describe the students’ critical thinking processes in solving plane geometry problems based on cognitive styles and gender styles. This research used the descriptive qualitative method. The subjects of this study were four junior high school students selected based on differences in cognitive styles and gender styles. The instrument consisted of the main instruments are researchers and supporting instruments, namely problem-solving instruments, cognitive style instruments, and interview guidelines. The data were collected by means of tests and interviews. The results showed there is a significant difference in critical thinking based on students’ cognitive styles. Students with field independent cognitive style tend to go through critical thinking stages more fully than students with field dependent cognitive style. Besides that, gender differences also have an impact, although not as significant as the cognitive style.

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Suroedova, Elena A. "Thinking styles as predictors of psychological readiness of students for innovative activities." Vestnik of Samara State Technical University Psychological and Pedagogical Sciences 18, no. 2 (July 9, 2021): 19–30. http://dx.doi.org/10.17673/vsgtu-pps.2021.2.2.

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The paper deals with the problem of thinking styles and creativity as predictors of students psychological readiness for innovation. The aim of the study was to identify the influence of students thinking styles on their psychological readiness for innovation. The study involved 100 students of the Don State Technical University, aged from 17 to 27 years. The research methods were the survey method, statistical analysis methods (descriptive statistics, multiple regression analysis (step-by-step)). The following methods were used as psychodiagnostic tools: the questionnaire Psychological readiness for innovation (V.E. Klochko, O.M. Krasnoryadtseva); the method of measuring the style of thinking (A.K. Belousova); the method of determining the type of thinking of J. Bruner in the modification of G.V. Rezapkina; the questionnaire Styles of thinking (R. Bramson, A. Harrison, adapted by A. Alekseev, L. Gromova). The study found that students psychological readiness for innovation is influenced by thinking styles and creativity. Predictors of psychological readiness for innovation are creativity, realistic and critical thinking styles. The preference for activities that require innovation is influenced by creativity, initiative, idealistic and realistic thinking styles. Predictors of readiness for change are creativity and critical thinking styles. The practical significance of the research lies in the possibility of applying in the educational process the knowledge about the influence of students thinking styles and creativity on their psychological readiness for innovation.

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Şen, Özgür. "Analysing the Correlations between Primary School Teachers’ Teaching Styles and Their Critical Thinking Disposition." Journal of Education and Training Studies 6, no. 1 (December 28, 2017): 130. http://dx.doi.org/10.11114/jets.v6i1.2790.

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This study aims to analyse the correlations between teaching styles primary school teachers prefer to use and their critical thinking disposition. The research was conducted with the participation of 380 primary school teachers teaching in schools located in Ankara. The study employs relational survey model. In this study “Teaching Styles Inventory” was used to determine the teaching styles preferences of primary school teachers and in order to define their critical thinking dispositions the scale of “Critical Thinking Disposition” was used. Descriptive statistic one way variance analysis (ANOVA) was used in the analysis of the data. It was found in conclusion that the teaching style the participating teachers preferred most was delegator-facilitator-expert style of teaching. Besides, significant correlations were found between primary school teachers’ preference of teaching styles and their critical thinking disposition.

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Zhang, Li-Fang. "Contributions of Thinking Styles to Critical Thinking Dispositions." Journal of Psychology 137, no. 6 (November 2003): 517–44. http://dx.doi.org/10.1080/00223980309600633.

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Muslimah, Ayu Imamatul. "Analisis Analisis Berpikir Kritis Siswa SMP dalam Menyelesaikan Soal Pecahan ditinjau dari Gaya Belajar." KadikmA 11, no. 2 (October 6, 2020): 50. http://dx.doi.org/10.19184/kdma.v11i2.19806.

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In learning activities, one of the efforts that can be done to improve students' learning abilities is to support learning styles that are following the objectives so that learning can be done effectively. This research was conducted at Junior High School 1 Kalisat, located at Jl. Diponegoro 52 Kalisat, Jember. This study aims to describe the students' critical thinking processes in solving fraction problems in terms of visual, auditory and kinesthetic learning styles. Data collection techniques used consisted of learning style questionnaires, critical thinking tests, and interview method. The subjects in this study were 6 students consisting of 2 students who represented visual, auditory, and kinesthetic learning styles. Based on data analysis, the results show that students with a visual and kinesthetic learning style meet five indicators of critical thinking, namely basic clarification, basic skills, concluding, further clarification, and strategies and tactics. Students with auditory learning styles meet the four indicators of critical thinking namely basic clarification, building basic skills, further clarification, and concluding. While students with auditory learning styles are less able to meet the indicators of strategies and tactics. Keywords: Critical Thinking, Learning Styles, Fraction Problems

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Zhang, Li-Fang. "Contributions of Thinking Styles to Vocational Purpose beyond Self-Rated Abilities." Psychological Reports 94, no. 2 (April 2004): 697–714. http://dx.doi.org/10.2466/pr0.94.2.697-714.

