Assessment of Thinking Styles Inventory, Academic Achievement and Student Teacher's Characteristics

Bu çalışma ile üç amaca ulaşılmaya çalışılmıştır. Bunlardan birincisi, Stemberg'in zihinsel benlik yönetimi kuramına dayanılarak geliştirilen Düşünme Stilleri Ölçeği' nin (DSÖ) bir grup öğretmen adayı üzerinde geçerliğini araştırmaktır. İkincisi, düşünme stilleri ile akademik basan ilişkisini incelemektir. Üçüncüsü ise öğretmen adaylarına ilişkin cinsiyet, sınıf, bölüm ve algılanan ebeveyn stilleri gibi özellikler ile düşünme stilleri arasındaki ilişkiyi test etmektir. Araştırmaya Pamukkale Üniversitesi Eğitim Fakültesi'nde çeşitli bölümlerde öğrenim gören 649 birinci (291) ve dördüncü (358) sınıf öğrencisi (245 erkek ve 403 kız) katılmıştır. Çalışma sonuçlan, DSÖ'nün Türkiye'de, öğretmen adaylarında düşünme stillerini ölçmede kullanılabilecek güvenilir ve geçerli bir araç olduğunu göstermiştir. Aynca, 13 düşünme stilinden sadece ikisinin (anarşik ve muhafazakâr) akademik basan ile ilişkili (negative) olduğu bulunmuştur. Bunlara ek olarak, araştırmada belirli düşünme stillerinin incelenen öğrenci özellikleri ile anlamlı düzeyde ilişkili olduğu da görülmüştür. Çalışmada, elde edilen bulgular ve doğurgulan öğretim, öğrenme ve değerlendirme açısından tartışılmıştır.

