The developing field of intellectual styles: Four recent endeavours

Zhang, Lifang

doi:10.1016/j.lindif.2010.11.018

Cited by 19 publications

(20 citation statements)

References 40 publications

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“…However, major advances in the field of cognitive styles demonstrating relevance, rigour and impact in a variety of contexts now makes such questions mute. Such work includes that applied successfully within educational settings (Evans andWaring 2006, 2009;Kozhevnikov 2007;Zhang andSternberg 2006, 2009).…”

Section: Cognitive Styles and Teacher Educationmentioning

confidence: 99%

How can an understanding of cognitive style enable trainee teachers to have a better understanding of differentiation in the classroom?

Evans

Waring

2011

Educ Res Policy Prac

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Section: Cognitive Styles and Teacher Educationmentioning

confidence: 99%

How can an understanding of cognitive style enable trainee teachers to have a better understanding of differentiation in the classroom?

Evans

Waring

2011

Educ Res Policy Prac

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“…The latter, according to Zhang (2011), aggregates most because it manages to incorporate the elements proposed in the previous models.…”

Section: Introductionmentioning

confidence: 99%

“…At the international level, Volkova & Rusalov (2016) and Zhang (2011) point out that, because of the discrepancies in the terminology used for the study of styles, there is a shortage of research aimed at standardizing instruments and methods to evaluate the styles in a theoretically more consensual way.…”

Section: Introductionmentioning

confidence: 99%

Evidências de validade para uma medida de estilos de aprendizagem

Oliveira

Santos

Scacchetti

2017

Psicologia - Teoria E Prática

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Abstract:This study aimed at obtaining validity evidence for a learning style scale and at analyzing student's learning styles. The study included 709 students from professional technical education. We used a Scale of Learning Styles, with 80 items for the description of the preferred styles, and evaluated five dimensions, namely: environmental, social, instrumental, personal, and activity conditions. We applied the test collectively on the day and time set by each educational institution. A factor analysis with Varimax rotation indicated three-factor structure for the scale. The factors were grouped as follows: factor 1 -personal terms and conditions of activity, with 16 items (α = 0.78); factor 2 -environmental conditions, with 11 items (α = 0.79); factor 3 -social conditions, with 11 items (α = 0.81). Overall, we observed that the students were more personal conditions and activity style-oriented. A scale that can map students' learning styles is relevant to Brazilian education because it allows students to know their learning preferences and can provide them with better learning conditions. Keywords: styles; learning styles; cognitive styles; psychological assessment; high school coach. EVIDÊNCIAS DE VALIDADE PARA UMA MEDIDA DE ESTILOS DE APRENDIZAGEMResumo: Este estudo objetivou buscar evidências de validade para uma escala de estilos de aprendizagem, bem como identificar quais são esses estilos. Participaram do estudo 709 estudantes do ensino técnico profissional. Utilizou-se uma escala de Estilos de Aprendizagem, com 80 itens destinados à descrição dos estilos de aprendizagem, avaliados em cinco dimensões: condições ambientais, sociais, instrumentais, pessoais e da atividade. A aplicação ocorreu de forma coletiva em dia e horário estabelecidos pelas instituições de ensino. A análise fatorial com rotação Varimax indicou estrutura de três fatores para a escala. Os fatores se agruparam da seguinte maneira: fator 1 -condições pessoais e condições da atividade, com 16 itens (α = 0,78); fator 2 -condições ambientais, com 11 itens (α = 0,79); fator 3 -condições sociais, com 11 itens (α = 0,81). No geral, os estudantes se mostraram mais orientados pelos estilos das condições pessoais e da atividade. Uma escala que possa mapear o estilo de aprendizagem dos estudantes parece ser relevante para a educação brasileira por permitir que se conheça as preferências no modo de aprender, podendo propiciar-lhes melhores condições de aprendizado. Validity evidence for a learning style measureRevista Psicologia: Teoria e Prática, 19(3), 176-191. São Paulo, SP, set.-dez. 2017. ISSN 1516-3687 (impresso), ISSN 1980. http://dx.doi. org/10.5935/1980-6906/psicologia.v19n3p176-191 Palavras-chave: estilos; estilos de aprendizagem; estilos cognitivos; avaliação psicoló-gica; ensino técnico profissional. EVIDENCIAS DE VALIDEZ PARA UNA MEDIDA DE ESTILOS DE APRENDIZAJEResumen: Los objetivos del presente estudio fueron obtener evidencia de la validación de la escala de estilos de aprendizaje y analizar los estilos de aprendizaje de estos ...

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“…Thinking styles also affect teaching behaviors, such as teaching approaches and interaction styles. (Zhang, 2011;Zhang & Sternberg, 2002). Teachers' thinking styles characterize interpersonal behavior towards students, whether they are helping, understanding and allowing student freedom, or they are being strict, showing dissatisfaction and expressing anger.…”

Section: Introductionmentioning

confidence: 99%

The Impact of Lecturers’ Thinking Styles on Students’ Creativity in Distance Higher Education

Sarmadi

Farajollahi

Saeidipour

et al. 2016

Turkish Online Journal of Distance Education

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The purpose of this study was to investigate the group creativity on thinking styles in distance education based on collaborative learning. Sample included 120 students from three intact classes of the College of education were selected as the participants for the main study. The instruments of measurement were the thinking styles inventory and the creative product semantic scale. Using the factorial quasi-experimental design, impact of thinking styles in the group creativity was tested. The results of the present study showed that male students tended to prefer the legislative thinking style more than the female students. There was no significant difference between male and female students in the overall creative ability. In addition, this study found that there was no significant association between the average group member creative ability and the overall group creative performance. The findings also supported Sternberg's argument that ability is different from style.

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The developing field of intellectual styles: Four recent endeavours

Cited by 19 publications

References 40 publications

How can an understanding of cognitive style enable trainee teachers to have a better understanding of differentiation in the classroom?

How can an understanding of cognitive style enable trainee teachers to have a better understanding of differentiation in the classroom?

Evidências de validade para uma medida de estilos de aprendizagem

The Impact of Lecturers’ Thinking Styles on Students’ Creativity in Distance Higher Education

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