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The present study predicted vocational purpose from thinking styles, a construct at the interface of intelligence and personality. 233 students majoring in history and computer science from a large research-oriented university in the People's Republic of China completed the Thinking Styles Inventory and the Iowa Vocational Purpose Inventory. The participants also rated their own analytical, creative, and practical abilities. In general, results indicated that thinking styles contributed to vocational purpose beyond self-rated abilities. Specifically, the more creativity-generating and complex thinking styles tended to contribute positively to vocational purpose, whereas the more conforming and simplistic thinking styles tended to contribute negatively to vocational purpose. This article points to the need theoretically for integrating the construct of thinking style into the definition of differential psychology. Practical data argue for a collaborative working relationship between teachers and vocational counselors in institutions of higher education.

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Fuad, A. Jauhar. "Method of discussion and learning styles towards student’s critical thinking ability." Jurnal Penelitian Ilmu Pendidikan 13, no. 1 (June 8, 2020): 1–9. http://dx.doi.org/10.21831/jpipfip.v13i1.23592.

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Active learning with student centering can improve critical thinking skills. Debates and discussions encourage active learning. Both are oriented toward critical thinking ability, in addition to the learning styles also make an impact on critical thinking ability. This paper aims to answer whether there are (1) differences in students critical thinking ability in the debate class and discussion class, (2) differences in critical thinking ability of students who have divergent learning styles and convergent learning style, and (3) interaction between learning method and learning style to critical thinking ability? This study uses a pseudo experimental design. Subjects in this study are students semester II. Analytical technique using Anova. The results of this study conclude: (1) there is no difference in critical thinking ability between debating class and discussion class, (2) there is difference of critical thinking ability between convergent learning style and divergent learning style, convergent learning style is better than divergent learning style, and (3) there is interaction between learning method and learning style to critical thinking ability which means that the influence of learning method on critical thinking ability is influenced by learning style.

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Almansa, Pilar, Olivia López-Martínez, Javier Corbalán, and Rosa M. Limiñana-Gras. "Thinking Styles and Creativity Preferences in Nursing." Creative Nursing 19, no. 2 (2013): 91–100. http://dx.doi.org/10.1891/1078-4535.19.2.91.

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This article describes a study using a descriptive approach of cross-sectional correlation to explore the association between thinking styles and creativity in a group of nursing professionals and students. A thinking style is a characteristic way of thinking. The hypothesis was that the most creative subjects would present thinking styles that enhance and express their creativity. De la Torre and Violant (2006) argue that creativity is not only a personal value, insofar as it recognizes and stimulates the transforming potential of the individual, but is also an educational value because it generates abilities and attitudes toward improvement. The study results show that a legislative thinking style encourages innovation and creativity and should be encouraged both during education and training and in the professional domain.

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Palut, Birsen. "THE RELATIONSHIP BETWEEN THINKING STYLES AND LEVEL OF EXTERNALITY: A STUDY Of TURKISH FEMALE PRESCHOOL STUDENT TEACHERS." Social Behavior and Personality: an international journal 36, no. 4 (January 1, 2008): 519–28. http://dx.doi.org/10.2224/sbp.2008.36.4.519.

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The relationship between thinking styles and level of externality is examined in this study in which 108 female preschool student teachers at Marmara University participated. The participants responded to the Thinking Style Inventory (TSI; Sternberg & Wagner, 1992) based on Sternberg's theory of mental self-government and Rotter's Internal-External Locus of Control Scale (RIELS; Rotter, 1966). The results revealed a close correspondence between thinking styles and level of externality. The findings showed that level of externality is negatively associated with legislative, judicial, hierarchic, global, and liberal thinking styles. The implications are discussed in detail.

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Krisdiantoro, Surya Enjang, and Erlina Prihatnani. "Student’s thinking to identify concave plane based on Gregorc model." Beta: Jurnal Tadris Matematika 12, no. 2 (November 30, 2019): 109–21. http://dx.doi.org/10.20414/betajtm.v12i2.338.