PDF

___

Amato, P., & Ochiltree, G. (1986). Family resources and the development of child competence. Journal of Marriage and the Family, 48, 47-56.
Anderson, M, & Hughes, H. (1989). Parenting attitudes and selfesteem of young children. Journal of Genetic Psychology, 150,463- 465.
Bernardo, A. B. I.; Zhang, L. F., & Callueng, C. M. (2002). Thinking styles and academic achievement among Filipino students. The Journal of Genetic Psychology, 163 2, 149-163.
Cano-Garcia, F., & Hewitt Hughes, E. (2000). Learning and thinking styles: An analysis of their interrelationship and influence on academic achievement. Educational Psychology, 20 4,413-432.
Cohen, D., Dibble, E., & Grawe, J. (1977). Companion instrument for measuring childrens' competence and parental style. Archives of Genetic Psychiatry, 30, 805-815.
Curry, L. (1983). An organization of learning styles theory and constructs. Eric Document, p. 185.
Field, D. (1988). Family Personalities. Oregon: Harvest House Publishers.
Ford, N. (1995). Levels and types of mediation in instructional systems: An individual differences approach. International Journal of Human-Computer Studies, 43,241-259.
Gonzalez, A., Greenwood, G., & WenHsu, J. (2001). Undergraduate students' goal orientations and their relationship to perceived parenting style. College Student Journal, 35 2,182-193.
Grigorenko, E. L., & Sternberg, R. J. (1997). Styles of thinking, abilities, and academic performance. Exceptional Children, 63 3, 295-312.
Neal, J. & Frick-Horbury, D. (2001). The effects of parenting styles and childhood attachment patterns on intimate relationships. Journal of Instructional Psychology, 28 3, 178-184.
Olson, S. L., Bates, J. E., & Bayles, K. (1990). Early antecedents of childhood impulsivity: The role of parent-child interaction, cognitive competence, and temperament. Journal of Abnormal Child Psychology, 18,317-334.
Pettit, G. S., Bates, J. E., & Dodge, K. A. (1997). Supportive parenting, ecological context, and children's adjustment: A 7-year longitudinal study. Child Development, 68, 908-923.
Pianta, R., Nimetz, S., & Bennett, E. (1997). Mother-child relationships, teacher-child relationships, and school outcomes on preschool and kindergarten. Early Childhood Research Quarterly, 12, 263-280.
Reynolds, A. (1992). Comparing measures of parental involvement and their effects on academic achievement. Early Childhood Research Quarterly, 7, 441-462.
Riding, R., & Cheema, I. (1991). Cognitive styles: An overview and integration. Educational Psychology, 11, 193-215.
Sternberg, R. J. (1988). Mental self-government: A theory of intellectual styles and their development, Human Development, 31, 197-224.
Sternberg, R. J. (1990). Metaphors of Mind: Conceptions of the nature of intelligence. New York: Cambridge University Press.
Curry, L. (1983). An organization of learning styles theory and constructs. Eric Document, p. 185.
Field, D. (1988). Family Personalities. Oregon: Harvest House Publishers.
Ford, N. (1995). Levels and types of mediation in instructional systems: An individual differences approach. International Journal of Human-Computer Studies, 43, 241-259.
Gonzalez, A., Greenwood, G., & WenHsu, J. (2001). Undergraduate students' goal orientations and their relationship to perceived parenting style. College Student Journal, 35 2, 182-193.
Grigorenko, E. L., & Sternberg, R. J. (1997). Styles of thinking, abilities, and academic performance. Exceptional Children, 63 3, 295-312.
Neal, J. & Frick-Horbury, D. (2001). The effects of parenting styles and childhood attachment patterns on intimate relationships. Journal of Instructional Psychology, 28 3, 178-184.
Olson, S. L., Bates, J. E., & Bayles, K. (1990). Early antecedents of childhood impulsivity: The role of parent-child interaction, cognitive competence, and temperament. Journal of Abnormal Child Psychology, 18, 317-334.
Pettit, G. S., Bates, J. E., & Dodge, K. A. (1997). Supportive parenting, ecological context, and children's adjustment: A 7-year longitudinal study. Child Development, 68, 908-923.
Pianta, R., Nimetz, S., & Bennett, E. (1997). Mother-child relationships, teacher-child relationships, and school outcomes on preschool and kindergarten. Early Childhood Research Quarterly, 12, 263-280.
Reynolds, A. (1992). Comparing measures of parental involvement and their effects on academic achievement. Early Childhood Research Quarterly, 7, 441-462.
Riding, R., & Cheema, I. (1991). Cognitive styles: An overview and integration. Educational Psychology, 11, 193-215.
Sternberg, R. J. (1988). Mental self-government: A theory of intellectual styles and their development, Human Development, 31, 197-224.
Sternberg, R. J. (1990). Metaphors of Mind: Conceptions of the nature of intelligence. New York: Cambridge University Press.
Sternberg, R. J. (1994a). Thinking styles: Theory and assessment at the interface between intelligence and personality, in: R. J. STERNBERG and P. RUZGIS (Eds) Intelligence and Personality, 169-187. New York: Cambridge University Press.
Sternberg, R. J. (1994b). Allowing for thinking styles. Educational Leadership, 52 3, 36-40.
Sternberg, R. J. (1997). Thinking styles. New York: Cambridge University Press.
Sternberg, R. J., & Grigorenko, E. L. (1995). Styles of thinking in the school. European Journal for High Ability, 6, 201-219.
Sternberg, R. J., Grigorenko, E. L., Ferrari, M., & Clinkenbeard, M. (1999). A trarchic analysis of an aptitude-treatment interaction. European Journal of Psychological Assessment, 15, 1-11.
Sternberg, R. J., & Wagner, R. K. (1992). Thinking Styles Inventory, Unpublished test. Yale University.
Warash, B. G., & Markstrom, C. A. (2001). Parental perceptions of parenting styles in relation to academic self-esteem of preschoolers. Education, 121 3, 485-494.
Zhang, L. F. (1999). Further cross-cultural validation of the theory of mental self-goverment. The Journal of Psychology Interdisciplinary and Applied, 133 2, 165-181.
Zhang, L. F. (2000a). Are thinking styles and personality types related?. Educational Psychology, 20 3, 271-284.
Zhang, L. F. (2000b). Relationship between thinking styles inventory and study process questionnaire. Personality and Individual Differences, 29, 841-856.
Zhang, L. F. (2001a). Thinking styles and personality types revisited. Personality and Individual Differences, 31 6, 883-894.
Zhang, L. F. (2001b). Approaches and thinking styles in teaching. The Journal of Psychology, 135 5, 547-561.
Zhang, L. F. (2001c). Thinking styles, self-esteem, and extracurricular experiences. International Journal of Psychology, 36 2, 100-107.
Zhang, L. F. (200Id). Do thinking styles contribute to academic achievement beyond self-rated abilities. The Journal of Psychology, 135 6, 621-637.
Zhang, L. F. (2002a). Measuring thinking styles in addition to measuring personality traits?. Personality and Individual Differences, 33 3, 445-458.
Zhang, L. F. (2002b). Thinking styles and cognitive development. The Journal of Genetic Psychology, 163 2, 179-195.
Zhang, L. F. (2002c). Thinking styles: Their relationships with modes of thinking and academic performance. Educational Psychology, 22 3, 331-348.
Zhang, L. F. & Postiglione, G A. (2001). Thinking styles, selfesteem, and socio-economic status. Personality and Individual Differences, 31 8, 1333-1346.
Zhang, L. F., & Sachs, J. (1997). Assessing thinking styles in the theory of mental self-government: A Hong Kong validity study. Psychological Reports, 81, 915-928.
Zhang, L. F., & Sternberg, R. J. (1998). Thinking styles, abilities, and academic achievement among Hong Kong university students. Educational Research Journal, 13,41-62.
Zhang, L. F., & Sternberg, R. J. (2000). Are learning approaches and thinking styles related? A study in two Chinese Populations. Journal of Psychology Interdisciplinary and Applied, 134 5,469-490.
Zhang, L. F., & Sternberg, R. J. (2002). Thinking styles and teachers' characteristics. International Journal of Psychology, 37 1,3-12.