Sternberg-Wagner thinking styles: a research tool in social science didactics

Romera, Daniel David Martínez

doi:10.3926/jotse.422

Cited by 7 publications

(4 citation statements)

References 15 publications

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…R. Šternbergs domāšanas stilus apraksta zem plašākas teorijas par mentālo pašpārvaldību (theory of mental self-government), kurā tiek aprakstīti 13 stili, kas sakārtoti 5 dimensijās. (Romera, 2018) Table 1 Description of thinking styles and their dimensions (Romera, 2018) Li-Fanga Žanga (Li-Fang Zhang), kura strādājusi ciešā sadarbībā ar R. Šternbergu, ir veikusi virkni pētījumu par kognitīvajiem stiliem (Zhang, 2002;Sternberg & Zhang, 2006;Sternberg & Zhang, 2009) un kopā ar R. Šternbergu ir izdalījusi domāšanas stilu tipus, kuri kombinējas no dažādām dimensijām. Lai gan sākotnēji ideja par 13 domāšanas stiliem sevī ietvēra faktu, ka šie stili eksistē paši par sevi, neatkarīgi un bez kāda vienojoša raksturojoša kopsaucēja, tomēr laika gaitā pierādījies, ka šis kopsaucējs tomēr ir atrodams starp dažādu stilu kombinācijām (Zhang, 2002).…”

Section: Literatūras Apskatsunclassified

“…Šo domāšanas stila tipu raksturo patika un priekšroka iekļauties noteikumos, kā arī tendence uz vienkāršību informācijas apstrādē. Iespējams, tādēļ šajā tipā iekļaujas arī "Valdnieks", jo šim stilam raksturīga vēlme vispirms sakārtot veicamos darbus prioritārā secībā, izvērtējot pēc svarīguma kritērijiem, un plānot, cik daudz laika un resursus katrs no uzdevumiem aizņems (Romera, 2018).…”

Section: Tabula Domāšanas Stilu Aptaujas Latviešu Valodas Versijas Fa...unclassified

See 1 more Smart Citation

Thinking Styles Inventory Adaptation and Standardization in Latvian

Šteinberga,

Hofmane,

Koroļeva

et al. 2024

SIE

View full text Add to dashboard Cite

Thinking styles are defined as consistent individual differences in preferred ways of organizing and processing information and experience, thus bridging the gap between personality traits and cognitive processes, meaning, it is more important to understand what abilities people prefer to develop and use, rather than what abilities they have. Thinking styles remain an ongoing area of research in education and psychology, providing insights into students’ experiences and informing educational practices. Latvia still faces a shortage of validated and standardized tests, thus to determine thinking styles, a questionnaire titled “Thinking Style Inventory – Revised II” was selected. This research is a part of a much wider study, which is based on the idea that nowadays the use of the internet and technology form and develop young people’s habits of mind that have not yet been explored. Based on this idea, a research project was established whose overall goal is to discover the impact of young people’s (age 16-25) internet use patterns on cognitive functioning (The impact of internet usage patterns on the development of youth’s cognitive styles, No.: lzp-2021/1-0357). The goal of the specific stage of the study and thus this article is to adapt and standardize the Thinking Style Inventory–Revised II in Latvian. To reach the goal, the questionnaire underwent back and forth translation, then was piloted (n=30), checked for internal consistency, thus concluding the first stage of adaptation. For standardization (n=2169) factoranalysis, discrimination indexes and norms were determined. The results show an overall good internal consistency and the factoranalysis shows similar structure to the original questionnaire. The obtained results indicate that Thinking Style Inventory – Revised II Latvian version can be successfully used to determine thinking styles in Latvia.

show abstract

Section: Literatūras Apskatsunclassified

Section: Tabula Domāšanas Stilu Aptaujas Latviešu Valodas Versijas Fa...unclassified

Thinking Styles Inventory Adaptation and Standardization in Latvian

Šteinberga,

Hofmane,

Koroļeva

et al. 2024

SIE

View full text Add to dashboard Cite

show abstract

“…Sehubungan dengan itu, Theory of Mental Self Government Sternberg (1997) juga telah menjelaskan bahawa aspek kecerdasan mempunyai kaitan dengan ciri-ciri personaliti seseorang individu (Sternberg, Grigorenko & Zhang, 2008). Terdapat lima dimensi stail berfikir utama yang disarankan dalam Theory of Mental Self Government Sternberg (1997) iaitu dimensi fungsi, dimensi peringkat, dimensi kecenderungan, dimensi bentuk dan dimensi skop dengan melibatkan 13 jenis stail berfikir yang berbeza yang didapati mempengaruhi proses pembelajaran dari aspek kognitif murid (Sternberg, 1997;Sternberg & Zhang, 2005;Sternberg, Wagner & Zhang, 2008;Sternberg & Wagner, 1991;Martinez-Romero, 2018) seperti yang ditunjukkan pada Jadual 1. Kepelbagaian kecenderungan stail berfikir dalam Theory of Mental Self Government Sternberg (1997) telah memperincikan bahawa murid-murid mempraktikkan stail berfikir yang berbeza dalam menyiapkan suatu tugasan, menyuarakan pendapat dan idea, serta memperkembangkan potensi dan bakat mereka (Sternberg, 1997;Sternberg & Grigorenko,1997;Zhang, 2008) Selain itu, Sternberg (1997) juga memperjelaskan bahawa stail berfikir adalah penting kerana keberkesanan proses pembelajaran seseorang murid adalah bergantung kepada bagaimana mereka menyesuaikan stail berfikirnya semasa proses belajar di dalam kelas mahupun di luar kelas secara optimum.…”