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[English]: Mathematics learning should facilitate students' construction of knowledge. In constructing mathematics knowledge, students involve various types of thinking processes and styles. This qualitative research aimed to describe the process of students’ thinking in identifying concave plane based on Gregorc’s model of thinking style. It involved thirty-three 9th-grade students with a different style of thinking. Data were collected through tests, questionnaire, and non-structured interview then descriptively analyzed to reveal students’ thinking process and styles. The present study found two different thinking styles, namely Sequential Concrete (SC) and Random Abstract (RA) from students who successfully identified the concave plane as a kite. There were different thinking processes in the development of definition, opinion, and conclusions from subjects with different thinking styles. However, the difference in the thinking process from each thinking styles do not hamper students’ success in constructing knowledge. Keywords: Thinking process, Concave place, Thinking style, Gregorc model [Bahasa]: Pembelajaran matematika seharusnya memfasilitasi siswa membangun pengetahuan sendiri. Dalam membangun pengetahuan, siswa melibatkan beragam proses dan gaya berpikir. Penelitian kualitatif ini bertujuan untuk mendeskripsikan proses berpikir siswa dalam mengidentifikasi bangun datar concave berdasarkan gaya berpikir model Gregorc. Subjek penelitian adalah 33 siswa kelas IX SMP yang memiliki gaya berpikir berbeda. Data dikumpulkan melalui tes, angket, dan wawancara non-terstruktur kemudian dianalisis secara deskriptif untuk mengungkap gaya dan proses berpikir siswa. Penelitian ini menemukan dua gaya berpikir berbeda yaitu Sekuensial Konkret dan Acak Abstrak dari siswa yang berhasil mengidentifikasi bangun datar concavesebagai layang-layang. Terdapat perbedaan proses berpikir dalam pembentukan pengertian, pembentukan pendapat, dan penarikan kesimpulan dari siswa dengan gaya berpikir berbeda. Namun demikan, perbedaan gaya berpikir dari setiap proses berpikir tidak membatasi keberhasilan siswa dalam mengkonstruksi suatu pengetahuan. Kata kunci: Proses berpikir, Gaya berpikir, Bangun concave, Model Gregorc

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Abdulkhaliq, Hiba M., and Ansam A. Ismaeel Al-Halawachy. "Thinking Styles: A Theoretical Account." Academic Journal of Nawroz University 8, no. 4 (December 26, 2019): 339. http://dx.doi.org/10.25007/ajnu.v8n4a479.

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“Thinking styles” is considered as a dynamic construct influenced by diverse biological, psychological, and social factors. The present study aims at introducing some aspects that are related to thinking styles in order to enrich knowledge in this regard. This may be achieved through the theoretical presentation of some topics, through which the researchers hope to serve thinking styles by their brief search, after choosing; according to their view, the most valuable and effective topics that may contribute positively to the educational process.

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Fan, Jieqiong, Li-fang Zhang, and Chunjin Chen. "Thinking styles: Distinct from personality?" Personality and Individual Differences 125 (April 2018): 50–55. http://dx.doi.org/10.1016/j.paid.2017.12.026.

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Goldhor, Herbert. "Thinking Styles. Robert J. Sternberg." Library Quarterly 69, no. 2 (April 1999): 290–91. http://dx.doi.org/10.1086/603085.

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Sternberg, Robert J. "Styles of Thinking and Learning." Canadian Journal of School Psychology 13, no. 2 (June 1998): 15–40. http://dx.doi.org/10.1177/082957359801300204.

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Sternberg, Robert J. "Styles of thinking and learning." Language Testing 12, no. 3 (November 1995): 265–91. http://dx.doi.org/10.1177/026553229501200302.

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Sternberg, Robert J., and Elena L. Grigorenko. "Thinking styles and the gifted." Roeper Review 16, no. 2 (December 1993): 122–30. http://dx.doi.org/10.1080/02783199309553555.

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Torrance, E. P., and Z. L. Rockenstein. "Styles of Thinking and Creativity." Gifted International 4, no. 1 (January 1986): 37–49. http://dx.doi.org/10.1080/15332276.1986.11672705.

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Zhang, Li-Fang, and Robert J. Sternberg. "Thinking styles and teachers' characteristics." International Journal of Psychology 37, no. 1 (February 2002): 3–12. http://dx.doi.org/10.1080/00207590143000171.

