Predictive Roles of Thinking Styles in Coping Strategies Among Mainland Postgraduate Students in Hong Kong

Chen, Siyao

doi:10.3389/fpsyg.2021.693637

Cited by 3 publications

(2 citation statements)

References 81 publications

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“…Acceptance in the category of relinquished-control coping connotes the meaning of helplessness, indicating individuals only take things as they are when they have no choice. This model has been validated among adolescents with visual impairments (Xie et al, 2022), sighted high school students (Yuan, Zhang, & Fu, 2017), and postgraduates (Chen, 2022).…”

Section: Acceptance Of Disability and Attitudes Toward Disabilitymentioning

confidence: 99%

Acceptance of disability, attitudes toward disability, and coping in adolescents with visual impairments: A cross-lagged study.

Yuan,

Dong,

Zhang

et al. 2024

Rehabilitation Psychology

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This study aims to understand the reciprocal relationships among acceptance of disability, attitudes toward disability, and coping among Chinese adolescents with visual impairments. Research design: Adolescents with visual impairments (N T1 = 311, N T2 = 170) from four Chinese special education schools completed three questionnaires twice over 1 year. Cross-lagged panel modeling was carried out to analyze the questionnaire data. Results: The findings revealed that attitudes toward disability and selfdirected coping at Time 1 (T1) positively predicted acceptance of disability at Time 2 (T2). Self-directed coping at T1 positively predicted attitudes toward disability at T2, and attitudes toward disability at T1 negatively predicted relinquished-control coping at T2. Conclusion/Implications: Visually impaired adolescents' attitudes toward disability and coping serve as antecedents of their acceptance of disability. There is a positive reciprocal relationship between coping and attitudes toward disability. Psychological interventions aimed at optimizing psychosocial adjustment among students with visual impairments may benefit from targeting coping strategies and attitudes toward disability. Impact and ImplicationsThis study is a pioneering effort that simultaneously examines the statistically causal relationships among attitudes toward disability, coping, and acceptance of disability among adolescents with visual impairments. Its findings extend understanding of the three variables by showing that attitudes toward disability and self-directed coping are antecedents of acceptance of disability, supporting the acceptance of loss theory and the framework for psychosocial adaptation to chronic illness and disabilities. Furthermore, a reciprocal relationship between coping and attitudes toward disability was found. This study provides evidence supporting interventions directed toward improving self-directed coping strategies and cultivating positive attitudes toward disability in order to promote acceptance of disability among adolescents with visual impairments.

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Section: Acceptance Of Disability and Attitudes Toward Disabilitymentioning

confidence: 99%

Acceptance of disability, attitudes toward disability, and coping in adolescents with visual impairments: A cross-lagged study.

Yuan,

Dong,

Zhang

et al. 2024

Rehabilitation Psychology

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show abstract

“…The TSI, based on Sternberg's theory of mental self-government, is employed to measure the thinking styles of the participants (Chen 2022). Thinking styles from different dimensions cannot be compared with each other, whereas those from the same dimension are distinctive and comparable.…”

Section: Influence Of the Interaction Between The Classroom Environme...mentioning

confidence: 99%

Thinking Style Moderates the Impact of the Classroom Environment on Language Creativity

Lin,

Duan,

Wang

et al. 2024

J. Intell.

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The classroom environment significantly affects the development of creativity. This study examined the impact of the classroom environment on students’ creativity and the moderating role of thinking styles in this relationship. For this study, we recruited 451 students from six secondary schools. Data were collected using the Chinese Language Creativity Test, Classroom Environment Inventory, and Thinking Styles Inventory. Hierarchical regression analysis examined the moderating effect of thinking styles on the relationship between the classroom environment and creativity. The results showed that peer relationships in the classroom environment negatively influence students’ fluency and originality in creativity. At the same time, teachers’ evaluation and teaching methods positively affect the fluency of creativity. Thinking styles moderated the impact of the classroom environment on language creativity. This study identified four different moderating effects: the thinking styles matching the classroom environment can enhance language creativity, whereas the mismatched ones hinder it. However, matching would limit language creativity for individuals with creative thinking styles (e.g., legislative and anarchic thinking styles), while a mismatch can boost creative performance. The findings help educators understand students’ creativity with different thinking styles in various classroom environments and provide individualized and effective strategies for optimizing educational environments and enhancing language creativity.

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Creativity-generating research styles and professional identity among doctoral students in China's Greater Bay Area

Chen,

Zhang

2024

Thinking Skills and Creativity

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Predictive Roles of Thinking Styles in Coping Strategies Among Mainland Postgraduate Students in Hong Kong

Cited by 3 publications

References 81 publications

Acceptance of disability, attitudes toward disability, and coping in adolescents with visual impairments: A cross-lagged study.

Acceptance of disability, attitudes toward disability, and coping in adolescents with visual impairments: A cross-lagged study.

Thinking Style Moderates the Impact of the Classroom Environment on Language Creativity

Creativity-generating research styles and professional identity among doctoral students in China's Greater Bay Area

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