Section: Pengenalanunclassified

Penerokaan Stail Berfikir Sternberg dalam kalangan Murid Sejarah

Kaviza

Ibrahim

2022

MJSSH

View full text Add to dashboard Cite

Kajian ini bertujuan untuk meneroka profil stail berfikir Sternberg yang dominan diamalkan dalam kalangan murid sejarah berdasarkan jantina dan aliran mata pelajaran. Seramai 150 orang murid terlibat dalam kajian ini. Instrumen kajian ini merupakan soal selidik yang telah diadaptasi daripada Sternberg-WagnerThinking Styles Inventory. Data kajian ini telah dianalisis secara statistik deskriptif dan inferensi melalui perisian IBM SPSS. Dapatan kajian ini menunjukkan bahawa stail berfikir yang dominan diamalkan berdasarkan Min Dominan Sternberg ialah stail berfikir eksekutif dan judisial (dimensi fungsi), stail berfikir global dan lokal (dimensi peringkat), stail berfikir liberal dan konservatif (dimensi kecenderungan), stail berfikir hirarkik, monarkik, oligarkik dan anarkik (dimensi bentuk) dan stail berfikir luaran (dimensi skop). Dapatan kajian ini juga melaporkan profil stail berfikir dominan adalah berbeza-beza walaupun tidak terdapat perbezaan min yang signifikan berdasarkan jantina dan aliran mata pelajaran. Implikasi kajian ini telah memaparkan murid-murid sejarah mengamalkan stail berfikir yang berbeza berdasarkan dimensi yang telah menyarankan guru-guru untuk merancang dan melaksanakan proses pengajaran dan pembelajaran sejarah yang lebih berkesan mengikut keupayaan stail pemikiran murid.

show abstract

“…Many studies have revealed the existence of factors that distinguish individuals from non-innovators such as: self-realization, self-worth, self-assertion, self-sufficiency, autonomy, and the concept of selfesteem which called innovative factors, and this indicates that self-esteem is one of character traits that can be associated with certain ways of thinking can be acquired by the individual. Daniel David Martinez and Wagner Sternberg (2018) showed that, statistically, significant differences have been discovered between the genders in relation to what they prefer to do and the way they perceive themselves. Knowing this can help improve class planning, as it identifies strengths and weaknesses that may not have been discovered.…”

Section: Introductionmentioning

confidence: 99%

Thinking Styles of New Mathematics Teachers and Their Relation to Self-Esteem

Algani¹

2020

International E-Journal of Educational Studies

View full text Add to dashboard Cite

The teacher's self-esteem affects his point of view, his thinking style, and his attitudes towards education. It also generally influences the teacher's behavior during the lesson session, his relationship with students, his teaching style, and also his expectations of the students as well as the decisions that he makes in his teaching plans. It can also have a significant impact on his students in developing their thinking style, and in helping students to overcome their educational difficulties and their fear of the subject they are studying. This research aims to determine the contribution of self-esteem in forecasting thinking styles among new mathematics teachers. The significance of this study is to determine the contribution of selfesteem in forecasting thinking styles in order to draw the attention of educators and researchers when preparing teacher training programs including their syllabus and the teaching material, because it will affect their performance and their students in the future. The researcher used the quantitative method and Thinking Styles Inventory to check the contribution of self-esteem in forecasting the thinking styles of the new mathematics teachers. The researcher will also use the Selfesteem scale to check the contribution of self-esteem in forecasting the thinking styles of the new mathematics teachers. The study sample consisted of 169 participants (79 males, 90 female): new mathematics teachers in Israel. The results show that the correlation coefficients between the legislative thinking style and self-esteem were significant (1.4%). and show that the correlation coefficients between the executive thinking style and self-esteem was significant at (2.8%).

show abstract

Sternberg-Wagner thinking styles: a research tool in social science didactics

Cited by 7 publications

References 15 publications

Thinking Styles Inventory Adaptation and Standardization in Latvian

Thinking Styles Inventory Adaptation and Standardization in Latvian

Penerokaan Stail Berfikir Sternberg dalam kalangan Murid Sejarah

Thinking Styles of New Mathematics Teachers and Their Relation to Self-Esteem

Contact Info

Product

Resources

About