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Zhang, Li-Fang. "Thinking Styles and Cognitive Development." Journal of Genetic Psychology 163, no. 2 (June 2002): 179–95. http://dx.doi.org/10.1080/00221320209598676.

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Tovey, Michael. "Thinking styles and modelling systems." Design Studies 7, no. 1 (January 1986): 20–30. http://dx.doi.org/10.1016/0142-694x(86)90004-9.

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Jun, Heesoon. "Thinking Styles and Intercultural Competencies." Journal of Intercultural Management 8, no. 4 (December 1, 2016): 89–116. http://dx.doi.org/10.1515/joim-2016-0026.

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Abstract The purpose of the present study was to demonstrate specific strategies to deconstruct dichotomous, hierarchical, and linear thinking styles and to develop holistic thinking. Developing holistic thinking is the foundation of increasing intercultural competencies for students, faculty, managers, and CEOs. Holistic thinking style allows us to view the world from both Western (linear) and Eastern (non-linear) perspectives. Participants were 35 students (23 American and 12 South Korean students) in an intercultural competence course at a State College in the US. The study found that it is possible for Westerns to increase non-linearity (holistic thinking) by completing specific repetitious reflective writing on a regular basis without censoring. Limitations of the study were the small sample size (N=35) and the short duration (3 months).

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Ellis, Josephine. "Styles of logic and thinking." ACM Inroads 1, no. 3 (September 2010): 34–42. http://dx.doi.org/10.1145/1835428.1835441.

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Zhang, Li-fang. "Defense Mechanisms and Thinking Styles." Journal of Cognitive Education and Psychology 14, no. 2 (2015): 163–79. http://dx.doi.org/10.1891/1945-8959.14.2.163.

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The principal objective of this research was to examine the value of thinking styles and that of defense mechanisms by identifying the predictive power of thinking styles for defense mechanisms, controlling for key demographics and social desirability. The preliminary objective was to construct and test an alternative form of the Defense Mechanisms Inventory (DMI-AF). Three hundred and thirty-eight university students from mainland China responded to the DMI-AF, the Thinking Styles Inventory—Revised II, and the Paulhus Deception Scales. Results showed that the psychometric properties of the 4-vignette Likert-scaled DMI-AF were similar to those previously obtained by using the original 10-vignette DMI in both forced-choice and Likert-scaled formats. When age, gender, academic discipline, and social desirability were taken into account, thinking styles significantly predicted defense mechanisms—largely in the expected directions. Implications of the findings are discussed for university students and academics.

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Szajnberg, Nathan M. "Response to “Scientific thinking styles”." International Journal of Psychoanalysis 102, no. 1 (January 2, 2021): 189–90. http://dx.doi.org/10.1080/00207578.2020.1848394.

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Nosratinia, Mania, and Aram Soleimannejad. "Perceptual Learning Styles and Critical Thinking: Inspecting the Association among EFL Learners." Theory and Practice in Language Studies 6, no. 6 (June 7, 2016): 1220. http://dx.doi.org/10.17507/tpls.0606.11.

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Influenced by the acknowledged role of critical thinking and learning styles in the process of second language learning, this study attempted to systematically inspect the association between English as a Foreign Language (EFL) learners' critical thinking, on one hand, and their total score of perceptual learning styles, different perceptual learning styles, and number of major perceptual learning styles, on the other hand. To do so, 595 male and female undergraduate EFL learners, between the ages of 18 and 25 (Mage = 22) participated in this study. These participants completed two instruments: a) the questionnaire of critical thinking by Honey (2000), and b) the Perceptual Learning Style Preference Survey developed by Reid (1984). Due to the violation of the assumptions of normality of distribution, the non-parametric Spearman rank order coefficient of correlation was employed in order to answer the initial 3 research questions. The obtained results indicated that there were significant and positive relationships between participants’ critical thinking and total score of perceptual learning styles, ρ = .33, n = 595, p < .01; critical thinking and the number of major perceptual learning styles, ρ = .28, n = 595, p < .01; and critical thinking and group, visual, auditory, tactile, and kinesthetic perceptual learning styles. Furthermore, a multiple regression analysis was run which revealed that tactile learning style preference is the best predictor of EFL learners’ critical thinking (β = 0.285, t = 6.107, p = 0.0005). The study concludes with a discussion on the findings and stating a number of recommendations for further research.

