The role of thinking styles in program satisfaction and perceived intellectual competence among STEM doctoral students

The role of thinking styles in program satisfaction and perceived intellectual competence among STEM doctoral students

• Zhang, Li Fang The University of Hong Kong
• Horta, Hugo The University of Hong Kong
• Jung, Jisun The University of Hong Kong
• Chen, Gaowei The University of Hong Kong
• Postiglione, Gerard A. The University of Hong Kong

Journal of educational psychology, 111(4), 573-589, 2019

American Psychological Association

2019

• F 教與學
  • FC 批判思考、學習技巧、時間

Cognitive Ability Graduate Students STEM Education Critical Thinking

• Hong Kong

• 1997.7 onwards

• 專上教育

This research pioneered the investigation of the role of doctoral students' thinking styles in their program satisfaction and perceived intellectual competence. Participants were 285 STEM (science, technology, engineering, mathematics) students in Hong Kong. Results showed that students' thinking styles as measured by the Thinking Styles Inventory-Revised II (Sternberg, Wagner, & Zhang, 2007) statistically significantly predicted their program satisfaction and perceived intellectual competence as assessed by two of the scales in the newly constructed Graduate Student Survey (Shin et al., 2015)-beyond their gender, program year, and academic discipline. Findings have brought new insights into the assessment of doctoral students' program satisfaction and perceived intellectual competence. At the same time, findings have contributed to the literature on intellectual styles and that on doctoral education in STEM fields. Practical implications of the findings are proposed for STEM doctoral students in understanding their own ways of thinking and program experiences and outcomes, as well as for academics and senior managers in their efforts to enhance students' access to positive program experiences and outcomes.
[Copyright of Journal of educational psychology is the property of American Psychological Association.]

• 英文

期刊論文

• 00220663

• 10.1037/edu0000304

https://bibliography.lib.eduhk.hk/tc/bibs/a1955dba

2020-06-08