中国大学生的智力风格 英文2025|PDF|Epub|mobi|kindle电子书版本百度云盘下载

中国大学生的智力风格 英文PDF格式电子书版下载

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Chapter 1 Introduction1

1.1 Why should we examine this issue4

1.2 Goal of the book6

1.3 Organization of the book7

Chapter 2 Review of the Literature9

2.1 Intellectual styles in education11

2.1.1 General trends:major approaches to studying intellectual styles11

2.1.2 Theory of thinking styles:Mental Self-Government16

2.1.3 Styles versus strategies18

2.1.4 Summary21

2.2 Hypermedia in the classroom:a psychological and educational perspective21

2.2.1 What is hypermedia22

2.2.2 Constructivism:psychological perspectives on hypermedia learning30

2.3 Relationships of intellectual styles with ability,personality,and achievement motivation41

2.3.1 Relationships between intellectual styles and ability42

2.3.2 Relationships between intellectual styles and personality46

2.3.3 Relationships between intellectual styles and achievement motivation50

2.4 Changes in intellectual styles52

2.4.1 Changes in cognitive and learning styles54

2.4.2 Changes in thinking styles60

2.5 Relationships between intellectual styles and academic achievement65

2.5.1 Relationships between intellectual styles and academic achievement in traditional learning environments66

2.5.2 Relationships between intellectual styles and academic achievement in hypermedia learning environments72

2.6 Research questions and hypotheses of the book80

2.6.1 Research questions80

2.6.2 Hypotheses81

Chapter 3 Methodology84

3.1 Introduction to methods84

3.2 Participants86

3.2.1 Students86

3.2.2 The teacher of the General Psychology course87

3.3 Measures before the instruction88

3.3.1 Demographic information88

3.3.2 Ability88

3.3.3 Personality traits89

3.3.4 Achievement motivation91

3.3.5 Pretest of thinking styles92

3.4 The instruction93

3.4.1 Instructional design93

3.4.2 Instructional materials in the experiment95

3.4.3 The traditional instructional environment96

3.4.4 The hypermedia instructional environment97

3.4.5 Instructional procedures116

3.5 Measures after the instruction119

3.5.1 The academic achievement in the General Psychology course119

3.5.2 Posttest of thinking styles123

3.6 Ways of testing hypotheses123

3.6.1 A data screening before data analyses124

3.6.2 Reliability and validity of TSI-R,APM,NEO-FFI,and AMS125

3 6.3 Reliability and item analysis of End-Of-Semester Test126

3.6.4 Analysis of variance for changes and differences in thinking styles127

3.6.5 Correlation analyses and regression analyses for the relationships between thinking styles and academic achievement127

Chapter 4 Results Ⅰ:Reliability and Validity of Instruments129

4.1 Reliability and validity of TSI-R,APM,NEO-FFI,and AMS129

4.1.1 Reliability of TSI-R,APM,NEO-FFI,and AMS130

4.1.2 Validity of TSl-R,APM,NEO-FFl,and AMS132

4.2 Reliability and item analysis of the End-Of-Semester Test143

Chapter 5 ResultsⅡ:Changes in Thinking Styles and the Relationships Between Thinking Styles and Academic Achievement146

5.1 Changes in thinking styles147

5.1.1 Multivariate analyses on changes in thinking styles147

5.1.2 Changes in Type Ⅰ thinking styles155

5.1.3 Changes in Type Ⅱ thinking styles161

5.1.4 Changes in Type Ⅲ thinking styles167

5.1.5 Summary171

5.2 The relationships between thinking styles and academic achievement173

5.2.1 Zero-order correlations between thinking styles and academic achievement among the social science students in both traditional and hypermedia groups179

5.2.2 Predicting academic achievement from thinking styles among the social science students in both the traditional and hypermedia groups181

5.2.3 Summary183

Chapter 6 A Supplement to the Experimental Longitudinal Study:Individual Interviews185

6.1 Purpose of the interviews186

6.2 Participants and interview questions187

6.3 A supplement to the quantitative findings from the student and teacher interviews193

6.3.1 Changes in thinking styles194

6.3.2 The relationships between thinking styles and academic achievement197

6.3.3 Summary201

Chapter 7 Discussion Ⅰ:Changes and Differences in Thinking Styles in the Traditional and Hypermedia Environments202

7.1 Significant changes in thinking styles in both instructional environments204

7.1.1 Increase in the use of particular thinking styles due to the traditional instructional environment205

7.1.2 Decrease in the use of particular thinking styles due to the traditional instructional environment212

7.1.3 Increase in the use of particular thinking styles due to the hypermedia instructional environment214

7.1.4 Contributions of personality traits and achievement motivation to the changes in thinking styles215

7.2 Comparing the changes in thinking styles in the traditional and hypermedia instructional environments223

7.2.1 Type Ⅰ styles224

7.2.2 Type Ⅱ styles226

7.2.3 Type Ⅲ styles228

7.2.4 Summary230

7.3 Approaches to teaching thinking and other intellectual styles231

7.3.1 Can thinking styles and other intellectual styles be taught?231

7.3.2 Possible approaches to teaching thinking and other intellectual styles235

7.3.3 Summary238

Chapter 8 Discussion Ⅱ:The Contributions of Thinking Styles to Academic Achievement240

8.1 The social science students:the contributions of thinking styles to academic achievement241

8.1.1 The contributions of Type Ⅰ thinking styles242

8.1.2 The contributions of Type Ⅱ thinking styles245

8.1.3 The contributions of Type Ⅲ thinking styles246

8.2 The social science and science students:the differences in the contributions of thinking styles to academic achievement249

8.2.1 The distribution of thinking styles by discipline:further analyses249

8.2.2 The differences in the contributions of thinking styles by discipline250

8.3 Thinking styles matter257

Chapter 9 Conclusions260

9.1 Contributions of the book260

9.2 Implications of the book264

9.3 Limitations of the book266

9.4 Future directions269

Appendices272

Appendix 1 Models of Intellectual Styles272

Appendix 2 Demographic Information Sheet(Chinese Version)275

Appendix 3 A Sample Item of the Raven's Advanced Progressive Matrices276

Appendix 4 Sample Items of the NEO Five-Factor Inventory(Chinese Version)276

Appendix 5 Sample Items of the Achievement Motives Scale(Chinese Version)277

Appendix 6 Sample Items of the Thinking Styles Inventory-Revised277

Appendix 7 The End-Of-Semester Test and Reference Answers279

Appendix 8 Zero-order Correlations of EOST with APM,NEO-FFI,and AMS282

Appendix 9 The Differences in the Academic Achievement in EOST by Discipline283

Appendix 10 Zero-order Correlations between TSI,NEO-FFI,and AMS285

Appendix 11 The Differences in Thinking Styles by Discipline288

References291

Postscript324