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Aljojo, Nahla. "Differences in styles of thinking ‘In Light of Sternberg's Theory': A case study of different educational levels in Saudi Arabia." Journal of Technology and Science Education 7, no. 3 (September 18, 2017): 333. http://dx.doi.org/10.3926/jotse.291.

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People’s styles of thinking vary; we seek to understand these differences, to refine our abilities and skills, and find new and useful ways of thinking. To develop this concept, we implement the Sternberg (1997) thinking style inventory (TSI) as part of the learning process. The main idea behind the implementation of this style of thinking is to help people understand themselves, and identify the correct completion of tasks. In this study, we investigate different ways of thinking in various academic disciplines, which may help students find the best potential use of teaching and learning, and realize the best way to develop their true abilities. This paper investigates the thinking styles of 120 female and male students from different educational backgrounds across Saudi Arabia by using an Arabic version of Robert Sternberg’s questionnaire to examine their learning performance. In addition, we compare the thinking styles of Saudi Arabian males and females, demonstrating significant differences between the sexes of participants.

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Anwar, Muhammad. "Kreativitas Mahasiswa Calon Guru Dalam Pemecahan Masalah Matematika Ditinjau Dari Gaya Berpikir." APOTEMA : Jurnal Program Studi Pendidikan Matematika 4, no. 1 (January 31, 2018): 57–69. http://dx.doi.org/10.31597/ja.v4i1.232.

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This research study aims to describe the creativity of student teachers in solving mathematical problems in terms of the average difference between the style of thinking Monarchic, hierarchic, oligarchic and Anarchic. Creativity is referred to in this research is the process and the product's ability to think students or activities geared to produce something new. Mathematical problems referred to in this study are math problems that are not immediately be resolved using certain rules are already known by the students. The subjects were students who think Monarchic style, hierarchic, oligarchic or Anarchic. To choose a subject of study, students were asked to fill questionnaire instrument thinking styles used as guidelines in determining the thinking styles of students. Based on the results sheet instruments stuffing on the thinking styles, students are grouped according to the style of thinking and thinking style groups each have 1 (one) students as research subjects. After that, the selected students were given a math problem solving test and be interviewed. From the results of tests and interviews, the researchers identified the creativity in each subject of study. To make the data valid student activity results then triangulation at different times. Once the data is valid, then the researchers analyzed and concluded creativity of student teachers in solving mathematical problems in terms of thinking styles. The results of this study, it was found that 1) the creativity of students who have a thinking style monarchic (SM) in solving mathematical problems not meet the criteria of creativity in this study. 2) Creativity of students who have a thinking style Hierarchy (SH) in solving mathematical problems meeting the criteria of creativity that fluency and flexibility. 3) Creativity of students who have a thinking style oligarchic (SO) in solving mathematical problems not meet the criteria of creativity in this study. 4) Creativity of students who have a thinking style Anarchic (SA) to solve mathematical problems not meet the criteria of creativity in this study.

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Fan, Jieqiong, and Li-fang Zhang. "The role of perceived parenting styles in thinking styles." Learning and Individual Differences 32 (May 2014): 204–11. http://dx.doi.org/10.1016/j.lindif.2014.03.004.

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Uyanık Sağlam, Nesrin, and Erhan Tunç. "The Relationship between Thinking Styles and the Need for Cognition of Students in the Faculty of Education." International Education Studies 11, no. 11 (October 22, 2018): 1. http://dx.doi.org/10.5539/ies.v11n11p1.

