Thinking styles: University students' preferred teaching styles and their conceptions of effective teachers

Thinking styles: University students' preferred teaching styles and their conceptions of effective teachers

• Zhang, Lifang Faculty of Education University of Hong Kong

Journal of Psychology, 138(3), 233-252, 2004

Heldref Publications

2004

• C Psychology & Learning
• N Students & Student Services
  • NC Charactieristics & Conditions of Students; Opinion & Attitudes of Students, Problems of Adjustment
• M Teachers & Education for Teachers
  • MH Teacher Evaluation : Teacher Effectiveness

Teaching Students -- Psychology Teachers Thought & Thinking Psychology Effective Teachers Preferred Teaching Styles Thinking Styles

• Hong Kong

• 1997.7 onwards

• Post-Secondary Education

In the present study, the author investigated the role of thinking styles in university students' preferences for teaching styles and their conceptions of effective teachers. Students (121 men and 134 women) from the University of Hong Kong responded to 3 self-report tests: the Thinking Styles Inventory-Revised (R. J. Sternberg, R. K. Wagner, & L-F. Zhang, 2003), the Preferred Thinking Styles in Teaching Inventory (L-F. Zhang, 2003c), and the Effective Teacher Inventory (L-F. Zhang, 2003b). Results indicated that even after age, gender, and academic discipline were controlled, particular thinking styles predisposed students to particular teaching styles. Moreover, as expected, students were open to more than just teaching styles that precisely matched their own thinking styles. Results also indicated that students' thinking styles made a difference in thir conceptions of effective teachers. Discussions are focused on the study's contributions to both the style literature and the growing body of knowledge on characteristics of effective teachers.
[Copyright of Journal of Psychology is the property of Heldref Publications. Full article may be available at the publisher's website:
http://dx.doi.org/10.3200/JRLP.138.3.233-252]

• English

Journal Articles

• 00223980

• 10.3200/JRLP.138.3.233-252

https://bibliography.lib.eduhk.hk/bibs/df61aaab

2010-09-27