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This study aims to identify the relationship between thinking styles and the need for cognition in students of the faculty of education, as well as the existence of significant differences between these two variables according to gender, department of study, class level, educational background from secondary school level, monthly incomes of families and the place where families have resided longest. The study was conducted with 820 students studying at different departments of the Faculty of Education at Gaziantep University, during the 2014-2015 academic year. In the study, data was collected using the Thinking Styles Scale and the Need for Cognition Scale, while demographic details of students were obtained through a Personal Information Form created by the researcher. Pearson’s correlation test, t-test and one-way analysis of variance (ANOVA) were employed in SPSS 20 software for data analysis. According to the findings of the study, students of the education faculty use the legislative thinking style the most and the conservative thinking style the least among the others given in the Thinking Styles Scale. According to the findings regarding the relationship between thinking styles and the need for cognition; the Thinking Styles Scale shows that there are significant differences between the legislative, executive, judicial, hierarchic, oligarchic, anarchic, local, internal, liberal dimensions of thinking and the need for cognition, while there is no significant difference between the global and conservative thinking styles and the need for cognition. It is seen that legislative, executive and hierarchic dimensions of the Thinking Styles Scale differ significantly according to the gender variable. Local, conservative and oligarchic dimensions of the Thinking Style Scale also show significant differences according to the department where the students study. This differentiation is seen in favor of the classroom teaching department against the Psychological Counselling and Guidance (PCG) students in the local thinking style dimension, while it is more favorable for the mathematics teaching department against the PCG students in both conservative and oligarchic dimensions. It is also seen that the legislative and local dimensions of the Thinking Styles Scale differ significantly according to the monthly incomes of families. This differentiation is in favor of the 2000 TL and above income group in each of these thinking styles, against those with monthly incomes between 500-1000 TL. On the other hand, the place where families have resided the longest, which is often the same place where students have completed their secondary education, do not differ significantly according to class levels. The Need for Cognition Scale scores differ significantly in favor of the 4th grade students according to the class level variable. A similar significant differentiation in the Need for Cognition Scale scores is also seen in favor of urban areas (provinces) against rural areas (villages) according to the place where families have resided the longest. Finally, the Need for Cognition Scale scores do not show any significant difference in terms of the departments students study at, their secondary school majors and monthly incomes of families.

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Yücel, Cemil, and Ufuk Uluçınar. "The prediction level of high school students’ learning styles on critical thinking dispositions." Pegem Eğitim ve Öğretim Dergisi 3, no. 4 (December 1, 2013): 83–96. http://dx.doi.org/10.14527/c3s4m6.

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The purpose of this study is to investigate whether there is a predictive effect of learning styles on critical thinking dispositions of high school students. Thus, it aims to determine how much of learning styles used by high school students depending on the nature of learning settings explain the variance in critical thinking dispositions. The sample of the study is composed of 271 high school students chosen randomly from three high schools. The data was collected using Critical Thinking Dispositions Scale developed by reseachers and Learning Styles Scale developed by Reichmann-Grasha and adapted into Turkish language by Koçak (2007). The findings indicated that while high school students learning styles (systematically study, dependence on teachers and cooperation in classroom) predict significantly causal thinking, courisity and openmindedness dispositions, competitive learning style does not predict significantly the critical thinking dispositions.

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Kienholz, Alice, Rama K. Mishra, Pat Hayes, and Joyce Engel. "Further Validation of the Revised Inquiry Mode Questionnaire." Psychological Reports 72, no. 3 (June 1993): 779–84. http://dx.doi.org/10.2466/pr0.1993.72.3.779.

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The 1988 revised version of the Inquiry Mode Questionnaire by Harrison and Bramson was administered to 216 nursing students in the post-RN baccalaureate programs at two universities. The first purpose was to validate further this measure of relative preference in forced-choice format for five main ways of thinking, Synthesist, Idealist, Pragmatist, Analyst, and Realist. Significant differences among thinking styles on analysis of variance with repeated measures supported the tests's predictive validity. There were negative intercorrelations (≥ – 0.40) between opposing styles such as Synthesist/Pragmatist, Synthesist/Realist, Pragmatist/Analyst, and Idealist/Realist. Ninety percent (81 of 90 items) were significant in discriminating among the styles of thinking. The second purpose to ascertain whether nurses show a particular thinking-style preference was confirmed. Nurses in this study preferred the Idealist (37.5%), Realist (36.1%), and Analyst (31%) styles of thinking.

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Hong, JungHwa (Jenny), and Kyung-Ah (Kay) Byun. "The Effects of Innovative Visual Design on Consumer Attitude." Australasian Marketing Journal 29, no. 1 (February 2021): 29–40. http://dx.doi.org/10.1177/1839334921998517.

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Innovative visual design plays an important role in marketing for attracting consumers’ attention in-store. Drawing upon thinking styles and design literature, this research investigates how consumers’ different thinking styles influence their evaluations of and attitudes toward the innovative visual design via perceived functional innovativeness. Findings indicate that consumers with a holistic (vs. analytic) thinking style, who integrate perspectives and open-mindsets, show more favorable attitudes toward a product with an innovative visual design. The results emphasize the mediating role of visually hinted functional innovativeness on the effect of a holistic thinking style on consumer attitudes.

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Journal articles on the topic 'Styles of thinking'

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